Attachments July 17-21

July 17, 2017- Monday
EN7G-I-f-11: Observe correct subject-verb agreement
References:
CG: 153
TG: Not Applicable
LM: Not Applicable
Textbooks: English for the 21st Century Learners; English Communication Arts I pp. 85-86;
English Arts I. 2000. pp 136, 137, 138, 139.
Others:
Content: Subject-Verb Agreement: Portions, Sums, and Measurements
A. Reviewing Previous Lesson or Presenting the New Lesson

A. S-V Agreement Review
Directions: Choose the correct form of the verb.
1. Leaves (drop, drops) from the tree.
2. The consumer (complain, complains) for high prices of basic commodities.
3. The hostess (ask, asks) everyone to eat more.
4. The lawyers (say, says) that the trial will be a test case.
5. Gregs parrot sometimes (fly, flies) outside the house.
B. Presentation of the Lesson
o Introduce the topic: Subject Verb Agreement with portions, sums, and
measurement
B. Establishing a Purpose for the Lesson

o Pair off and talk about what you know on the subject verb agreement with
portions, sums, and measurement.
o Think about: Why it is important to know and to learn the subject and verb
agreement with portions, sums, and measurement?
C. Presenting Examples/Instances of the Lesson
Study the following sentences. Observe the subject and verb agreement.
1. Two-thirds of the students are absent.
2. One-half of the bar of soap costs fifteen pesos.
3. Fifty percent of the respondents believe in the survey.
4. Five hundred pesos is paid for the pair of shoes.
5. Five miles is far enough.
D. Discussing New Concepts and Practicing New Skills #1

For expressions that show portion as fractions, majority, minority, and percent, the
number of the verb agrees with the number of the object in the of phrase.
Examples:
Sixty-four percent of the survey respondents believe that through the K to 12 program,
they will be able to judge their strengths better. (The subject sixty-four percent) is a portion
followed by an of-phrase whose object is respondents, which is plural. The verb should therefore
be plural as well.
Only two-fifths of the road has so far been cemented. (Road is a singular noun; therefore,
the verb must be singular).
*When majority/minority means an unspecified number, more or less than 50%, use
a singular verb.
The majority holds no strong views.
A small minority indicates it supports the proposal.
* When majority/minority mean a specific percentage, it can take either singular or

a plural verb.
A 75% majority has/have voted against the measure.
A 10% minority is/are opposed to the measure.
*When majority/minority refers to a specified set of persons, use a plural verb.
A majority of Filipinos have voted for a change.
A minority of the students are willing to pay additional tuition fee.
Practice 1. Observe correct subject-verb agreement. Choose the correct form of the verb.
1. Two-thirds of the earths surface (is, are) under water.
2. Three fourths of the job (is, are) completed.
3. Half of the chicken (was, were) sold.
4. Sixty percent of the passengers (was, were) saved.
5. Forty-seven percent of the Filipino workers (was, were) involved in farming as of 2013.
6. Majority of the respondents (have, has) not understood the survey questionnaire.
July 18, 2017- Tuesday (cont.)
EN7G-I-f-11: Observe correct subject-verb agreement

References:
CG: 153
TG: Not Applicable
LM: Not Applicable
Textbooks: English for the 21st Century Learners; English Communication Arts I pp. 85-86;
English Arts I. 2000. pp 136, 137, 138, 139.
Others:
Content: Subject-Verb Agreement: Portions, Sums, and Measurements
E. Discussing New Concepts and Practicing New Skills #2

