English qtr1teachers guide

1
TEACHER’S GUIDE FOR OHSP ONLINE MODULE
GRADE 7 ENGLISH
Writer: Mrs. Grace Annette B. Soriano
SECTION 1. GENERAL INSTRUCTIONAL DESIGN
QUARTER: FIRST
UNIT TOPIC(S): KNOWING MYSELF
MODULE MAP:
STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
CONTENT STANDARD: The learner demonstrates understanding of how communicative
competence is best explored through the different domains of literacy enabling him/her to
analyze, do critical evaluation, and make critical choices to suit different purposes without
sacrificing socio-cultural values and attitude.
PERFORMANCE STANDARD: The learner shows sophistication on the power and effect of
communicative competence through creative, critical and confident and responsive interaction
employing varied types of strategies to suit to different audiences in formal and non-formal
situations.

2
(A) LEARNING COMPETENCIES:
 Distinguish between oral and written modes of language use with emphasis on
their exclusive features and properties.
 Use the right stress, intonation, phrasing, and pacing when reading short written
passages aloud and engaging in interpersonal communication.
 Determine how stress, pitch, intonation, phrasing, pacing, and non-verbal cues
serve as carriers of meaning that may aid or interfere in the message of the text
listened to.
 Use appropriate mechanisms/tools in the library for locating resources.
 Engage in becoming familiar with, appreciative of, and critical towards the
backgrounds, features, and sample translated texts of Philippine folk literature
and other parallel selections.
 Establish semantic relationships of words as well as familiar, colloquial, and
idiomatic expressions.
 Formulate grammatically correct sentences.
(M) ENDURING UNDERSTANDING:
 Philippine Folk Literature plays a role in the formation of our culture. Knowledge of folk
literature is important in acquiring a deeper understanding of human behavior and
culture.
 Folk literature is expressed in various forms in order to serve different purposes and
audiences’ interests.
ESSENTIAL QUESTION: How can the wise sayings and tales of the past help us live
today?
(T) TRANSFER GOAL: Students on their own will be able to communicate ideas effectively
with careful consideration of audience and purpose.
NOTES:
1. The Unit Map. This unit covers the topic on Philippine Folk Literature. The module map
shows that learners will go on a reading and learning adventure which features the wise sayings
and tales of the ancient past vis-à-vis informational texts written by modern writers. This
learning unit is different from other units because its scope is limited to literary selections
categorized under the oral tradition of Philippine literature. This topic does not tackle folk
literature from other countries.

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2. The Content Standard and Enduring Understanding. As indicated by the content standard,
the goal for this unit topic is for students to understand that:
 Philippine Folk Literature plays a role in the formation of our culture. Knowledge
of folk literature is important in acquiring a deeper understanding of human
behavior and culture.
 Folk literature is expressed in various forms in order to serve different purposes
and audiences’ interests.
The learners must understand that Philippine Folk Literature refers to the traditional oral
literature of the Filipinos. This oral tradition has been preserved into the written format and has
been the source of the examples of folk literature covered in this module.
This aspect of the unit topic is important to understand because some common problems students
encounter is the lack of representative texts coming from the different regions. Moreover, certain
studies and researches (http://www.slideshare.net/MichelleCelestino/pre-colonial-literature1-
copy-10198357) also point out a misconception that Philippine Literary History began only with
the coming of the Spaniards in1521. This has been addressed though through the efforts of
writers and researchers such as Damiana Eugenio who has produced anthologies of Folk
Literature in its written format. Thus, it is important that learners be given an opportunity to read
these early forms of literature in order for them to gain a better appreciation of the culture of the
past and use these realizations to live their modern lives.
3. The Essential Question and Learning Competencies. In order for students to construct this
underlying meaning, students will answer the EQ (How can the wise sayings and tales of the
past help us live today?). With an open-ended EQ, students will search for the answer in
different ways and develop the understanding and acquire the related competencies.
4. The Performance Standard and the Transfer Goal. Another important goal as indicated by
the performance standard is for students to on their own will be able to communicate ideas
effectively with careful consideration of audience and purpose. If students are able to
demonstrate this, then students are able to transfer their learning to real life situations. Example
of situations in real life where students will apply the competencies and demonstrate the
understanding is being able to communicate powerfully with different kinds of people, young or
old, through the art of storytelling.

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STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH
VARIED ASSESSMENTS
A. UNIT ASSESSMENT MAP:
TYPE KNOWLEDGE
AND PROCESS/
SKILLS
(ACQUISITION)
UNDERSTANDING
(MEANING
MAKING)
TRANSFER
PRE-ASSESSMENT/
DIAGNOSTIC
Item Nos.
1,2,3,4,5,6,7,8
Item Nos. 9,10,
12,13, 15,17
Item Nos. 11, 14, 16,
18, 19, 20
INVENTORY OF
PHILIPPINE FOLK
LITERATURE
KWL CHART
(Lessons 1, 2 and 3)
FORMATIVE ASSESSMENT
LESSON 1 Brainy Battle
(Tagalog Riddles)
My Thinking Box
(Proverbs)
(NG)
Subject-Verb
Agreement Web
Links Interactive
Exercises (NG)
Pause. Think and
Write. on EQ
(NG)
Writeshop on Group
Poster
(NG)
LESSON 2 Activity 7
Word Power (NG)
Activity 14
Dewey Decimal
System (Interactive
Activity 5
Comparing Legends
and Myths (NG)
Activity 8
Language in Focus
Interactive Exercises
Activity 10
Writeshop
Group Narrative
(NG)

5
Exercises) (NG)
LESSON 3 Questions to answers
on Folk and Epic
tales (NG)
Interactive Exercises
on Colloquial
Expressions (NG)
Activity 3:
Deep Understanding
on Philippine Folk
Tales (NG)
Activity 11: Retelling
Circle (NG)
SUMMATIVE ASSESSMENT
LESSON 1 Web Link
Identifying simple
and compound
sentences (NG)
Riddles, Proverbs
and Subject-Verb
Agreement (G)
Quick Write Up
about Early Filipinos
(G)
Task
8” x 14” poster for
literacy month
(G)
LESSON 2 Activity 13 Speak
Easy (G)
Task
1-page Brochure
Inset (G)
LESSON 3 Interactive Quiz on:
Colloquial
Expressions (G)
Pronoun-Antecedent
Agreement (G)
Activity 9: Word
Cloud on Philippine
Folk Literature
A Lasting
Impression: Lesson
Closure for the
Quarter (G)
Task
Storybook and Oral
Retelling of the
origin or folk tales in
the learner’s locality
(G)
SELF-
ASSESSMENT
Reflection
Checkpoint (Activity
15) NG
Reflection
Checkpoint (L1
Activity 15) NG
Reflection
Checkpoint ( L2
Output Satisfaction
Worksheet on
(L1)Poster, (L2)
Group Narrative
Paragraph

