WEEKLY LEARNING PLAN TEMPLATE

Subject: English
Lesson 1: Tracing My Roots
Time Frame:
Writer: Rhea O. Marimla
STAGE 1: Desired Results
CONTENT STANDARD:
Recognize the features and codes of the schools library catalogue system
(typically the Dewey Decimal System)

PERFORMANCE STANDARD:
Access the appropriate selection and information search mechanisms/structures in the
library.

ORGANIZING BIG IDEA(S):

Recognize features and codes of the library
Access the appropriate selection and information in the library

UNDERSTANDING: Students will understand that

Enduring: Utilizing appropriate gathering skills engage one to acquire knowledge and to
appreciate a topic at hand.

Essential Question: Why are information gathering skills important?

COMPETENCIES:
Listening :
LC1a: Recognize differences in voice levels and speech patterns.
Oral:
OL1a: Use appropriate volume and enunciation that meet the needs of an oral
communication situation.
Writing and Composition:
WC1a: Identify the exclusive features and properties of oral language.
Reading:
RC1a: Use predictive and anticipatory devices/ tasks to activate prior knowledge
about the topic of reading/ viewing selection.
RC1b: Use information presented in a reading or viewing selection to infer, to
evaluate, and to express critical ideas.
RC1c: Determine the relevance and unity of the elements of a literary text vis--vis its
intended purpose and production milieu.
Grammar:
GS1a: Observe rules in Subject-Verb agreement.
Vocabulary:
VD1a: Determine words or expressions in a selection that are similar or opposite.

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 Attitude:
AT1: Ask sensible questions on his or her own initiative.
AT2: Express a different opinion without difficulties
AT3: Give credence to well thought of ideas.
AT4: Set new goals for learning on the basis of self-assessment made.
Study Strategies:
SS1: Recognize the features and codes of the schools library catalogue system
(typically the Dewey Decimal System)

STAGE 2: Assessment Evidence

Product or performance Task:
A comprehensive I Search Collection of Folk Narratives

Goal: Students will prepare a collection of Folk Narratives based on the information he or she has
gathered

Role: The students will serve as a researcher, reporter, interviewer, investigator, translator,
interpreter, scholars of Filipino proverbs.

Audience: The audience will be composed of the class and the teachers.

Situation: The situation call for library work, research work, field work, interviews, writing
activities, and sharing of work outputs.

Product/Performance: The end product is a personal collection of Filipino Proverbs.

Standards and Criteria Indicators:

Focuses on the subject, Accurate, Relevant, Well-organized, Clear, With Visuals, and free from
errors.

Evidence at the Level of Understanding:

The learner should be able to demonstrate understanding covering the six facets of
understanding.
Explanation:
Organize notes that include important concepts
Interpretation:
Gather and analyze information documents and information with care
Gather and evaluate information or real world tasks
Relate a proverb to real-life situation
Application:
Use correct intonation pattern
Fill in library cards and information sheets
Determine and us appropriate sources of information
Utilize the dictionary, encyclopedia, almanac for specific purpose
Collate and classify examples of folk narratives
Perspective:
1. Compare information gathered from various sources
Standards:
2. The collection will be assessed using the rubric

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Empathy:
3. Relate the moral values contained in proverbs
Self-Knowledge:
4. Self-assess and develop good study habits

Evidence at the Level of Performance

A. Rubric of the Performance Task( I Search Collection Rubric)

Category 4 3 2 1
Accuracy All supporting Almost all Most NO facts are
of Facts facts are supporting facts supporting facts OR most are
(Content) accurate. are accurate. are accurate. Inaccurate.

Focus on Topic There is one The topic is The topic is The topic is not
(Content) clear, well focused clear but the somewhat clear. There
topic and is supporting clear but there is a seemingly
supported by information is is a need for random
detailed general. more collection of
information. supporting information.
information.
Sequencing Details are Details are Some details Many details
(Organization) placed in a placed in a are not in are not in a
logical order logical order, a logical or logical or
and the way but the way expected expected
they are in which they order, and this order.
presented are presented/ distracts the There is little
effectively introduced reader. sense that
keeps sometimes the writing is
the interest of makes the organized.
the reader. writing less
interesting.

Transitions A variety of Transitions Some The transitions

(Organization) thoughtful clearly show transitions between ideas
transitions are how ideas are work are unclear or
used. They connected, well, but nonexistent.
clearly show but there is connections
how ideas are little variety. between
connected. other ideas are
fuzzy.

Grammar Writer makes Writer makes Writer makes Writer makes

& Spelling no errors in 1-2 errors in 3-4 errors in more than
(Conventions) grammar or grammar or grammar or 4 errors in
spelling that spelling that spelling that grammar or
distract the distract the distract the spelling that
reader from reader from the reader from distract the
the content. content. the content. reader from
the content.

