DATE: June 1 GRADE/SECTION: Grade 7- Gold & Opal DAY 1- Monday A. OVERVIEW OF CONTENTS AND OBJECTIVES Theme Appreciating Myself Primary Selection/s Selected Philippine Proverbs Sub-Theme Valuing Our Elders’ Wisdom Parallel Selection/s Dialogues Program Standard The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. Grade Level Standard The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other text types for a deeper appreciation of Philippine Culture. Domain of Literacy Listening Comprehension (ENG7LC-a- 5) Content Standard The learner demonstrate understanding of how stress, intonation, phrasing, pacing, tone, and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to. Performance Standard The learner accurately produces a matrix of comparison using non- verbal cues to determine the meaning of the message listened to. Objectives Focus Skill: Recognize prosodic features: volume, projection, pitch, juncture and speech rate that serves as carriers of meaning (ENG7LC-a-5) Support Skills Express whether a statement is true or false based on what you know
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s Dialogues
Program Standard
The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standard
The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other text types for a deeper appreciation of Philippine Culture.
Domain of Literacy Listening Comprehension (ENG7LC-a-5)Content Standard The learner demonstrate understanding
of how stress, intonation, phrasing, pacing, tone, and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to.
Performance Standard The learner accurately produces a matrix of comparison using non-verbal cues to determine the meaning of the message listened to.
ObjectivesFocus Skill:
Recognize prosodic features: volume, projection, pitch, juncture and speech rate that serves as carriers of meaning (ENG7LC-a-5)
Support Skills Express whether a statement is true or false based on what you know Determine words or expression in a selection that are similar or
oppositeB. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. a. Materials LM pp. 3-4
b. Reference TG pp
2. Equipment Laptop
D. ACTIVITIES
INTRODUCTIONTask 1 True or Falsea. Have the students express if the statements in Task 1 are true or falsebased on what they know.b. Ask students to find a partner to exchange ideas.c. Discuss some of the responses.d. Introduce the coverage of the lesson.
Task 2 What did they saya. Have the students listen to three descriptions of Philippine folkliterature twice.Scholar: Folk literature consists of the rich beliefs, songs, sayings, and tales of how things beganor why events happened. It presents several ideas about the cultural past of the Filipino people. Itis important for young people to study them so they may develop pride in our glorious past.
Newscaster: We are here at the launch of a new book of Philippine folk literature. Hundreds ofscholars and students are gathered here at the National Library for this event. The phenomenal
YOUR INITIAL TASKTask 1 TRUE OR FALSE? (15 minutes)On a half sheet of paper, write T if the statement is true according to what you know and F if it is false.
_____ 1. Philippine literature existed even before the Spaniards came._____ 2. Proverbs express the unending wisdom of the old._____ 3. Proverbs communicate only traditional beliefs and values._____ 4. The form of proverbs is chiefly poetic._____ 5. It is difficult to preserve proverbs.
YOUR INITIAL TASKTask 2 What did they say?
Readings Descriptions of the
Speaker’s Voice
Description of the
Speaker’s Message
1
2
3
book was written by renowned anthropologist Dr. Ishmael Santos who believes that we need topreserve the poems and stories of our ancestors as part of our cultural identity. The book isavailable at all leading bookstores nationwide for a reasonable price of one thousand three hundredforty five pesos only. Hurry and get your copies now!
Student: I believe that young people should continue to read the sayings and stories crafted by our ancestors and passed on to generations of citizens. It is our gateway to appreciating their lifestyle, aspirations, and vision. I am not sure if we would grow up to become good citizens if we do not have an appreciation and valuing of these national treasures.
b. Ask students to make inferences about what was listened to using thegrid.c. Elicit student generalizations that differences in voice levels and speechpatterns affect our understanding of what we listen to.
Task 3 Similar or Oppositea. Have the students accomplish the task.b. Validate the responses of students by referring them to how the wordswere used in the selection.c. The correct answers are the following:
d. Ask students to locate other synonymous or antonymous words in the text “Words of Wisdom.”
