Day 1

I - Desired Results
1. Observe the correct pitch levels (high, medium,
low) when reading lines of poetry, sample sentences
and paragraphs
2. Use of proper stress and intonation in words
II - Topic
Pitch level, stress and intonation
III - Assessment
Oral Questioning
Paper-and-Pencil Test
IV - Reference
English Through Literature VII, p. 189 - 191
V - Learning Plan
Teachers Activity
Routinary Activities
1. Greetings and Prayer
2. Checking of Attendance
3. Cleanliness and Orderliness

Students Activity

A. Explore
Today, we are going to learn about stress and
intonation.

project
(The teacher will post a word on the board.)
Can you please read the word on the board?
I noticed that some of you pronounced the word
differently than some of your classmates. Some of
you pronounced the word project as PROject
(Noun) and some as proJECT (Verb). You see class,
the words differ, even if they are heteronyms or words
with the same spelling, when spoken in different
pronunciations by applying the correct stress to the
word.
B. Firm-Up
Notice some examples:
A. Use the right stress to distinguish the following
heteronyms or words with the same spelling but with
different pronunciations. Apply the right stress on the
syllable written in capital letters.
Everyone please read.

All: Project!

Noun
CONtent
COMbat
CONduct
CONvert
DEfect

Verb
conTENT
comBAT
conDUCT
conVERT
deFECT

9. conversation
(Students read the examples)

B. Use the right stress to pronounce the following

two- and three-syllable words.
Everyone please read.
Two Syllables
NAtion
MOtion
LOtion
POtion
NOtion

Three Syllables
eMOtion
eRUPtion
soLUtion
conDItion
comPLExion

(Students read the examples)

C. Use the right intonation to achieve the purpose or

feeling indicated. Provide the appropriate stress in the
words that are highlighted.
Everyone please read.
Sentence
You want flowers.
You want flowers?
Eric, your friend, gave me
flowers.
Eric, your friend, gave me
flowers
Eric gave you flowers?
Eric gave me flowers!
Eric gave me flowers.

Purpose/Feeling
State a fact.
Ask a question.
Emphasizes the giver.
Emphasizes the relationship
of the giver to the another
person.
Turn a statement into a
question.
Indicate excitement.
Indicate boredom or
disappointment.

(Students read the examples)

C. Deepen
Now, that you know how to add stress and intonation
in a word and understand the difference and the
effect it does in a sentence or conversation. Please
answer the following.
Direction: Add stress or intonation to the word by
capitalizing the letters of the word.
1. beyond
2. summit
3. defect
4. present
5. record
6. update
7. flower
8. relationship

1. beYOnd
2. SUmmit
3. deFECT
4. PREsent
5. REcord
6. UPdate
7. FLOwer
8. relaTIONship

9. conversation
10. opportunity

10.opporTUnity

D. Transfer
With a partner, read the poem below dramatically.
Observe the appropriate stress and intonation.

Misery
by Langston Hughes
Misery is when your
very best friend
calls you a name she really
didnt mean to call you at all.
Misery is when you call
your very best friend a name
you didnt mean to call her, either.
VI - Assignment
Research for the definition of idiomatic expressions
and give at least 5 examples.
Day 2
I - Desired Results
1. Use appropriate idiomatic expressions in a variety
of basic interpersonal communicative situations.
2. Exhibit sportsmanship during a game
II - Topic
Idiomatic expressions
III - Assessment
Oral Questioning
Paper-and-Pencil Test
IV - Reference
English Through Literature VII, pg. 34 - 38
V - Learning Plan
Teachers Activity
Routinary Activities
1. Greetings and Prayer
2. Checking of Attendance
3. Cleanliness and Orderliness
A. Explore
Yesterday, Ive asked you to find a definition of
idiomatic expression. So what is idiomatic
expression? Yes, Ruel?
Very good!

Students Activity

Its meaning is different from what the individual words

literally mean

Idiomatic expression or idiom means different from

what the individual words literally mean.

to whom you will say it and in what situation. Do this

in one half sheet of paper.

