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LESSON PLAN IN ENGLISH 7
MADAGASCAR
DAILY
1: 00 PM – 2: 00 PM
I. COMPETENCY/OBJECTIVES:
Discover through Philippine literature the need to work cooperatively and responsibly in today’s global
village (EN7LT-IV-a-6).
Use information presented in an epic to infer, to evaluate and to express critical ideas; and
Respond to ideas, issues and concerns presented in an epic in a creative form.
II. SUBJECT MATTER:
Topic : IBALON: The Epic of Bicol
Reference : English 7 Module, Curriculum Guide, Youtube
Materials/Equipment : Fact Sheets, Videos, Powerpoint Presentation, TV, Laptop
III. PROCEDURE:
Motivation: (PRE - READING)
1. Learners name and share insights on the pictures of the fictional characters presented to them
.
2. To integrate numeracy, a graph will be posted on the board. It illustrates the research findings of a study
about fictional characters. They analyse the graph by answering the questions that follow.
Questions:
How many sectors are in this pie graph?
What percentage of people surveyed prefer Black Panther? Valentina? Darna? Captain Barbel, etc?
Which of the heroes ranked the lowest? Highest?
If a total of 50 people were surveyed, then how many people preferred Lam – ang? Naruto? Thor?
3. They play “Four Pics, One Word.” Two sets of pictures will be posted on the board. Each set exemplifies a
word. They identify the words through the clues that each picture provides.
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UNLOCKING OF DIFFICULTIES
1. Learners familiarize the following vocabulary through context clues and pictures.
Violent Return hideout defeated
1. They tried to kill the beast while it was sleeping on its lair.
2. The soldiers were vanquished in battle.
3. The forest has a lot of savage animals which are dangerous to humans.
4. The painful memories during the World War II receded in her mind.
5. The women looked graceful as they weave fabric using a loom.
6. My uncle uses a harrow very often when he works in our garden and rice field.
Activity: (DURING READING)
1. A copy of the IBALON will be distributed to the learners. The lines from the epic will be broken down into
six parts.
2. The learners divide into six groups and perform a dramatic reading of the text. Simultaneously, they list
down all the important details they can find in the story (i.e. characters such as heroes and enemies, reasons
for their defeat and triumph, morals etc.)
3. The presentation will be rated using the rubrics below:
Criteria Points
Pronunciation 10
Delivery 5
Stage Presence 5
TOTAL 20 points
4. After each presentation, learners provide critiques to their classmates’ performance.
Analysis: (POST READING A)
1. Learners discuss the text and answer the following questions:
Who are the 3 heroes of the story?
What kind of creatures were their enemies?
How did each hero win over his enemies?
What other things did they do for Ibalon?
What are the qualities/traits of each hero?
2. Follow – up questions are expected depending on the answers of the students.
Abstraction: (POST READING B)
1. As an extension of the previous activity, learners fill in the chart below.
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2. They present and explain their outputs to the class.
3. They gain insight on the following:
Solidarity – n. agreement in aims or interests; total unity.
Application: (VALUE INTEGRATION)
1. Learners reflect and answer the following questions:
What makes a person a hero?
How will you apply in real life the morals you have learned from the epic heroes? Provide
scenarios.
What is the importance of teaching folklore to modern generation?
IV. EVALUATION:
1. Learners answer the activity (Click: React. Comment. Share.) below.
Pic 1: ‘Philippine Literature’ uploaded a photo of the three heroes of Ibalon on Facebook. Read the status
and post your comment inside the box provided.
Pic 2: ‘Philippine Society’ uploaded a photo of the OFWs (Overseas Filipino Workers) going back home.
Answer the question posted below.
Pic 3: You want to post a status about “How to Become a Hero in Your Own Way” on Facebook. What
ideas do you want to share or tell the public?
2. Learners’ answers will be rated using the rubrics below.
Features 4 Points (Expert) 3 Points (Accomplished) 2 Points (Capable) 1 Point (Beginner)
Quality of Writing Piece was written in an
extraordinary styleand voice
Very informative
Piece was written in an
interesting styleand voice
Somewhat informative and
organized
Piece had little styleand
voice
Gives some information but
poorly organized
Piece had no style
Gives new information and
very poorly organized
V. AGREEMENT:
1. Learners study on using imperatives and preposition in giving directions.
VI. REMARKS:
VII. REFLECTIONS:
Prepared by: Checked by:
JUSTINE PAULO H. TAPIL IRENE S. MASOCOL
Subject Teacher Junior High School Coordinator
Noted by:
MARVIN DC. LIM
School Principal