YOUR INITIAL TASKTask 3 Similar or Opposite?In terms of meaning, a word may be synonymous (similar) or antonymous (opposite) to another. From the correct pairs of synonyms and antonyms used in the selection.
compiles nativecomprehensive limitedelders simple
ancestors gatheredcomplex brieflengthy indigenous
Synonyms Antonyms
E. AGREEMENT/HOMEWORK Make a list of synonymous words and
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s
Domains of Literacy Reading Comprehension/LiteratureObjectives:
Use appropriate reading style-intensive reading (EN7RCI-a-7)(use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas)
Discover literature as a means of connecting to significant past (EN7 LT-I-a-1)(show understanding and appreciation of literary type (proverbs)
Identify distinguishing features of proverbs. (EN7LT-I-a-2.1)B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. a. Materials b. References
LM pp. 4-7TG
2. Equipment LaptopD. ACTIVITIES
Three-Minute Recall Have them recall the activities yesterday for 3 minutes and call some students to talk about these.
Checking of assignment
PRESENTATION
VISUAL THESAURUS (5 minutes)a. Explore their awareness of a thesaurus as a helpful tool in learning synonyms and antonyms.b. Show the following visual thesaurus for the key concept in their readingselection.c. Ask for students‟ awareness of the words in the visual thesaurus
YOUR TEXT Call volunteers to read on the
text Have students write on their
notebooks three questions about the selection that they want to be answered during class discussion.
YOUR DISCOVERY TASKSTask 1Locate, Reflect, Evaluate
Have the students accomplish the task in pairs.
Call on students to prove the correctness of their responses.
Probe into students’ value judgments concerning the issues they forward or imply.
VISUAL THESAURUS (5 minutes)
YOUR TEXTWords of Wisdom
YOUR DISCOVERY TASKSTask 1Locate, Reflect, Evaluate
Locate information in the selection to determine whether each statement is true (T) or false (F)._____ 1. Only a few people work on compiling folk literature._____ 2. Proverbs and other forms of folk literature were introducedby the Spaniards._____ 3. Our ancestors’ proverbs served as guideposts for upright living._____ 4. All proverbs are poetic and figurative in nature._____ 5. Proverbs may have geographical origins._____ 6. People react to the meaning of proverbs quite quickly._____ 7. Proverbs are more superior than other literary formsin expressing messages._____ 8. If proverbs can instruct, they can definitely prescribe._____ 9. It is impossible to classify and
Ask students to use Damiana Eugenio‟s system to classify the proverbs.
Discuss the students‟ responses and the meanings of the proverbs.
In cases of differing answers, explain why proverbs may fall under more than one category. This is an opportunity for students to think aloud.
The following are the answers: 1. T 3. T 5. V 7. G 9. T 2. E 4. E 6. V 8. G/V 10. H
Summarize the day’s discussion.
categorize our numerous proverbs._____ 10. Our proverbs reflect a lot of things about our culture and identity.
Task 2. Classify!Identify distinguishing features of proverbs. Use Damiana Eugenio‘s system to classify the following proverbs. Use the given codes.G – proverbs expressing a general attitude towards life and the laws that govern lifeE – ethical proverbs recommending certain virtues and condemning certain vicesV – proverbs expressing a system of valuesT – proverbs expressing general truths/observations about life and human natureH – humorous proverbsM – miscellaneous proverbs
____ 1. Matibay ang walis, palibhasa'y magkabigkis. A broom is sturdy because its strands are tightly bound.____ 2. Sa taong walang takot, walang mataas na bakod. To a fearless person, no fence is high enough.
