Instructional Plan in English – Grade 7

Name of Teacher : LOUIELLE C. ENOPIA Grade /Year Level : Date:

Grade 7
Learning Area: ENGLISH-7 Quarter : 4th
Competencies EN7RC-IV-a-3.2: Classify text types (narrative, expository, explanation, recount, persuasive)

Lesson No. 1 Duration (min/hrs.) 1 hour

CLASSIFYING THE DIFFERENT TEXT TYPES

Key Identifying the text type of a passage helps the reader set the purpose for reading and alerts
Understandings to reader to the organization of the piece.
be developed
Knowledge Identify the text type of an article being presented
Learning Skills Construct a narrative text type about a life’s experience that shows
Objectives succession of events
Attitudes Show appreciation of the importance of writing a narrative text type abo
one’s experiences in life
Manila Paper, Marker,
Resources Needed Grade 7 Curriculum Guide
Communication for Progress II, pp. 46-47
http://en.wikipedia.org/wiki/Para%C3%B1aque
https://www.google.com.ph/?
gfe_rd=cr&ei=CULGVLS5FOOJ8QfD2IGQDw&gws_rd=ssl#q=kinds+of+expository+text
http://englishwithgalih.blogspot.com/2014/01/list-of-examples-recount-text.html
http://education-portal.com/academy/lesson/what-is-persuasive-text-definition-examples.h
Elements of the Methodology
Plan
Preparations Introductory
-How will I make Activity (Optional) MAKE THEM GUESS!
the learners ready? (3 mins.)
- How I prepare Introduce the lesson through a vocabulary Drill. Group the students into
the learners for the four. Distribute paper strips containing the different text types.
new lesson? Let the students decode the word by reading it backward. Each group is
- How will I a minute to answer. The group who got the most numbered correct, get
connect my new win the game.
lesson with the
past lesson? EVITARRAN
YROTISOPXE
NOITANALPXE
TNUOCER
EVISAUSREP
Presentations
-How will I present
the new lesson?
- What materials
will I use?
-What
generalization/con
cept/conclusion/ab
straction arrives
at?
(10 mins.)
Activity READ & ANALYZE!
(5 mins.)
Present to the Class in a mounted manila paper the sample of the differ
text types. Give at least 5 minutes for the students to silently read and
analyze the given text types.
What can you say about the given text?
Analysis Did you understand the message of the given text?
What is it all about?
How are the texts being written or being developed?

(Solicit varied answers from the students based on their

analyses on the text presented.)

Discuss the different text types and its function.

There are different methods that writers use to present their ideas in a
Abstraction paragraph. They can make use of storytelling (narrative). They can arra
(20 mins.) the details by using factual evidences (expository), they can use text ty
that can influence or persuade others (Persuasive), they can retell eve
which have already happened in time order (Recount).

(See attachments for further information.)

VALUES INTEGRATION:
Do you think our experiences teach us lessons in life?

“Nothing teaches us better than our own experiences”.

GENERALIZATION:

Based on the discussion on the different text types, you learned that
learning the different text types set us the purpose for reading and help
readers to organize a written piece.
Practice To fully understand the different text type, the teacher will distr
What exercises/ worksheets that contain the 5 different text types. The students will ha
application Application identify each text types and labeled them.
activities will I give (12 mins.)
to the learners? (See attachments)

Assessment Assessment Matrix

 (Refer to DepEd Levels of Assessment What will I assess? How will I assess? How will I score
Order No. 73,2012
for the examples)
Knowledge (15%)

Process or Skills To find out if the Write a paragraph about Rubrics:

(25%) students will be able an experience that teaches
(10 mins.) to construct a simple them lessons in life throughContent - 30%
narrative about an succession of events. Organization - 20%
experience in life. Relevance - 25%
Correct usage of - 25
words/grammar
Understandings
(30%)
Products/
Performance (30%)

Reinforcing the day’s

lesson
Assignment Enriching the day’s .
lesson
Enhancing the day’s
lesson
Preparing for the new Research on the story entitled “The Fisherwoman and the Fish” by
lesson Dr. Jose P. Rizal.

