Lesson 2

DATE: June 15, 2014
Opal
DAY 1- Monday
GRADE/SECTION: Grade 7- Gold &
A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself
SubSearching
for Parallel Selection/s
Theme
Our Beginnings
Domains of Literacy
Literature
Objectives:
Discover literature as a means of connecting to a significant past
( EN7-I-b-1)
Express awareness of diversity in Philippine Culture
B. ASSESSMENT PLAN
1. Pre-assessment
Identifying Our Fellow Filipinos
(See attachment: Task 1Your Initial Tasks)
2. Post Assessment
C. RESOURCES
1. Materials
References
2. Equipment
Knowing Further Our Fellow Filipinos

(See attachment: Task 2 Your Initial Tasks)
Contrasting Literary Types: Myth, Legend, and
Folktale (Library Work)
(See attachment: Your Final Task.)
Modules (pictures through ppt. presentation)
LM pages 11 and 12
TG page/s
Laptop
D. ACTIVITIES
INTRODUCTION
EXPLORING LANDMARKS (5
minutes)
a. Show several pictures of

landmarks in the province.
b. Ask students to name
other
things
that
the
province is famous for.
c. Ask students one thing
about their province they are
most proud of.
(See ppt. presentation)
IDENTIFYING OUR FELLOW

FILIPINOS (10 minutes)
See Task 1 Your Initial Tasks.
e. Ask students to find a partner.
f. Have them accomplish the
task.
g. Process briefly the students
engagement in the activity by
focusing on their difficulties in
matching.
h. Probe into why we have
difficulty in identifying our fellow
Filipinos.
KNOWING FURTHER OUR

FELLOW FILIPINOS (5 minutes)
a. Ask students to perform Task
2 individually.
b. Process briefly the students
engagement in the activity by
focusing on the need to know
better our fellow Filipinos.
OUR UNIQUE PEOPLE (15
minutes)
a. Ask students to read quietly
the statements first followed by
the brief selection.
b. After the silent reading period,
give them three minutes to
identify the statements they
agree or disagree to.
c. Have the students discuss in
pairs their responses.
YOUR INITIAL TASK

Task 1. Identifying Our Fellow Filipinos
Directions: Brainstorm with a partner to
determine who our fellow Filipinos are and
where they reside in our country. Match items
in column A, B, and C. Then, write your
answers on your notebook.
Task 2. Knowing Further Our Fellow Filipinos

Complete the chart below. Use a whole sheet of
paper.
Task 3. Our Unique People

Read quietly the short article below to locate
information that will help you determine whether you
will agree or disagree to the following statements.
1. The Filipinos are uniquely diversified.
2. The Filipinos are religious in nature.
3. The diversity of the Filipinos in culture, language,
and religion is a hindrance to the countrys unity and
progress.
4. The strength of the Filipino culture lies in the
resiliency of its people who overcame the colonizers
oppressive rule.
5. Acceptance of differences in culture, belief, and

d. Ask a few students to share
language can only start with awareness.
their common points of
agreement and disagreement.
e. Summarize by focusing on the
concept of diversity as a The People of the Philippines by the Philippine
Tourism Promotions Board
blessing.
(See attached copy)
E. AGREEMENT/HOMEWORK
Express your awareness of diversity in culture
by visiting these links:
ethnicgroupsphilippines.com/arts-andculture/festivals/western-visayas-pasundayagsing-ilonggo/
http://www.slideshare.net/ladymantuano/ethni
c-groups-27406237
http://www.ethnicgroupsphilippines.com/peopl
e/ethnic-groups-in-the-philippines/agtacentral-cagayan/
http://www.philippines.hvu.nl/mindanao2.htm
Do also a research on unique characteristics
of our Ethic Groups in Western Visayas,
Cagayan Valley, and Mindanao.
Prepared by:
JOSENIA P. CONSTANTINO
SST I
Noted:
JUAN PEA CABRERA
Principal I
DATE: June 16, 2014