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Activity 16) (NG)
NG – Not Graded
G – Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,
Self-Knowledge
B. TABLE OF SPECIFICATION:
LESSON
CONTENT
(ACQUISITION)
KNOWLEDGE/
PROCESS
SKILLS
(40%)
(MEANING-
MAKING}
UNDERSTANDING
(30%)
TRANSFER
(30%)
NO. OF
ITEMS
Writing and
Composition
8 16 3
Oral Language and
Fluency
6 12, 13 20 4
Study Skill 5 1
Reading
Comprehension
1,2,3,4 9, 10, 17 18 7
Vocabulary
Development
7 15 14 3
Grammar Awareness 11, 19 2
8 6 6 20
C. PRE-ASSESSMENT MATRIX:
CODE Levels of
Assessment
What will I assess?
Learning
Competencies
MC ITEM CORRECT
ANSWER AND
EXPLANATION
A Knowledge
(15%)
Process
and Skills
(25%)
RC: Engage in
becoming familiar
with, appreciative of,
and critical towards
the backgrounds,
features, and sample
translated texts of
Philippine folk
1. What does the reading
selection manifest?
The story…
a. mirrors almost exactly
the origin of a particular
volcano.
b. depicts consequences of
parental interventions.
c. exemplifies heroic
The answer is A
because the
reading selection
is about the
Legend of
Mt. Mayon. (A)

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literature and other
parallel selections.
adventure of
Panganoron.
d. poses a love story of
genuine roots.
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
2. It is a story of_______.
a. courage and faith
b. honesty and hope
c. love and courage
d. hope and sacrifice
The answer is C
since the story
deals with how
Panganoron
courageously
fought for his
love. (A)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
3. If the reading text
were to explain the actions
of gods and heroes or a
natural phenomenon, then it
would be a sample of a
____________.
a. myth
b. legend
c. epic
d. folk tales
The answer if A.
Myths are
narratives about
origins of the
world and
mankind among
others. (A)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
4. If you were to write
an epic, what element should
you consider?
a. origin of a place
b. moral of a story
c. adventure of a hero
d. love between the hero and
heroine
The answer is C.
An epic is a
narrative about a
specific hero and
his adventure. (A)
SS: Use appropriate
mechanisms/tools in
the library for
locating resources.
5. Using the Dewey
Decimal System, which
classification will the
legends, myths, epics and
folktales fall under?
a. 400-499 Language
b. 700-799 Arts
The answer is C.
Myths, epics and
folktales are
classified under
oral literary
tradition. (A)

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c. 800-899 Literature
d. 300-399 Social Sciences
LC: Determine how
stress, pitch,
intonation, phrasing,
pacing, and non-
verbal cues serve as
carriers of meaning
that may aid or
interfere in the
message of the text
listened to.
6. Which of the
following words is stressed
differently?
a. accepted
b. proposal
c. everyone
d. another
The answer is C.
“Everyone” is
stressed in the
first syllable, but
the other
words are
stressed in the
2nd syllable. (A)
VD: Establish
semantic
relationships of
words as well as
familiar, colloquial,
and idiomatic
expressions.
7. What does
indifferent mean as used in
the sentence,
“Pedro, who seemed
indifferent, refused to
participate in class
discussions about Philippine
folk literature”?
a. curious
b. uninterested
c. agitated
d. quiet
The answer is B.
The synonym
uninterested
means the same
as indifferent
based on word
usage. (A)
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
8. Based on its
structure, how do you
classify the following
sentence?
“After saving her life,
Panganoron started to court
her.”
a. simple
b. complex
c. compound
d. compound-complex
The
answer is A since
the sentence
forwards one
complete thought.
(A)
RC: Engage in
becoming familiar
10. Which of the
following is true?
The answer is C.
Philippine

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the backgrounds,
translated texts of
Philippine folk
Philippine
Literature_______________
_______.
a. started during the coming
of Spaniards in 1521.
b. is based on how ancient
people talk.
c. traces its roots in oral
tradition.
d. has an ethnic origin.
Literature traces
its origins in oral
tradition of our
ancestors. This is
despite the more
common belief
that it started
during the arrival
of Spanish
colonizers in
1521. (M)
M Understan
ding
(30%)
ENDURING
UNDERSTANDIN
G:
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
9. The reading text is a
tale that was passed along
by word of mouth. This
means it is part of the
____________ of our
country.
a. culture
b. oral tradition
c. heritage
d. customs
The answer is B.
The reading text
is a legend, a
story that is
handed from one
generation to
another through
oral tradition.
(M)
OL: Use the right
stress, intonation,
phrasing, and pacing
when reading short
written passages
aloud and engaging
in interpersonal
communication.
12. Juana was asked to
do an oral retelling of the
reading text. Which
statement below manifests
that she is doing it
effectively?
a. She tells the story loud
enough to make the listeners
look at her intently.
b. She moves around the
room while retelling the
story so that she would catch
the attention of her
audience.
c. She establishes eye contact
with her audience, varies
her voice for dramatic
The answer is C
since it
encompasses all
the elements that
make storytelling
effective. (M)

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effect, and uses simple and
understandable language.
d. all of the above.
OL: Use the right
stress, intonation,
when reading short
written passages
aloud and engaging
in interpersonal
communication.
13. When Ella was
retelling a story, she used a
monotonous voice and
mispronounced many
words. Why is it important
for her to articulate words
clearly and correctly?
a. to communicate
effectively
b. to impress her audience
c. to increase her word
power
d. to enhance her reading
comprehension
The answer is A
since expressive
oral skills
enhance
communication.
(M)
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
15. Why is it important
to know the right word in
any writing situation?
Knowing how a word is used
______________________.
a. shows mastery of the
English language
b. endears the readers to the
writer
c. determines its meaning
d. impresses the readers
The answer is C.
The choice of
words affects
meaning. (M)
MISCONCEPTIO
NS:
Philippine
Literary History
started only
during the arrival
of Spaniards in
1521.
10. Which of the
following is true?
Philippine
_______.
a. started during the coming
of Spaniards in 1521.
b. is based on how ancient
people talk.
c. traces its roots in oral
tradition.
d. has an ethnic origin.
The answer is C.
Philippine
Literature traces
its origins in oral
tradition of our
ancestors. This is
despite the more
common belief
that it started
during the arrival
of Spanish
colonizers in
1521. (M)

11
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
17. Why is there a need
to study folk literature?
a. . Folk literature should be
given importance.
b. Folk literature is rarely
appreciated in the 21st
century.
c. Folk literature offers
enchanting stories about
nature.
d. Folk literature provides
insights into the people’s
culture and beliefs.
The answer is D.
Literature
mirrors life.
Thus,
understanding
folk literature
enables a reader
to have a deeper
appreciation of
culture and
society. (M)
T Product/P
erformanc
e
(30%)
GRASPS
GS: Formulate
grammatically correct
sentences.
11. Which of the
comments below would you
give if you were to assess the
subject-verb agreement in
the sentence, “Each of the
legends are interesting”?
The sentence is____.
a. correct
b. incorrect
c. partly correct
d. cannot be determined
The answer is B.
Writers should
not be distracted
with the OF
phrase in
making the verb
agree with the
subject. (T)
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
14. The choices below
share the same meanings. In
retelling a story, which word
would you use to describe
your appreciation for a
character’s trait?
a. determined
b. pig-headed
c. stubborn
d. unreasonable
The answer is A.
The choice of
words affects
meaning. All the
other choices
have negative
connotation, thus
they would not
manifest an
appreciation for a
character’s trait.
(T)