Instructional Plan (iPlan) Template

Name of Teacher Corazon D. Lanza Grade/Year 7

Level
Learning Area: English Quarter: 4th Module
No.:
Competencies: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
iPlan No. 9 Duration 60
(minutes/hours) minutes
Key The literary elements (setting, characters and plot) are essential to the
Understanding to understanding of a short story.
be developed
Learning Knowledge identify the elements of a short story in a given
Objectives story;
 Skills define the elements of a short story;
Attitudes express appreciation for short stories through a
creative presentation.
Resources Needed: A. Materials: copies of the story “The Adarna Bird”
B. Reference: K-12 Grade 7 English Curriculum Guide; English Arts 1 pp
24-25
Elements of the Plan Methodology
Preparations
-How will I make the Introductory Students are asked about a certain
Learners ready? Activity(Optional) episode of “Maalaala Mo Kaya” that
-How do I prepare the (5 mins.) they have watched.
learners for the new Guide questions:
lesson? What was the title of the episode you
-How will I connect my have watched?
new lesson with the Who were the persons involved in the
past lesson? story?
When and where did the story happen?
What was the first event that happened?
What was the ending? Was it a happy or
a sad one?

Presentation Activity (10 mins.)

-(How will I present the Reading activity
new lesson?)
-What materials will I The learners are asked to read the story
use? “The Adarna Bird.” (Jigsaw technique)
-What generalization Discussion about the elements of the
/concept/conclusion/ story read.
Abstraction should the
learners arrive at

Analysis(20 mins.)
Where and when did the story happen?
Who were the people or animals who
participated in the action of the story?
What events took place? What was the
first event, the second event….
Why was it difficult to get the Adarna
bird?
What difficulties did Don Pedro meet?
 What is the most thrilling part of the
story?

(Note: Through the Q and A, the

students will define the elements of
a short story).

Abstraction (15 mins.) Lecturette on the elements of a short

story.

Setting: Time and Place

Characters: Main characters and Minor
characters
Plot: A. Exposition B. Rising Action C.
Climax
D. Falling Action E. Resolution
4. Conflict
5. Theme
Practice Application(15 mins.) From the story “The Adarna Bird”,
-What practice present each element in a creative
exercises/ application manner.
activities will I give to Group 1 – Setting
the learners? Group 2 - Characters
Group 3 – Plot
Group 4 – Conflict
Group 5 – Theme
Assessment Assessment Matrix
Levels of Assessment What will I How will I How will I
Assess? assess? score

Knowledge Elements of Identify the One point

a short story elements of per
a short story. correct
answer

Process or Skills
Understanding

Products/performance
(Transfer of
Understanding)
Assignment Reinforcing the
day’s lesson
 Enriching the Research and read more short stories that
day’s lesson you like and identify its elements.

Enhancing the
day’s lesson
Preparing for the
New lesson
Concluding Wrap-up
Activity
( Optional) Finale

Instructional Plan (iPlan) Template

Name of Teacher Winefreda C. Ruiz Grade/Year 7

Level
Learning Area: English Quarter: 4th Module No:
Competencies: Express appreciation for sensory images used
Explain the literary devices used
iPlan No. 10 Duration 60 minutes
(minutes/hours)
Key The use of literary devices promotes a more vivid understanding and deeper
Understanding appreciation of any written or spoken texts.
to be developed
Learning Knowledge identify the sensory images used in the poem;
Objectives Skills explain the figurative language used in the poem;
Attitudes express appreciation for figurative language used.
Resources Needed: A. Reference: English 7 Learning Package in Quarter 4, pp.52-53, English Arts
I (pp 186)
B. Materials: photocopies ,pictures
Elements of the Plan Methodology
Preparations
-How will I make the Introductory Who among you here have experienced
Learners ready? Activity(Optional) riding on “habal-habal”?
-How do I prepare the (5 mins.) How did you feel riding on it? Why?
learners for the new
lesson?
-How will I connect my
new lesson with the
past lesson?
Presentation Activity 1.The teacher reads the poem, “Recite To Me
-(How will I present (10 mins.) A Poem, ‘Day, While We Ride A Habal-Habal”
the new lesson?) by Adonis G. Durado”
-What materials will I 2. Reading of the poem by the students.
use? 3. The students are grouped into five ( 5) to
-What generalization discuss the different lines of the poem.
/concept/conclusion/ 4. Group work sharing/reporting
Abstraction should the
learners arrive at

Analysis
(10 mins.) Each group will be asked with the following
questions:

What sensory images are involved in the

poem?
What sensory experience does each sensory
image suggest?
What are the different figurative languages
used in the poem?
What does each figurative language mean?
What are the importance of sensory images
and figurative languages in the poem?