Gold
DAY 2- Tuesday
GRADE/SECTION: Grade 7-

Theme
Appreciating
Primary Selection/s
Myself
Sub-Theme Searching for Our Parallel Selection/s
Beginnings
Domains of Literacy
Oral Language and Fluency
Objectives:
Observe correct production of vowel and consonant sounds (EN7F-I-a3.11)
Read words, phrases, clauses, and sentences using correct production
of vowel I/ and /i/ and consonant /s/ /sounds. (ENF-I-a-3.11.1)
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
2. Materials
3. References
2. Equipment

LM pages 13-14
TG page/s
Laptop
D. ACTIVITIES
Checking and reading of Task 4. Loud and Clear!
Enhance your pronunciation of a few critical vowel
assignment (10)
and consonant sounds based on some parts of the
Review
article. You will be guided by your teacher.
INTRODUCTION
ORAL DRILLS (20 minutes)
See Task 4, Your Initial Tasks.
a. Assign a student to each
paragraph of the short article. Ask
them to read it aloud. Have the
rest of the class follow the reading
quietly.
b. Have students who read orally

identify sounds that they found
difficult to produce. Write the
words on the board.
c. Let the class listen to you read
the article aloud. Emphasize the
words they identified as difficult to
produce.
d. Seek observations from the
students regarding the way you
pronounced the words they
identified.
e. Focus on the [s], [I], [i], and [ ]
sounds.
Set C: Sentences
1. The Filipino character is actually a little bit of all
the cultures put together
2. The bayanihan or spirit of kinship and
camaraderie that Filipinos are famous for is said to
be taken from Malay forefathers.
3. Each regional group is recognizable by distinct
traits and dialects the sturdy and frugal llocanos of
the north, the industrious Tagalogs of the central
plains, the carefree Visayans from the central
islands and the colorful tribesmen and religious
Moslems of Mindanao.
4. Some 80 percent of the population is Catholic,
Spain's lasting legacy.
5. The history of American rule and contact with
merchants and traders culminated in a unique blend
of East and West, both in the appearance and
culture of the people of the Filipinos.
GROUP WORK
Form 5 groups and write words, phrases, and
sentences with /I/, /i/, /s/ / sounds.
Prepared by:
ENHANCEMENT
READING
See Your Text.
c. Have the students read the selection The Origin
of This World.
d. Ask students to find out the significance of the
number seven among the Maranaws.
Noted:
SST I
JUAN PEA CABRERA

Principal I
DATE: June 17, 2014

Opal
DAY 3- Wednesday

Theme
Appreciating
Primary Selection/s
Myself
The Origin of
This
World
(Maranao)

Beginnings
Domains of Literacy
Literature
Objectives:
Discover literature as a means of connecting to a significant past (EN7I-a-1)
Identify the distinguishing features of myths (EN7LT-I-a-2.1)
Express appreciation for sensory images (EN7LT0I-c-2.2.1)
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
1. a. Materials
b. References
2. Equipment
D. ACTIVITIES
Give a sample word
(creation, magic, origin, or
number 7) on the board
and solicit possible words
the students could
associate with it. Take on
words which may be

LM page/s 14-16
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associated with ideas,

context, or motifs in the
text.
Ask students to web as
many words as possible as
they find and search words
in the text which they could
associate with three ideas.
Ask students to check on

each others work as three
volunteers are called to
work on the board.
Have the students read

silently the text again.
YOUR DISCOVERY TASKS

Task 1. Word Webs
Attach as many words you can find in the
selection which you could associate with
each idea featured in each box. Use a whole
sheet of paper for your webs.
Task 2. Locate, Reflect, Evaluate!

Locate information in the selection to determine
whether each statement is true (T) or false (F). Write
LOCATE, REFLECT, EVALUATE!
your answer on a one-whole sheet of paper.
(20 minutes)
_____ 1. Everything has its own place in heaven or
See Task 2, Your Discovery
on earth.
Tasks.
_____ 2. Even monsters have a place in heaven.
Have the students answer
_____ 3. The nymphs, unlike the Karibanga, have
the task individually first.
magical powers.
In pairs, let students discuss _____ 4. The number seven is a significant detail in
their answers.
the narrative.
Process the answers by
_____ 5. Angels can fly.
focusing on points of
_____ 6. The heaven in the selection accommodates
opposition/difference.
saints and sinners.
_____ 7. There is a reward for good people in
Discuss/elaborate items
heaven.
1, 8, and 10
Direct students attention to _____ 8. The narrative is close to the accounts of
other stories of origin of the
items 2, 3, 4, 5, 6, 7, and 9
to identify what images they
highlight.
world.
_____ 9. Death as explained in the narrative is a
natural occurrence.
_____ 10. The Maranaw story of the origin of the
world is unique.
Summarize by focusing on
the features of myths and
its motifs that include
heaven, magical
creatures, and the tree of
life.
Prepared by:
SST I
Read again the story at home for

tomorrows activity.
Bring manila paper and coloring materials.
Noted:
JUAN PEA CABRERA
Principal I
DATE: June 18, 2014