____ 3. Kung ano ang puno, siya ang bunga. Whatever the tree, so is the fruit.____ 4. Aanhin pa ang damo, kung patay na ang kabayo. What good is the grass if the horse is already dead.____ 5. Kung may isinuksok, may madudukot. If you save, you have something to withdraw.____ 6. Ang magalang na sagot, nakakapawi ng pagod. A respectful retort wipes away weariness.____ 7. Ang hindi marunong magmahal sa sariling wika, daig pa angmalangsang isda. He who does not love the national language is worse than a smellyfish.____ 8. Ang mabigat ay gumagaan, kung pinagtutulungan. A heavy burden is lightened if everyone participates in carrying it.____ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasailalim. Life is like a wheel; sometimes you are on top, sometimes you are inthe bottom.___ 10. Ang pili ng pili, natatapat sa bungi. One who is choosy ends up with the least attractive choice.
E. AGREEMENT/HOMEWORK Interview family members and ask them to help you in making (1-5) list of your proverbs. Classify each proverb. You may go back to activity “Classifying proverbs.”Pick one proverb and write a 3 to 5 sentence about this.
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s
Domains of Literacy Reading Comprehension/LiteratureObjectives:
Use appropriate reading style-intensive reading (EN7RCI-a-7)(use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas)
Discover literature as a means of connecting to significant past (EN7 LT-I-a-1)(show understanding and appreciation of literary type (proverbs)
Identify distinguishing features of proverbs. (EN7LT-I-a-2.1)B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. a. Materials b. References
LM pp. 4-7TG
2. Equipment Laptop
D. ACTIVITIES
Three-Minute Recall Have them recall the activities yesterday for 3 minutes and call some students to talk about these.
Checking of assignment
YOUR DISCOVERY TASKSTask 1Locate, Reflect, Evaluate
Have the students accomplish the task in pairs.
Call on students to prove the correctness of their responses.
Probe into students’ value judgments concerning the issues they forward or imply.
Ask students to use Damiana
YOUR DISCOVERY TASKSTask 1Locate, Reflect, Evaluate
Locate information in the selection to determine whether each statement is true (T) or false (F)._____ 1. Only a few people work on compiling folk literature._____ 2. Proverbs and other forms of folk literature were introducedby the Spaniards._____ 3. Our ancestors’ proverbs served as guideposts for upright living._____ 4. All proverbs are poetic and figurative in nature._____ 5. Proverbs may have geographical origins._____ 6. People react to the meaning of proverbs quite quickly._____ 7. Proverbs are more superior than other literary formsin expressing messages._____ 8. If proverbs can instruct, they can definitely prescribe._____ 9. It is impossible to classify and categorize our numerous proverbs._____ 10. Our proverbs reflect a lot of things about our culture and identity.
Task 2. Classify!Identify distinguishing features of
Eugenio’s system to classify the proverbs.
Discuss the students‟ responses and the meanings of the proverbs.
In cases of differing answers, explain why proverbs may fall under more than one category. This is an opportunity for students to think aloud.
The following are the answers: 1. T 3. T 5. V 7. G 9. T 2. E 4. E 6. V 8. G/V 10. H
Have the students generalize the concept of the lesson.
proverbs. Use Damiana Eugenio‘s system to classify the following proverbs. Use the given codes.G – proverbs expressing a general attitude towards life and the laws that govern lifeE – ethical proverbs recommending certain virtues and condemning certain vicesV – proverbs expressing a system of valuesT – proverbs expressing general truths/observations about life and human natureH – humorous proverbsM – miscellaneous proverbs____ 1. Matibay ang walis, palibhasa'y magkabigkis. A broom is sturdy because its strands are tightly bound.____ 2. Sa taong walang takot, walang mataas na bakod. To a fearless person, no fence is high enough.
____ 3. Kung ano ang puno, siya ang bunga. Whatever the tree, so is the fruit.
____ 4. Aanhin pa ang damo, kung patay na ang kabayo. What good is the grass if the horse is already dead.____ 5. Kung may isinuksok, may madudukot. If you save, you have something to withdraw.____ 6. Ang magalang na sagot, nakakapawi ng pagod. A respectful retort wipes away weariness.____ 7. Ang hindi marunong magmahal sa sariling wika, daig pa angmalangsang isda. He who does not love the national language is worse than a smellyfish.____ 8. Ang mabigat ay gumagaan, kung pinagtutulungan. A heavy burden is lightened if everyone participates in carrying it.____ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasailalim. Life is like a wheel; sometimes you are on top, sometimes you are inthe bottom.___ 10. Ang pili ng pili, natatapat sa bungi. One who is choosy ends up with the least attractive choice.
