DETAILED
LESSON
PLAN IN
ENGLISH 7
(Third Quarter)
i
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN DEVELOPMENT TEAM
ii
Region V/Daily Lesson Plan/2019-2020
TABLE OF CONTENTS
CONTENT
PAGE
Week 1
Day 1……………………………………………………………………1
Day 2……………………………………………………………………8
Day 3……………………………………………………………………12
Day 4……………………………………………………………………16
Day 5……………………………………………………………………19
Week 2
Day 1……………………………………………………………………22
Day 2……………………………………………………………………30
Day 3……………………………………………………………………37
Day 4……………………………………………………………………46
Day 5……………………………………………………………………53
Week 3
Day 1……………………………………………………………………56
Day 2……………………………………………………………………60
Day 3……………………………………………………………………65
Day 4……………………………………………………………………71
Day 5……………………………………………………………………75
Week 4
Day 1……………………………………………………………………80
Day 2……………………………………………………………………87
Day 3……………………………………………………………………92
Day 4……………………………………………………………………98
Day 5……………………………………………………………………104
iii
Region V/Daily Lesson Plan/2019-2020
Week 5
Day 1……………………………………………………..………………107
Day 2……………………..………………………………………………111
Day 3………………………….………………….………………………118
Day 4…………………………………………………..…………………123
Day 5…………………………………………………..…………………129
Week 6
Day 1……………………………………………………..………………134
Day 2……………………..………………………………………………140
Day 3………………………….………………….………………………146
Day 4…………………………………………………..…………………153
Day 5…………………………………………………..…………………161
Week 7
Day 1……………………………………………………..………………165
Day 2……………………..………………………………………………170
Day 3………………………….………………….………………………176
Day 4…………………………………………………..…………………183
Day 5…………………………………………………..…………………189
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 1, Day 1
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT



III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
The learner demonstrates understanding of Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Determine the key message conveyed in the material
viewed. EN7VC-III-a-13
Note specific details of the text listened to.
EN7LC-III-a2.1/3.1
Use different listening strategies based on purpose, topic
and levels of difficulty of simple informative and short
narrative texts. EN7LC-III-a-7
KALEIDOSCOPE WORLD – Song
Determining key messages conveyed in the material
viewed.
Listening for specific details.
Using different listening strategies for simple and short
narrative texts.
pp.289-293
pp.300-302
Pictures:
https://images.app.goo.gl/H93PJfWza8dny8EB8
https://images.app.goo.gl/6Xb2teBqUFSNj6469
https://images.app.goo.gl/zxHAgzoJSF4UvDHx6
Song: https://youtu.be/CINTn1wtq7E
Laptop
Speaker
Flip Chart Paper
Projector
Pictures
MP4
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Region V/Daily Lesson Plan/2019-2020
III. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
ADVANCED LEARNERS
AVERAGE LEARNERS
Teacher asks the learners, ―How does acknowledging
diversity become a key in understanding diversity?‖
The teacher introduces the objectives of the lesson.
(The class reads the objectives in chorus.)
1. Identify the facts about the events that
happened during the Period of Emergence.
2. Listen attentively as the teacher plays the
song ―Kaleidoscope World‖; and
3. Give an insight about the message wanted to
be conveyed by the song.
Task 1. A Differently Beautiful World
The teacher divides the class in small groups and
provides a large sheet of flip chart paper and markers.
Each group draws a large flower with a center and petals
equal to the number of learners.
Group Discussion:
Let learners discover similarities and differences in their
individual characteristics. Write down similar traits in the
center of the flower and their unique qualities in the
petals. (Do not use physical attributes such as hair color,
weight etc.) Allow them to share their output in class.
The teacher will
The teacher will flash pictures
flash pictures during
during the Period of Emergence.
the Period of
Emergence.
Note: For pictures, refer to p. 300
of the LM. If the link will not be
available look for other pictures
related
to
the
Period
of
Emergence.
Note: For pictures,
refer to p. 300 of the
LM. If the link will
not be available look
for other pictures
related to the Period
The
learners
will
give of Emergence.
observations about what those
pictures convey to its audience The learners will
that is part of the Philippine give statements and
History. Learners will share their they will identify if it
answers to the class.
is true or false by
showing
the
The learners will give statements
emoticons,
and they will identify if it is as true happy/smiley
for
or false by showing the
Fact/True and sad
emoticons, happy/smiley for
for False.
Fact/True and sad for False.
1. The Spanish
1. The Spanish soldiers
soldiers
conquered the Philippines.
conquered
2. Many Filipinos suffered
the
because of the soldiers
Philippines.
who invaded our country.
2. Many
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Region V/Daily Lesson Plan/2019-2020
3. The English language was
widely used in writing
during this period.
4. Writers are concerned with
the social well-being of the
Filipinos.
5. It was a very fruitful year
because every Filipino
became rich.
6. Movies became popular
during this period.
3.
4.
5.
6.
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Filipinos
suffered
because of
the soldiers
who invaded
our country.
The English
language
was widely
used in
writing during
this period.
Writers are
concerned
with the
social wellbeing of the
Filipinos.
It was a very
fruitful year
because
every Filipino
became rich.
Movies
became
popular
during this
period.
Task 3. Listen to Me
The teacher will play the song ―Kaleidoscope World‖.
The learners will write the general message of the song.
Note: The teacher should give input of what a
Kaleidoscope is.
Task 4. Kaleidoscope Thoughts
The class will be grouped accordingly based on the
following small group activities.
Group 1 The PREDICT Group: As you listen, imagine
what is being described in the song and predict what
happens.
Group 2 The ASK Group: As you listen, list down
questions about the ideas presented in the song.
Group 3 The GUESS Group: As you listen, list down
unclear ideas or vocabulary and guess what they mean.
Group 4 The RESPOND: As you listen, pay attention to
the singer. Respond to the ideas he presented by either
agreeing or disagreeing.
Group 5 The FOCUS Group: As you listen, list down key
words that may add value or meaning to the entire song.
Group 6 The REVIEW Group: As you listen, list down the
big ideas presented by the singer. Give your own
meaning of these ideas.
(The task of each group will be written on a paper.)
The task of the learners will be graded according to the
rubrics below:
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Region V/Daily Lesson Plan/2019-2020
G. Finding practical
application of concepts
and skills in daily living
Criteria
Grammar
(spelling,
punctuatio
n marks,
diction)
Content
(relevance,
depth of
thought)
4
Have used
grammar
correctly
3
Have used
some
grammar
correctly
2
Have used
grammar
minimally
1
Have not
used
grammar at
all
Have
excellently
expressed
the output
Have
satisfactoril
y expressed
the output
Has not
expressed
the output
at all
Accuracy
(comprehe
nsibility)
Have a
clear and
organized
manner of
presentatio
n
Have very
satisfactori
ly
expressed
the output
Have an
understan
d-able
manner of
presentati
on
Have a
some-what
understandable
manner of
presentatio
n
Have
shown a
good
attitude and
gestures
Have no
clear and
organized
manner of
presentation
Presentatio
n (Stage
Presence)
Have
Have
shown the shown a
best
very good
attitude
attitude
and
and
gestures
gestures
The teacher will play the song for
the second time after grouping the
class.
Have not
shown
attitude and
gesture
The teacher will
play the song
while the learners
are doing their
tasks.
Ask the learners the following questions:
1. What does the word ―DIVERSITY‖ mean to
you?
2. Does the word ‗DIVERSITY‘ has positive
meaning for you? Why or why not?
3. Have you felt diversity in your home? school?
Or even in this classroom? What have you felt
about the emotions created by diversity?
4. How do you deal with these emotions?
H. Making
generalizations of
concepts and skills in
daily living
Ask the learners the following questions:
1. What have you learned from the discussion
today?
2. Do we need to consider ourselves to be
different from others? Why or why not?
3. Is it difficult to respect others‘ differences?
Why or why not?
4. Give an advice on how to deal with the
differences of the people you meet.
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Region V/Daily Lesson Plan/2019-2020
I. Evaluating learning
Use the chart to write a brief insight about the previous
task.
―I Think‖
Differences among people to me means…
Our differences should enable us to …
Considering our difference …
J. Additional activities for
application or
remediation
IV. REMARKS
In one-half crosswise tablet paper, The learners will pick
out words or lines from the song which appeal to them
and explain about their chosen words or lines
V. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
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Region V/Daily Lesson Plan/2019-2020
APPENDIX A: Week 1, Day 1
Attachment 1a. (For Procedure D Task 2 An Emerging Change)
https://images.app.goo.gl/H93PJfWza8dny8EB8
https://images.app.goo.gl/6Xb2teBqUFSNj6469
https://images.app.goo.gl/zxHAgzoJSF4UvDHx6
6
Region V/Daily Lesson Plan/2019-2020
Attachment 1b. (For Procedure D Task 3 Listen to Me)
KALEIDOSCOPE WORLD
Song by Francis Magalona
So many faces, so many races
Different voices, different choices
Some are mad, while others laugh
Some live alone with no better half
Others grieve while others curse
And others mourn behind a big black hearse
Some are pure and some half bred
Some are sober and some are wasted
Some are rich because of fate and
Some are poor with no food on their plate
Some stand out while others blend
Some are fat and stout while some are thin
Some are friends and some are foes
Some have some while some have most
Every color and every hue
Is represented by me and you
Take a slide in the slope
Take a look in the kaleidoscope
Spinnin‘ round, make it twirl
In this kaleidoscope world
Some are great and some are few
Others lie while some tell the truth
Some say poems and some do sing
Others sing through their guitar strings
Some know it all while some act dumb
Let the bassline strum to the bang of the drum
Some can swim while some will sink
And some will find their minds and think
Others walk while others run
You can‘t talk peace and have a gun
Some are hurt and start to cry
Don‘t ask me how don‘t ask me why
Some are friends and some are foes
Some have some while some have most
Every color and every hue
Is represented by me and you
Take a slide in the slope
Take a look in the kaleidoscope
Spinnin‘ round, make it twirl
In this kaleidoscope world.
