Lesson Plan in English – Grade 7

Idiomatic Expressions
(Week 2)

I. LEARNING COMPETENCY
 Use appropriate idiomatic expressions in a variety of basic interpersonal
communicative situations.
Objectives:
At the end of the lesson, students are expected to:
1. Identify and explain the meanings of common idioms.
2. Express the meaning of idioms through sentences.
3. Use appropriate idiomatic expressions in communicative situations.

II. LEARNING CONTENT

Lesson: Idiomatic Expression
Materials:
1. Worksheets
2. Laptop
3. Visual Aids
References: K to 12 Curriculum G (May, 2016), p. 148, https://www.english-grammar-
revolution.com/idiomatic-expressions.html

III. LEARNING TASKS

Priming
 Prayer
 Greetings
Introduction
 An idiom is a phrase that has a different meaning than the literal meaning of
the phrase. The meaning of an idiom in the mother tongue and culture has a
completely different meaning than the literal definition of the phrase.
Activity
a. Activity 1: Idiom!
Directions: Every language and culture have its own set of idioms, and the Filipinos
have their own as well. Look at the example Filipino idiom below and try to give its
literal English translation.

Filipino Idiom Literal English Translation

Buto’t balat
Possible Answer: malnourished
(literally means “bones and skin”)

(Skin and bones is also an American idiom for someone who is very skinny or
malnourished.)

b. Activity 2: Idioms in Conversations!

Directions: Study the following lines below. Then, be ready to answer the
questions.
 I lost my nerve. I How could you have
didn’t come last the nerve to propose
night. to me when you were
still engaged to Kikay?

 What do the italicized expressions mean?

 Can you get their meanings from the individual words or from the word
construction?

Analysis
 Directions: Idioms also display the culture of a certain group of people. In the list
below, give the meaning of the popular Filipino idioms.

Literal English
Filipino Idiom Interpretation
Translation
1. Anak-pawis Son of sweat
2. Makati ang dila itchy tongue
3. Makapal ang
thick pocket
bulsa
4. Butas ang bulsa Hole in the pocket
5. Mabigat abg
Heavy-handed
kamay
6. Kabiyak ng The other half of the
dibdib heart
7. Bulaklak ng dila Flower of the tongue

Abstraction
 Discuss the target question and task:
1. How do you explain the meanings of common idioms?
2. SWITCH IT!
Directions: Replace each italicized idiom with its meaning. Choose your
answers from the box.

The country‘s leading executive

officials think that the country can disapprove
weather its financial woes. Although
inconsistent
the country‘s economy is in a slump
right now, the officials are optimistic get involved in
that a new economic plan will help it to recover
pull through. However, they warned
that government should step up the going down
pace of liberalization and should not be survive
in its policies. Many people take a dim
hasten
view of the economic plan and hope
that the executive officials come up think of
with another plan they can sink their

Application
  Answer the given EnRICHment activities/worksheets at home.
Lesson Plan in English – Grade 8
(Week 2)
Elements of a Short Story
I. LEARNING COMPETENCY
 Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
Objectives:
At the end of the lesson, students are expected to:
1. Explain how the elements of short story contribute to the theme of a
particular literary selection.
2. Describe the important details from the text.
3. Narrate the story by completing the story map.
II. LEARNING CONTENT
Lesson: Elements of a Short Story
“The Story of the Aged Mother” by Matsuo Basho
Materials: Laptop, Visual Aids
References: https://www.youtube.com/watch?v=ocasFn12DVk,
https://americanliterature.com/author/matsuo-basho/short-story/the-
aged-mother, https://www.literacyideas.com/teaching-story-elements
III. LEARNING TASKS
Priming
 Prayer
 Greetings
Activity
 Activity 1: Unscramble Me!
-Reveal and give meaning to the different Elements of Short Story
 Activity 2: Reading of the Short Story
 Activity 3: Word Watch!
- Directions: In the middle of each Word Chart are words found in the selection. In
your group, give the definition of the word in focus. Then, give examples of words
with similar meanings (SYNONYMS) and words that have opposite meaning
(ANTONYMS). Finally, use the word in a sentence. Write in the circle below.
Analysis
 Answer the comprehension questions.
1. Who are the characters of the story? Who is the protagonist? Who is
the antagonist?
2. Where is the setting of the story?
3. What was the cruel proclamation of the governor?
4. Why did the leader issue the proclamation?
5. How does the poor farmer or youth fell about the proclamation?
6. How did he carry the order? What did he do with his mother?
7. How does the mother feel about her son?
8. How did the mountain of Obatsuyama, which is one of the settings
of the story, contribute to the solution of the problem?
9. What is the conflict of the story?
10. How would you describe the mother? Why?
11. How would you describe the farmer? Why?
12. What is the theme of the story?
13. How did the story end?