GROUP WORKWork in 5 groups. List down at least 5 proverbs for each classification. Be guided the Damina L. Eugenio classification of proverbs
Your GW will be graded using the given rubrics.
Present your work.
E. AGREEMENT/HOMEWORK Interview family members and ask them to help you in making (1-5) list of your proverbs. Classify each proverb. You may go back to activity “Classifying proverbs.”Pick one proverb and write a 3 to 5 sentence about this.
Prepared by:
JOSENIA P. CONSTANTINOSST – I
Noted:
JUAN PEÑA CABRERAPrincipal I
DATE: June 4 GRADE/SECTION: Grade 7- GoldDAY 4- Wednesday
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s Dialogue
Domains of Literacy Oral Language FluencyObjective :
Use appropriate volume and enunciation that meet the needs of an oral communication situation. (EN7OL-I-b1.14.1)
B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. Materials/References LM 8-9
TG2. Equipment LaptopD. ACTIVITIES
Popcorn Review on Proverbs
Checking and reading of assignment
3. Enrichment
Have the students listen to a short dialogue and have them write their observation using the grid in Task 3 Tune in!
Assign students into pairs. Each pair should be given a set of different passages the contents of which should not be divulged immediately.
Have each student read quietly his/her assigned passage and formulate three questions to ask his/her partner after reading it aloud.
During the post-activity processing, focus on the influence of volume and enunciation to understanding the message.
YOUR DISCOVERY TASKTask 3.1 Tune in!Copy the table below on a half-sheet of paper. As you listen twice to a short dialogue, write your observations and notes under the appropriate columns.
Characteristics of Student’s
Voice
Characteristics of Elderly’s
Voice
Quality of Conversation
Difficulties in Listening of
the Speakers
Task 3.2 Loud and ClearReading of DialoguePartner 1: (Read this fast and at your regular speaking volume.)There is much to learn from our folk literature. One important insight from the sayings and stories of our ancestors is the relationship of human beings and nature. Many myths and legends show how natural forces influence or are influenced by human actions. The powerfulness of these forces is commonly seen in creation stories. Across the archipelago, wewill find creation stories that highlight gods and goddesses controlling or working with natural forces. These stories have become part of ourindigenous knowledge.
Partner 2: (Read this slowly and softly.)In recent years, we have seen many books and films influenced by folk beliefs, sayings, and stories. They highlight fairies, mythical creatures, and events in which they interact with human beings. They are treated withgreat respect to the point of fear. Oftentimes, such creatures provide human beings with supernatural powers. Human beings, on the other hand, use such gifts to perform heroic acts. However, there are those who end up using their powers for evil. These creatures
ORAL PRACTICE (10 minutes) Model the proper oral reading
of each of the two passages. Have the students practice
fundamentals of proper oral reading.
have also been depicted in paintings, dances, and drama.
E. AGREEMENT/HOMEWORK Have them practice oral reading of the passage with their partner and present in class.
Prepared by:
JOSENIA P. CONSTANTINOSST – I
Noted:
JUAN PEÑA CABRERAPrincipal I
DATE: June 8 GRADE/SECTION: Grade 7- GoldDAY 5- Monday
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s Dialogue
Domains of Literacy Listening ComprehensionObjectives:
Listen for important points signalled by volume, projection, pitch, stress, intonation, and rate of speech. (EN7C-I-a-5.1)
Use appropriate volume and enunciation that meet the needs of an oral communication.
B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. Materials LM
TG2. Equipment LaptopD. ACTIVITIES
Presentation of dialogue
EXPANSION
Before the students listen, ask students about the important considerations when listening to people who are speaking. List them down on the board.