Opal
DAY 4- Thursday

Theme
Appreciating
Primary Selection/s
Myself
The Origin of
This
World
(Maranao)

Beginnings
Domains of Literacy
Literature
Objectives:
Discover literature as a means of connecting to a significant past (EN7I-b-1)
Express appreciation for sensory images (EN7LT0I-c-2.2.1)
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
2. a. Materials
b. References
2. Equipment

LM page/s 16-17
TG page/s
Laptop
D. ACTIVITIES
Review on the features of a
myth.
ILLUSTRATION (20 minutes)
Tasks.

Task 3. Show It, Say It!
Ask the students to work on

Task 3 which requires them
to compose a brief
paragraph using the key
features of written
language.
ENRICHMENT
PRESENTATION OF
ILLUSTRATIONS (15 minutes)
Assign the students into
triads.
Have each student in each
triad share his/her
illustration and explanation.
Call on one or two students
to choose the best
presentation in their triads
and explain the reason
behind their choice.
Have the students present
their output.
Reflect on the following series of questions:

What is it that you found puzzling, interesting,
intriguing, or strange in the story? Is it similar
to your belief of how the world began? Why or
why not?
GROUP WORK
Illustrate and color the puzzling, interesting,
intriguing, or strange part that you found in the story
then explain your answer in not more than five
sentences on a whole sheet of paper. In your
explanation, consider:
1. avoiding informal expressions;
2. using facts from your recall of information; and
3. using more nouns and adjectives than verbs and
adverbs.
Be guided by the rubrics below.
Prepared by:
SST I
Noted:
JUAN PEA CABRERA
Principal I
DATE: June 22, 2014

Opal
DAY 5- Monday

Theme
Appreciating
Primary Selection/s
Myself
Beginnings
The Origin of
This
World
(Maranao)
The Story of
Creation
(Blaan)
Domains of Literacy
Oral Language Fluency
Objectives:
Use appropriate prosodic features of speech (pitch, stress, juncture,
intonation, volume, projection, and speed/rate of speech in differing
oral communication (EN7L-I-b1.14)
Observe the correct pitch levels when reading lines, sentences, and
paragraphs (EN7OL-I-b-1.14.2)
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
3. a. Materials
b. References
2. Equipment
D. ACTIVITIES
Recall on activities sensory
images.

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Task 4: Tune Up Your Tone!
Use the given scale and chart to examine the
ENRICHMENT
EXPLORING TONE (40 minutes)
Tasks.
Explain to the students that
tone is important in reading
aloud. Discuss that it refers
the
emotional
content
carried by the voice of the
reader. This only means
that it is not the words that
carry the emotion, but how
the words are said. To
speak expressively is to
energize
words
appropriately.
Assign the students into
small groups. Each group is
assigned to read aloud
particular paragraphs of
another creation story using
a different tone.
Tones are not announced.
Students have to discover
these.
Groups 1 (excited) and 2

(very happy): Paragraphs 1
and 2
Groups 3 (serious) and 4

(alarmed): Paragraphs 3
and 4
Groups 5 (suspenseful)
and 6 (creepy): Paragraphs
5 and 6
Instruct the groups to study

how they should read the
paragraphs assigned to
them. Provide the following
crucial reminders:
i.
Pause before an
important word.
ii.
Speed up or slow
performance of each group for this part of the

lesson. Copy the chart on a half sheet of paper. You
will be guided further by your teacher.
The Story of Creation (Blaan)