Sums, amounts, and measurements are regarded singular. They therefore take singular
verbs.
One million pesos is more than enough to buy a small house and lot in the province. (Even
though pesos seems to be in plural form, it is an amount of money, which is considered singular.)
Ten kilometers is too long to walk.
Practice 2. Observe correct subject-verb agreement. Choose the correct form of the verb.
1. Six weeks (is, are) needed to complete the project.
2. Forty pounds (is, are) too heavy to carry.
3. Three hours (is, are) too much time to spend on this lesson.
4. Seven feet (is, are) the height of the fence.
5. Five kilos of fish (is , are) enough for the crowd.
F. Developing Mastery
Directions: Read each sentence and circle the subject. Write on the blank the correct form of the
verb in parentheses.
__________ 1. According to the Philippine Statistics Authority, 25.8 percent of Filipino
households (have) incomes below the poverty line.
__________ 2. This means that about one-fourth of the population (lie) below the minimum level
of income deemed adequate in the country.
__________ 3. Moreover, 38.3 percent of farming families (live) below the poverty line.
__________ 4. About 32 percent of the total land area of the Philippines (be) devoted to farming.
__________ 5. Twenty-one percent of this land area (be) used for farming rice.
G. Finding Practical Applications of Concepts and Skills in Daily Living

Big Groups: Use portions, sums, and measurement in sentences. Observer correct subject and
verb agreement in your sentences.
Groups 1 and 3
1. Ten feet
2. 2 kilos of rice
3. 4 pounds
4. 7 meters
5. 40 days
Group 2 and 4
1. Twenty five percent
2. Three-fourths
3. One-half
4. One-eight
5. Seventy-five percent
Group 5
1. 2 million pesos
2. One-fourth
3. Forty-seven percent
4. 5 feet
5. Twenty-one percent
H. Making Generalizations and Abstractions about the Lesson
o What does the rule say about the subject and verb agreement with portion and
percentage?
o How about with the use of sums, amounts, and measurement?
I. Evaluating Learning
A. Directions: Observe correct subject and verb agreement. Fill in the blanks with the form of the
verb in parentheses.
1. Five hours ________ (be) a long time to wait.
2. Two kilometers _______ (seem) too far to walk.
3. Twenty pesos ________ (be) all I have.
4. Three-fourths of the cake ______ (be) gone.
5. Twenty percent of the paintings _______ (be) commissioned.
B. Directions: Observe correct subject and verb agreement. Write C is the sentence is Correct
and W if the sentence is Wrong, then, cross out the error (verb) and replace it with the correct
form of the verb. Use a proofreading mark ^ to insert your answer.
________6. Nearly sixty percent of the members is in favor of the new policy.
________7. Twelve percent of the building have been renovated.
________8. Half of what he writes is undocumented.
________9. One-third of this article is taken up with statistical analysis.
________10. Fifty percent of the computers has CD-ROM drives.
________11. Majority of the senators do not support the new house bill.
________12. The minority agrees to the recommendations.
________13. Six hundred pesos are more than enough to pay for that shoes.
________14. Six kilometers is too far to walk.
________15. A majority of the student body are in favor of asking the dean to stay another year.
J. Additional Activities for Application or Remediation

Choose the correct form of the verb.
1. Two fifths of the grain (is, are) ruined.
2. One-half of the students (was, were) convinced that there would be no final exams this
year.
3. Of all the returns we have counted so far, fifty percent (is, are) in favor of the
referendum.
4. Eighteen million metric tons of palay (was, were) produced in the Philippines in 2013.
5. Thirty pounds (is, are) too heavy to carry.
July 19, 2017- Wednesday
EN7LT-I-f-1: Discover literature as a means of connecting to a significant past