Instruct the students to take note of the characteristics of the speakers’ voices and their conversation
Have the students listen to the dialogue between an elderly and student about proverbs.
PROCESSING THE DIALOGUE (15 minutes)
Process the listening activity by focusing on the following:
i. the characteristics of the speakers’ voicesii. the quality of the conversationiii. the students’ difficulties in listening to the elderly
Discuss with the students how their experience of noting information would be different if they were reading a written material talking about the topic of the conversation they listened to.
Summarize the features of oral language using the items below. They may be written on the board or projected using a visual aid.
i. spontaneous
ii. very conversationaliii. allows being indirectiv. follows cues in taking turnsv. a dynamic transfer of informationvi. includes some cultural expressionsvii. allows shifts in meaning due to changes in sound-related featuresviii. retractable (one can immediately apologize for a mistake or offerclarification)ix. highly subjective
Have the students form a triad and have them perform a dialogue on proverbs using different voice patterns and observing features of oral communication language like volume and enunciation.
Note: Odd number triads (1,3,5,7,and 9) will be the first to perform and their performances will be observed by the even number triad (2,4,6,8) and vice versa using the same chart/matrix.
Have them report their observations.
Process students’ answers.
Characteristics of VoiceStudent 1Student 2ElderlyCharacteristics of Elderly Voice
Quality of Conversation
Difficulties in Listening of the Speakers
E. AGREEMENT/HOMEWORK A. Assign selected students to record a dialogue at home with their parents or grandparents and have them present in class.
B. Have the rest of the students react on the taped recorded dialogue using the
same chart.Prepared by:
JOSENIA P. CONSTANTINOSST – I
Noted:
JUAN PEÑA CABRERAPrincipal I
DATE: June 9 GRADE/SECTION: Grade 7- GoldDAY 6- Tuesday
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s Dialogue
Domains of Literacy GrammarObjective:
Observe rules on subject-verb agreement (ENG7G-I-a-11)B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. Materials/References LM- p. 9
TG-English Communication Arts and Skills pp-72-80
2. Equipment Laptop
D. ACTIVITIES
EXPANSION
Allow students to work in pairs to discuss if the sentences were written correctly.
Elicit from the students their observations, with particular focus on the subjects and verbs of the sentences.
Present the version of the paragraph that shows grammatically correct sentences.
Have students make generalizations concerning the following rules concerning subject-verb agreement:
i. a/the numberii. ii. there is, there areiii. iii. intervening words,
phrases, and clauses
a. with, together with, including, accompanied by, in addition to, or as wellb. prepositional phrasec. relative clause
CONTROLLED GRAMMAR PRACTICE (15 minutes)
Have the students perform Task 4 in “Your Discovery
Use singular verbs in constructions of the form “the number of (blank) . . .”:Use plural verbs in constructions of the form “a number of (blank) . . .”:Prepositional phrases between the subject and verb usually do not affect agreement.When “there” is used as an expletive in the sentence, the verb is either singular or plural depending on the number of the subject that follows the verb.Sometimes the subject is separated from the verb by such words as along with, as well as, besides, not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the subject is singular.Use verbs that agree with a subject, not with a noun that is part of a modifying phrase or clause between verb and subject.
said it is grammatical and you are sure it is true, write correct. If he said it is ungrammatical and it is indeed true, rewrite the sentence. Do the same if Leo said it is grammatical but actually, it is not.
Agreement Construct 5 sentences that observe correct subject-verb agreement.
Prepared by:
JOSENIA P. CONSTANTINOSST – I
Noted:
JUAN PEÑA CABRERAPrincipal I
DATE: June 10 GRADE/SECTION: Grade 7- GoldDAY 7- Wednesday
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s Dialogue
Domains of Literacy GrammarObjective:
Observe rules on subject-verb agreement (ENG7G-I-a-11)B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. Materials/References LM- 9-10
TG-English Communication Arts and Skills pp-72-80
2. Equipment Laptop
D. ACTIVITIES
EXPANSION Review the rules on subject-
verb agreement.The expression “the number” requires singular verb.The expression “a number” requires plural verb.When “there” is used as an expletive in the sentence, the verb is either singular or plural depending on the number of the subject that follows the verb.Use verbs that agree with a subject, not with a noun that is part of a modifying phrase or clause between verb and subject.