What are the different sensory images

Abstraction exhibited by the poem?
(20 mins.) How do sensory images help us understand
the poem well?
What are the different figurative languages
used in the poem?
How does the use of figurative language
facilitate one’s appreciation of the poem?
Practice Application
-What practice (15 mins.) Identify the sensory images /figurative
exercises/ application language included in the poem “ Mang Teban
activities will I give to and the Weather” by Josue Rem Siat.
the learners?

Assessment Assessment Matrix

Levels of Assessment What will I How will I How will I
assess? assess? score

Knowledge Sensory Pencil and One point

images of a Paper test for each
poem (Group work) identified
sensory
image and
figurative
language.
Process or Skills
Understanding
Products/performance
(Transfer of
Understanding)
Assignment Reinforcing the
day’s lesson
Enriching the Research for a short poem and underline the
day’s lesson figurative languages and sensory images
used.

Enhancing the
day’s lesson
Preparing for the
New lesson
Concluding Wrap-up
Activity
( Optional) Finale
 Instructional Plan (iPlan) Template

Name of Teacher Maristel S. Cadayday Grade/Year 7

Level
Learning Area: English Quarter: 4th Module No.:
Competencies: Use imperatives when giving and following instructions/directions.
iPlan No. 7 Duration 60
(minutes/hours) minutes
Key The use of imperatives when giving and following instructions and
Understanding directions.
to be developed
Learning Knowledge Point out imperatives in the given instructions and
Objectives directions.
Skills Arrange the instructions in correct sequence.
Attitudes Integrate the value of cooperation and obedience in
accomplishing a group task .
Resources Needed: A. Materials: materials, pentel pen, chalk, colored cartolina, pictures
B. Reference: Learning Effective English Book 1 pp.11-14; K-12 Grade 7
Curriculum Guide pp.____
Elements of the Plan Methodology
Preparations
-How will I make the Introductory
Learners ready? Activity(Optional)
Manipulative Game: Following Directions
-How do I prepare the
(Divide the class into four groups. Give each
learners for the new
group the materials needed. Post the
lesson?
instructions.)
-How will I connect
Draw a big circle at the center of the manila
my new lesson with
paper.
the past lesson?
Put two small circles in the upper right and
left corner of the big circle.
Write curve lines facing down above the
two small circles.
Make a vertical line in between of the two
small circles but not touching to the edge of
the circle.
Place a half moon below the vertical line
facing up.
Add two medium sized circles connecting on
each side of the big circle.
Post your outputs on the wall.
Presentation Activity Motive questions
-(How will I present a.Why do we have to follow
the new lesson?) instructions/directions?
-What materials will I
use? b.Is following instructions/directions a
-What generalization valuable skill?
/concept/conclusion/
Abstraction should
the learners arrive at

Analysis *What words are used to begin those

sentences?

*How do you call those forms of

verbs?

Abstraction Imperative Verbs are used in sentences that

give instructions/directions. Those
sentences are called imperative
sentences.
Valuing:
Why is cooperation and obedience
important in any undertakings?

Practice Application Activity 1. Making a Ham Sandwich

-What practice The following instructions for making a simple
exercises/ application ham sandwich are jumbled. Rearrange them
activities will I give to in its proper order.
the learners? _____ Place a slice of ham on one slice of
sandwich.
_____ Coat two slices of bread with
mayonnaise.
_____ Get bread, ham, mayonnaise and
cheese ready.
_____ Place the other slice of bread on top.
_____ Place a slice of cheese on top of the
sliced ham.
Assessment
Levels of Assessment What will I How will I How will I
Assess? assess? score

Knowledge Identify the Paper & 1 pt. for each

Imperative Pencil Test- correct
Verbs 5 items answer

Process or Skills

Understanding

Products/performance
(Transfer of
Understanding)
Assignment Reinforcing the
day’s lesson
Enriching the
day’s lesson
Enhancing the Make a sketch going to your residence.
day’s lesson Below your sketch, write each step using
imperatives. Make your output creative.