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 1, Day 2
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
III. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
B. Establishing a purpose
for the lesson
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Use one‘s schema to better understand a text.
EN7RC-III-a-8
Categorize words or expressions according to shades of
meaning. EN7V-III-a13.11
Discover literature as a tool to assert one‘s unique identity
and to better understand other people. EN7LT-III-a-5
PLIANT LIKE THE BAMBOO – Reading Text
 Using one‘s schema to understand a text.
 Categorizing words or expressions.
 Discovering Literature as atool to assert one‘s
identity.
pp. 294-298
pp. 302 – 308
Laptop
Projector
Powerpoint Presentation of the topic
ADVANCED LEARNERS
AVERAGE LEARNERS
The learners will recap the previous topic about the
message of the song ‗Kaleidoscope World‘ and how it
could apply to accept and respect diversity among
individuals.
The teacher will introduce the objectives.
1. Identify the word which does not belong in the
group;
2. Determine the qualities of Filipinos in the
reading selection, ‗Pliant Like the Bamboo‘
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Region V/Daily Lesson Plan/2019-2020
C. Presenting
examples/instances of
the new lesson
Task 1. VocaBox
The learners will be given
five boxes containing four
words. They will copy the
word which does not belong
in the group.
The learners will use each
word in a sentence based
on its meaning.
Note: Refer to p. 304 of the
LM)
D. Discussing new
concepts and practicing
new skills #1
Task 1. VocaBox
The learners will be given
five boxes containing four
words. They will copy the
word which does not belong
in the group.
Note: Refer to p. 304 of the
LM)
Note: Let the learners use the dictionary or the dictionary in
their cellphone in order to unlock all the words on p. 304.
Task 1.2 Title-Pair-Talk
In pairs, the learners will discuss the following questions
with their seatmate.
1. What does ‗pliant‘ mean?
2. How does the bamboo show its pliancy?
3. Can a person be pliant too? How?
Note: In pairing, let the Independent and Instructional
Learners be paired with the Frustration Learners.
E. Discussing new
concepts and practicing
new skills #2
The learners will read the
selection ―Pliant Like the
Bamboo‖.
Task 2. Reflection Time.
The learners will answer the
questions in the ‗Reflection
Time‘ after every paragraph
they read. They will share
their answers to class.
Reflection 1: If you will
become one of the trees in
the story, who will you
choose to be? Why?
Reflection 2: As a Filipino,
will you consider yourself
like the bamboo? Why?
Why not?
Reflection 3: Do you agree
with the writer‘s description
of the Filipinos? Why? Why
not?
Reflection 4: What specific
Filipino characteristic are
you proud of? Why?
9
Region V/Daily Lesson Plan/2019-2020
The teacher will provide a
diagram (Venn, graphical
representation,
flowchart,
etc.)
to
explain
each
paragraph before presenting
Task 2.
Task 2. Reflection Time.
Reflection 1: If you will
become one of the trees in
the story, who will you
choose to be? Why?
Reflection 2: As a Filipino,
will you consider yourself
like the bamboo? Why? Why
not?
Reflection 3: Do you agree
with the writer‘s description
of the Filipinos? Why? Why
not?
Reflection 4: What specific
Filipino characteristic are
you proud of? Why?
Task 3. Work in Group.
The class will form six groups, do the following tasks and
present the output to the class.:
Group 1- Locate, Reflect, Evaluate! Identify the following
statements as true or false. The group will locate the proof
to their answers from the text.
Group 2- What Characteristics Do Filipinos Have? Infer
what character trait of a Filipino exemplified by each
sentence taken from the text. Choose your answer from the
word pool and explain.
Group 3- My Lucky Number. The group will answer some
questions based from the text and the teacher may ask
follow up questions.
Group 4- Symbol. Draw/create a symbol of yourself using
a wire. Then, explain why you chose that symbol.
Group 5- Acronym Poem. Write a poem describing your
group using your group‘s name as an acronym. Be ready to
recite it.
Group 6- A tune! Write a song or rap describing your
group.
Note: For the statements, word pool, and questions
refer to pp.307 – 309 of the LM
For the group presentation they will be graded according to
the following rubrics:
4
3
2
1
Excellent
Very good
Satisfactory
For improvement
F. Developing mastery
(Leads to Formative
Assessment 3)
Criteria
Accuracy (reference
to text’s content and
idea)
Reflection and
thoughts
Has some
Has minimal
Has no
understand-ing understand-ing of understand-ing of
of the topic
the topic
the topic
Effective written/oral
Communi-cates Communi-cates in Has not
communication
in an
a somewhat
communica-ted
understandorganized manner any idea nor used
able manner
but ideas were not any organization
but organizavery clear
tion could have
been better
Choice of words
All words used are Most of the
Only a few words Most of the words
appropriate to the words used are used are
used are not
task
appropriate to
appropriate to the appropriate to the
the task
task
task.
The teacher will ask the following questions:
F. Finding practical
1. Do you believe that you are pliant like the bamboo?
application of concepts
2. In what situation do you show your characteristic as
and skills in daily living
being a pliant like the bamboo?
H. Making
generalizations of
concepts and skills in
daily living
Has deep
understanding of
the topic
Communi-cates in
clear and
organized manner
The teacher will asks the following questions:
1. What have you learned from the qualities and
characteristics a Filipino possesses?
2. Do you agree that those qualities and characteristics are
running through the veins and blood of all Filipinos? Why or
why not?
10
Region V/Daily Lesson Plan/2019-2020
I. Evaluating learning
The learners will write a
quotation about the qualities
and characteristics of
Filipinos.
The learners will identify and
explain whether the assigned
quotation speaks of being
pliant or not.
1. ―Intelligence is the
handmaiden of flexibility and
change.‖
2. ―That which yields is not
always weak.‖
3.‖ If you want to change the
world, start with yourself.‖
J. Additional activities for Ask a family member or relative in what situation did he/she
application or
become pliant and how did he/she manage to solve it. Then,
remediation
write one‘s opinion/reaction about it.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
11
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 1, Day 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
The learner demonstrates understanding of Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by showing ways of
asserting
one‘s
identity;
comprehending
informative and short narrative texts using schema
and appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication using direct/reported speech,
active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.
Express ideas, opinions, feelings and emotions
during interviews, group/panel discussions,
forums/fora, debates, etc. EN7OL-III-a-1.3
Use the appropriate prosodic features of speech
during interviews, discussions and forums.EN7OLIII-a-5


III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the
new lesson
SIMPLE PAST FORM OF THE VERB
Expressing ideas, opinions, feelings, and
emotions.
Using appropriate prosodic features of speech.
pp. 299-302
pp 308 -312
Power point presentation of the grammar usage
Laptop
Projector
ADVANCED
AVERAGE
LEARNERS
LEARNERS
The learners will recap about the previous topic on
the reading text ―Pliant like the Bamboo‖ by
comparing the characteristics of a bamboo with the
qualities and characteristics of being Filipinos.
12
Region V/Daily Lesson Plan/2019-2020
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
The teacher will introduce the objectives.
1. Differentiate non-verbal to verbal cues.
2. Identify the simple past form of the verb.
3. Use the active voice in writing sentences
with the help of the simple past form of the
verb.
4. Appreciate the role of the past in the
present and in the future.
Task 1. Tune in
The learners will look for their pair. The pair will
read the dialogue.
After reading the dialogue, the pair will fill out the
chart in identifying the non-verbal and verbal cues
in dialogue.
Note: Refer to pp. 308-309 of the LM
ADVANCED
LEARNERS
Task 2. Pick me and
use me!
Task 2. Pick me and
use me!
The teacher will present
different sets of verb
words in past form.
The teacher will present
different sets of verb
words in past form.
The teacher asks
learners on their
observation of each past
form of the verb.
The teacher asks
learners on their
observation of each
past form of the verb.
The learners will explain
the difference between
an irregular and regular
form of the verb in past.
The learners will group
the set of verb words in
past form as regular or
irregular.
Note: The teacher will
give a brief input on the
grammar usage, refer to
p. 310 of the LM)
Note: The teacher will
give a brief input on the
grammar usage, refer
to p. 310 of the LM)
Task 3. Replace Me!
The learners will give, change and write sentences
to the past form of the verb.
Note: Refer to pp. 311- 312 of the LM
AVERAGE LEARNERS
ADVANCED
LEARNERS
13
Region V/Daily Lesson Plan/2019-2020
AVERAGE
LEARNERS
Task 4. A Trip to the
Past!
Task 4. Underline and
Change It!
The learners will underline
The learners will close the verb in the sentences
their eyes and
and they will change to its
imagine that they are
simple past form of the
in a time machine and verb.
1. I visit lots of interesting
go back to the
places.
moment when they
2. In the morning we walk
saw a person helping
in the streets of
another.
Note: The teacher
will give input of
what a Time
Machine is
Learners will recall
what happened and
write a short narration
with an interpretation
of
drawing/picture/arts.
The learners‘ output
will be graded
according to the
following scoring
rubrics:
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
of concepts and skills in
daily living
Creativity ………3 pts.
Interpretation …3 pts.
Content ……….4 pts.
10 pts.
(Or let the class
decide for the criteria)
The teacher will ask the learners the following
questions:
1. What have you observed from the word past?
2. Do you think our past has its significant purpose
in our lives? Why? Why not?
3. Explain why we need to use the correct form of
the verb in the past.
The teacher will ask the learners the following
questions:
1. What have you learned from the discussion
today?
2. Differentiate regular from irregular form of the
verb in the past form.
3. Is it difficult to use the regular and irregular form
of the verb in the past form? Why? Why not?
14
Region V/Daily Lesson Plan/2019-2020
London.
3. But we see some
beautiful rainbows.
4. Last year I spend my
holiday in Manila.
5. I travel around by car.
6. In the evenings we go
to parks.
7. We
buy
some
sandwiches and fresh
fruit to eat for lunch
yesterday.
8. He didn‘t see me
because I was behind
the tree.
9. My family and I live in
Quezon when I was
young.
10. The Filipinos fight for
their freedom.
I. Evaluating learning
J. Additional activities for
application or remediation
The learners will be
given ten (10) verbs
then they will give the
past form.