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 B. Other Evidences
1. Study Habits Self-Assessment
Make the students assess their own study habits using the following scoring
scale and equivalent;
Items 1, 3, 4, 5, 7, 8, 10, Yes - 3 No 1
11, 12
Items 2, 6, 9 No - 3 Yes 1
Excellent Study Habit 41-45
Good Study Habit - 36-40
Fair Study Habit - 31- 35
Poor Study Habit - 30 and below
Have them compute the result of their self-assessment. Find-out how many
are excellent, good, fair, and poor.

2. Journal Entry
3. Quizzes
4. Tests
5. Seatworks
6. Recitations
7. Oral Drills
8. Class Discussion
9. Composition Writing
STAGE 3: Learning Plan of Activities
A - Acquisition
M - Making Meaning
T - Transfer

EXPLORE:
Introduce the unit to the class. Make the students aware of the desired results that for them to
demonstrate understanding of the appropriate information gathering skills to facilitate comprehension
and appreciation of Philippine Literature. - A
Introduce the essential question, Why are information gathering skills important? with the students.
Make them answer the question based on their experiences. - M
Lead them to the Big Ideas to explore. Let them understand the essential question as the lesson unfolds.-
M
Remind them that the unit ends with performance tasks as a culminating activity.- A
Assess the students prior knowledge and skill levels by differentiated activities. A T

Activity 1: Think-Pair-Share (Exercises 1 and 2, pages 2 and 3 of textbook)

1. Let the students find a partner to share his/her goal with. Fill in the Worksheet.

Talent Skill ________________

Experience _________________
Hobby _________________

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Activity 2: Reading Writing (Exercise 3, page 3 of textbook)

1. Guide the students to do the two activities for them to discover the answer to the essential question:
Why are information gathering skills important?
2. Ask them the importance of information sheets and personal records.
3. Have them share instances where personal information becomes essential.

Activity 3: Show and Tell

1. Ask the students to introduce a rapid review of the parts of a book. A student stands in front of the class,
opens any part of the book, shows it to everyone, and selects a classmate to name the particular part.
2. Let them discover the use of the table of contents, glossary, and indexes to locate information from a
book.

FIRM UP:
Students shall undergo different kinds of interactions which will enable them to clarify their initial ideas or
actions and make meaning of the different facts and information. Students shall interact with materials (print,
audio-visual, technology), peers, environment or community.

Activity 4: Pass the Message

1. Play pass the message, with the purpose of speaking clearly and listening accurately. The first person in
each row will start the activity. He or she may tell the person behind him or her how he or she gets to
school each day, including the means of transportation and the time he or she leaves at home or any
other short, specific, directions.
2. Listen with the purpose of repeating to the student behind you exactly what you were told. Try to keep
the original wording that will be used. The last person in the row will repeat to the class what he or she
was told. That will be the compared with what the first person said. As much as possible, strive to have
the original directions and the final result identical.
3. Your teacher will read to you the directions to be followed by your class in case of a fire drill Listen
carefully; then write them from memory as accurately as you can.
4. Courteously ask your classmate for directions to place in your community. Listen intently and then
repeat the direction.

Giving Personal Information

Activity 5: Survey
1. Have the students share their study habits.
2. Let the students conduct a survey of the best study methods by having them answer the question in the
table that follows.
What is the most effective method of learning from textbooks?
1. Reading and Rereading
2. Underlining the main points as one reads and reviewing these points.
3. Reading and rereading and taking brief notes as on rereads the materials.
3. Tabulate the results of the survey. Let the students draw conclusions based on the results.
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Speaking Good English

Activity 6: Listening-Speaking
1. Model the first sentence for the students to follow. Then have them take turns speaking and responding
appropriately to the sentence. Ensure the students follow the correct intonation.

2. Give the students time to engage in a spontaneous dialogue with a partner. Have them use the proper
social expressions and correct intonation patterns. Correct their intonation as necessary.
3. Allow the students to make connections with speaking good English and data gathering skills

Activity 7: Library Trek

1. Divide the class into four big groups and encourage the students to create the label a map of the school
library. Instruct them to locate where the various reference sources, reference books, periodicals, and
computers are.
2. Give the students a list of subjects/topics and ask them to search for possible source material available
in school library.

folk narratives fantastic stories folktales

myths fables folklore
legends short stories epics
3. Instruct the students to note the number of materials the school library has for each topic/subtopic.
4. Ask them to note the titles of the books/materials and share their findings with the class.
5. Have the students to assess their library work experience.