Preparing for the

New lesson
Concluding Wrap-up
Activity Finale
( Optional)

Instructional Plan in English 7

Name of Teacher CRISTITA S. MAITIM Grade: 7

Learning Area: ENGLISH 7 Quarter: 4 Date:
November 13, 2014
Competencies: Use lexical and contextual clues in understanding unfamiliar words and
expressions.
Differentiate reality from fantasy based on a material viewed/ read.

iPlan No.2 : Reading : The Fisherwoman & the Fish Duration and Time: 60
VD: Getting meaning through context minutes/ 1 hour
 clues
Key Understanding to be developed Dreaming about big things is not wrong but be
cautious in flattery words.
A fantasy is the product of the imagination while
reality is actual existence, actual fact
Learning Objectives: Knowledge Identify meanings of words
Skills Construct reality statements and
fantasy statements
Attitudes Be cautious of what others say
Resources Needed Grade7 K to 12 English Curriculum Guide,
photocopies, markers, meta strips, pictures,
Learning Effective English Book 1 pp. 7-8
Elements of the Plan Methodology
Preparation Motivation Fishing is catching fish. It
/Introductory can be a sport, an industry
-How will I make the learners ready? Activity or occupation of catching
-How do I prepare the learners for the new (5 mins) fish.
lesson? This part Ask:
(Motivation/Focusing/Establishing Mind-set/ introduces the 1. Who among you
Setting the Mood/ Quieting/ Creating lesson content. here have gone
Interest/Building Background Experience/ It is serves as a fishing?
Activating Prior warm-up 2. Show pictures of
Knowledge/Apperception/Review/Drill activity to give a young girl
- How will I connect my new lesson with the the learners fishing in the
past lesson? zest for the river.
incoming lesson 3. What is the
and an idea importance of
about what it to fishing? Show
follow. One pictures of people
principle in eating fish, fish
learning is that factories, etc.
learning occurs 4. Let students pick
when it is out the meaning
conducted in a of words through
pleasurable and context clues.
comfortable 1.The lass with
atmosphere. her small hands
tried to catch
the fish.
a. young boy
b. young girl
c. fisherman
d. fisherwoman
 2.The fish liked to
slide through a
labyrinth.
a. complicated
passage
b. dirty
passage
c. deep
passage
d. easy way