12
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
16. In doing a retelling of
the origin of your locality,
why should you consider
your audience?
a. to grab their attention
b. to know the big words
that can truly amaze them
c. to leave a lasting
impression of your
storytelling ability
d. to know the content and
language most suitable to
them
The answer is D.
The key to
quality and
effective retelling
lies in your
knowledge of
your audience.
This will help you
choose the tone,
language and
content that
would grab and
sustain their
interest. (T)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
parallel selections
18. You were asked by
Philippine Daily Inquirer to
tell a story which forwards a
lesson and uses characters
that will be most interesting
to young children. What tale
would you choose?
a. myth
b. legend
c. epic
d. fables
The answer is D
since fables are
stories that
feature animals.
These stories help
readers learn a
lesson or two
about life and
living. (T)
GS: Formulate
sentences.
19. How would you revise
the sentence, “Juan
commanded the goat and
shook it’s whiskers until his
mother and brothers had all
the silver they could carry”?
Change__________.
a. there to their
b. he to it
c. it’s to its
d. No revision is needed.
The answer is C.
“It’s” is the
contraction of “it
is”. Use the
pronoun “its” to
refer to the
antecedent,
“goat”. (T)

13
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
20. Matanglawin
Publication has asked you to
do a written retelling of an
existing legend. Which of the
choices below should you
NOT consider? You should
not use___.
a. words produce vivid
imagery.
b. words with fewer
syllables.
c. sentences with varied
structures.
d. sentences the evoke vivid
imagery.
The answer is B.
Words with fewer
syllables are
more suitable for
oral retellings.
(T)
D. POST-ASSESSMENT MATRIX:
CODE Levels of
Assessment
What will I assess?
Learning
Competencies
MC ITEM CORRECT
ANSWER AND
EXPLANATION
A Knowledge
(15%)
Process
and Skills
(25%)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
1. Which of the
statements below articulates
the main idea of the reading
text? The story…
a. exemplifies heroic
adventure of an epic
hero.
b. shows a love story of
genuine roots.
c. illustrates ancient
battles.
d. D. forwards a lesson.
The answer is A.
The reading text
is about the epic
hero, Bantugan.
(A)
RC: Engage in
becoming familiar
the backgrounds,
2. Bantugan is not
_____________.
a. a tale about origin
The answer is A.
Bantugan is an
epic tale which
features a hero

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translated texts of
Philippine folk
b. a tale about a heroic
person
c. a tale based on oral
tradition
d. a tale that is chanted
or sung.
with supernatural
powers. Since
epics are chanted
or sung, it is
based on oral
tradition. (A)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
3. If Bantugan were a
god and the story talks
about a natural
phenomenon then it would
be _________________.
a. folk tales
b. legend
c. myth
d. epic
The answer if C.
Myths are
narratives about
origins of the
world and
mankind among
others. (A)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
4. What would be a
significant feature of the
reading text if it were a
fable?
b. moral of a story
c. adventure of a hero
d. love between the hero and
heroine
The answer B.
Fables are known
for the moral or
lesson that they
forward. (A)
SS: Use appropriate
mechanisms/tools in
the library for
locating resources.
5. Using the Dewey
Decimal System, which
section of the library can
you find information about
the culture of Bicol?
a. 300-399 Social Sciences
b. 400-499 Language
c. 800-899 Literature
d. 700-799 Arts
The answer is A.
Culture is
classified under
social sciences.
(A)
LC: Determine how
stress, pitch,
6. Which of the
following words is stressed
differently?
The answer is B.
“Return” is
stressed in the

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pacing, and non-
carriers of meaning
that may aid or
interfere in the
message of the text
listened to.
a. happy
b. return
c. captive
d. people
2nd syllable, but
the other words
are stressed in the
1st syllable. (A)
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
7. What does
wandering mean as used in
the sentence,
The wandering Bantugan
evetually falls ill and dies at
the Palace Gates of The-
Land-Between-Two-Seas?
a. rambling
b. traveling
c. marveling
d. enjoying
The answer is B.
The synonym
traveling means
the same as
wandering based
on word usage.
(A)
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
8. What is the
classification of the sentence
below based on its
structure?
“Bantugan gets married
with the loveliest princesses
and lives happily in
Bumbaran for several years.
a. simple
b. complex
c. compound
d. compound-complex
The
answer is A. It is
a simple sentence
with a compound
predicate.
(A)
RC: Engage in
becoming familiar
the backgrounds,
10. Which of the following is
true?
Philippine
_______.
a refers to the body of
The answer is D.
Philippine
Literature traces
its origins in oral
tradition of our
ancestors.

16
translated texts of
Philippine folk
written texts about our
culture and society.
b. came into existence with
the coming of the Spaniards
in 1521.
c. reflects the unchanging
culture of the Philippine
society.
d. traces its roots in the oral
tradition of our ancestors.
However, it has
evolved with the
coming of the
Spaniards in
1521. (M)
M Understan
ding
(30%)
ENDURING
UNDERSTANDIN
G:
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
9. Which of the
following exemplifies how
the tale (reading text) has
survived through the
centuries?
It has been transmitted
through ______.
a. oral tradition
b. retellings written in stone.
c. the rich cultural
traditions.
d. the preservation of our
customs and beliefs.
The answer is A.
The reading text
is an epic which is
often sung or
chanted and
handed down
from one
generation to
another through
word of mouth.
(M)
OL: Use the right
stress, intonation,
when reading short
written passages
aloud and engaging
in interpersonal
communication.
12. Which of the following
statements shows that Anna
is doing a proficient retelling
of Bantugan?
a. She speaks with a
loud voice in order to get the
attention of her audience.
b. She makes use of the
space and maintains eye
contact with the audience.
c. She uses simple,
understandable and
language.
d. She uses effective
gestures and body
movement in order to
maintain contact with
The answer is C
since proficiency
refers to correct
use of language.
(M)