1 In the very beginning there lived a being so large
that he cannot be compared with any known thing.
His name was Melu, and when he sat on the
clouds, which were his home, he occupied all the
space above. His teeth were pure gold, and
because he was very cleanly and continually
rubbed himself with his hands, his skin became
pure white. The dead skin which he rubbed off his
body was placed on one side in a pile, and by and
by this pile became so large that he was annoyed
and set himself to consider what he could do with
it.
2 Finally Melu decided to make the earth; so he
worked very hard in putting the dead skin into
shape, and when it was finished he was so
pleased with it that he determined to make two
beings like himself, though smaller, to live on it.
3 Taking the remnants of the material left after
making the earth he fashioned two men, but just
as they were all finished except their noses, Tau
Tana from below the earth appeared and wanted
to help him.
4 Melu did not wish any assistance, and a great
argument ensued. Tau Tana finally won his point
and made the noses which he placed on the
people upside down. When all was finished, Melu
down when
necessary.
iii.
Visualize in your
mind as you read.
iv.
Choose a part to
catch your audience.
v.
Express through
your face.
Before asking each group
to read dramatically their
assigned paragraphs in
unison, tell them that they
will have to guess what
emotion or mood is created
by the oral reading of each
group. Instruct them to use
the given chart and the
rating scale properly.
Discuss the criteria to the

students.
Give time for students to

complete their rating charts.
Discuss the performances.

Focus on the importance of
tone in expressing a
message.
Summarize by emphasizing
the relationship of the
criteria used in the activity in
expressing ones message
when speaking or reading
aloud.
and Tau Tana whipped the forms until they moved.

Then Melu went to his home above the clouds,
and Tau Tana returned to his place below the
earth.
5 All went well until one day a great rain came,
and the people on the earth nearly drowned from
the water which ran off their heads into their
noses. Melu, from his place on the clouds, saw
their danger, and he came quickly to earth and
saved their lives by turning their noses the other
side up.
6 The people were very grateful to him, and
promised to do anything he should ask of them.
Before he left for the sky, they told him that they
were very unhappy living on
the great earth all alone, so he told them to save
all the hair from their heads and the dry skin from
their bodies and the next time he came he would
make them some companions. And in this way
there came to be a great many people on the
earth.
Prepared by:
SST I
Noted:
JUAN PEA CABRERA
Principal I
DATE: June 23, 2014

Opal
DAY 6- Tuesday

Theme
Appreciating
Primary Selection/s
Myself
Beginnings
The Origin of
This
World
(Maranao)
The Story of
Creation
(Blaan)
Domains of Literacy
Grammar
Objectives:
Observe correct subject-verb agreement (EN7G-I-b-11)
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
4. a. Materials
b. References
2. Equipment
D. ACTIVITIES
Review on speech prosodic
features and its importance
in reading.
EXPANSION
FEEDBACK GIVING (5 minutes)

LM page/s 17
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Task 5. Watch Out!
Study the following sentences. Write C if the
sentence observes correct subject-verb agreement.
If it does not, write I. Write your answers on a one
fourth sheet of paper.
a. Return the output based on Task

3.
b. Emphasize that effective writing
is governed by grammatical rules,
especially those that refer to
subject-verb agreement.
1. Ritual and magic are common elements in myths.

2. Each man and woman is controlled by a powerful
being in many myths.
3. Every deity has magical powers.
4. Every myth and legend have unique features.
5. Somebody is shown as more powerful in creation
stories.
ELICITATION (5 minutes)
Tasks.
Have the students
accomplish the task.
Discuss the answers.
1. C 3. C 5. C 7. C 9. C
2. C 4. I 6. I 8. I 10. I
GENERALIZATION (10 minutes)

Have students make
generalizations concerning
the following rules
concerning subject-verb
agreement:
i. compound subjects joined
by and
ii. every or each preceding
a compound subject
iii. indefinite pronouns as
subjects
iv. subjects joined by or or
nor
Refer the students to

specific cases in Task 5.
CONTROLLED GRAMMAR
PRACTICE (10 minutes)
Tasks.
Ask students to study the
sentences and answer the
items as instructed.
Ask students to articulate
each grammar rule as
6. The gods nor the goddess play favorite among the

