HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.

Short-term Planning
SUBJECT: ENGLISH

Quarter: First Domain: Reading, Vocabulary, Listening, Speaking, Viewing, Writing Class: Grade 7
Activities (see notes below re: Evidence of
differentiation details, etc.) achievement
W: whole class; G: group; Q&A: question /
I: individual. answer
Timing Content Learning Objectives Performance Standard D: discussion
O: observation
Description W/G/I M: marked work
PT: Performance
task

WEEK 1 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Compare different  Describe the  The students will read the W D
20 mins. Culture kinds of folk different literary myths The Creation and
Through Folk literature genres during the Malakas and Maganda on
Literature b. Apply the SQ3R precolonial period pages 5 to 7.
strategy for effective  Discover literature  The students will answer I D, M
 The Creation reading as a means of comprehension questions in
(An Igorot c. Identify and use connecting to a Literature Activity 1 on page 8.
Myth) nouns and noun significant past  The students will summarize I Q&A
 Malakas at determiners  Identify the the myths in their own words.
Maganda correctly elements of the  The students will have a group G D, M
(Myth of the d. Note information narrative task.
First Man and from a program  Note information  The students will answer the I M
Woman) viewed from a program Grammar Practice exercises
 Plot, Setting, e. Make a list using viewed on pages 89 to 91.
and Narrative nouns and noun  Use the  The students will have a paired G D, Q&A, M
 Nouns as determiners appropriate work.
Building reading style
Blocks of (scanning,
Sentences skimming, speed
reading, intensive
reading, etc.) for
one’s purpose
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 2 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Identify the  Describe the  The students will work in pairs G D, M
20 mins. Culture elements of a different literary on the Contrast Chart on page
Through Folk narrative: conflict, genres during the 10.
Literature climax, and theme precolonial period  The students will read the W D
b. Determine the plot  Explain the fables The Tortoise and the
 The Tortoise of a story characteristics of Monkey, The Dog and the
and the c. Compare fables, legends, Lion, and The Monkey and the
Monkey information gathered and myths Crocodile on pages 11 to 15.
 The Dog and d. Identify the parts of  Explain how the  After viewing, the students will G D, M
the Lion a sentence elements of a fill in the Venn diagram.
 The Monkey e. Construct sentences genre contribute to  The students will create either G D, Q&A, M
and the correctly the theme of a a storyboard drawn on
Crocodile particular literary cardboard or a PowerPoint
 Conflict, selection presentation of a fable.
Climax, and  Compare
Theme information
 The Parts of a between a text and
Sentence a program viewed
 Oral Language  Recognize
and Fluency prosodic features:
volume, projection,
pitch, stress,
intonation,
juncture, and
speech rate that
serve as carriers
of meaning
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 3 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Describe the  Discover literature  Through the Probe Word I D, M
20 mins. Culture different literary as a means of Meanings activity on page 32,
Through Folk genres during the connecting to a the students will unlock difficult
Literature precolonial period significant past words in the text to be read.
b. Explain the  Explain how the  The students will read the W D
 Legend of the characteristics of elements specific legends Legend of
Sampaguita fables, legends, and to a genre Sampaguita, The Boy Who
 The Boy Who myths contribute to the Became a Stone, and Maria
Became a c. Determine the theme of a Makiling.
Stone element of particular literary  The groups will have a role- G PT
 Maria Makiling characterization selection playing.
 Characterizati (direct vs. indirect  Listen for  The students will create G D, M
on as the characterization) important points questions and sentences to
Writer’s Tools d. Sequence events signaled by shifts describe the scene illustrated
 Pronouns and e. Compare folktales and intonation in Participate in
Pronoun from two different  Observe correct Interactions on page 101.
Antecedents sources subject-verb
 Diphthongs, f. Listen for important agreement
Modified points signaled by  Differentiate
Vowels, and shifts and intonation literary from
Vowel g. Identify the academic writing
Digraphs pronouns and
antecedents of a
sentence
h. Rewrite a news
article
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 4 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Identify the  Differentiate  The students will skim through W D, Q&A
20 mins. Culture distinguishing riddles, proverbs, or use the SQ3R strategy to
Through Folk features of proverbs, and poems look for unfamiliar vocabulary
Literature myths, and legends  Discover literature words in the riddles, proverbs,
b. Compare as a means of and poems given on pages 39
 Mi Ultimo information from two connecting to a to 42.
Adios different sources significant past  The students will practice I D, M
 Traditional c. Explain poetic  Read intensively to applying the rules of subject-
Poems devices and how find answers to verb agreement by
 Verbs and these contribute to specific questions answering Grammar Practice
Subject-Verb the theme  Recognize 1 on page 103.
Agreement d. Recognize the use prosodic features:  The students will work in small G D, M
 Listening for of verbs and the volume, projection, groups or pairs to create their
Expressions basic rules of pitch, stress, and stories.
subject-verb intonation that
agreement serve as carriers
e. Write a story of meaning
f. Recognize prosodic  Observe correct
features: volume, subject-verb
projection, pitch, agreement
stress, and
intonation as
carriers of meaning
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 5 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Identify poetic  Describe the  The students will look for the I D, M
20 mins. Culture devices different literary meaning of the words
Through Folk (personification, genres during the presented in Probe Word
Literature repetition, rhyme, precolonial period Meanings on page 51.
sound, and refrain)  Discover literature  The students will read aloud W D
 Songs b. Explain poetic as a means of the folk songs in Peruse and
 Poetic devices devices and how connecting to a Read on pages 47 to 51.