17
audience.
OL: Use the right
stress, intonation,
when reading short
written passages
aloud and engaging
in interpersonal
communication.
13. In doing an oral
retelling of a tale, why
should you use the proper
tone of your voice and
articulate words clearly?
a. to express your ideas
eloquently b. to
communicate effectively
c. to talk authoritatively
d. to speak credibly
The answer is B
since expressive
oral skills
enhance
communication.
Moreover, Item B
encompasses all
the other choices.
(M)
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
15. Which of the statements
below shows the importance
of word choice in writing
situations? Knowing what
word to use is important
because it___.
a. shows concern for the
readers.
b. captures the reader’s
attention.
c. exhibits knowledge of the
English language.
d. allows a writer to
forward meaning with
clarity and conciseness.
The answer is D.
The choice of
words affects
meaning. (M)
MISCONCEPTIO
NS:
Philippine
Literary History
started only
during the arrival
of Spaniards in
1521.
10. Which of the following is
true?
Philippine
Literature__________.
a refers to the body of
written texts about our
culture and society.
b. came into existence with
the coming of the Spaniards
in 1521.
c. reflects the unchanging
culture of the Philippine
society.
The answer is D.
Philippine
Literature traces
its origins in oral
tradition of our
ancestors.
However, it has
evolved with the
coming of the
Spaniards in
1521. (M)

18
d. traces its roots in the oral
tradition of our ancestors.
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
17. Which of the statements
below shows the value in
studying Philippine Folk
literature?
Philippine Folk Literature
_______________.
a. provides an avenue
for 21st century Filipino to
learn about their cultural
past.
b. provides a gateway
for cultural understanding
and solidarity with other
cultures.
c. needs to be given
priority since it is fast
fading.
d. forwards
entertainment and wisdom.
The answer is A.
Literature
mirrors life.
Thus,
understanding
folk literature
enables a reader
to have a deeper
appreciation of
culture and
society. (M)
T Product/P
erformanc
e
(30%)
GRASPS
GS: Formulate
sentences.
11. If you were to assess the
storyteller’s statement, “One
of the brave epic heroes in
Philippine literature is
Bantugan,” what would be
your comment?
The sentence is_____.
a. correct
b. incorrect
c. partly correct
d. cannot be determined
The answer is A
since the linking
verb IS refers to
Bantugan, which
is singular in
number. (T)
VD: Establish
semantic 14. In retelling the story of
The answer is C.
The choice of

19
relationships of
words as well as
and idiomatic
expressions.
Bantugan, which word
would you use to describe
him as powerful?
a. controlling
b. great
c. dominant
d. authoritative
words affects
meaning. All the
other choices
have other
connotations;
thus, they would
not manifest
character as
powerful. (T)
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
16. In crafting a tale about
the origin of your locality,
why should you consider
your audience and purpose?
Knowledge of audience and
purpose will allow you to
_____.
a. choose suitable style and
form.
b. use words that readers
like.
c. write interesting stories.
d. win writing awards.
The answer is A.
An effective
writer selects
form and style
based on purpose
and audience. (T)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
parallel selections
18. You were asked by
Philippine Daily News to
retell a story that features
the bravery and gallantry of
ancient Filipinos. What tale
would you choose?
a. myth
b. legend
c. epic
d. fables
The answer is C
since epics
feature stories of
heroes of the
ancient past. (T)

20
GS: Formulate
sentences.
19. How would you revise
the sentence, “Bantugan
faced the other warriors
bravely. They did not flinch
at the sight of his enemies.”?
Change ____.
a. they to their
b. they to he
c. his to their
d. No revision is needed.
The answer is B.
The pronoun HE
should be used
and not THEY
since the subject,
Bantugan, is
singular and
male. (T)
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
20. In doing an oral retelling
of a fable for Matanglawin
Publication’s storytelling
event, which kind of
sentence structure should
you use?
a. simple
b. complex
c. compound
d. compound-complex
The answer is A.
Oral
communication
calls for simple
structures since
these are easier to
understand. (T)
E. PERFORMANCE TASK:
Scenario:
Matanglawin Publication in cooperation with Philippine Daily Inquirer has commissioned
you to write a storybook which highlights a creative retelling of the origin of or folk tales
in your locality. This storybook will be used in the literacy campaign which is meant to
nurture a love for reading among Grade 1 students. The storybook must be
insightful, creative, well-crafted and suitable to the intended audience. Your oral
retelling must be engaging and proficient.
Outline:
Goal –write a storybook and tell the story
Role –storyteller (oral and written)

21
Audience-Grade 1 students
Situation-Literacy Campaign
Product or Performance –oral and written retelling of a folk tale or origin of locality
Standards -
F. RUBRIC:
CRITERIA Outstanding
4
Satisfactory
3
Developing
2
Beginning
1
STUDENT
RATING
TEACHER
RATING
WRITTEN
Insightful
The entire
story is
entirely
related to
the assigned
topic and
allows the
reader to
understand
much more
about the
origin of or
tales in the
locality.
Connections
between
events,
ideas, and
feelings in
the story are
clearly
expressed
and highly
appropriate.
The story is
related to the
assigned topic.
The story
allows the
readers to
know about his
locality.
Connections
between
events, ideas,
and feelings in
the story are
expressed and
appropriate.
Some of the
story is related
to the assigned
topic, but the
reader does
not learn much
about the topic.
Connections
between
events, ideas,
and feelings in
the story are
sometimes
hard to figure
out. More
detail or better
transitions are
needed.
No attempt has
been made to
relate the story
to the assigned
topic.
The story
seems very
disconnected
and it is very
difficult to
figure out the
story.
Creative The story
contains
many
creative
details
The story
contains a few
creative details
and/or
descriptions
The story
contains a few
creative details
and/or
descriptions,
There is little
evidence of
creativity in the
story. The
author does

22
and/or
descriptions
that
contribute to
the reader's
enjoyment.
The author
has really
used his
imagination.
that contribute
to the reader's
enjoyment.
The author has
used his
imagination.
but they
distract from
the story. The
author has
tried to use his
imagination.
not seem to
have used
much
imagination
Well-
crafted
The student
turns in an
attractive
and
complete
copy of the
story in the
correct
format
grammar.
The student
turns in a copy
of the story in
the correct
format and
grammar.
The student
turns in copy of
the story, but
the format was
not correct.
Moreover, the
story has
grammatical
errors.
The student
turns in an
incomplete
copy of the
story. It is full
of grammatical
errors.
Suitable to
the
intended
audience
Story is
suitable and
relevant to
the type of
audience
Story is
appropriate to
the type of
audience.
Story is not
familiar to the
type of
audience.
Audience is not
interested in
the story
because it is
irrelevant to
them.
ORAL
Engaging
The
storyteller
has
characterful
voice
matched
with the
gestures and
facial
expressions.
The storyteller
has a well-
modulated
voice applying
appropriate
intonation,
used good
gestures and
facial
expressions.
The
storyteller’s
voice is not
loud enough.
Gestures are
limited and
facial
expressions
are not that
evident.
The storyteller
cannot be
heard and is
simply telling
the story
without any
gesture and
facial
expression.
Proficient Words are
creatively
used to
There are no
mispronounced
words and
There are
several
mispronounced
Mispronounced
words and
wrong