DEEPEN:
Here, learners shall reflect, revisit, revise and rethink their ideas; express their understandings and engage in
meaningful self-evaluation; and undergo in-depth discussion of the topic using multiple sources of information
and various modalities of manifesting learning. Learners shall produce artifacts of their deep understanding.

Activity 8: Listening-Taking Notes-Writing (Exercises 4-5, pages 6-8 of textbook)

1. Have the students rewrite the information in ten sentences of their own.
2. The teacher may choose other items for the students to take notes and later translate their notes into
writing.
3. Have the students summarize what they have learned about note-taking.

Intonation and politeness

Activity 9: Study Habits Self-Assessment

Make the students assess their own study habits using the following scoring scale and
equivalent;
Items 1, 3, 4, 5, 7, 8, 10, 11, 12 Yes - 3 No 1
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 Items 2, 6, 9 No - 3 Yes 1
Excellent Study Habit 41-45
Good Study Habit - 36-40
Fair Study Habit - 31- 35
Poor Study Habit - 30 and below
Have them compute the result of their self-assessment. Find-out how many are excellent,
good, fair, and poor.

Activity 10: Intonation and Politeness

1. Have the students read each sentence three times using the (1) rising intonation, (2) falling intonation
and (3) rising-falling intonation.
2. Let them decide which is the polite, more polite, and most polite intonation pattern for each sentence.
Allow them to make generalization based on the consensus of the class.
Sentence Rising Falling Rising-Falling
1.
2.
3.
4.
5.

Polite 1
More Polite 3
Most Polite - 5
3. Remind the students about their preparation for the I Search Collection of Folk Narratives.
4. Explain to them what, why, and how, to do the I Search.

Activity 11: Reading Techniques: Scanning, Skimming, and Close Reading

1. Have the class read the selection Electing Class Officers on Page 13-15 in the textbook. Let them
answer the Comprehension Response and discuss Values: Life Connection
2. Introduce the reading techniques
3. Allow the students to answer Exercises 11-14 on pages 17-21 of the textbook

Activity 12: Completing a Grid

Ask the students to fill in the grid below on what they learned about each reading technique.

Scanning Skimming Close Reading

Have the learners share their work

Facilitate a discussion on the problems encountered by the learners in reading.
Have the learners share how they solve their reading problems.
Call some learners to summarize the discussion;

Using The Library

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Activity 13: Looking for cues
1. Assign the students to look for the web pages of folktales by checking on Philippine folktales.
2. Allow them to visit the library and look for the Filipiniana section.
3. Remind them to check on the works of Damiana Eugenio, Benjamin Ramos, and other Filipino
folklorist.

Activity 14: Old Folktales

1. Assign the students to interview their parents and their grandparents for their youth.
2. Assign the students to look for a living ancestor, relative, or neighbor who may have a story to tell.
3. Have them record their stories and transcribe these tales.
4. Help the students translate these tales into simple English.
5. Encourage them to use graphic representations like pictures, paintings, sketches, etc.

Activity 15: INSIGHTS SHARING (5 minutes)

a. Ask the students the value of searching for information about beginnings.
b. End by emphasizing that myths, legends, and folktales are gateways to understanding the diversity of our
culture.

Activity 16: LIBRARY AND HOMEWORK (10 minutes)

a. Explain the mechanics of Your Final Task.
b. Expand the discussion of the Dewey Decimal System a bit by helping the students recall the card catalogue
system. This visual might be useful:

TRANSFER:
Activity 17: Sharing Notes:
1. Schedule a free-wheeling sharing session with the students on their first-hand experiences.
2. Allow them to share problems they encountered in gathering information, the techniques they used in
handling such problems.
3. Encourage them to think of possible suggestions or solutions to other problems that were left unsolved.

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 4. Let them have a comparison and contrast of their experiences and output.

Activity 18: Think-Pair-Share

1. Guide the students how to organize their collection of folk narratives
2. Invite the students to pair up, exchange views, and agree on how to organize their entries of the I
Search Collection of folk narratives.
3. Tell them to share their work to the class.

Activity 19: Riding Game

1. Organize a riddling game by having one student give a riddle and another student will guess the
answer. The first one to guess the correct answer will have a chance to give another riddle.
2. Do the same process for proverbs. But instead of guessing, a student will have to interpret the proverb
to real life situation, and the process is repeated
3. Facilitate a discussion on the function of riddles and how they reflect Filipino culture.

Activity 20: Folk Narrative Collection Showcase

1. Encourage students to share their I Search Collection of folk narratives.
2. Invite them to give comments, feedbacks, and suggestions, to further improve their works.
3. Allow them to reflect on their project work through class discussion.
4. Ask them o chart their project and mark the milestones that are most challenging, the easiest and most
difficult, most enriching and memorable.