References:
CG: 154
TG
LM: 76-77
Textbooks: English Arts I 4-9
Others:
Content: Epic: The Story of Lam-ang
Review on the story of Tunkulangit and Alunsina (a legend (literary genre during the Pre-
Hispanic Era in Visayas)
Tell the students that today they will read again another story from the Pre-Hispanic Era.
What other literary genre or stories from Pre-Hispanic Era in Luzon do you know?
The story you are about to read is part if the Ilocano epic, Biag ni Lam-ang, which tells
the unusual bravery of an unusual Man-Child.
Establishing Goal for Reading
What unusual traits are possessed by Lam-ang? What unusual things does he do?
Vocabulary
1. circle the bamboo thicket (undergrowth; grove)
2. riding the crest of the mountain wind (peak; summit)
3. a clump of bamboos (bunch)
Expand knowledge about epics (Story before the colonization)
1. Epics are long narrative poem that tell the exploits of a legendary hero to save his
country, race, or community from a savage creature.
2. The heroes of an epic is imbued with idealism, courage, wisdom, beauty, endurance,
chivalry, and justice.
3. The legendary adventures are full of fearful obstacles put up by the supernatural
forces or by people with supernatural powers. To overcome these supernatural
obstacles, the heros prowess has to be aided by friendly supernatural beings.
Reading of the epic The Story of Lam-ang.
Post Reading
1. What preparations were made for the birth of Lam-ang? What ancient Filipino beliefs
do you learn from this part of the story?
2. What unusual characteristics did Lam-ang show at the time of his birth?
3. What adventures with the Ilongots did Lam-ang meet when he looked for his father?
4. If you were in Lam-angs place would have done the same thing with the enemy?
What characteristics of an epic here are found in the story?
Tell your classmates stories you have read or heard which are similar to the story you
have just read. Can these stories be classified as epics? Support your opinion.
What are the characteristics of the characters of these stories?
How does the story help you to connect to the past?
Read another epic and answer the given questions.
Meet More Epic Heroes
Did you know that there is a rich collection of Philippine epics? Learn more about them and enjoy
reading the stories and exploits of other Filipino epic heroes such as the Ibalon, a Bicol epic poetry
and the Darangan, a Mindanaoan epic. Read and compare them with The Story of Lam-Ang on
the basis of the following:
July 20, 2017- Thursday (cont)
EN7LT-I-f-2.2.3: Determine the tone, mood, technique, and purpose of the author
References:
CG:
TG
LM:
Textbooks: English Arts I pp. 7-9
Others:
Content:
A.1 Recall important details and characters in the epic The Story of Lam-ang.
B.2. Introduce the lesson
You already know that an epic hero is imbued with characteristics of idealism,
courage, wisdom, beauty, endurance, chivalry, and justice.
o How are these characteristics shown in Lam-ang?
Writers try to make their characters real. They try to make the reader know what the
characters look like, what they think and feel, and how they are likely to act. The writers
way of creating and developing the characters personality is called characterization.
There are several techniques of characterization. A writer may use one or a combination
of these. Some of these are:
1. Through direct description of the character
Example:
At last the baby was delivered-a big, bouncing boy. Everybody was surprised to
hear him speak. The baby asked that he be given the name Lam-ang, and that his
godfather be the old man, Gibaun. What an amazing man-child indeed!..
At the age of nine months, Lam-ang was fully grown, with huge muscles and sinews
like that of an adult. So strong was he that he was feared by the people in the town
and neighboring villages.
-from Lam-ang
2. Through the conversation of the character with other characters.
Dear Brother, he implored, I beg you to save the land of Magindanaw from the
monster.
-from Indarapatra and Sulayman
3. By telling directly the characters thoughts and feelings
Mad with desire for revenge, Lam-ang challenged the fierce Ilongots for a fight.
Determined to fight his enemies single-handedly, Lam-ang jumped into the open plain,
armed with the powerful stone sagang.
-from Lam-ang
4. By letting the characters reveal what they think about another character.
Visitor: Stories of his skill with the spear have reached our village He came with us on
one of our hunting trips. Do you remember how his catch was more than ours all put together?
Dumulao: His playmates accepted him as a leader, for couldnt he spin a top better than
any of them? And he could kill the strongest tops by hitting them with the point of his own top.
-from The Prowess of Aliguyon
5. By showing the character in action
Please let me go with you across the river, pleaded the old man. The current
is so swift I cannot cross it by myself.
Go away, Don Pedro said impatiently. Cant you see that Im having a
difficult time myself?
And with that, he pushed the old man away, boarded his make shift raft, and
sailed away without a backward glance.
-from Ibong Adarna
Practice: Read the following, then point out the writers technique for characterization.
1. How deceptive his figure was! Sebio taught. No wonder those who knew him called him
Sebiong Pasmado (Sebio the weakling) because of his slight figure, his spindle shanks,
his timidity. None of them would believe that he could lift two Socony cans full of water
with either hand and raise them on those narrow shoulders. As he thought of them, he
snorted scornfully.
-Arturo B. Rotor, Dahong Palay
2. But Nanay, what should I do? What shall become of me if Celia refuses to forgive
me?
Do? What a selfish being you are Alfredo. Before leaving for the United States, you
married secretly, but once away, you forgot your wife and now that you have come
back married to an American wife, your first thought is what will become of yourself;
you not even bestow a though on what will become of her, your legal life.
-Clemencio Joven-Colayco, His Return