23
make the
story more
interesting
and catchy
to the
listeners.
statements are
sensible.
words and
statements are
not that clear.
statements
make the story
unclear and
misunderstood.
OVERALL
RATING
NOTES:
1. The Unit Assessment Map. The lesson assessment map provides an overview of all the
assessments done in the lesson. In general, students are assessed according to the four
components of the new grading system (Knowledge, Process or Skills, Understanding and
Transfer). In turn, these four areas reflect the three goals of assessing for understanding namely,
Acquisition, Meaning Making and Transfer or simply known as A-M-T.
2. The Pre and Post Assessment Matrix and Table of Specification. The assessment matrices
code items according to A-M-T. The distribution of these items in the table of specification
follows the distribution of percentages for the areas of the grading system. Hence, 40% of the
test items are coded A (since Knowledge is 15% and Process Skills is 25%), 30% of the items
are coded M, and another 30% for T. This coding is the backbone of the OHSP assessment
system. The OHSP system tracks students’ performance in A-M-T. Teachers can always retrieve
in real time the results of students’ test in these areas. Results are given in both tabulated and
graph forms.
The diagnostic or pre-test assessment matrix determines students’ prior knowledge on the
backgrounds, features, and sample translated texts of Philippine folk literature and other parallel
selections. These are seen in test items no 1-8. The pre-test also measures students’
misconception on Philippine literature as seen in test item no. 10. Note though that the OHSP
system randomizes the sequence of the test items and the options in each item. To find out how
students individually scored in the tests, go to and click on in OHSP system Student List. Next,
select Student name. View student’s Performance Record. Then scroll down to desired topic and
click on date of completion. View student’s Test Score per item and the item’s code (A-M-T).
The post-test assessment matrix evaluates the changes in students’ misconceptions as seen in test
item no 10. Hence, when reviewing test scores, it is important to see how students particularly
score in these items as well as the other items related to understanding (test item nos. 12, 13, 9,
10, 17 and 15). Student performance in these items will indicate the kind of intervention that
needs to be done.

24
To access all students’ test scores in the Post Assessment as a group per subject area, do the
following:
1. Click Post Assessment (20 Questions)
2. Select subject area.
3. Select desired quarter and lesson and double click on it.
4. View the graphs and scores of all students.
The OHSP system also shows to the teacher the items where most of the students score well or
poor in. Teachers can also trace the corresponding activity in the lesson where the content of the
test item is discussed. Teachers can then check on student performance in those activities and
determine how their answer prepared them for the corresponding test item.
3. Interventions Based on Test Scores.
If students are not able to do well in A-coded items, teachers may consider doing the following
interventions:
 Give more reading selections that fall under Philippine Folk Literature (legends,
myths, fables, epics, etc.).
 Provide comprehension questions that will help students hone their reading skill
which is tested in items 1,2,3,4.
 Ask students to go to this website, http://tagaloglang.com/Philippine-
Literature/Filipino-Folktales/, in order to read more samples of Philippine Folk
Literature.
If students are not able to do well in M-coded items, teachers may consider doing the following
interventions:
If students are not able to do well in T-coded items, teachers may consider doing the following
interventions:
 Provide more interactive exercises on subject-verb agreement and pronoun-
antecedent agreement
(http://grammar.ccc.commnet.edu/grammar/quizzes/agreement_quiz.htm) and
narrative tenses (http://www.vivquarry.com/wkshts/narrex1.html).

25
4. Verifying Student Test Scores.
Teachers may also verify student scores in A-coded items by asking students to do or answer the
following in a live chat or face-to-face setting:
 Pose comprehension questions to students concerning a chosen legend, fable, epic or
folk tales.
 Ask students to define the words found in this chosen reading text.
Teachers may also verify student scores in M-coded items by asking students to do the following
in a live chat or face-to-face setting:
 Provide words from a chosen legend, fable, epic or folk tales and ask students to
articulate the words with the correct pronunciation.
 Ask students to explain why they should study Philippine Folk Literature.
 Prod students to explain the backgrounds, features, and sample translated texts of
Philippine folk literature.
Teachers may also verify student scores in T-coded items by asking students to do the following
in a live chat or face-to-face setting:
 Give students a cloze test. Ask them to fill in the blanks with the correct form of the
verb (SVA) and pronoun (PAA).
 Ask students to do an oral retelling of a short folk tale. Ask them how a tale should be
told orally.
5. Map of Conceptual Change. Another important indicator of student growth in thinking is the
unit’s map of conceptual change. For this unit, the chosen map is KWL (Know, Wonder and
Learned). The students are asked to answer this map at different points in the lesson, namely:
Activity 1, Lesson 1 Transfer, Activity 17, Lesson 2 Transfer Activity 18, Lesson 3 Deepen
Activity 8. The students’ cognitive growth is qualitatively assessed by comparing the students’
prior knowledge and new knowledge. In the unit’s map for conceptual change, the students show
their prior knowledge by answering Know and Wonder in Activity 1. The students articulate
their new knowledge by filling up Learned during Lesson 1 Transfer Activity 17, Lesson 2
Transfer Activity 18, and Lesson 3 Deepen Activity 8. These parts indicate transitional processes
between prior and new knowledge development. Teachers are encouraged to every now and then
retrieve and monitor students’ answers in this map. Student answers in this map provide clear
data for teachers in terms of their cognitive development.

26
6. Formative Assessments. In order to assure student success in the summative assessments, the
listed formative assessments check on the following performances as indicators of student
mastery and readiness: (state type of formative assessment and things teachers need to check)
7. Student’s Answers to Recurring Essential Question. Another way of doing formative
assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ
is: How can the wise sayings and tales of the past help us live today? The student is asked to
answer the EQ in these different parts, namely: Lesson 1 Explore (Activity 1), Lesson 1 Firm Up
(Activity 3), Lesson 1 End of Firm Up (Activity 13), Lesson 2 Explore (Activity 1), Lesson 2
Firm Up (Activity 3), Lesson 2 Deepen (Activity 11), Lesson 3 Explore (Activity 1), Lesson 3
Transfer, (Activity 12: A Lasting Impression). Teachers are encouraged to compare the students’
final answers to the EQ with the desired EU. If the student’s answers are far or different from the
EU, the teacher may check on the way students are doing in the activities and determine the
appropriate intervention.
8. The Performance Task and Rubric. With regards to the performance task, this is designed
according to the transfer goal in Part 1. The standards in the performance task are reflected in the
first column of the rubric. These rubric criteria are also aligned with the performance standard.
The rubric criteria related to understanding is INSIGHTFUL. With this criterion, students are
evaluated on their understanding about the relevance of ancient tales to the modern life. The
rubric criteria related to the competencies or skills are CREATIVE and WELL-CRAFTED. With
these criteria, students are evaluated on their skill to use language creatively and proficiently.
Students achieve the performance standard when they or their work scores Satisfactory for each
criteria in the rubric. Students whose works exceed the Satisfactory criteria score Outstanding.
Note the additions in the descriptor which indicate extra work on the part of the students.
Students whose works have errors score either as Developing or Beginning. Note the parts of the
descriptors which indicate deficiencies.
The submission of the performance task (storybook) may be done online. However, the oral
retelling has to be done face to face.