B. Firm-Up
For us to really understand what idiomatic expression
is and how it is use in everyday conversation, we are
going to play a game.
(The teacher will divide the class into 2 groups)
(The class will divide into 2 groups quietly)
Activity: Idiom Charade
Okay class, I will now explain the mechanics of the
game. I have a box that contains phrases or idiomatic
expressions. You will pick a paper, read the contents
then you will act out the phrase while your
groupmates will try to guess the phrase you just
picked. You will be given 1 minute to guess the
phrase. Do you understand the mechanics?
All: Yes, sir!
The phrases included are as follows:
1. grab a seat
sit down
2. zip it
stop talking
3. at your earliest convenience -as soon as possible
4. look up to
admire
5. on cloud nine
very happy
6. on the ball
alert
7. a piece of cake
very easy
8. in a nutshell
as briefly as possible
9. once in a blue moon rarely
10. an act of God - a natural and unavoidable
event that results in great loss.
Okay, thank you so much for your participation.
Youre welcome!
C. Deepen

Read the given excerpt from an earlier retelling in

verse of the Bicol epic Ibalon. Take note of the
underlined phrase.
Sing and tell us of the kings
of courage
and the war that took place
until the defeat of Oriol.
Took place in the stanza means happened. It is
an idiomatic expression or idiom. Its meaning is
different from what the individual words literally
mean. Idioms used for different purposes and in
varied situation.
D. Transfer
Using the idioms we just tackled in the game. With a
partner, use each idiom in a sentence. Then identify

Do you agree from the theory of Charles Darwin

about the Evolution Theory or the biblical account of
creation? Why? Why not?
Sentence with
Idiom

Person/s Spoken to

Situation

Day 3

Sentence with
Idiom
Please grab a seat!
Youre noisy. Zip it!
Call me at your
earliest
convenience.
He is the one I look
up to.
Im on a cloud nine
today!
Be on the ball!

The test is a piece

of cake!
Explain everything
to me in a nutshell.
I only saw him once
in a blue moon
We cannot do
anything, it is an act
of God.

Person/s Spoken to

Situation

classmate
classmate
friend

school
The class is noisy.
long-awaited friend

friend

in a concert

friend

Got high grades

siblings

mom is coming
home; house
messy
got high grades

classmate
friend
friend
friend

emergency
situation
saw an old-time
friend
a violent tornado
just hit and
devastated their
land

I - Desired Results
1. Discover literature as a means of connecting to a
significant past.
2. Express appreciation for sensory images used.
3. Identify the adjectives used in a sentence.
II - Topic
Adjectives
III - Assessment
Oral Questioning
Paper-and-Pencil Test
IV - Reference
English Through Literature VII, pg. 166-168
V - Learning Plan
Teachers Activity
Routinary Activities
1. Greetings and Prayer
2. Checking of Attendance
3. Cleanliness and Orderliness
A. Explore
Where do you think life came from?
Some say that life came from God, others say that life
comes from a single-celled organism.

No. Because I believe in biblical stand about the

creation.
(Allow responses from the students)
An adjective is a word used to describe a noun.
Now, what is an adjective?
beautiful, extravagant, hard
Can you give me an example?
Thats correct!
seeing, hearing, smelling, tasting, and touching
Adjectives appeals to our senses. What is our five
senses?
Thats correct! We also call them sensory images
because we picture, imagine the sensory images
used to describe the person, place, thing or situation.
Now, we are going to read a local legend of how the
world was created. I want you to be aware at the
adjectives used in the story and also I want you to
read silently and intensively.
(The teacher will distribute the photocopies of the
story)
B. Firm-Up

Determine whether each statement is true (T) or

false (F). Beside your answer, write the paragraph
number to support your answer. Write your answer
on a one fourth sheet of paper.
1. F

_____ 1. Tungkung Langit and Alunsina lived in a

heavenly paradise.
_____ 2. There was no reason for Alunsina to be
jealous.
_____ 3. Only Alunsina should be blamed for the
loneliness of Tungkung Langit.
_____ 4. The world was created due to the
hopelessness of Tungkung Langit.
_____ 5. Tungkung Langits bad temper cost him a
significant lot.
_____ 6. Panays idea of creation originated from a
happy setting.
_____ 7. How the World was Created is a myth.
_____ 8. The story is not associated with some real
experiences in Panay.
_____ 9. The elders in Panay no longer speak of
their story of creation.
____ 10. The story speaks more of trust between a
couple than of compromise.

2. F
3. T
4. T
5. T
6. F
7. T
8. T
9. F
10. T

What is the difference between literary and academic

writing?