3. She stepped down from the caretela of Ca Celin with a quick, delicate grace. She was
lovely. She was tall. Her nails were long, but they were not painted. She was fragrant like
a morning when papays are in bloom.
-Manuel E. Arguilla, How My Brother Leon Brought Home a Wife
July 21, 2017- Friday (cont)
EN7LT-I-f-2.2.3: Determine the tone, mood, technique, and purpose of the author
References:
CG:
TG
LM:
Textbooks: English Arts I pp. 26-27
Others:
Content:
A.1 Recall the several techniques of characterization.
A.2 Introduce the lesson
Think again of the story of Lam-ang. What tone of voice, do you think did Lam-
ang use when he speak to the Ilongots?
There are many tone of voice when you are speaking. You may be joyful,
enthusiastic, eager, serious, dry, uninterested, unpleasant, angry, and so on.
Writers also use tone when writing a story. As in speaking, the tone may be humorous
or serious, joyous or angry, proud or sympathetic, tolerant or straightforward, puzzled or upset,
amused or curious, or journalistic, and many others. The tone is suggested by the choice of words,
the arrangement of the words, or by the rhythm of the sentences.
For example, in Lam-ang, the writer describes the Ilongots war freak. The description
creates at once hatred on the part of Lam-ang. Furthermore, in the incident with the Ilongots, the
father of Lam-ang was killed, this made Lam-ang very angry with the Ilongots. Thus, when
speaking with the Ilongots, the write uses words to create an angry tone of Lam-ang.
Tone is the manner by which the writer treats his or her characters in a story.
Practice 1.1 : Identify the tone in the following excerpts:
1. Five days a week, the wage earner gulps his coffee, grabs a ride and races for the
office bundy clock. He gets one breather in the morning, another in the afternoon,
and at noon. He spreads his cheap lunch on his desk, spatting in the process, typed
endorsements With that institution known as the office canteen, the home-packed
baon of cold rice and fried fish is going of style.
-Kerima Polotan Tuvera, The Happy Hoi Polloi
2. After a respite of only a few days, it rained again. The weather gave Ama Daniw
scarcely a week to rid his clearing of burnt twigs and pile the bigger logs to one side,
so as to form a fence knee-high. Then, it started to rain even harder than before.
Other Mangyans had not done as well, with the result that their clearings lay in a
decrepit state.
-N.V.M. Gonzalez, The Land and the Rain
3. Great changes have taken place in the nature of our social life during the last twenty
years. The contact with Americans and their civilization has modified many of our old
social customs, traditions, and practices, some for the worse and many for the better.
The means of communication have improved, therefore better understanding exits
among the different sections of our country. Religious freedom has developed religious
tolerance in our people. The growth of the public school and the establishment of
democratic institutions have developed our national consciousness both in strength and
solidarity.
-Francisco Benitez, What Is An Educated Filipino
4. Perhaps you will be living in a multi-story building. It will have modular units like
that of a beehive. You are going to fly up to your doorstep with your anti-gravity belt.
An electronic device will automatically push the door open as you approach it. Your
home will have a lot of push buttons. Your push button and the TV comes out. A
conveyor will bring your books and other things to the bedroom or wherever you
want them to be.
-Author unknown, Life in the Twenty-First

Century
Practice 1.2. Determining the mood, tone, and purpose of the author in writing.
Identify the tone, mood, techniques, and purpose of the author in writing a story.

Big Group
-Reading of epic and myth
-Identifying tone, mood, technique and purpose of the author in writing a story.

How do you determine the tone, the mood, techniques, and purpose of the author in writing?
Quiz Determining the tone, mood, technique, and purpose of the author in writing.