27
STAGE III: CONDUCTING THE LEARNING PLAN
A. UNIT ACTIVITIES MAP:
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
AND SKILLS
ACTIVITIES FOR
MAKING MEANING
AND DEVELOPING
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
EXPLORE
 Lesson 1, Activity 1:
Knowing You, Knowing
me
 Lesson 2: Activity1:
Idea Wheel
 Lesson 2: Hypothesis
Lesson 3, Activity 1:
Remembering Tales
FIRM UP
Amuse Me
Brainy Battle
Word Power
 Lesson 1: Activity 8:
Hear ye! Hear ye!
Library Walk
 Lesson 1, Activity 5: Of
Wit and Wisdom and My
Thinking Box
Pause. Think. Write
Express Yourself
 Lesson 1, Activity 9: Speak
Easy!
Language in Focus
(Spoken and Written
Language- Writing a
paragraph in complete
sentences)
How it came to be
Comparing Myths and
Legends
Lesson 2: Activity 10:
Writeshop

28
How things started
Word Power
Language in Focus
Knowing my origin
Learning Lessons
Tales of Courage
Language in Focus
Deep Understanding
 Lesson 3, Activity 5;
Differentiating Literary
from Academic Text
 Lesson 3, Activity 6: Say
what?
DEEPEN
Editing (Mini Grammar
Lesson on Subject-Verb
Agreement)
Reflection Checkpoint
Writeshop!
Irreversible
Navigating the Libary
Lesson 2, Activity 11: Pause,
Think, Write
Lesson 2, Activity 12: Hear
ye! Hear ye!
Looking Backward to move
forward
Lesson 3, Activity 9: Word
Cloud
Lesson 3, Activity 10: :Let me
tell you a story
TRANSFER
Writeshop on Poster Making
Lesson 1: Activity 17: KWL
on Philippine Folk Literature
Poster-Making for the Literacy
Month

29
Writeshop on brochure inset
making
Brochure Inset Writing
(Written Retelling Mode)
Storybook Writing and Oral
Retelling of a tale
Letter in parentheses after every activity indicates the following modes: I for individual work or G for group work
and WC for whole class. Resource material used for the activity is indicated in italics.
B. UNIT ASSESSMENT-ACTIVITIES MATRIX:
CODE Levels of
Assessment
What will I assess?
Learning
Competencies
MC ITEM CORRECT
ANSWER AND
EXPLANATION
RELATED
ACTIVITIES
A Knowledge
(15%)
Process
and Skills
(25%)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
1. What does the
reading selection
manifest?
The story…
a. mirrors
almost
exactly the
origin of a
particular
volcano.
b. depicts
consequences
of parental
interventions
.
c. exemplifies
heroic
adventure of
Panganoron.
d. poses a love
story of
genuine
roots.
The answer is A
because the
reading selection
is about the
Legend of
Mt. Mayon. (A)
Lesson 2,
Activity 5,
Comparing
Myths and
Legends
RC: Engage in
becoming familiar
the backgrounds,
2. It is a story
of_______.
a. courage and faith
b. honesty and hope
The answer is C
since the story
deals with how
Panganoron
courageously
Lesson 2,
Activity 5,
Comparing
Myths and
Legends

30
translated texts of
Philippine folk
c. love and courage
d. hope and sacrifice
fought for his
love. (A)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
3. If the reading
text were to explain
the actions of gods
and heroes or a
natural
phenomenon, then it
would be a sample
of a ____________.
a. myth
b. legend
c. epic
d. folk tales
The answer if A.
Myths are
narratives about
origins of the
world and
mankind among
others. (A)
Lesson 2,
Activity 5,
Comparing
Myths and
Legends
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
4. If you were
to write an epic,
what element should
you consider?
b. moral of a story
c. adventure of a
hero
d. love between the
hero and heroine
The answer is C.
An epic is a
narrative about a
specific hero and
his adventure. (A)
Lesson 3,
Activity 4:
Tales of
Courage
SS: Use appropriate
mechanisms/tools in
the library for
locating resources.
5. Using the
Dewey Decimal
System, which
classification will
the legends, myths,
epics and folktales
fall under?
a. 400-499 Language
b. 700-799 Arts
c. 800-899
Literature
d. 300-399 Social
Sciences
The answer is C.
Myths, epics and
folktales are
classified under
oral literary
tradition. (A)
Lesson 2,
Activity 14:
Navigating the
Library

31
LC: Determine how
stress, pitch,
pacing, and non-
carriers of meaning
that may aid or
interfere in the
message of the text
listened to.
6. Which of the
following words is
stressed differently?
a. accepted
b. proposal
c. everyone
d. another
The answer is C.
“Everyone” is
stressed in the
first syllable, but
the other
words are
stressed in the
2nd syllable. (A)
Lesson 2,
Activity 12:
Hear ye! Hear
ye!
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
7. What does
indifferent mean as
used in the sentence,
“Pedro, who seemed
indifferent, refused
to participate in
class discussions
about Philippine
folk literature”?
a. curious
b. uninterested
c. agitated
d. quiet
The answer is B.
The synonym
uninterested
means the same
as indifferent
based on word
usage. (A)
Lesson 1,
Activity 7,
Word Power
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
8. Based on its
structure, how do
you classify the
following sentence?
“After saving her
life, Panganoron
started to court
her.”
a. simple
b. complex
c. compound
d. compound-
The answer
is A since the
sentence forwards
one complete
thought. (A)
Lesson 1,
Activity 11:
Language in
Focus

32
complex
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
10. Which of the
following is true?
Philippine
Literature________
______________.
a. started during the
coming of Spaniards
in 1521.
b. is based on how
ancient people talk.
c. traces its roots in
oral tradition.
d. has an ethnic
origin.
The answer is C.
Philippine
Literature traces
its origins in oral
tradition of our
ancestors. This is
despite the more
common belief
that it started
during the arrival
of Spanish
colonizers in
1521. (M)
Lesson 3,
Activity 8:
Looking
backward to
move forward
M Understan
ding
(30%)
ENDURING
UNDERSTANDIN
G:
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
9. The reading
text is a tale that
was passed along by
word of mouth. This
means it is part of
the ____________ of
our country.
a. culture
b. oral tradition
c. heritage
d. customs
The answer is B.
The reading text
is a legend, a
story that is
handed from one
generation to
another through
oral tradition.
(M)
Lesson 3,
Activity 8:
Looking
backward to
move forward
OL: Use the right
stress, intonation,
when reading short
written passages
aloud and engaging
in interpersonal
communication.
12. Juana was
asked to do an oral
retelling of the
reading text. Which
statement below
manifests that she is
doing it effectively?
a. She tells the story
loud enough to
make the listeners
look at her intently.
b. She moves
The answer is C
since it
encompasses all
the elements that
make storytelling
effective. (M)
Lesson 3,
Activity 10:
Let me tell you
a story

33
around the room
while retelling the
story so that she
would catch the
attention of her
audience.
c. She establishes
eye contact with her
audience, varies her
voice for dramatic
effect, and uses
simple and
understandable
language.
d. all of the above.
OL: Use the right
stress, intonation,
when reading short
written passages
aloud and engaging
in interpersonal
communication.
13. When Ella
was retelling a story,
she used a
monotonous voice
and mispronounced
many words. Why is
it important for her
to articulate words
clearly and
correctly?
a. to communicate
effectively
b. to impress her
audience
c. to increase her
word power
d. to enhance her
reading
comprehension
The answer is A
since expressive
oral skills
enhance
communication.
(M)
Lesson 3,
Activity 10:
Let me tell you
a story
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
15. Why is it
important to know
the right word in
any writing
situation? Knowing
how a word is used
_________________
_____.
a. shows mastery of
The answer is C.
The choice of
words affects
meaning. (M)
Lesson 3,
Activity 6: Say
what?

