budget of work template
DESCRIPTION
this helps you to make a budget of workTRANSCRIPT
Republic of the Philippines Department of Education
National Capital RegionDIVISION OF CITY SCHOOLS-VALENZUELA
Pio Valenzuela St., Marulas, Valenzuela [email protected] telefax: no. (02) 292-32-47
BUDGET OF WORKGRADE 7
First Quarter Lesson 1. Valuing Our Elders’ WisdomLEVEL OF ASSESSMENT COMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGE
Knowledge
RC: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading selection.
LC1:Recognize differences invoice levels and speech
patterns.
VD:Determine words or
expressions in a selection
that are similar or opposite.
Pre – assessment ( Identify whether the statement is True or False about the
selection)
Listening Task. Listening to three taped descriptions
of Folk Literature.
Pre reading task. Task 3 “Similar or Opposite”Webbing of the word proverbs
June 9
June 10
page 3, Learning Package - English 7.
Teachers’Guide pages 5-6
page 4 Learning Package – English 7,
Teachers’ Guide page 6
page 4 Learning Package – English 7,
Teachers’ Guide page 4
Process
Understanding
Product/Final Output
RC:Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas.
RC:Use informationpresented in a reading orviewing selection to infer,to evaluate, and toexpress critical ideas.
OL: Use appropriate volume and enunciation that meet the needs of an oral communication situation.
GS:Observe rules on Subject-verb agreement. (Focusing: the number – a number, there is, there are, intervening words, phrases and clauses)
WC: Use the rules of subject – verb agreement ( the number
“ Words of Wisdom” (Essay)
Task 1. Locate, Reflect, Evaluate Task 2. Classify
Task 3. Tune In Listening to a Dialogue
Controlled Grammar Practice, Task 4.”Are You Sure?”
Task 5. Sentence Writing
June 10
June 11
June 16
June 16
Pages 5-7, Learning Package
Page 7, Learning Package
Page 8, Teachers’GuidePage 8, Learning
Package
Page 9, Learning Package
and page 11 Teachers’ Guide for Correct
answers
– a number, there is – there are, intervening words, phrases and clauses)
SS:
Recognize the featuresand codes of the school‟slibrary catalogue system(typically the Dewey DecimalSystem
Final Task: A Glorious Past
(Work to be done after school)
Page 9 – 10, Learning Package
First Quarter Lesson 2. Searching for Our BeginningsLEVEL OF ASSESSMENT COMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGE
Knowledge
RC: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/ viewing selection.
RC: Determine thevalidity and unity of thedetails of a parallelinformative text vis-à-visits intended purpose andproduction milieu.
OL: Observe correct
Task 1. Identifying Our Fellow Filipinos
Task 2. Knowing Further Our Fellow Filipinos
The People of the Philippines by the Philippine Tourism Promotions Board
Task 4. Loud and Clear!
June 17
June 18
Page 11, Learning Package, page 13, Teachers’ Guide
Pages 13-14, Learning
pronunciation of criticalvowel and consonantsounds.
Sounds of [ I ] and [ i ] Package
Process
Understanding
Product/Final Output
VD: Determine words
or expressions in aselection that have
causalor associative relations.
RC: Use informationpresented in a reading
orviewing selection to
infer,to evaluate, and to
express critical ideas.
RC: Respond to ideas,
issues, and concernspresented in a reading
orviewing selection in
creative forms.
GS: Observe rules onsubject-verb agreement
SS: Recognize thefeatures and codes of
Task 1. Word Webs
The Origin of This World (Maranao)
from the Anthology of Philippine Myths
by Damiana L. Eugenio
Tasks 2. Locate, Reflect, Evaluate
Task 3, Show It, Say It
Task 5, Watch OutTask 6 Practice Makes
Perfect Task 7 Extra Extra
Your Final Task. What’s the Difference?
June 19
June 23-24
To be submitted on the assigned day
Page 16, Learning Package
Pages 15 -16, Learning Package
Page 17 – 18, Learning Package
Page 19, Learning Package
theschool‟s library cataloguesystem (typically theDewey Decimal System).