Have the students read the epic Indarapatra and Sulayman (LM p.67-69)
EN7OL-I-g-1.14.4: Use the rising intonation pattern with Yes-No and tag questions; the rising-
falling intonation with information- seeking questions, option questions and with statements
References:
CG:
TG
LM:
Textbooks:
Others:
Content:
July 25, 2017- Tuesday
EN7WC-I-g-4.4: Sequence steps in writing a simple paragraph
References:
CG:
TG
LM:
Textbooks:
Others:
Content:
July 26, 2017- Wednesday

EN7G-I-g-11: Observe correct subject-verb agreement
References:
CG:
TG
LM:
Textbooks:
Others:
Content:
July 27, 2017- Thursday

EN7LT-I-g-1: Discover literature as a means of connecting to a significant past.
EN7LT-I-g-2.3: Draw similarities and differences of the featured selections in relation to the
theme
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
July 28, 2017- Friday

EN7LT-I-g-1: Discover literature as a means of connecting to a significant past.
EN7LT-I-g-2.3: Draw similarities and differences of the featured selections in relation to the
theme
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:

EN7G-I-h-11: Observe correct subject-verb agreement
CG: 154
TG
LM:
Textbooks:
Others:
Content:
August 1, 2017- Tuesday

EN7G-I-h-11: Observe correct subject-verb agreement
CG: 154
TG
LM:
Textbooks:
Others:
Content:
August 2, 2017 Wednesday

EN7RC-I-i-14: Follow directions using a map
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
August 3, 2017- Thursday

EN7RC-I-i-14: Follow directions using a map
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
August 4, 2017- Friday

EN7LT-I-h-1: Discover literature as a means of connecting to a significant past.
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in relation to the
theme
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
August 7, 2017- Monday

EN7LT-I-h-1: Discover literature as a means of connecting to a significant past.
EN7LT-I-h-2.3: Draw similarities and differences of the featured selections in relation to the
theme
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:

EN7G-I-i-11: Observe correct subject-verb agreement
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
August 5, 2017- Friday
EN7G-I-i-11: Observe correct subject-verb agreement
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
August 8, 2017- Monday

EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:

EN7WC-I-i-2.2: Retell a chosen myth or legend in a series of simple paragraphs
References:
CG: 153-154
TG
LM:
Textbooks:
Others:
Content:
August 10, 2017- Wednesday

Unit Test/Chapter Test
August 11 and 12 First Periodical Test

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Attachments July 17-21

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July 17, 2017- Monday

EN7G-I-f-11: Observe correct subject-verb agreement

A. Reviewing Previous Lesson or Presenting the New Lesson

B. Establishing a Purpose for the Lesson

D. Discussing New Concepts and Practicing New Skills #1

* When majority/minority mean a specific percentage, it can take either singular or

EN7G-I-f-11: Observe correct subject-verb agreement

E. Discussing New Concepts and Practicing New Skills #2

G. Finding Practical Applications of Concepts and Skills in Daily Living

J. Additional Activities for Application or Remediation

EN7LT-I-f-1: Discover literature as a means of connecting to a significant past

2. Through the conversation of the character with other characters.

-Arturo B. Rotor, Dahong Palay

-Clemencio Joven-Colayco, His Return

-Kerima Polotan Tuvera, The Happy Hoi Polloi

-N.V.M. Gonzalez, The Land and the Rain

-Francisco Benitez, What Is An Educated Filipino

-Author unknown, Life in the Twenty-First

G. Finding Practical Applications of Concepts and Skills in Daily Living

H. Making Generalizations and Abstractions about the Lesson

J. Additional Activities for Application or Remediation

July 26, 2017- Wednesday

July 27, 2017- Thursday

July 28, 2017- Friday

July 31, 2017- Monday

August 1, 2017- Tuesday

August 2, 2017 Wednesday

August 3, 2017- Thursday

August 4, 2017- Friday

August 7, 2017- Monday

August 8, 2017- Tuesday

August 8, 2017- Monday

August 9, 2017- Tuesday

August 10, 2017- Wednesday

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