34
the English
language
b. endears the
readers to the writer
c. determines its
meaning
d. impresses the
readers
MISCONCEPTIO
NS:
Philippine
Literary History
started only
during the arrival
of Spaniards in
1521.
10. Which of the
following is true?
Philippine
Literature________
______________.
a. started during the
coming of Spaniards
in 1521.
b. is based on how
ancient people talk.
c. traces its roots in
oral tradition.
d. has an ethnic
origin.
The answer is C.
Philippine
Literature traces
its origins in oral
tradition of our
ancestors. This is
despite the more
common belief
that it started
during the arrival
of Spanish
colonizers in
1521. (M)
Lesson 3,
Activity 8:
Looking
backward to
move forward
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
17. Why is there
a need to study folk
literature?
a. . Folk literature
should be given
importance.
b. Folk literature is
rarely appreciated
in the 21st century.
c. Folk literature
offers enchanting
stories about nature.
d. Folk literature
provides insights
into the people’s
culture and beliefs.
The answer is D.
Literature
mirrors life. Thus,
understanding
folk literature
enables a reader
to have a deeper
appreciation of
culture and
society. (M)
Lesson 3,
Activity 8:
Looking
backward to
move forward

35
T Product/P
erformanc
e
(30%)
GRASPS
GS: Formulate
sentences.
11. Which of the
comments below
would you give if
you were to assess
the subject-verb
agreement in the
sentence, “Each of
the legends are
interesting”? The
sentence is____.
a. correct
b. incorrect
c. partly correct
d. cannot be
determined
The answer is B.
Writers should
not be distracted
with the OF
phrase in
making the verb
agree with the
subject. (T)
Lesson 1,
Activity 14:
Writeshop
(C. Editing)
VD: Establish
semantic
relationships of
words as well as
and idiomatic
expressions.
14. The choices
below share the
same meanings. In
retelling a story,
which word would
you use to describe
your appreciation
for a character’s
trait?
a. determined
b. pig-headed
c. stubborn
d. unreasonable
The answer is A.
The choice of
words affects
meaning. All the
other choices have
negative
connotation, thus
they would not
manifest an
appreciation for a
character’s trait.
(T)
Lesson 3,
Activity 6: Say
what?
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
16. In doing a
retelling of the
origin of your
locality, why should
you consider your
audience?
a. to grab their
attention
b. to know the big
words that can truly
amaze them
The answer is D.
The key to quality
and effective
retelling lies in
your knowledge
of your audience.
This will help you
choose the tone,
language and
content that
would grab and
sustain their
Lesson 1,
Activity 11:
Language in
Focus

36
c. to leave a lasting
impression of your
storytelling ability
d. to know the
content and
language most
suitable to them
interest. (T)
RC: Engage in
becoming familiar
the backgrounds,
translated texts of
Philippine folk
18. You were
asked by Philippine
Daily Inquirer to
tell a story which
forwards a lesson
and uses characters
that will be most
interesting to young
children. What tale
would you choose?
a. myth
b. legend
c. epic
d. fables
The answer is D
since fables are
stories that
feature animals.
These stories help
readers learn a
lesson or two
about life and
living. (T)
Lesson 3,
Activity 2:
Learning
Lessons
GS: Formulate
sentences.
19. How would you
revise the sentence,
“Juan commanded
the goat and shook
it’s whiskers until
his mother and
brothers had all the
silver they could
carry”?
Change__________.
a. there to their
b. he to it
c. it’s to its
d. No revision is
needed.
The answer is C.
“It’s” is the
contraction of “it
is”. Use the
pronoun “its” to
refer to the
antecedent,
“goat”. (T)
Lesson 3,
Activity 7:
Language in
Focus

37
WC: Distinguish
between oral and
written modes of
language use with
emphasis on their
exclusive features
and properties.
20. Matanglawin
Publication has
asked you to do a
written retelling of
an existing legend.
Which of the choices
below should you
NOT consider? You
should not use___.
a. words produce
vivid imagery.
b. words with fewer
syllables.
c. sentences with
varied structures.
d. sentences the
evoke vivid imagery.
The answer is B.
Words with fewer
syllables are more
suitable for oral
retellings.
(T)
C. SCAFFOLD FOR TRANSFER:
LEVEL 1
DIRECTED
PROMPT
1. Inform the
students the skills
they are expected to
demonstrate.
2. Provide step-by-
step instruction on
how to do the skills
and check their
work.
3. Provide this task
during Firm Up or
Interaction stage.
LEVEL 2
OPEN PROMPT
1. Provide students
another task similar to
that given in Level 1.
2. Instead of giving a
step-by-step
instruction, prompt the
students to do the steps
on their own. If
different procedures
are given, ask students
to choose which
procedure they would
use. Students may also
be asked to vary the
steps they learned.
during Firm Up or
Interaction stage.
LEVEL 3
GUIDED
TRANSFER
1. Provide a real
world situation where
the skills taught in
Levels 1- 2 are
applied.
2. Instead of directing
the students step-by-
step to use the skills
they learned in
previous levels, ask
students to look back
on the skills they
learned and determine
which of these they
would use to meet the
requirements of the
given task.
during Deepen or
LEVEL 4
INDEPENDENT
TRANSFER
1. Provide a real
world situation
similar to Level 3
where the skills taught
in Levels 1-2 are
applied.
2. Purposely refrain
from suggesting to
students to use the
skills they learned in
Levels 1-2. Have
students on their own
figure out which of the
skills they learned in
previous levels they
would use to meet the
standards in the given
task.
3. Provide task during