The learners will be given
ten (10) verbs then they
will give the past form.
The learners will group the
words according to
The
learners
will Regular verb and Irregular
group
the
words verb.
according to
Regular verb and
Irregular verb.
The learners will use
the verbs in
sentences.
All of the verbs below are in the present tense.
Write the correct past tense form of each verb.
Then, write RV if it is regular or IV if it is irregular.
1. bring _____ ____
2. call
_____ ____
3. swim _____ ____
4. serve _____ ____
5. teach _____ ____
6. visit _____ ____
7. learn _____ ____
8. eat
_____ ____
9. drive _____ ____
10. dance _____ ____
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
15
Region V/Daily Lesson Plan/2019-2020
11. carry
12. sleep
13. come
14. show
15. create
16. fill
17. grow
18. sell
19. wish
20. eat
_____ ____
_____ ____
_____ ____
_____ ____
_____ ____
_____ ____
__ ___ ____
_____ ____
_____ ____
_____ ____
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 1, Day 4
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
The learner demonstrates understanding of Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Use one‘s schema to better understand a text.
EN7RC-III-a-8
Use one‘s schema as basis for conjectures made about
a text. EN7RC-III-a-8.1
Determine the key message conveyed in the material
viewed. EN7VC-III-a-13


III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
#3 in 1 ( ACROSS TEACHER‘S MIND)
Use one‘s schema in understanding the text and
as basis for conjectures.
Determining the key message conveyed in the
material viewed.
pp. 302 – 306
pp. 312 -314
Laptop
Projector
Mind map
Powerpoint Presentation of the topic
The learners will recap the previous topic about the
simple past form of the verb.
Ask them to differentiate regular from irregular form of
the verb.
16
Region V/Daily Lesson Plan/2019-2020
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
The teacher will introduce the objectives.
1.Use of the learners‘ perspective by being in a
shoe of a character in a given text and
2. Identify the diversity of every individual to build a
harmonious relationship with each other.
ADVANCED
LEARNERS
Task 1. Observe and Task 1. Observe and react.
react.
The teacher will post two
images on the board.
The teacher will ask the Let the learners give the
following questions:
similarities and differences
of the images posted.
1. What do you like and Do you think everyone is
dislike in a person?
different or similar? Why?
2. What
makes
a Why not?
person similar or Note: Teacher will look for
different from each pictures for this task
other?
3. Is there a way to
address
these
similarities
and
differences
of
learners?
Task 2. Complete Me
As a student how do you embrace the differences that
you face every day together with your classmates?
Is it difficult to get along with these differences? Why?
Why not?
The teacher will ask volunteers to read the article
entitled ―#3-in-1.‖
Task 3. Unity in Diversity
After reading the article, the learners will create a mind
map as to how the teacher described diversity in her
classroom. The learners will jot down ideas they have
formulated in the mind map.
Note: Refer to pp. 312-313 of the LM for the text.
Task 4. Point of View.
Form five (5) groups and do the following tasks:
Group 1- The Teacher. Place yourself in the shoe of a
teacher. Create strategies on how you will address
diversity in the classroom.
Group 2- The School Principal. Place yourself in the
shoe of a principal. Create strategies on how will you
address diversity in the classroom.
Group 3- The Parent. Place yourself in the shoe of a
parent. How will you help the teacher address diversity
in the classroom?
Group 4- The Textbook Writer. Place yourself in the
shoe of a writer. How will you help the teacher address
diversity in the classroom?
17
Region V/Daily Lesson Plan/2019-2020
AVERAGE LEARNERS
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning
Group 5- The Students. As yourself, how will you help
your teacher address diversity in the classroom?
The teacher will ask the following questions:
1. As a person, is it always good to see the
differences of each individual? Why? Why not?
2. What advice can you give to people who have
difficulties in handling diverse individuals?
The teacher will ask the following questions:
1. What have you learned from the activity wherein
you have been in the shoe of different individuals
in need of your recommendations/suggestions to
cope with diverse people around?
2. As a student, how will you help your teacher
handle diversity inside the classroom?
Task 5. Diversity Issue
The learners will work on a set of questions about
diversity.
The teacher will call volunteers to share their answers in
front of the class.
Note: Refer to p.314 for the questions.
J. Additional activities for The learners will list down the different characteristics of
application or remediation students mentioned in the essay and they will create a
Venn Diagram based on the information they have listed.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
18
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 1, Day 5
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Compose simple narrative texts. EN7WC-III-a2.2
Identify features of narrative writing. EN7WC-III-a2.2.12
A CELEBRITY WITH A HELPING HEART – Journal
Entry
 Composing simple narrative texts.
 Identifying features of narrative writing.
pp. 306 – 307
pp. 312 -314
ADVANCED LEARNERS
AVERAGE LEARNERS
Recap of the previous activity regarding the selection
#3-in-1. Let the learners describe the diversity inside the
classroom.
The teacher will introduce the objectives for today‘s
topic.
1. 1.Identify the guidepost before, during and after
writing journal entries and
2. Compose journal entries.
Task 1. A Meaningful Word
The teacher will post the word ‗Journal‘ on the board.
The learners will define the word and give words that are
related to it.
19
Region V/Daily Lesson Plan/2019-2020
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
Task 2. Before
The teacher will give the guidepost before writing journal
entries.
Task 2.2 During
The teacher will give the guidepost during writing journal
entries.
Task 2.3 After
The teacher will give the guidepost after writing journal
entries.
Note: Refer to pp. 315-316 of the LM.
Task 3. A Celebrity with a Helping Heart
The learners will be given the overview of the goal, role,
audience, situation, product and standards of the journal
entries they are going to compose. They need to bear in
mind that they are celebrities.
Note: Refer to pp. 315-316 for the guidepost.
Task 4. The Writing Part
Each learner will prepare the material needed for the
journal entries.
The learners will start writing their journal entries with
the help of the guidepost.
The learners will be guided with rubrics.
Note: Refer to p. 316 for the rubrics.
The teacher will ask the following questions:
1. How is your experience in becoming a celebrity
for a moment?
2. Is it difficult to help others? Why? Why not?
3. In writing the journal entry, what difficulties have
you encountered? How did you address those
difficulties?
H. Making generalizations
of concepts and skills in
daily living
The teacher will ask the following questions:
1. What have you learned in writing journal entries?
2. Is it a must to follow the guidepost before, during
and after writing journal entries? Why? Why not?
I. Evaluating learning
The learners will fill in the following phrases:
• My journey through this lesson enabled me to learn
________________________________
• It made me realize that
________________________________
• I, therefore, commit to
________________________________
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
20
Region V/Daily Lesson Plan/2019-2020
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
21
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 2, Day 1
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
B. Performance Standards
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors
correctly and appropriately.
C. Learning
Competencies/Objectives
Use one‘s schema as basis for conjectures made about a
text. EN7RC-III-b-8.1
Recognize main points and supporting ideas in the text
listened to. EN7LC-III-b- 3.3/3.3.1
Using schema as basis for conjectures
Recognizing main points and supporting ideas in the text
listened to
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning
Resources
English 7, pp. 309-314
English 7, pp. 319-321
Finding the Main Idea Worksheet:
https://www.ereadingworksheets.com/free-readingworksheets/reading-comprehension-worksheets/main-ideaworksheets/
Image Source for Word Fiesta
https://images.app.oo.gl/pUiZeyK58YSoZKEG6
https://images.app.goo.gl/G7GLmAuecC8e
https://images.app.goo.gl/2nLnRc1b6d18kvYJA
https://images.app.goo.gl/zSFQmddYfNjSNCBv5
https://images.app.goo.gl/TTfuHmByHiUTxcBv5
https://images.app.goo.gl/y7WZCgivzZwy9oSG6
Laptop
LCD Projector
Pictures
22
Region V/Daily Lesson Plan/2019-2020
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
ADVANCED LEARNERS
AVERAGE LEARNERS
Direct the learners to go over the list of words inside the
table.
Tuna
Bagnet
Dried mangoes
Lechon
Buko pie
Strawberries
La paz batchoy
Chiken inasal
Durian
Marang
Cassava cake
Kinilaw
Yema cake
Mangosteen
Instruct the learners to work in pairs and let them classify
the foods according to the three major islands of the
Philippines.
The learners will use the graphic organizer Deliciously
Different on page 320, LM.
The students will be given five minutes to accomplish this
task.
 Answer:
Luzon-buko pie cassava cake, strawberries, yema
cake, bagnet
Visayas- dried mangoes, la paz batchoy, lechon,
kinilaw, chicken inasal
Mindanao- Durian, marang, mangosteen, tuna
Ask who got the most number of correct words.
Ask the learners:
 Are you familiar with these foods?
Among the list of foods, what do you like to eat the
most? Why?
Present the objectives to the class. Call a volunteer to read
the objectives. Let them identify the skills that they will
develop in this lesson.
1. Use your schema to better understand the text.
2. Recognize main points and supporting ideas in the
text listened to.
Vocabulary Development
Tell the learners that after they have discovered about the
different foods in our country. They will learn more about
sauces in the Philippines.
Invite the learners to do the Word Fiesta.
Word Fiesta
Direction: Match the underlined word in Column A to its
meaning in Column B, then use it in your own sentence.
A
23
Region V/Daily Lesson Plan/2019-2020
B
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
1. The restaurant ads will
entice you to buy their
crispy fried chicken.
a. to take out a
substance from
something
2. The street food sold
near our school is
awesome.
b. to attract
3. They extracted the juice
from the lemon.
c. extremely good
Sources:
1. https://images.app.goo.gl/pUiZeyK58YSoZKEG6
2. https://images.app.goo.gl/G7GLmAuecC8eCQtm9
3. https://images.app.goo.gl/2nLnRc1b6d18kvYJA
4. https://images.app.goo.gl/zSFQmddYfNjSNCBv5
5. https://images.app.goo.gl/TTfuHmByHiUTxcBv5
6. https://images.app.goo.gl/y7WZCgivzZwy9oSG6
Task 2: Sauce for A Cause
Tell the learners that after they have discovered the
different foods in the Philippines, they will find out more
about Philippine sauce in the next part of the lesson.