Abstraction
 Directions: Complete the story map below.

Main
Setting
characters

Problem of the story

A story of event

A story event
How the problem is
solved

The ending

Application
 Direction: Answer the following questions:
1. If you were the farmer, what are you going to do with your old
mother if the president of the Philippines wants old mothers to die
alone in the mountain?
2. How would you compare the mother with your own mother?

 Answer the given EnRICHment activities/worksheets at home.

 The Story of the Aged Mother by Matsuo Basho

Long, long ago there lived at the foot of the mountain a poor farmer and his aged,
widowed mother. They owned a bit of land which supplied them with food, and they were
humble, peaceful, and happy.

Shinano was governed by a despotic leader who though a warrior, had a great and
cowardly shrinking from anything suggestive of failing health and strength. This caused him to
send out a cruel proclamation. The entire province was given strict orders to immediately put to
death all aged people. Those were barbarous days, and the custom of abandoning old people to
die was not uncommon. The poor farmer loved his aged mother with tender reverence, and the
order filled his heart with sorrow. But no one ever thought twice about obeying the mandate of
the governor, so with many deep and hopeless sighs, the youth prepared for what at that time was
considered the kindest mode of death.

Just at sundown, when his day’s work was ended, he took a quantity of unwhitened rice
which was the principal food for the poor, and he cooked, dried it, and tied it in a square cloth,
which he swung in a bundle around his neck along with a gourd filled with cool, sweet water.
Then he lifted his helpless old mother to his back and started on his painful journey up the
mountain. The road was long and steep; the narrow road was crossed and re-crossed by many
paths made by the hunters and woodcutters. In some place, they lost and confuse, but he gave no
heed. One path or another, it mattered not. On he went, climbing blindly upward -- ever upward
towards the high bare summit of what is known as Obatsuyama, the mountain of the
“abandoning of the aged.”

The eyes of the old mother were not so dim but that they noted the reckless hastening
from one path to another, and her loving heart grew anxious. Her son did not know the
mountain’s many paths and his return might be one of danger, so she stretched forth her hand
and snapping the twigs from brushes as they passed, she quietly dropped a handful every few
steps of the way so that as they climbed, the narrow path behind them was dotted at frequent
intervals with tiny piles of twigs. At last the summit was reached. Weary and heart sick, the
youth gently released his burden and silently prepared a place of comfort as his last duty to the
loved one. Gathering fallen pine needles, he made a soft cushion and tenderly lifted his old
mother onto it. Hew rapped her padded coat more closely about the stooping shoulders and with
tearful eyes and an aching heart he said farewell.
 The trembling mother’s voice was full of unselfish love as she gave her last injunction.
“Let not thine eyes be blinded, my son.” She said. “The mountain road is full of
dangers. LOOK carefully and follow the path which holds the piles of twigs. They will guide you
to the familiar path farther down.” The son’s surprised eyes looked back over the path, then at
the poor old, shriveled hands all scratched and soiled by their work of love. His heart broke
within and bowing to the ground, he cried aloud: “oh, Honorable mother, your kindness breaks
my heart! I will not leave you. Together we will follow the path of twigs, and together we will
die!”

Once more he shouldered his burden (how light it seemed now) and hastened down the
path, through the shadows and the moonlight, to the little hut in the valley. Beneath the kitchen
floor was a walled closet for food, which was covered and hidden from view. There the son hid
his mother, supplying her with everything she needed, continually watching and fearing she
would be discovered. Time passed, and he was beginning to feel safe when again the governor
sent forth heralds bearing an unreasonable order, seemingly as a boast of his power. His demand
was that his subjects should present him with a rope of ashes.