First Quarter Lesson 3. Explaining Our BeginningsLEVEL OF ASSESSMENT COMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGE
Knowledge
Process
RC: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/ viewing selection.
LC: Listen forimportant pointssignaled by shifts instress and intonation.
OL: Observe the rightsyllable stress pattern inthree categories: two syllable word stress,compound noun stress,and words with stressderived from suffixes
VD: Determine wordsor expressions in aselection that have time(temporal) or place(locative) relations
Task 1.”What’s the Conflict”
Task 2. Listening to a Dialogue
Task 3. With Feelings. Stress and Intonation
Task 4. Of Time and Place
June 25
June 26
June 30
Pages 20 - 21, Learning Package
Pages 21 – 22, Learning Package
Pages 23-24, Learning Package
Understanding
Productt/ Final Output
RC: Use informationpresented in a reading orviewing selection to infer,to evaluate, and toexpress critical ideas.
RC: Respond to ideas,issues, and concernspresented in a reading orviewing selection increative forms
WC: Distinguish thefeatures of literary andacademic writing
GS: Observeconsistent tense
SS: Use the cardcatalogue, the onlinepublic access catalogue,or electronic searchengine to locate specificresources.
How the World Was Created (Panayan)
Task 1. Character Study (Venn Diagram)
Task 2. Locate, Reflect, Evaluate!Task 3. What if?
Task 4. Which is which?
Task 6. Practice Makes PerfectTask 7. A Polished Finish
Task 5. The Right Source
Final Output. Think Win Win
July 1
July 2
July 3
July 7
Homework
Page 25, Learning Package
Pages 25-26, Learning Package
Page 27, Learning Package
Page 26, Learning Package
Page 28, Learning Package
First Quarter – Lesson 4 Learning from Our BeginningsLEVEL OF ASSESSMENT COMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGE
Knowledge
RC: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/ viewing selection.
Task 1.KWL WayTask 2. Word Puzzle
July 8 Page 29, Learning Package
Process
RC: Use informationpresented in a reading
orviewing selection to
infer,to evaluate, and to
express critical ideas
RC1c: Determine therelevance and unity of
theelements of a literary
textvis-à-vis its intended
purpose and productionmilieu.
Samal Genesis July 9 Pages 30-31, Learning Package
UnderstandingRC1e: Respond to ideas,issues, and concernspresented in a reading orviewing selection increative forms.
GS:Observe rules on
pronoun-antecedentagreement
Discovery Task 1 and Task 2
Task 4.Exploring the English Language.
Task 5. Practice Makes Perfect
July 10
July 14
Pages 32, 33
Pages 333 – 34, learning package
ProductSS: Use the cardcatalogue, the onlinepublic access catalogue,or electronic searchengine to locate specificresources.
Final Task (Homework) Page 37, learning package
Lesson 5 - Recalling Our Ancestors’ BeliefsLEVEL OF ASSESSMENT COMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGEKnowledge RC: Use predictive and
anticipatory devices/tasks
to activate prior knowledge
about the topic of reading /viewing selection
Present the advantagesand disadvantages of agiven situation through
Task 1. Word Web or Word Association about Sky
Task 2. Giving Presupposition
July 15 Pages 38 – 39, Learning Package
agraphic organizer
Process
Understanding
RC: Use informationpresented in a reading
orviewing selection to
infer, toevaluate, and to express
critical ideas.
RC1b: Use informationpresented in a reading
orviewing selection to
infer,to evaluate, and to
expresscritical ideas.
LC1c: Listen for important
points signaled by shifts in
stress and intonation
OL1e: Distinguish between
and among the rising-falling
intonation, rising intonation,
and non-final intonationpatterns
“Why the Sky is High”-Tagalog version
-Iloko version-Hiligaynon version
Task 2.Before and AfterTask 3. Compare and
Contrast
Task 5. What say You
Task 6.Listen Up
Task 7. Ozone Press Con
Task 7. Grammar Review
July 16
July 17
July 21
July 22
Pages 39 – 40, Learning Package
Page 41, Learning Package
Page 42, Learning Package
Pages 42 – 43, Learning Package
GS1d: Formulate correctsimple sentences.