Inform the learners that you are going to read a passage
and they need to listen intently during the first reading. On
the second reading, instruct them to complete the table on
LM, page 320.
Read twice the listening text on TG, page 312-313.
Call volunteers to present their answers.
Ask the learners:
How did you find the activity? Was it easy?
Process the activity by asking the following questions:
 What does this text mainly talk about?
Main Idea is the focal point of the text or a paragraph.
It is the controlling idea. All the other supporting details in
the text talks about the main idea
24
Region V/Daily Lesson Plan/2019-2020
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning
 What are the different kinds of sauce mentioned in
the text?
 What can you say about them?
 Among the sauces mentioned, which do you think
tastes delicious in all kinds of food?
At the end of the text, the author asked what is the most
famous sauce in your place. Name the usual sauce that
you commonly use when you eat.
Ask the learners:
1. What do you think is the importance of knowing
these different kinds of sauce in the Philippines?
2. Is food a part of our national identity?
Instruct the students to listen carefully as you read the
passage. During the second reading, allow the learners to
accomplish the table.
Remember, if something is worth doing, it is worth doing
correctly. That said, the key to making perfect cookies is
merely a matter of preparation and precision. To begin with,
read your cookie recipe thoroughly before baking. Make
sure that you have all the necessary ingredients before you
continue. Next, use good tools and utensils. Sometimes,
the craftsperson is only as good as his or her tools. By
using good tools, you minimize mistakes and improve the
quality of your product. Last, use top quality ingredients.
Unlike characters in fairytales, you can't turn lead into gold.
If you use poor quality materials, you'll create inferior
products. So, to make perfect cookies you should use the
highest quality materials available. Bon appetite!
MAIN POINT
SUPPORTING IDEAS
Source:
https://www.ereadingworksheets.com/free-readingworksheets/reading-comprehension-worksheets/main-ideaworksheets/
J. Additional activities for
application or remediation
Read the short paragraphs below to the learners. Let them
choose their answer from the given options.
A. Cats are affectionate, cute, and independent. Unlike
dogs, cats can stay alone if you go away on a trip.
They do not need to be walked and are easy to
potty-train. Also, cats do not bark, so your neighbors
will not have any noise to complain about. If
someone wants to have a pet, a cat is great choice.
a) Cats are independent
b) Dogs are a lot of work
c) Cats are great pets
d) Pets are hard work
25
Region V/Daily Lesson Plan/2019-2020
B. Exercise is crucial to our lives. Doctors recommend
we exercise at least two times a week. Exercise
does not necessarily need to be done in the gym; it
can consist of an outdoor walk or bike ride. It not
only controls weight, but it combats many health
conditions and diseases. Another added benefit to
exercise is its mood boosting qualities.
a) Bike riding is good exercise
b) The importance of exercise
c) Exercise can be done anywhere
d) Gyms are bad
Source:
https://www.lamission.edu/learningcenter/docs/asc/workshe
ets/Reading/Getting%20the%20Main%20Ideapdf
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
26
Region V/Daily Lesson Plan/2019-2020
APPENDICES
APPENDIX A: Week 2, Day 1
Attachment 1a.
(For Procedure B: Establishing a purpose for the lesson)
WORD FIESTA
Direction: Match the underlined word in Column A to its meaning in Column B then
use it in a sentence.
A
B
1. The restaurant ads will entice
you to buy their product.
https://images.app.oo.gl/pUiZeyK58YSoZKEG6
2. The street food sold near our
school is awesome.
To take out a substance from
something
https://images.app.goo.gl/G7GLmAuecC8e
To attract
https://images.app.goo.gl/2nLnRc1b6d18kvYJA
They extracted the juice from
the lemon.
https://images.app.goo.gl/zSFQmddYfNjSNCBv5
Extremely good
https://images.app.goo.gl/TTfuHmByHiUTxcBv5
https://images.app.goo.gl/y7WZCgivzZwy9oSG6
27
Region V/Daily Lesson Plan/2019-2020
APPENDIX A: Week 2, Day 1
Attachment 1b.
(For Procedure I. Evaluating Learning)
Instruct the students to listen carefully as you read the passage. During
the second reading, allow the students to accomplish the table below.
Remember, if something is worth doing, it is worth doing correctly. That
said, the key to making perfect cookies is merely a matter of preparation and
precision. To begin with, read your cookie recipe thoroughly before baking.
Make sure that you have all the necessary ingredients before you continue.
Next, use good tools and utensils. Sometimes, the craftsperson is only as
good as his or her tools. By using good tools, you minimize mistakes and
improve the quality of your product. Last, use top quality ingredients. Unlike
characters in fairytales, you can't turn lead into gold. If you use poor quality
materials, you'll create inferior products. So, to make perfect cookies you
should use the highest quality materials available. Bon a petit!
MAIN POINT
The Paragraph explains
about how to make
perfect cookies
SUPPORTING IDEAS
Source:
https://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehensionworksheets/main-idea-worksheets/
28
Region V/Daily Lesson Plan/2019-2020
APPENDIX A: Week 2, Day 1
Attachment 1c.
(For Procedure J. Additional Activities or application or remediation)
Read the short paragraph below to the students. Let them choose their answer
from the given options.
A. Cats are affectionate, cute, and independent. Unlike dogs, cats can stay alone if
you go away on a trip. They do not need to be walked and are easy to potty train.
Also, cats do not bark, so your neighbors will not have any noise to complain about.
If someone wants to have a pet, a cat is great choice.
a) Cats are independent
b) Dogs are a lot of work
c) Cats are great pets
d) Pets are hard work
B. Exercise is crucial to our lives. Doctors recommend we exercise at least two times
a week. Exercise does not necessarily need to be done in the gym; it can consist of
an outdoor walk or bike ride. It not only controls weight, but it combats many health
conditions and diseases. Another added benefit to exercise is its mood boosting
qualities.
a) Bike riding is good exercise
b) The importance of exercise
c) Exercise can be done anywhere
d) Gyms are bad
Source:
https://www.lamission.edu/learningcenter/docs/asc/worksheets/Reading/Getting%20the%20Main%20Idea.pdf
29
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 2, Day 2
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and
associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting
one‘s identity; comprehending informative and short
narrative texts using schema and appropriate listening and
viewing strategies; expressing ideas, opinions, and feelings
through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.
Determine the key message conveyed in the material
viewed. EN7VC-III-b-13
Discover literature as a tool to assert one‘s unique identity
and to better understand other people. EN7LT-III-b-5
Determining the key message conveyed.
Discovering literature as a tool.
English 7, pp. 314-318
English 7, pp. 321-325
Song
https://youtu.be/2ude7EHPBxI
Video Clip
https://youtu.be/gTqT-bkrKTU
Images for Jigsaw puzzle pieces:
https://images.app.goo.gl/EXBui1cvy7ssFiCA9
https://www.google.com/imgres?imgurl=panlasangpinoy
https://images.app.goo.gl/9NhntcVKpv7XLn8o8
https://www.google.com/imgres?imgurl=httpa3%2F%-scm
https://images.app.goo.gl/QTEyizWVyLVJuwEZ
https://images.app.goo.gl/78iCHUS39exB2U507
Rubrics
https://laney.edu/assessment/wpcontent/uploads/sites/165/2010/04/Hot-Food-Tasting-ScoreSheet-Rubric.pdf
30
Region V/Daily Lesson Plan/2019-2020
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
Laptop
Speaker
Projector
Pictures
Jigsaw Puzzle Pieces
ADVANCED LEARNERS
AVERAGE LEARNERS
Ask a learner to recapitulate
Ask a learner to
the previous discussion.
recapitulate the previous
Ask the learners to pair up.
discussion.
Direct the attention of the
Ask the learners to pair up.
learners to the ―Bottled-Up‖
Direct the attention of the
Organizer on LM, Page 321
learners to the ―Bottled-Up‖
Instruct them to write words
Organizer on LM, Page
related to the things they want 321
to learn inside the bottle.
Instruct them to write
Give them 5 minutes to do the words related to the things
task.
they want to learn inside
Ask some volunteers to share
the bottle.
their answers in front of the
Guide questions:
class.
 What do you want
Remind the learners to
to learn?
remember what they have
 What activities do
written as they go through the
you want to do in
lesson.
this lesson?
The teacher can give more
guide questions to facilitate
the learners in
accomplishing the task.
Give them 5 minutes to do
the task.
Ask some volunteers to
share their answers in front
of the class.
Remind them to remember
what they have written as
they go through the lesson.
Present the objectives to the learners.
Call a volunteer to read the objectives.
1.Discover literature as a tool to assert one‘s unique identity
and to better understand other people.
2.Determine the key message conveyed in the material
viewed.
Think-Pair-Share
Class Activity:
Introduce the activity by saying Introduce the activity by
that the selection that they will saying that the selection
read has something to do with that they will read has
fish sauce (patis).
something to do with fish
Ask the learners to pair up and sauce (patis).
instruct them to list down all
the foods that will taste
Post the graphic organizer
delicious when fish sauce
on the board.
(patis). is used as a
Food
condiment.
Fish
The learners will use the
Sauce
graphic organizer on Task 4
(Patis)
LM page 321 to complete this
31
Region V/Daily Lesson Plan/2019-2020
D. Discussing new
concepts and practicing
new skills #1
task.
Call volunteers to answer.
Give them 3 minutes to finish
the task.
Process the activity by
Find the pair with the most
asking these questions:
number of answers.
Process the activity by asking
Among the foods that you
these questions:
mentioned, what food do
Among the foods that you
you think is the most
mentioned, what food do you
delicious when you use
think is the most delicious
fish sauce (patis) as a
when you use fish sauce
condiment?
(patis) as a condiment?
Do you think food from
Do you think food from other
other countries will also
countries will also taste
taste delicious with fish
delicious with fish sauce
sauce (patis)? Why or why
(patis)? Why or why not?
not?