 Subject-Verb they contribute to significant past  The students will present their G PT
Agreement: the theme  Identify the genre folk songs in class.
Intervening c. Identify the genre of of the program  The students will construct W D
Phrases and an online program viewed online sentences based on the picture
Inverted viewed  Recognize presented.
Sentences d. Apply the rules of prosodic features:  The students will write a I D, M
 Comparison subject-verb volume, projection, summary of the Tinguian
Clues agreement in pitch, stress, folktale entitled “The Carabao
sentences with intonation that and the Shell.”
intervening phrases serve as carriers
and in inverted of meaning
sentences  Observe correct
e. Summarize a story subject-verb
f. Use the correct agreement
stress when reading
syllables and
sentences
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 6 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Express what epics  Describe the  The students will read the folk W D
20 mins. Culture are as precolonial different literary epic Indarapatra and
Through Folk literature genres during the Sulayman.
Literature b. Sequence events precolonial period  The students will identify the G D, M
c. Determine the use  Discover literature main characters and the
 Indarapatra of characterization as a means of sequence of events in the epic.
and Sulayman as a literary device connecting to a  The students will answer and I M
 Retelling d. Use transitive and significant past reflect on the questions given
Heroes’ intransitive verbs  Recognize in Ponder Reflections on page
Stories correctly prosodic features: 65.
 Transitive and e. Identify words with volume, projection,  The students will create and I D
Intransitive causal relationships pitch, stress, and color their own recipe cards.
Verbs f. Write a recipe using intonation that
 Signal Words verbs correctly serve as carriers
for Causal of meaning
Relationships  Observe correct
subject-verb
agreement
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 7 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Determine the  Describe the  The students will summarize I D, M
20 mins. Culture elements of drama different literary the epic they just read and
Through Folk as literature genres during the share it with the class.
Literature b. Make inferences precolonial period  The students will view the G D
about the elements  Discover literature exhibit of their research on the
 The Adarna of a drama as a means of Filipino’s archaeological past.
Bird (character, setting, connecting to a  The students will pair up and G PT
 Characters plot) significant past create a dialogue for the comic
and Setting in c. Retell a Filipino epic  Determine the strip presented in Participate in
Drama thru a reader's tone, mood, Interactions on page 117.
 Different Kinds theater technique, and
of Sentences d. Organize purpose of the
information author
conveyed by the  Recognize
program viewed prosodic features:
e. Create a story from volume, projection,
a picture pitch, stress, and
f. Use context clues to intonation that
derive meaning serve as carriers
g. Identify different of meaning
kinds of sentences  Observe correct
subject-verb
agreement
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 8 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Determine the text  Describe the  The students will answer the I D, M
20 mins. Culture structure of essays different literary exercise given related to some
Through Folk b. Note sensory details genres during the words that they will encounter
Literature c. Express Spanish colonial in the selection to be read.
appreciation for period  The students will read the W D
 My Home sensory images  Discover literature essay "My Home" by Jose
 Essays used as a means of Rizal.
 Idioms and d. Raise and answer connecting to a  The students will answer the W D, Q&A
Colloquials; questions about a significant past KWL chart about the
Everyday program viewed  Determine the documentary of Rizal Shrine.
Familiar e. Use idiomatic tone, mood,
Language expressions and technique, and
colloquialisms in purpose of the
everyday situations author
f. Distinguish familiar  Recognize
and formal language prosodic features:
g. Analyze messages volume, projection,
from a print pitch, stress, and
advertisement intonation that
serve as carriers
of meaning
 Explain the
predominance of
colloquial and
idiomatic
expressions in oral
communication
 Observe correct
subject-verb
agreement
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 9 Unit 1 The learners will: The learners can: List of activities:
Appreciating
3 hrs. and Traditional a. Determine the text  Identify basic  The students will arrange the G D, Q&A
20 mins. Culture structure of essays features and kinds sentences onto the organizer
Through Folk b. Recognize the of paragraph to show which part of a
Literature features and types  Recognize the paragraph it belongs to.
of paragraphs parts of a simple  The students will evaluate their G D, M
 The c. Write a descriptive paragraph descriptive essays in pairs.
Paragraph paragraph  Sequence steps in
writing a simple
paragraph
 Observe correct
subject-verb
agreement
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

WEEK 10 Unit 1 The learner demonstrates The learner transfers List of activities:
Appreciating understanding of: learning by:
3 hrs. and Traditional  The students will be grouped G D, PT
20 mins. Culture a. precolonial  showing to have a storytelling
Through Folk Philippine literature appreciation for performance.
Literature as a means of the literature of the
connecting to the past;
CULMINATING past;  comprehending
ACTIVITY b. various reading texts using
styles; appropriate
c. ways of determining reading styles;
word meaning;  participating in
d. the sounds of conversations
English and the using appropriate
prosodic features of context-dependent
speech; and expressions;
e. correct subject-verb  producing English
agreement. sounds correctly
and using the
prosodic features
of speech
effectively in
various situations;
and
 observing correct
subject-verb
agreement.
 HOLY CHILD COLLEGE OF INFORMATION TECHNOLOGY INC.
Short-term Planning
SUBJECT: ENGLISH

Organization: Notes: Prepare video and audio clips.

Review / Discussion / Activity / Assessment Other references:

Bustos-Orosa, M. (2017). English in perspective: Philippine literature. Abiva Bldg., 851 G.

Araneta Ave., Quezon City: ABIVA Publishing House, Inc.