humans.
7. Many of the themes in myths were used already in
movies.
8. All myths is regarded as stories from oral tradition.
9. Neither a myth nor a legend explains the full
nature of creation.
10. Either the historians or the mythologist are
coming to the lecture.
Task 6. Practice Makes Perfect!
Below is an exercise based on the contents of the article
The Maranao Tribe from Lake Lanao. Specify the verb,
which will agree with its subject in each sentence. Write
your answers on a one fourth sheet of paper.
The Maranao, together with the Illanun and Maguindanao
____ 1. (is, are) an indigenous Muslim group in Mindanao
in southwestern Philippines. Their culture and identity
____ 2. (reflects, reflect) general features of Southeast
Asian tribes. Each of these, however, ____ 3. (has, have)
developed unique traditions.
Every historian or anthropologist who ____ 4. (studies,
study) Mindanao tribes ____ 5. (has, have) given
common observations about the Maranao. Almost all
Maranaos ____ 6. (is, are) Muslims, but some who live in
the hills around Lake Lanao ____ 7. (follows, follow) a
version of Islam reflecting pre-Islamic beliefs and
practices. Many scholars ____ 8. (emphasizes,
emphasize) that the Maranao, who ____ 9. (is, are) the
first inhabitants of the shores of Lake Lanao, still ____ 10.
(inhabits, inhabit) this region.
The name Maranao ____ 11. (means, mean) "People of
the Lake" or "Lake Dwellers". Both ____ 12. (refers, refer)
to the natives who settled around Lake Lanao. Neither
photographers or a writer ____ 13. (was, were) ever able
to capture in images or words the beauty of this lake.
Lake Lanao, with the Maranaos living around it ____ 14.
(continues, continue) to be an attraction and source of
inspiration. More importantly, the spirit of the Maranaos
answers are discussed.
____ 15. (thrives, thrive) because of its existence
1. is 6. are 11. means

2. reflect 7. follow 12. refer
3. has 8. emphasize 13. was
4. studies 9. is 14. continues
5. has 10. inhabits 15. Thrives
EXTENDED GRAMMAR
PRACTICE (10 minutes)
Tasks.
(This may be given as homework if
time does not allow for
completion.)
a. Ask students to study the
sentences and answer the items
as instructed.
b. Ask students to articulate each
grammar rule as answers are
discussed.
1. Each tourist or guest who comes to the
Philippines is always amazed by
our cultural diversity.
2. C
3. A variety of traditions, dishes,
celebrations, and many others is offered
to
both local and foreign travelers.
4. C
5. For this reason, tourism experts, along
with the Department of Tourism
believe that Its more fun in the
Philippines!
Prepared by:
SST I
Task 7.1 Extra, Extra!

Below is a students draft of an introduction for an
article about diversity in the Philippines. If a
sentence observes proper subject-verb agreement,
write C. If it does not, rewrite the sentence. Write
your answers on a half sheet of paper.
(1) Each tourist or guest who come to the Philippines
is always amazed by our cultural diversity. (2) Every
island and region highlights a unique adventure. (3)
A variety of traditions, dishes, celebrations, and
many others are offered to both local and foreign
travelers. (4) Our rich past and our promising future
are discovered by every guest almost every day and
everywhere in the country. (5) For this reason,
tourism experts, along with the Department of
Tourism believes that Its more fun in the
Philippines!
Task 7.2 More! More!

(See attached quiz)
Noted:
JUAN PEA CABRERA
Principal I
DATE: June 24, 2014

Opal
DAY 7- Wednesday
Theme
Appreciating
Primary Selection/s
The Origin of
Myself
This
World
(Maranao)
The Story of
Beginnings
Creation
(Blaan)
Domains of Literacy
Library Skill
Objective:
Identify the parts of the card catalogues;
Recognize Dewey Decimal as a system of classifying books.
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
5. a. Materials
b. References
2. Equipment
D. ACTIVITIES
Review on S-V agreement
rules.
Expansion:
You are going to make a
research of the different kinds
of proverbs in the library as

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preparation for your final task.