PIPING HOT SCRAMBLED MEANINGS
1. Group the learners into 5 groups. Give each group a
set of jigsaw puzzle.
2. Instruct each group to arrange the jigsaw puzzle. Once
the jigsaw puzzle is done, a meaning of a word will be
revealed.
3. Inform the group to choose the word being referred to
from the words written inside the patis bottle posted on
the board.
4. The members of the group will raise their hands to
signal that they have accomplished the task. They will
select a representative to use the word in a sentence.
https://images.app.goo.gl/EXBui1cvy7ssFiCA9
https://images.app.goo.gl/9NhntcVKpv7XLn8o8
32
Region V/Daily Lesson Plan/2019-2020
E. Discussing new
concepts and practicing
new skills #2
Motive Questions:
1. If you will be given a chance to travel to another
country, where will you go and why?
2. What are the places mentioned in the first part of the
narrative?
Instruct the learners to read the passage ―Where‘s the Patis‖
on LM, pages 322-325, using active reading. As the learners
read the text they need to stop on the ―WAIT‖ part and
answer the questions.
The teacher can use the popcorn reading technique to
check and ensure that the students are reading the text.
F. Developing mastery
(Leads to Formative
Assessment 3)
ADVANCED LEARNERS
AVERAGE LEARNERS
Pass the Patis
(Individual Activity)
Write following questions
on pieces of paper then
attach it to a plastic bottle.
Pass the Patis
(Group Activity)
Write following questions on
pieces of paper then attach it to
a plastic bottle.
Questions:
1. What are the places
mentioned in the first
part of the narrative?
2. What are some of the
foods that Pinoy enjoys
to eat?
3. What
foreign foods
remind the Pinoy of their
Filipino equivalent?
Questions:
1. What
are
the
places mentioned
in the first part of
the narrative?
2. What are some of
the foods that
Pinoy enjoys to
eat?
33
Region V/Daily Lesson Plan/2019-2020
3. What foreign foods
remind the Pinoy
of their Filipino
equivalent?
4. How
will
you
describe
the
waiters
in
the
selection? Do they
have similar traits
with the Filipinos?
5. What did the Pinoy
eat in the Chinese
restaurant? What
similarities
with
Filipino food did he
find
with
the
Chinese food?
6. Why do you think
the person in the
selection misses
things from the
Philippines?
7. Why do you think
a
Pinoy
will
choose to eat with
his
kababayan
rather than in an
expensive
restaurant?
Add more questions if
needed.
4. How will you describe
the waiters in the
selection? Do they have
similar traits with the
Filipinos?
5. What did the Pinoy eat
in
the
Chinese
restaurant?
What
similarities with Filipino
food did he find with the
Chinese food?
6. Why do you think the
person in the selection
misses things from the
Philippines?
7. Why do you think a
Pinoy will choose to eat
with his kababayan
rather than in an
expensive restaurant?
Add more questions if needed.
Play the song Big Eater by
Mikey Bustos.
When the music stops, the
group who has the bottle will
choose a representative who
will peel a question from the
bottle and answer.
If the representative cannot
answer the question, let
Play the song Big Eater him/her call another member of
by Mikey Bustos. When his/her group.
the music stops, the
learner who has the bottle Repeat the process until all the
will peel a question from it questions are answered.
and answer.
Give comments or supporting
details as the learners give their
If the learner cannot answers.
answer the question, let Source:
him/her call a classmate.
https://youtu.be/2ude7EHPBxI
Repeat the process until
all the questions are
answered.
Give
comments
or
supporting details as the
learners
give
their
answers.
Source:
https://youtu.be/2ude7EH
PBxI
34
Region V/Daily Lesson Plan/2019-2020
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
concepts and skills in
daily living
I. Evaluating learning
Ask the learners the following questions:
1. If you will recommend a place to eat, where will you
bring the Pinoy in the article?
2. Where would you like to dine, in an expensive
international restaurant or in a Filipino restaurant?
Why? Why not?
Facilitate the learners to make generalization by answering
the following questions:
Do you think food can be a way to settle differences
among people? Why? Why not?
Do you think it is possible for a Filipino to denationalize
himself? Why? Why not?
Let the students watch ―What are the Five Mother Sauces.‖
Ask the learners to fill in the data needed in the table below.
Sauce
How to
Food that will Do you think this
prepare
match the
sauce will be
sauce
palatable to
Filipinos? Why?
Why not?
Source:
https://youtu.be/gTqT-bkrKTU
J. Additional activities for
application or
remediation
Saucy Show
Group the students into five groups.
Each group must showcase their favorite sauces and the
food that will match to them.
The group must explain how the sauces are prepared and
why they like them.
Suggested Rubrics for Saucy Show:
Criteria
Serving Method and Presentation
5
4
3
2
Food and Ingredients
Compatibility
Creativity and Practicality
Flavor, Taste, Texture and
Doneness
Oral Presentation
Total
Source:
https://laney.edu/assessment/wpcontent/uploads/sites/165/2010/04/Hot-Food-TastingScore-Sheet-Rubric.pdf
35
Region V/Daily Lesson Plan/2019-2020
1
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
36
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 2, Day 3
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors
correctly and appropriately.
Identify collocations used in a selection. EN7V-III-b13.11.1
Identify the distinguishing features of revolutionary songs,
poems, short stories, drama, and novels. EN7LT-III-b-5.2
Identifying collocations used in a selection
Distinguishing features of narrative
English 7, pp. 316
English 7, pp. 321-325
Song:
https://youtu.be/2ude7EHPBxI
Examples of Collocations:
https://7esl.com/collocations/#Collocation_Definition_Exa
mples
Worksheet Collocations:
https://www.englishpractice.com/quiz/collocationsexercise-2/
Oral Presentation Rubrics:
http://www.readwritethink.org/files/resources/OralRubric.pd
f
Excerpt of the Story:
https://www.facebook.com/notes/cebu-literary37
Region V/Daily Lesson Plan/2019-2020
festival/portents-a-short-story-by-jessicazafra/940793956058476/
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
Copies of the excerpt
Strips of paper with phrases
Laptop
LCD Projector
ADVANCE LEARNERS
AVERAGE LEARNERS
Write the following phrases on strips of paper taken from
the selection previously discussed.
Phrases:
Great Filipino Dream
Expensive restaurants
Extravagantly courteous
Yearning for rice
Fillet de sole
Chinese Restaurant
Filipino meal
Place the strips of paper in a box.
Play any song or the Big Eater by Mikey Bustos. When the
music begins, pass the box to the learners. When the
music stops, the learner who has the box will pick a
phrase then discuss it in the class.
Present the objectives to the learners.
Call a volunteer to read the objectives
1. Identify collocations used in a selection.
2. Identify the features of a narrative.
Instruct the learners to complete a list of sentences using
proper expressions.
Direct them to study the sentences on Task 5: You‘re Not
Eating Your Words on LM, page 321-322.
Lead the learners in answering the activity.
D. Discussing new
concepts and practicing
new skills #1
Give them five minutes to finish the task.
Answer:
1.C
2.C
3. C
4. B
5. B
6. C
Inform the learners that the words used in this activity are
called collocations. These are the words and expressions
in English that should go together such as go abroad,
make a choice, well-done, look for and well-stocked
Collocations make it easier to avoid overused or
ambiguous words by using a pair of words that fits the
context better and has a more exact meaning.
38
Region V/Daily Lesson Plan/2019-2020
Examples of collocations with take, get, do, make, go….






E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
He wanted to see if he could get a job with us.
I might take a lesson from you.
My goals were to go back to school and get a
degree.
I‘ll take a look at the website and let you know
what I think.
Source:
https://7esl.com/collocations/#Collocation_Definitio
n_Examples
Collocation Hunting
Instruct the learners to work with a partner.
Ask the learners to scan the selection, ―Where‘s the
Patis?‖
Tell them to make a list of collocations that they find in the
selection.
Ex. To visit, to go, brown- skinned, etc.
Call volunteers to share their answers to the class.
Direct the learners in studying the notes on narrative texts
provided in their LM, page 326.
Group the learners into five.
Instruct the learners to do their assigned task:
Group 1: Setting the Table. The learners will list all the
foreign foods mentioned in the narrative, Filipino
counterpart of the foods and the country of its origin.
Group 2: Let’s Do Eat! The learners will discover the
favorite food of the Pinoy in the selection, and indicate the
reasons why they like them.
Group 3: In the Mood for Food. The learners will identify
the mood of the selection and list all the events in the story
that support the mood.
Group 4: Condiments for Everyone. The learners will
identify the theme of the selection. They will also find
events or lines from the story which support the theme.
Group 5: In-Line for Food. The learners will find the
important events from the narrative and arrange them in
order.
Please refer to Appendix C, Week 2, Day 3 for the
suggested Rubrics.
Source:
http://www.readwritethink.org/files/resources/OralRubric.
pdf
39
Region V/Daily Lesson Plan/2019-2020
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
concepts and skills in
daily living
I. Evaluating learning
Ask the students to present their work. Highlight the
elements of a narrative text used in each output.
Have the learners point out the salient features of each
element.
Ask the learners:
What is the importance of collocations?
How can collocations be useful in writing a narrative text?
What are the three parts of a narrative text?
In what situations do we use a narrative text?
Paper and Pencil Test
Give the copies of this excerpt to the learners.
Let them identify the setting, characters and the mood.
Ask them to underline the collocations.
In the elevator my next-door neighbor smiled and said
Good morning. She had this sort of knowing smile, and I
found myself wondering if she knew about me. I wasn‘t
just being paranoid; this is Manila, the neighbors know
everything. They are extremely sympathetic, and if you let
them they will take over your life. It turned out she was just
trying to sell me a watch. Her husband had managed to
get out of Kuwait by driving across the desert, and when
he got home the banks refused to change his Kuwaiti
dinars. That‘s why she was selling his watches. I felt kind
of sorry for Mrs. Santos, setting out with her imitation
Gucci handbag and several dozen gold bracelets to sell
her husband‘s watches. Or was it Mrs. San Juan, I can
never remember.