Checking/reading of assignment
EXTENDED GRAMMAR PRACTICE (15 minutes)a. Have the students perform Task 5.b. Process the answers of the students.
YOUR DISCOVERY TASKExtended Grammar PracticeDirections: Observe correct-subject verb agreement by choosing the correct verb that agrees with the subject.
1. The number of people here (boggle, boggles) the mind.2. A number of military officers (retire, retires) this year.3. The pot of eggs (is, are) boiling on the stove4. The politician, along with the newsmen, (is, are) expected shortly.5. Excitement, as well as nervousness, (is, are) the cause of her shaking.6. There (is, are) a problem with the balance sheet.
Group WorkTask 5. Sentence WritingUsing the information that the chart below provides, write 2 sentences that observe the subject-verb agreement rule for each of the cases listed.
Agreement A. Construct another 5 sentences using the any of the rules discussed. Be sure to observe
correct subject-verb agreement.B. Review for a quiz tomorrow.
Prepared by:
JOSENIA P. CONSTANTINOSST – I
Noted:
JUAN PEÑA CABRERAPrincipal I
DATE: June 10 GRADE/SECTION: Grade 7- GoldDAY 7- Wednesday
A. OVERVIEW OF CONTENTS AND OBJECTIVESTheme Appreciating
MyselfPrimary Selection/s Selected
Philippine Proverbs
Sub-Theme Valuing Our Elders’ Wisdom
Parallel Selection/s Dialogue
Domains of Literacy GrammarObjective:
Observe rules on subject-verb agreement (ENG7G-I-a-11)B. ASSESSMENT PLAN1. Pre-assessment TRUE OR FALSE? (Given on the first day)
2. Post Assessment A GLORIOUS PAST (To be given on the last day)
C. RESOURCES1. Materials/References LM- 9-10
TG-English Communication Arts and Skills pp-72-
802. Equipment LaptopD. ACTIVITIES
EXPANSION Review the rules on subject-
verb agreement.The expression “the number” requires singular verb.The expression “a number” requires plural verb.When “there” is used as an expletive in the sentence, the verb is either singular or plural depending on the number of the subject that follows the verb.Use verbs that agree with a subject, not with a noun that is part of a modifying phrase or clause between verb and subject.
Checking/reading of assignment
SYNTHESISResearch in the library or browse the world wide web. Make a compilation of Philippine proverbs. Provide 10 proverbs per classification.
Your output will be graded by the rubrics. (See attached Rubrics)
Deadline of submission: June 15, 2015
Reference: Damiana L. Eugenio Book
Observe the rules on subject and verb agreement in each of the given sentences. Underline the correct verb that agrees with each subject.
1. The mayor together with his two brothers (is, are) going to be indicted for accepting bribes.2. There (is, are) several reasons why you should reconsider your decision.3. Howard and Vincent, who run a copy center in town, (has, have) decided to expand their business.4. The results of the election (was, were) not available for two days.5. When there (is, are) thunderstorms approaching, we are always reminded of the threat of tornadoes.6. The issues of inflation and tax reform (continue, continues) to be on everyone's mind.7. Carlos and his brother Raoul (is, are) traveling across the country next summer.8. Gold, as well as platinum, (has, have) recently risen in price.9. The boss, as well as his colleagues, (has, have) been robbed by the robber.10. Linda (dye, dyes) her hair brown.11. There (go, goes) my wife!12. There (are, is) a lovely person over there.13. Dave always (wear, wears) nice shoes.14. George and Tamara (doesn't, don't) want to see that movie.15. Benito (doesn't, don't) know the answer.
YOUR FINAL TASKA Compilation of Philippine Proverbs
MY TREASUREWrite three (3) important insights you’ve learned from the week’s lesson.