The entire province trembled with dread. The order must be obeyed yet who in all
Shining could make a rope of ashes? One night, in great distress, the son whispered the news to
his hidden mother. “Wait!” she said. “I will think. I will think” On the second day she told him
what to do. “Make rope of twisted straw,” she said. “Then stretch it upon a row of flat stones and
burn it on a windless night.” He called the people together and did as she said and when the blaze
died down, there upon the stones, with every twist and fiber showing perfectly, lay a rope of
ashes.

The governor was pleased at the wit of the youth and praised greatly, but he demanded to
know where he had obtained his wisdom. “Alas! Alas!” cried the farmer, “the truth must be
told!” and with deep bows he related his story. The governor listened and then meditated in
silence. Finally, he lifted his head. “Shining needs more than strength of youth,” he said gravely.
“Ah, that I should have forgotten the well-known saying, “with the crown of snow, there cometh
wisdom!” That very hour the cruel law was abolished, and custom drifted into as far a past that
only legends remain.
 Lesson Plan in English – Grade 9
(Week 2)
Modals
I. LEARNING COMPETENCY
 Express permission, obligation and prohibition using modals.
Objectives:
At the end of the lesson, students are expected to:
1. Express permission, obligation, and prohibition through the use of modals.
2. Identify the modals expressing permission, obligation and prohibition.
3. Communicate more clearly and effectively through proper use of modals in the
activities.
II. LEARNING CONTENT
Lesson: Modals
Materials: Laptop, Visual Aids
References: English, American, and Philippine Literature and Communication
Arts 9, K to 12 Curriculum Guide (May 2016),
http://www.essortment.com/family-values-39982.html
III. LEARNING TASKS
Priming
 Prayer
 Greetings
Activity
 Reading Corner: Read an article and find out what it is all about.
 Comprehension Questions
1. What is the article all about?
2. What does a strong family must create?
3. What are the good family values that we must possess?
Analysis
A. Below are sentences taken from the article you have just read.
1. A strong family unit has to create a safe, positive and supportive place
for all members to thrive.
2. There must be a structure in a family or it will become chaotic and will
not be a peaceful setting for a family.
 3. All members must feel the freedom within the group to express
themselves freely within the group.
4. A person must be able to develop his individuality by gaining support
and trust from the family.
B. Study the following sentences. What do the underlined words in
each sentence suggest? How do we call these underlined words?
1. Can you speak louder when delivering your lines?
2. You can take a deep breath before rendering your speech.
3. Other speakers mustn‘t make noise while one speaker is on stage.
4. You can‘t speak before a big audience if you are nervous.
 Discuss the target questions:
A. 1. What do the underlined words do in the statements?
2. What do they express?
3. When do we usually use them? What are they called?
B. 1. What do the underlined words in each sentence suggest?
2. How do we call these underlined words?
Abstraction
What are the two types of modal verbs of obligation? There are two
types of modal verbs of obligation; those that primarily express a firm
obligation or necessity - must and have to - and those that express a
recommendation or moral obligation - should and ought to.
What are the other types of modal? Can is another type of modal often
used to ask for and give permission. It means something is allowed and can
be done. Both can‘t and mustn‘t are also modals used to show that
something is prohibited – it is not allowed. Can‘t tells us that something is
against the rules. Mustn‘t is usually used when the obligation comes from the
person who is speaking.
Application
 TRY THIS!
A. Use must, have to, should and ought to correctly in the following
sentences.
1. Children __________ obey their parents.
2. Parents ___________ respect their children too.
3. Challenges ___________ not keep us from achieving our dreams.
4. Parents ___________ send their children to school.
5. Before, one talks about an issue, he/she ___________ read about it
first.
6. Family members __________ understand that they have important
roles to perform in keeping the family strong.
7. Friends __________ be carefully chosen for the influence they can
have.
8. The school, as a second home ________constantly nurture and protect
the rights of children.
9. We _______find courage even in the small things that we do.
10. In order to succeed, you _________ believe that you can.
B. Read the following sentences. Use the correct modals of prohibitions
in each of the sentences.
1. _______ I stay with the group?
2. You _______ park here, ma‘am. The parking lot is full.
3. You ______ wear shirts but you _____ wear jeans in the pool.
4. You _____ use Mandela‘s speech to inspire the youth.
5. You _______ make noise while the session is on going.

 Answer the given EnRICHment activities/worksheets at home.

Prepared by: Ms. Pearline N. Porio