Setting
Characte
Mood
rs
In the elevator Narrator
Sympatheticwhere the
NextThe narrator
narrator met
door
feels sorry for
her next-door
neighbor her neighbor.
neighbor
Mrs.
Santos/M
rs, San
Juan
Sources:
https://www.facebook.com/notes/cebu-literaryfestival/portents-a-short-story-by-jessicazafra/940793956058476/
J. Additional activities for
application or
remediation
A. Fill in the blanks using appropriate verbs that would
complete the collocation.
1. If you park there, you will have to _______a fine.
a) pay
b) take
c) have
2. He_______ no attention to my requests.
a) paid
b) took
c) had
3. I_________ a cough to catch her attention.
a) gave
b) paid
c) took
40
Region V/Daily Lesson Plan/2019-2020
4. Although the doctors tried hard, they couldn‘t____ his
life.
a) save
b) bring
c) take
5. Abbreviations________space and hence they are very
common in newspaper headlines.
a) catch
b) save
c) take
6. Do you_________ a diary?
a) keep
b) have
c) save
7. Few people can __________a secret.
a) keep
b) save
c) have
8. He still________ in touch with most of his old school
mates.
a) keeps
b) saves
c) take
9. I asked her what her problem was but she______ quiet.
a) kept
b) took
c) saved
10. They__________close to hitting each other.
a) came
b) took
c) brought
Answers
1. If you park there, you will have to pay a fine.
2. He paid no attention to my requests.
3. I gave a cough to catch her attention.
4. Although the doctors tried hard, they couldn‘t save his
life.
5. Abbreviations save space and hence they are very
common in newspaper headlines.
6. Do you keep a diary?
7. Few people can keep a secret.
8. He still keeps in touch with most of his old school mates.
9. I asked her what her problem was but she kept quiet.
10. They came close to hitting each other.
Source:
https://www.englishpractice.com/quiz/collocationsexercise-2/
Optional Activity:
Pick out collocations from the text below.
My Islands
by N.V.M. Gonzales
Even as the *bough breaks
from the sheer weight of song
so does my *heart break with love,
so will my *rivers flow
to kiss the sea's warm eternal breast,
so will my islands poise their hills
against the sun.
My heart is proud
of this dream and prouder yet my rivers
of the fate that keeps the pace
of tides and moons, and prouder
still my islands of their hills.
41
Region V/Daily Lesson Plan/2019-2020
*collocations
Source: http://tayoymgapinoy.blogspot.com/2011/09/myislands.html
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
42
Region V/Daily Lesson Plan/2019-2020
APPENDIX C: Week 2, Day 3
Attachment 1a.
(For Procedure F. Developing mastery)
Oral Presentation Rubric
CONTENT
4
3
SUBJECT
KNOWLED
GE
Student
demonstrates
full knowledge
by answering all
class questions
with
explanations
and elaboration.
ORGANIZA
TION
Student
presents
information in
logical,
interesting
sequence which
audience can
follow.
Student is
at ease
with
expected
answers to
all
questions,
without
elaboration.
Student
presents
information in
logical
sequence which
audience can
follow.
MECHANI
CS
Presentation
has no
misspellings or
grammatical
errors.
Presentation
has no more
than two
misspellings
and/or
grammatical
errors.
2
Student is
uncomfortable
with
information and
is able to
answer only
rudimentary
questions.
Student does
not have grasp
of information;
student cannot
answer
questions about
subject.
Audience
has
difficulty
following
presentatio
n because
student
jumps
around.
Presentati
on has
three
misspelling
s and/or
grammatic
al errors.
Audience cannot
understand
presentation
because there is
no sequence of
information.
Source:
http://www.readwritethink.org/files/resources/OralRubric.pdf
43
Region V/Daily Lesson Plan/2019-2020
1
Student‘s
presentation
has four or
more spelling
and/or
grammatical
errors.
APPENDIX C: Week 2, Day 3
Attachment 1b.
(For Procedure I. Evaluating Learning)
Directions: Underline the collocations in this excerpt then identify the setting, the
characters and the mood.
In the elevator my next-door neighbor smiled and said Good morning. She
had this sort of knowing smile, and I found myself wondering if she knew about me. I
wasn‘t just being paranoid; this is Manila, the neighbors know everything. They are
extremely sympathetic, and if you let them they will take over your life. It turned out
she was just trying to sell me a watch. Her husband had managed to get out of
Kuwait by driving across the desert, and when he got home the banks refused to
change his Kuwaiti dinars. That‘s why she was selling his watches. I felt kind of sorry
for Mrs. Santos, setting out with her imitation Gucci handbag and several dozen gold
bracelets to sell her husband‘s watches. Or was it Mrs. San Juan, I can never
remember.
Setting
Characters
Mood
Source:
https://www.facebook.com/notes/cebu-literary-festival/portents-a-short-story-byjessica-zafra/940793956058476/
44
Region V/Daily Lesson Plan/2019-2020
APPENDIX C: Week 2, Day 3
Attachment 1c.
(For Procedure J. Additional activities for application for remediation)
Fill in the blanks using appropriate verbs that would complete the collocation.
1. If you park there, you will have to _______a fine.
a) pay
b) take
c) have
2. He_______ no attention to my requests.
a) paid
b) took
c) had
3. I_________ a cough to catch her attention.
a) gave
b) paid
c) took
4. Although the doctors tried hard, they couldn‘t____ his life.
a) save
b) bring
c) take
5. Abbreviations________space and hence they are very common in newspaper
headlines.
a) catch
b) save
c) take
6. Do you_________ a diary?
a) keep
b) have
c) save
7. Few people can __________a secret.
a) keep
b) save
c) have
8. He still________ in touch with most of his old school mates.
a) keeps
b) saves
c) take
9. I asked her what her problem was but she______ quiet.
a) kept
b) took
c) saved
10. They________close to hitting each other.
a) came
b) took
c) brought
Source:
https://www.englishpractice.com/quiz/collocations-exercise-2/
45
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 2, Day 4
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
B. Establishing a purpose
for the lesson
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Employ the appropriate oral language and stance in an
interview. EN7OL-III-b-3
Link sentences using logical connectors that signal
chronological and logical sequence and summation.
EN7G-III-b-1
Employing the appropriate oral language and stance
Using logical connectors
English 7, pp. 319-321
English 7, pp. 328-330
English Arts I, pp. 151-152
computer, projector
Elements of Language; Holt, Rinehart, Winston
pp. 285-286
As a recap, ask the students the following questions:
 Where would you like to dine, in an expensive
international restaurant or in a Filipino restaurant?
 Do you think food can be a way to settle
differences among people? Why? Why not?
At the end of the discussions, the learners are expected
to:
1. employ the appropriate oral language and stance
in an interview; and
2. link sentences using logical connectors that signal
chronological and logical sequence.
46
Region V/Daily Lesson Plan/2019-2020
C. Presenting
examples/instances of
the new lesson
ADVANCED LEARNERS
AVERAGE LEARNERS
Gastronomical Language
Gastronomical
Language
Let the learners read the
following recipe. There is
something wrong with it. Let
them find out these mistakes
and correct them.
Then, know yourself
better. Lastly, develop a
deeper relationship with
your family. First, reach
out to your friends and
be happy with them.
After that, try to help
other people whom you
do not know without
expecting something in
return. Next, live a
happy and contented
life with the people who
matter to you the most.
Let the learners read
the following recipe.
There is something
wrong with it. Work with
a partner. Let them find
out these mistakes and
correct them.
Clue: The learners need
to change the location
of the italicized words
for them to correct the
paragraph.
Ask the learners:
1. What do you
think is wrong
with the recipe?
2. Lead them to the
highlighted
words to arrive
at the correct
answers.
D. Discussing new
concepts and practicing
new skills #1
Ask the learners:
1. What are the mistakes
that you found in the
recipe?
2. How were you able to
correct the recipe?
(LM, 238)
Key to Correction:
First, reach out to your friends and be happy with them.
Then, know yourself better. After that, try to help other
people whom you do not know without expecting
something in return. Next, live a happy and contented life
with the people who matter to you the most. Lastly,
develop a deeper relationship with your family.
 Direct the learners to the different logical and
chronological connectors.
 Discuss the connectors based on the previous
activity.
 Logical Connectors are used to line two or more
ideas related with one another.
 Some examples of connectors are:
1. Chronological –first, then, after that, next, lastly
Example:
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Region V/Daily Lesson Plan/2019-2020
First, I want to call the members. Then, I will assign
their seats. After that, I will call the meeting to
order. Next, I will discuss the agenda of the
meeting. Finally, I will dismiss them.
2. Additional Information – in addition/in addition to,
as well as, the same with
Example:
In addition to patis, Filipinos like to use soy sauce.
Families as well as friends like to use patis in
different dishes.
3. Beginning – First of all, primarily, in the beginning,
to start with
Example:
First of all, the food is really delicious
Primarily, they are costly since they came from
another country.
4. Summation/Closure – finally, eventually, to top it
all, in conclusion, in the end
Example:
Finally, the food was delivered to our house.
In conclusion, the food in the party was great.
(Please refer to LM, pp. 328-329)
E. Discussing new
concepts and practicing
new skills #2
ADVANCED
LEARNERS
AVERAGE LEARNERS
A.
A.
The Patis and I
We can compare
people
with
patis.
____________, (1) the
patis
is
the
ideal
condiment for many food.
It goes well with pork,
chicken, beef, and even
vegetables.
____________, the patis
is widely used all around
the Philippines and even
in some countries.
The Patis and I
We can compare people
with patis. ____________, (1)
the patis is the ideal condiment
for many food. It goes well with
pork, chicken, beef, and even
vegetables.
____________,
the patis is widely used all
 Language Feast
Let the learners complete
the following paragraph
by adding the proper
logical connectors.
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Region V/Daily Lesson Plan/2019-2020
 Language Feast
 Let
the
learners
complete the following
paragraph
 Remind them that they
will use the proper
logical connectors.
 They can choose from
the list given below the
paragraph.
Humans should be
like the patis. It tastes
delicious in any food.