Product SS: Use the cardcatalogue, the onlinepublic access catalogue,or electronic searchengine to locate specificresources.
Task 8. A Library Trip
Final Task
July 23 Page 44, Learning Package
Lesson 6 - Revisiting My PastLEVEL OF ASSESSMENT COMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGEKnowledge LC: Determine how
pitch, phrasing, andpacing affect
understanding of amessage.
RC: Use predictiveand anticipatory
devices/tasks to activateprior knowledge about
the topic ofreading/viewing
selection.
Task 1. Word of Mouth
Task 2.Memory Lane
July 24Page 45, Learning
Package
Process RC1b: Use informationpresented in a reading
orThe Rice Myth-Bohol Version July 28 Page 46, Learning
viewing selection to infer,
to evaluate, and toexpress critical ideas
-Ibaloi Version-Tagalog Version
-
Package
Understanding RC1e: Respond to ideas,issues, and concerns
presented in a reading or
viewing selection increative forms.
GS1d: Formulate correctsimple sentences.
Discovery TaskTask 1. Comparison of
Three Versions
Task 3. and Task 4
July 29
July 30
Page 47, Learning Package
Page 48, Learning Package
Product SS1c: Recognize thevarious sections of the
library.RC1e: Respond to ideas,
issues, and concernspresented in a reading
orviewing selection in
creative forms.WC1f: Follow steps in
crafting a simpleparagraph of five to
seven sentences.
Final TaskJuly 31 Page 49, Learning
Package
Lesson 7 – Connecting To My PastLEVEL OF
ASSESSMENTCOMPETENCIES TEXTS/LEARNING TASKS DATE COVERED TEACHER’S GUIDE
PAGEKnowledge LC: Determine the
effectof facial expressions
andeye contact in
Initial TaskTask 1. More than Words
Task 2. Do You Remember
Aug. 4Page 50, Learning Package
understanding a message
OL: Observe the rightoral language conventions
when inquiring about,summarizing, or
reactingto what has been
listenedto/read or observed.
Process RC: Use informationpresented in a reading
orviewing selection to
infer, toevaluate, and to
expresscritical ideas
The First Monkey-Iloko Version
-Tagalog Version-Maranao Version
Aug.5http://www.read-legends-and-myths.com/first-monkey.html
http://jhayelie.wordpress.com/2013/08/13/the-first-monkey-iloko-
version/
http://www.univie.ac.at/ksa/apsis/aufi/folk/folk-v02.htm
Understanding RC1e: Respond to ideas,
issues, and concernspresented in a reading
orviewing selection in
creative forms
GS1e: Formulatecompound sentences using coordinating
conjunctions
Discovery TaskTask1. Finding Connections
Task 4. Complete MeTask 5. Let’s Talk
Aug. 6
August 7,
Page 51, Learning Package
Page 53, Learning Package
Product SS: Use the specialcollections in the
libraryFinal Task
Task 1. Digging Up
Aug. 7Assigned as homework
Page 53, Learning Package
such as archives, vertical
files, and electronicdatabases to locate
information
Task 2. Treasuring My Past
Lesson No. Sub-Theme Title of the Text GrammarNote: For Lessons 8-Meeting and Being Heroes - Ibalon (Three Heroes of the Bicol Epic) - Compound Sentences Lesson 9 - Celebrating My Heroes’ Beliefs - Indarapatra and Sulayman (A Maranao Epic) - Formulate Compound Sentences
Lesson 10 – Becoming a Real Hero - The Life of Lam-Ang (An Iloko Epic) - Formulate compound sentences
Lessons 8, 9 and 10 are possibly not be tackled in a class due to the constraint of time, it is advised to let students do the reading task at home and ask them to have a final output e.g, retelling an epic, summarizing an epic or short dramatization of an epic etc.
Prepared by: NELIA P. LAVAREZMaster Teac her I/English CoordinatorCanumay West National High School