C. Deepen
Activity: List down ten adjectives/sensory images
used in the story then, write whether it appeals to our
sense: seeing, listening, smelling, touching, and
hearing.
Adjectives

Senses

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Adjectives
1. shapeless
2. old
3. jet-black
4. cold
5. sweet
6. loud
7. warm
8. sweet-scented
9. silent
10. painful

Senses
seeing
seeing
seeing
touching
tasting
hearing
touching
smelling
hearing
touching

D. Transfer
On a one whole sheet of paper, write a
descriptive paragraph about yourself using the
sensory images.
Day 5
I - Desired Results
1. Differentiate literary writing from academic writing
2. Observe correct subject-verb agreement.
II - Topic
literary and academic writing
subject-verb agreement
III - Assessment
Oral Questioning
Paper-and-Pencil Test
IV - Reference
educea.com.ea/literaryandacademicwriting
google.com
V - Learning Plan
Teachers Activity
Routinary Activities
1. Greetings and Prayer
2. Checking of Attendance
3. Cleanliness and Orderliness
A. Explore

Students Activity

From the word literary, what do you think it suggest?

Literary is more on stories.

How about the word academic?

Academic is more textual and factual.

Therefore we can conclude that literary uses more

symbolic and imaginative tone and the academic
uses more formal and authoritative.
B. Firm-Up

Copy the chart on the next page on a half sheet of

paper in order to compare and contrast the two
texts that follow. Then, answer the table below.
Text A
One day, a mound of earth shaped was seen
growing in the east. After several years, the mound grew
into a beautiful mountain range resembling Alunsinas
face and her wonderful hair. The magical breeze
whispered to the unhappy Tungkung Langit that
Alunsina grew old and died of sorrow somewhere in the
east. This made Tungkung Langit mournful. As the sun
rises in the east, the shadow of the mountain reminds
Tungkung Langit of his dear Alunsina. And as the
shadow fades away at nightfall, Tungkung Langit waters
the earth with his tears.

Text B
Geologists observe that many of our mountains
and mountain ranges seem to resemble human-like
forms. However, they argue that these earth formations
are the result of various interrelated geological
processes such as earthquakes, rock formations, and
even volcanic eruptions. They cited several conclusive
research that detail the formation of such natural
wonders. They also conducted experiments that show
how bodies of water have contributed to rock formation
worldwide. In the years to come, scientists expect to
generate more data to explain such phenomena.

Aspect
Tone
Style
Choice of Words
Organization of Ideas
Purpose
Intended Audience

Text A

Text B

Aspect
Tone
Style
Choice of Words
Organization of Ideas
Purpose

Text A
reflective and
personal
symbolic
simple, but may be
figurative
flows freely and
spontaneously
to show/tell unfolding

Text B
serious and a bit
impersonal
formal and
authoritative
uses specialized
language of disciples
follows a pattern of
presenting ideas
to inform, to explain,

Intended Audience

of details/events
varies, depending on
complexity of text

to argue/assert
discipline-specific

C. Deepen

Below is a students draft of an introduction for an

article about diversity in the Philippines. If a
sentence observes proper subject-verb agreement,
write C. If it does not, rewrite the sentence. Write
your answers on a half sheet of paper.
(1) Each tourist or guest who come to the Philippines is
always amazed by our cultural diversity. (2) Every island
and region highlights a unique adventure. (3) A variety
of traditions, dishes, celebrations, and many others are
offered to both local and foreign travelers. (4) Our rich
past and our promising future are discovered by every
guest almost every day and everywhere in the country.
(5) For this reason, tourism experts, along with the
Department of Tourism believes that Its more fun in
the Philippines! (6) Northern Philippines boast of its old
Spanish flavor, from architecture to culinary traditions.
(7) There are much pleasure to discover in the coasts
and shorelines of Central Philippines. (8) In Southern
Philippines, one discovers the rich Islamic backgrounds
of our country. (9) Nobody has ever experienced
boredom in hopping from one island to another. (10)
Either pleasure or warm insights is taken home by every
visitor in our shores.

D. Transfer
On a half-sheet of paper, explain how we can
use the subject-verb agreement to improve our
sentences. (3-5 sentences)

1. Each tourist or guest who comes to the Philippines

is always amazed by our cultural diversity.
2. C
3. A variety of traditions, dishes, celebrations, and
many others is offered to both local and foreign
travelers.
4. C
5. For this reason, tourism experts, along with the
Department of Tourism believe that Its more fun in
the Philippines!
6. Northern Philippines boasts of its old Spanish
flavor, from architecture to culinary traditions.
7. There is much pleasure to discover in the coasts
and shorelines of Central Philippines.
8. C
9. C
10. Either pleasure or warm insights are taken home
by every visitor in our shores.