38
Interaction stage. Transfer or
Integration stage.
TASK
You have been
tasked by your city/
town librarian to
make an 8” by 14”
poster for the
upcoming literacy
month. This poster
should be able to
encourage library
users to read and
know more about
our Philippine riddles
and proverbs so that
they can see the
relevance of the past
in today’s modern
life. Your poster
must have the
following: clear and
appropriate
message and
creative design.
TASK
The Department of
Tourism has
commissioned you to
create a 1-page
brochure inset
promoting the cultural
origin of a specific
region. The said
brochure will be
distributed during the
program launch of “It’s
More Fun in the
Philippines.” In that
brochure inset, you are
to retell a written text of
an existing legend or
myth. In order for your
readers to see the
applicability of the
literature of the past to
their modern lives, the
brochure inset should
be insightful and
engaging.
TASK
As the official
Children Museum’s
Bard, you are tasked
to do oral retellings of
tales that will help
your young audience
realize that the tales
of the past are
significant to their
lives. In order to
capture the attention
of your young
museum guests, your
retelling must be done
in a proficient and
engaging manner.
TASK
Matanglawin
Publication in
cooperation with
Philippine Daily
Inquirer has
commissioned you to
craft a storybook
which highlights a
creative retelling of
ancient tales in your
locality. This
storybook must allow
young readers to see
the linkage between
the past and the
present. This
storybook will be used
in the literacy
campaign which is
meant to nurture a
love for reading
among Grade 1
pupils. The
storybook must be
creative, insightful,
well-crafted and
suitable to the
intended audience.
NOTES:
1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map shows
the different activities done in the lesson. The activities are designed to address the different A-
M-T learning goals. Acquisition activities in particular are also matched according to the
required and added competencies. The A activities involve eliciting literary and language
concepts and topics. During M activities, students are prodded to make generalization about
these literary and language topics. In T activities, students are engaged in write shops or
workshops to prepare them for the meaningful and life-like performance/product tasks.

39
The Assessment-Activities Matrix also shows the activities which implement the established and
added competencies. This Matrix helps the teacher evaluate the readiness of a student to answer
a particular test item by looking at the student’s performance in a particular activity related to the
assessment. If the student does not do well in a set of test items, the teacher may go back to the
activity linked to the test item and see if the student was already having difficulty.
2. The Scaffold for Transfer. The T activities are also sequenced according to a certain
progression as indicated in the scaffold for transfer. The scaffold consists of four levels starting
with direct prompting and on to independent transfer. In the scaffold, students focus on honing
their productive skills, speaking and writing. Students develop mastery of this skill by first in
direct prompt, making of a poster for the literacy month. This activity is done in Lesson 1,
Transfer. Then in the open prompt, during Lesson 2 Transfer, students will make a brochure inset
which is a written retelling of an existing legend or myth. Next in the guided transfer done in
Lesson 3, Deepen, students will do an oral retelling of a folk tale or of an epic. Students are
again asked to do a task similar in the final level but this time in the independent level, students
are evaluated according to their ability to on their own a storybook or written retelling or a folk
tale or origin or their locality. They are also asked to do an oral retelling of the said tale.
SECTION 2. STRATEGIES FOR BLENDED LEARNING:
INDEX OF STUDENT’S ONLINE TASKS:
STUDENT’S
ONLINE TASK
EFDT AMT ACTIVITY
NO.
DESCRIPTION
1. Answering
Process Questions
based on a given
Website’s content
or interactivity
F A Lesson 1,
Activity 12
Write it out (Noting features of
written communication in a
specified internet text)
D AM Lesson 2,
Activity 14
Navigating the Library (Learning
about the Dewey Decimal System)
F AM Lesson 3,
Activity 3
Deep Understanding (Knowing
about Folktales and Reflecting on
how they manifest Philippine
culture
F AM Lesson 3,
Activity 6
Say What (Learning about
colloquial and formal
expressions)
2. Answering F A Lesson 1, Brainy Battle (Learning about

40
mini-check-up
quizzes and
receiving feedback
Activity 4 the Philippine Riddles)
F AM Lesson 3,
Activity 6
Say What (Learning about
colloquial and formal
expressions)
F AM Lesson 3,
Activity 7
Instruction 6
Language in Focus
(Accomplishing Interactive
Quizzes on Pronoun Antecedent
Agreement)
3. Developing
Product Using
Web-based
Application 2.0
(state Web 2.0
application)
F M Lesson 2,
Activity 6
Knowing my origin (Creating a
family tree)
D M Lesson 2,
Activity 9
Word Cloud (Making a word
cloud about Philippine Folk
Literature)
4. Posting in
Discussion Forum
any of the
following:
a. one’s ideas
b. one’s questions
c. one’s reflections
d. one’s
suggestions or
request
e. one’s summary
D M Lesson 2,
Activity 9
Word Cloud (Making a word
cloud about Philippine Folk
Literature)
5. Responding to
Other Students in
Discussion Forum
by posting any of
the following:

41
a. one’s comments
b. one’s questions
c. one’s reflections
d. one’s
suggestions or
request
e. one’s summary
6. Chatting with
Teacher on any of
the following:
a. feedback on
answers to process
questions
b. performance in
assigned tasks
c. content that
needs clarification
d. instructions in
tasks that need
clarification
e. a live event
7. Chatting with
Teacher and other
Students on any of
the following:
a. a. feedback on
answers to process
questions
b. performance in
assigned tasks

42
c. content that
needs clarification
d. instructions in
tasks that need
clarification
e. a live event
f. discussion of a
topic in the form of
a debate, panel
discussion,
interview or role
playing
8. Uploading and
Submitting
Individual File on
any of the
following:
a. answers to
activity questions
b. presentations or
reports
c. conversion of
Web information
to another form
(e.g. outline, flow
chart, table,
graphic organizer,
concept map,
drawing)
d. map of
conceptual change
e. intervention
task given by

43
teacher
f. enrichment task
9. Uploading and
Submitting Group
File on any of the
following:
a. answer to
activity questions
b. presentations or
reports
c. conversion of
information from
Website or online
resource to
another form (e.g.
outline, flow chart,
table, graphic
organizer, concept
map, drawing)
d. map of
conceptual change
e. intervention
task given by
teacher
f. enrichment task
10. Sending by
clicking on page
email icon
questions to
teacher on any of
the following:
a. lesson

44
discussion
b. activity
instructions and
interactivity
c. system
navigation
11. Producing an
E-portfolio by
selecting best
works done in a
unit
INDEX OF WEB 2.0 APPLICATIONS
STAGE AND
LEARNING
GOAL
(EFDT/A-M-T)
WEB 2.0 APPLICATION
AND ITS URL
ACTIVITY
NO.
STUDENT TASK
F/M http://www.myheritage.com/ Lesson 2,
Activity 6
Knowing my origin
(Creating a family tree)
D/M http://www.wordle.net/create Lesson 2,
Activity 9
Word Cloud (Making a
word cloud about
Philippine Folk
Literature)

45
NOTES:
Web 2.0 is a term used to designate next-generation Websites which feature interactive
applications, particularly in the production of creative or original works. As indicated in the
above table, learners will be working with some Web 2.0 applications.
For Meaning Making, the student will be working with the following applications and producing
a specific work:
 http://www.myheritage.com/: In order to concretize their ideas about the importance of
origins, learners will make their own family tree through this application.
 http://www.wordle.net/create: To summarize what they have learned about Philippine
Folk literature, students will make a word cloud.

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