3. The young lass

looked at
herself in the
limpid water.
a. dirty
b. muddy
c. clear
d. smelly

Presentation Activity /
- How will I present the new lesson? Activities Reading part: Call 2
- What materials will I use? (10 mins) students for dramatic
- What generalization/ through concept/ This is an reading
conclusion/ abstraction should the learners interaction of the story while the
arrive at? strategy to elicit rest of the class listen and
(Showing/Demonstrating/Engaging/Doing/Expe learner’s prior read along silently.
riencing/ Exploring/Observing-Role Playing, learning Discussion:
dyads, dramatizing/ experience. It Ask
brainstorming/reacting/inter-acting- articulating serves as a What did the little
observations, finding conclusions, springboard for fish dream about in the
generalizations, abstraction – Giving new learning. It beginning?
suggestions, reactions, solutions, illustrates the ( The fish dreamed
recommendations) principle that that he will be given a little
learning starts moss and many
where the small stones to run over, to
learners are. slide through as in
Carefully a labyrinth.)
structured
activities such Who led the fish
as individual or to dream about big things?
group reflective (The lass led the
exercises, group fish to dream about big
discussion, self things.)
or group
assessment,
dyadic or triadic
interactions,
puzzles,
simulations or
role-play,
cybernetics
exercise, gallery
walk and the
like may be
created. Clear
instructions
should be
considered in
this part of the
lesson.
Analysis (10 Ask:
mins) What do you call
Essential the statement which is the
questions are product of
included to imagination like the
serve as a guide answer of the
for the teacher first question?
in clarifying key (Fantasy)
understanding What do you call
about the topic the statement in actual
at hand. Critical existence like the
points are answer of the
organized to second question?
structure the (Reality)
discussions
allowing the
learners to
maximize Can the lass get
interactions fish from the river? Can
and sharing of you
ideas and get fish from the
opinions about river too?
expected Can a fish dream
issues. Affective or talk?
questions are
included to
elicit the
 feelings of the
learners about
the activity or
the topic. The
last questions
or points taken
should lead the
learners to
understand the
new concepts
or skills that are
to be presented
in the next part
of the lesson.
Abstraction (20 Ask
mins)
This outlines What is reality?
the key What is fantasy?
concepts, What is the
important skills difference between the
and should be two?
enhanced, and
the proper If you were the
attitude that fish, would you believe
should be what
emphasized. the lass said?
This is
organized as a
lecturette that
summarizes the
learning
emphasized
from the
activity, analysis
and new inputs
in this part of
the lesson.
Practice Application (15
-What practice exercises/ application activities mins) Construct two reality
will I give to the learners? This part is statements and two
structured to fantasy
ensure the statements.
commitment of
the learners to
 do something
to apply their
new learning in
their own
environment.
Assessment Assessment Matrix
Levels of Assessment What will I How How
(Refer to DepEd Order No. assess? will I will I
73, s. 2012 for the assess? score?
example) Knowledge
(What do we want pupils to
know? – refers to the facts
and information that the
pupil acquires/evidences of
what they know)
Process or Skills
(refers to skills or pupil’s Constructi Paper Rubrics
ability to process and make on of two and will be
sense of information/ reality and pencil used
content and critical two test: for
thinking) fantasy Write gauging
statement fantasy .
s and
reality
statemen
ts with
correct
grammar.
Understanding
(refers to big ideas and
generalizations, which may
be assessed using the
indicators of
understanding)
Products/Performances
(Transfer of
Understanding)
(refer to real-life
application of
understanding as
evidenced by pupil’s
performance of authentic
tasks)
Assignment Reinforcing the day’s
lesson
Enriching the day’s lesson

Enhancing the day’s lesson

Preparing for the new What is

lesson speech?
What are the
basic factors
of delivering
a speech?

Edited by: Lutche Ruby L. Sumalinog (City of Naga)

Ida M. Ocao(Siquijor)

Attachment:

RUBRICS

pts – statements constructed hit the target content and observe correct grammar.

4 pts – statements constructed hit the target content with less grammatical error.

3 pts - statements constructed do not hit the target content but with correct grammar.

2 pts – statements constructed do not hit the target content and with grammatical errors.

THE FISHERWOMAN AND THE FISH

Jose Rizal

Once upon a time, a very small fish which, very much satisfied with the river in which it
lived, asked God for nothing else but a little moss and many small stones to run over, to slide
through as in a labyrinth. The fish didn’t know what was fish-hook; it had never seen a net.
For so small and unknown was the river in the heart of the mountain.
 It happened once that a young lass went to dress and to look at herself in the limpid
water of the river. The lass saw the fish and wished to have it. She went down to the water,
and with her small and pretty hands, tried to catch it.

“Come,” she said, “you ‘re pretty and small; put yourself under my protection, and I’ll
show you things you’ve never seen before. Come to my home, I have kitchen pots, plates,
cups, forks, knives, and in the hearth there burns a very beautiful fire. There, you’ll never get
cold.”

“I don’t understand you,” said the fish. “Of what good care are all those things that you
speak of? Is it something like a stone covered with moss or like the fine and comfortable
than all of that.”

“That I need?” asked the fish.

“Why, I believe so. You’ll be charming and ravishing when first I put you in a shiny,
brilliant, even more than your scales.”

“And afterwards?”

“You’ll have fire underneath.”

“What’s fire?”

“It’s very difficult to describe; it would be better to feel it. Look. You see the sun? it’s the
piece of the sun.

“Oh, it must be lovely,” said the fish, fluttering with joy.

 “And afterwards?”

“Afterwards, I’ll put you on a plate…

“What’s a plate?”

“A plate…a plate, it’s like a moon, as big as the moon, but with flowers, with birds
painted on it.”