Like it, we should be able
to blend on any kinds of
situation_____________
(3) people. The patis can
also make many foods
testier. We need to be
like it so that we can
build
―delicious‖
relationship with other
people
_________________ (4)
the whole community.
_____________ (5)
the patis should be our
inspiration to become a
better person who can
live
with
others
harmoniously.
around the Philippines and
even in some countries.
Humans should be like the
patis. It tastes delicious in any
food. Like it, we should be able
to blend on any kinds of
situation____________
(3)
people. The patis can also
make many foods testier. We
need to be like it so that we
can
build
―delicious‖
relationship with other people
_________________ (4) the
whole community.
_____________ (5) the
patis should be our inspiration
to become a better person
who can live with others
harmoniously.
 as well as
 First of all
 In conclusion
 In addition
Answers:
1. First of all
2. In addition
3. as well as
4. as well as
5. In conclusion
B. Face-to-Face Interview
 Introduce the topic by asking the following
questions:
Have you ever conducted an interview?
What did you do to prepare yourself for it?
An interview is a meeting of persons face to face to talk
over something special. Usually, an interview is made to
obtain information from the interviewee.
What should you do to prepare yourself to interview
someone? Here are some pointers.
1. Have some background knowledge on the subject
matter.
Read about the topic to be discussed so you can
react sensibly.
2. Prepare the questions you want to ask.
Have an idea, beforehand, what kind of information
you need. Most resource persons are busy. Do not
waste their time with irrelevant questions. Besides,
a delay between questions results in periods of
uncomfortable silence.
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Region V/Daily Lesson Plan/2019-2020
3. Have a notebook ready for notes.
Use notebook with hard covers so that you can
write in it without resting it on a table or other hard
surface. Bring along several pencils or ball pens.
It is best not to write notes during the interview.
Listen well so you will understand what is being
said. If you do not trust your memory, bring a tape
recorder, but first, ask your interviewee‘s
permission to use one. If a tape recorder is not
available, keep your notes very short – simple key
words to serve as a reminder.
Write down your report immediately after the
interview while it is still fresh in your mind.
4. Remember your manners.
Greet your interviewee politely. Be liberal in your
use of please and kindly. After the interview, thank
your interviewee.
If your purpose for the interview is to get
information about another person, be sure that
your questions are not blunt nor too personal. The
interviewee may, himself or herself, volunteer very
private information, but you should never ask
questions on sensitive issues that invade the
person‘s privacy.
F. Developing mastery
(Leads to Formative
Assessment 3)
ADVANCED LEARNERS
AVERAGE LEARNERS
My Recipe for a Perfect
Difference
Let the learners imagine
that they have a friend from
another region in our country.
Their friend just transferred to
another place. He/she said
that he/she finds it difficult to
live there. The learners will
give him/her an advice about
what he/she should do in such
situation. They will remind
him/her also that the key to a
harmonious life with others is
by setting aside differences.
The learners will write their
advice in a recipe paragraph
form. Do not forget to use
logical connectors.
My Recipe for a Perfect
Difference
 The learners will
use chronological
connectors in
writing a recipe.
 Their recipe
should be in a
paragraph form.
Let
the
learners
imagine that they have a
friend
from
another
region in our country.
Their
friend
just
transferred to another
place. He/she said that
he/she finds it difficult to
live there. The learners
will give him/her an
50
Region V/Daily Lesson Plan/2019-2020
(The learners‘ activity is on
LM, p.330)
advice about what he/she
should do in
such
situation.
They
will
remind him/her also that
the key to a harmonious
life with others is by
setting aside differences.
The learners will write
their advice in a recipe
paragraph form. Do not
forget to use logical
connectors.
(The learners‘ activity is
on LM, p.330)



B. No. of learners who
require activities for
remediation

G. Finding practical
application of concepts
and skills in daily living
What
lives?
Use the following
as your guide:
1. What will you say
to your friend who
moved to another
place?
2. How can he/she
have friends in
his/her new
place?
3. What should
he/she do to have
more friends?
The learners will finish the task for 10 minutes.
Let some learners volunteer to present their work
in front of the class.
There will be comments and feedbacks regarding
the presentation.
is the relevance of logical connectors in our daily
Possible answers:
 Telling a story.
 Explaining a process.
H. Making generalization
and abstractions about
the lesson

Let the learners answer these questions:
How do you compare yourself to patis?
How do you build happy relationship with people around
you?

When you answer these questions, you explain
how something happens over time. To explain how
something happens, you use chronological, or
time, order.
Chronological order helps you tell a story or explain a
process, such as how to make a certain meal.
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Region V/Daily Lesson Plan/2019-2020
I. Evaluating learning
J. Additional activities for
application or
remediation teachers?
ADVANCED LEARNERS
A. Choose
one
of
the
following processes. Then,
list three or more steps
needed to complete the
process. List the steps in
chronological order.
a. How
to
introduce
yourself to someone
b. How to make a paper
airplane
c. How to prepare a
healthful lunch
AVERAGE LEARNERS
A. The learners will
complete the following
paragraph using
chronological connectors.
Answers:
1. First
2. Then
3. After that
4. Next
5. Finally
Interview someone in your school or in your community on
one of the following:
1. how (a career woman) divides her time among
her career, her family and her various civic and
social functions;
2. how (a sports personality) keeps himself or
herself fit and trim.
Write the result of the interview in a paragraph form using
connectors.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
52
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 2, Day 5
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/ Objectives
II. CONTENT
III.LEARNING
RESOURCES
References:
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skill #1
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Compose personal and factual recounts. EN7WC-III-b2.1
Composing personal and factual recounts
English 7, pp. 318-319, 321-323
English 7, pp. 326-328,331
Activity Sheets, computer, projector
ADVANCED LEARNERS
AVERAGE LEARNERS
Ask the learners what lessons were taken up for the last
four days.
The learners are expected to:
1. Compose personal and factual recounts.
 Inform the learners that they are now prepared to
face the real-life challenges focused on the
literary and language skills studied in this week‘s
lesson.
 Group the learners into five (5).
 Let them choose among their groups a leader
and a scribe.
 Call the leaders and distribute the task cards.
 Instruct the learners to perform the following
tasks:
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Region V/Daily Lesson Plan/2019-2020
E. Discussing new
concepts and practicing
new skill #2
(LM, page 330)
Group 1: Showdown of Differences. The learners will
create a poster of a famous food in their place. Its unique
features should be included in the presentation.
Group 2: Nutritionally Different. They will create a
slogan of the nutritional value that people can get from
eating the famous food from their place.
Group 3: A Jingle for Food. They will compose a jingle
about the famous food in their place and how it can be
enjoyed by other people.
Group 4: Recipe of Love. The learners will create a
brochure with recipes written in paragraph form. They
will also write their recipes in a form that people from
other places will be enticed to eat the said food.
Group 5: Food for Thought. They will create a TV
commercial about the unique food from their place. They
also need to include how other people can enjoy the food
in their place.
 Let the leaders evaluate the work of other groups.
 Let the learners present their output. The teacher
will process the activity by asking the following
questions:
1. What food was presented by each group?
2. In what way did the group present the unique
features of the food they chose?
 Remind the learners that a simple narrative text
will be their final task. They will be graded
according to Structure, Audience, Cohesion,
Choice of Words, and Ideas.
 Group the learners into five, the same groupings
that they had in the previous activity.
 Lead the learners as they study and discuss the
Guideposts in Writing a Narrative Text. (LM, page
332).
 Present the Rubrics on LM, page 333.
 Encourage the learners to ask questions if they
have clarifications.
 Provide enough time
accomplish the task.
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalization
and abstractions about
the lesson
the
learners
to
 After the allotted time, have them present their
work in front of the class.
 Give comments and feedbacks based on the
rubrics used for grading
Ask: In what ways are the foods in the presentation
similar in setting aside differences among people?
 Ask the learners to answer the following
questions:
1. What is a narrative text?
2. What are the three parts of a narrative text?
3. In what situations do we use a narrative text?
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Region V/Daily Lesson Plan/2019-2020
for
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
This, I Will Remember!
 Tell the learners that they are one step closer to
the next lesson.
 Instruct the learners to remember how well they
performed in this lesson.
 Let them write their answers in the first box.
 Tell them to recall a part of the lesson which they
found difficult.
 Let them write their answers in the second box.
 Lastly, ask them to think of a way which they
need to do to improve on it.
 Have the learners write their answers in the last
box.
 Remind the learners to remember the things
written in this activity.
(Refer to LM, page 331)
Write a short paragraph with 3 – 5 sentences recalling
your first day in junior high school.
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
this work?
F. What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
55
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 3, Day 1
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
(Write the LC code for
each)
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
The learner demonstrates understanding of
Philippine literature in the period of emergence as
a tool to assert one‘s identity; strategies in
listening to and viewing of informative and short
narrative
texts;
word
relationships
and
ass0ciations; informative speech forms; and use
of direct/reported speech, passive/active voice,
simple past and past perfect tenses, and sentence
connectors.
The learner transfers learning by: showing ways
of asserting one‘s identity; comprehending
informative and short narrative texts using
schema and appropriate listening and viewing
strategies; expressing ideas ,opinions, and
feelings through various formats; and enriching
written and spoken communication using
direct/reported speech, active/passive voice,
simple past and past perfect tenses and
connectors correctly and appropriately.
Use the universe of the context to activate one‘s
schema. EN7RC-III-c-8.2
Infer thoughts and feelings expressed in the text
listened to. EN7LC-III-C-6.2
Activating One‘s Schema
Inferring Thoughts and Feelings
English – Grade 7, LM, First Edition, 2017, p. 337, pp.
339-342
Contextualized Module in English 7(Division of
Camarines Sur), pp. 31 – 34
Kwentong Jollibee: Apo (Grandchild)
https://www.youtube.com/watch?v=SIVSq6RTSnA
―KALEIDOSCOPE WORLD‖
www.metrolyrics.com/kaleidoscope-world-lyrics
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Region V/Daily Lesson Plan/2019-2020
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Advanced Learners
Average Learners
Do Task 1: Picture Me A Word
English Grade 7 LM, First Edition, 2017, p. 336
Answer:
DIFFERENT
1. What makes people different from one another
We are different from one another because of our
unique traits and characteristics.