You have to know how to make
use of the library resources.
One way of knowing the
resources in the library is
knowing the card catalogue.
There are kinds of card
catalogues.
1. Title Card- It presents the
title of each book on the first
line of the card. A title that
begins with a, an, and the is
listed on the second word.
2. Author Card-The author
card lists each book by the
authors last name.
3. Subject Card-The subject
card lists each book of non
fiction by the name of its
subject.
Each non fiction book has

a call number.
It appears on all three cards

and on the book itself.
It can help us find any book

in the library
Let us identify the parts of each

of the card catalogue.
Numbers
000-099
Categories
General References or Works (encyclopedias,

biographies, periodicals and journalism)
100-199 Philosophy, psychology and logic

200-299 Religion (mens faith)
300-399
Social Sciences (how people live and work in

society; law, government and institutions)
400-499 Language (English, grammar and dictionaries)

Natural Science (Mathematics, astronomy, physics,
500-599 chemistry, geology, paleontology, biology, zoology,
and botany)
Books in the library are many.

and also
Applied
Science (medicine,
Thus, aTechnology
student must
acquaint
600-699 engineering, agriculture, home economics, radio,
himself or herself on how these
TV, and aviation)
books are classified to facilitate
Fine Arts and Recreation (architecture, sculpture,
easy way
of borrowing books.
700-799
painting, music, photography and recreation)
Literature (plays, poems, essays, literature in
800-899One system is the Dewey
foreign languages)
Decimal Classification System

and Dewey
Biography
(history, biography,
devisedHistory
by Melvin
in 1876.
900-999
geography and other related disciplines)
The Dewey Decimal Classification

is a system of library classification
made up of ten classes, each
divided into ten divisions, each
having ten sections.
Using the Dewey Decimal

Classification System, give the
number classification of the
following titles of books.
FINAL TASK
Prepared by:
Noted:
SST I
JUAN PEA CABRERA

Principal I
DATE: June 24, 2014

Opal
DAY 7- Wednesday
Theme
Appreciating
Primary Selection/s
The Origin of
Myself
This
World
(Maranao)
The Story of
Beginnings
Creation
(Blaan)
Domains of Literacy
Library Skill
Objective:
Identify the parts of the card catalogues;
Recognize Dewey Decimal as a system of classifying books.
B. ASSESSMENT PLAN
1. Pre-assessment
2. Post Assessment
C. RESOURCES
6. a. Materials
b. References
2. Equipment
D. ACTIVITIES
Review on the kinds and
parts of card catalogues.
Review on the Dewey
Decimal
Classification
System of Books

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Synthesis:
FINAL TASK
Prepared by:
SST I
Noted:
JUAN PEA CABRERA
Principal I

Lesson 2

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Lesson 2

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DATE: June 15, 2014

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Knowing Further Our Fellow Filipinos

a. Show several pictures of

(See ppt. presentation)

IDENTIFYING OUR FELLOW

KNOWING FURTHER OUR

YOUR INITIAL TASK

Task 2. Knowing Further Our Fellow Filipinos

Task 3. Our Unique People

5. Acceptance of differences in culture, belief, and

DATE: June 16, 2014

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Knowing Further Our Fellow Filipinos

b. Have students who read orally

JUAN PEA CABRERA

DATE: June 17, 2014

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Sub-Theme Searching for Our Parallel Selection/s

Knowing Further Our Fellow Filipinos

associated with ideas,

Ask students to check on

Have the students read

YOUR DISCOVERY TASKS

Task 2. Locate, Reflect, Evaluate!

Read again the story at home for

DATE: June 18, 2014

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Sub-Theme Searching for Our Parallel Selection/s

Knowing Further Our Fellow Filipinos

YOUR DISCOVERY TASKS

Ask the students to work on

Reflect on the following series of questions:

DATE: June 22, 2014

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Knowing Further Our Fellow Filipinos

Groups 1 (excited) and 2

Groups 3 (serious) and 4

Instruct the groups to study

performance of each group for this part of the

The Story of Creation (Blaan)

Discuss the criteria to the

Give time for students to

Discuss the performances.

and Tau Tana whipped the forms until they moved.

DATE: June 23, 2014

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Knowing Further Our Fellow Filipinos

a. Return the output based on Task

1. Ritual and magic are common elements in myths.

GENERALIZATION (10 minutes)

Refer the students to

6. The gods nor the goddess play favorite among the

answers are discussed.

____ 15. (thrives, thrive) because of its existence

1. is 6. are 11. means

Task 7.1 Extra, Extra!