2. Our differences make us diverse,
misunderstand one make us learn from one
another.
B. Establishing a
purpose for the lesson
Listen to a song ―KALEIDOSCOPE WORLD‖ By:
Francis Magalona
www.metrolyrics.com/kaleidoscope-world-lyrics
Contextualized English 7 LM, Division of
Camarines Sur, p. 3
C. Presenting
examples/instances of
the new lesson
For the second time listen to the song
―KALEIDOSCOPE WORLD‖ By: Francis
Magalona then list down the thoughts and feelings
implied in the song.
Contextualized English 7 LM, Division of
Camarines Sur, p. 3
Possible Answer:
D. Discussing new
concepts and practicing
new skills #1
1. Individual differences
2. Acceptance of one‘s identity
3. Love for one another
4. Pride
After the first and second reading, the teacher will read
part of the story then learners will tell the feelings and
thoughts of the characters.
1. ―Can‘t you see?‖ she said ―you‘ve sat me next to a
black man. I can‘t possibly sit next to this disgusting
human. Find another seat!‖
2. ―Please come down Madam?‖ the stewardess
replied.‖ The flight is very full today, but I‘ll tell you
what I‘ll go and check to see if we have any seats
available in the first class.‖
3. At that point, the surrounding passengers stood and
cheered while the black guy walks up to the front of the
plane.
How does the character feel when she says that?
What is the character thinking when she says that?
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Region V/Daily Lesson Plan/2019-2020
Call volunteers to share their answers.
Process the activity by asking these questions:
1. Based on the thoughts and feelings of characters,
what can you say about them?
2. How do they respond or react to their
differences?
Possible Answer:
E. Discussing new
concepts and practicing
new skills #1
F. Developing mastery
( Leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
concepts and skills in
daily living
1. The passenger is probably an arrogant woman.
While the stewardess is a patient one.
2. The stewardess responded calmly, while the
woman was disappointedly responded to the
stewardess.
Do Task 3: See-Saw Brainstorming
English – Grade 7, LM, First Edition, 2017, p. 337
Do Task 7: A Story from the Heart.
English – Grade 7, LM, First Edition, 2017, p. 339342
Advanced Learners
Average Learners
Why is it important to infer
Learners will
thoughts and feelings in the construct their own
message conveyed?
statements
Answer:
expressing different
It is important to infer
feelings.
thoughts and feelings in the
message conveyed to
identify its meaning.
What life situations help us develop positive
character traits?
Possible Answer:
Both sad and happy situations help us develop
positive character traits.
1.
2.
3.
4.
I. Evaluating learning
New members in the family.
Reunions
Death
Separations
Advanced Learners
Average Learners
Identify thoughts and feelings of the speakers in
the following dialogues:
―What outlandish claims!
―Well, if you are
Sunrise is orange not
talking about
yellow. I am more
vegetables and
important because I
leaves, you are
represent health and
referring to me.‖
strengths.‖ Shouted the
Declared the color
color orange.
green. ―I am the
color of life. All that
grows in the fields
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Region V/Daily Lesson Plan/2019-2020
Possible answer:
1. Self importance
2. Pride
3. Arrogance
and the forests is the
greenery I provide. I
am the most
important color.‖
Possible answer:
1. calm
2. controlled
3. simply proud
J. Additional activities
for application or
remediation
V. REMARKS
Cite at least one significant event from the story
―The Happiest Boy in the World‖ showing the
evident thoughts/feelings.
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
59
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 3, Day 2
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the
new lesson
The learner demonstrates understanding of Philippine
literature in the period of emergence as a tool to
assert one‘s identity; strategies in listening to and
viewing of informative and short narrative texts; word
relationships and ass0ciations; informative speech
forms; and use of direct/reported speech,
passive/active voice, simple past and past perfect
tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and
appropriate listening and viewing strategies;
expressing ideas ,opinions, and feelings through
various formats; and enriching written and spoken
communication
using
direct/reported
speech,
active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.
Determine the key message conveyed in the material
viewed. EN7VC-III-c-13
Identify collocations used in a selection.
EN7V-III-c13.11.1
Discover literature as a tool to assert one‘s unique
identity and to better understand other people.
EN7LT-III-c-5
Determining key message
Identifying Collocations
Literature as tool in asserting one‘s unique identity in
understanding other people
English Grade 7, LM, First Edition, 2017, p. 338
Contextualized Module in English 7 (Camarines Sur
Division), Module 3 Lesson 3, pp. 1-4
Advanced Learners
Average Learners
Task 5: A Picture’s Worth a Thousand Words
Refer to:
English Grade 7, LM, First Edition, 2017, p. 338
Task 6: Matchmaker
Match the preposition to with the appropriate word to
complete the following sentences.
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Region V/Daily Lesson Plan/2019-2020
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
1. The landowner agreed to ________ him as a
caretaker to his farm.
a. take
b. took
c. taken
2. After she received the news, Mary decided to
_________ her friend.
a. called
b. call
c. calling
3. Tony went to Vista Mall to ________ his application
letter.
a. filing
b. filed
c. file
4. He was able to ________ the jar with water.
a. filled
b. fill
c. filling
5. James is sick but he still wanted to _______ school.
a. went
b. goes
c. go
1. What character traits do you possess that make you
different from others?
2. How do you use these traits in dealing with others?
Refer to:
Task 7: A Story from the Heart
English Grade 7, LM, First Edition, 2017, pp. 339-342
Orient learners to be guided by the following motive
questions which they will answer after reading the
selection.
1. What makes you happy?
Being with my family makes me happy.
2. What makes the boy in the story happy?
To continue his studies in school in the town.
3. Do you have the same concept of happiness?
Why? Why not?
a. Yes. Happiness for me is to gain knowledge and
gain friends.
b. No. Happiness for me is when I have money to
buy my needs.
D. Discussing new
concepts and practicing
new skills #1
Advanced Learners
1. What are your
unique traits?
2. Based on the story
―The Happiest Boy in
the World‖, what are
the traits of the boy
that makes him
unique?
Write in your notebook
at least one unique
practice that you do in
your family, and then
explain why your family
is undertaking this
preparation.
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Region V/Daily Lesson Plan/2019-2020
Average Learners
Work with a group with 5
members. Brainstorm and
share your unique traits and
list them all. Assign
someone to report your
output to the class.
Work with a partner. Share
your unique family practice
and then explain why your
family is undertaking this
preparation.
E. Discussing new
concepts and practicing
new skills #2
A. What is a collocation?
A collocation is two or more words that often go
together.
Example: noun + noun (round of applause)
(bars of soap)
Adjective + noun (heavy rain)
(strong coffee)
Adverb + adjective (fully aware)
(richly decorated)
Task I. Complete the sentence by filling in the blanks
with the appropriate collocations. Choose your answer
from the given sample.
1. I drink _________________. (strong coffee)
2. The room is _______________. (richly decorated)
3. Students are _________ of the lesson. (fully aware)
4. The child plays under the ___________. (heavy
rain)
5. I bought ____________ for washing my clothes.
(bars of soap)
B. View the video clip and write the key message that
it conveys.
Kuwentong Jollibee: Apo (Grandchild)
https://www.youtube.com/watch?v=SIVSq6RTSnA
Possible Answer:
A child who grows up with love lives a happy and
productive life.
F. Developing mastery
(Leads to Formative
Assessment 3)
Advanced Learners
Average Learners
Read the paragraphs and find
lines or phrases which show
unique identity of an
individual. Support your
answer with appropriate
reasons.
Using the story ―The
Happiest Boy in the
World‖, find
sentences which
obviously show the
boy‘s unique traits
and attitudes. Support
your answer with
appropriate reasons.
When Maria went to the
market, she was always
accompanied by two Aetas,
who served as her servants.
These two servants stayed
close behind Maria and they
both carried a basket each
that was full of basket golden
ginger.
Possible Answer:
Served as her servants.
Support:
Stayed close behind Maria
and carried a basket each.
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Possible Answer:
1. This boy Jose,
Compadre, he wrote,
―is quite an
industrious lad‖.
Support: He can cook
rice, and I‘m sure he‘d
do well washing the
dishes.
G. Finding practical
application of concepts
and skills in daily living
Cite instances in your life
showing the following
characteristics:
1. Assertive
2. Generous
3. Supportive
H. Making generalizations
of concepts and skills in
daily living
Do you believe in the maxim
―Every individual is unique‖?
Why
or why not?
Possible Answer:
Yes. Each of us has own set
of unique characteristics.
Cite instances in your
life showing the
following
characteristics:
1. Humble
2. Helpful
3. Industrious
What message did
you get from the story
―The Happiest Boy in
the World‖
Possible answer:
I learned that simple
things make a person
happy.
I. Evaluating learning
B. Identify the collocations used in the sentences
found in the selection.
1. Since he‘s quite a poor hand at looking after your
carabaos.
2. Ka Ponso‘s carabao had strayed away to the newly
planted rice clearings.
3. He made a very puny load on the carabao‘s broad
back.
4. The dark smell of fish broth that had been spilled.
5. The world seemed full of bird song and music from
the stream.
Possible Answers:
1. poor hand
2. newly planted
3. broad back
4. fish broth
5. bird song
J. Additional activities for
application or remediation
Write a short composition highlighting your
community‘s unique practices anchored on local
customs and traditions.
Example: Fiesta celebration
Suggested Criteria for Rating:
Content and theme
Creativity
Originality
Use of Language
TOTAL
V. REMARKS
VI. REFLECTION
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30 points
30 points
20 points
20 points
100 points
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require
additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue
to
require
remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What
innovation
or
localized materials did I
use/ discover which I
wish to share with other
teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 3, Day 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
Learning
Competencies/Objectives
(Write the LC code for
each)
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
The learner demonstrates understanding of Philippine
literature in the period of emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and ass0ciations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas
,opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
Explain how the elements specific to a genre contribute
to the theme of a particular literary selection. EN7LT-IIIc-2.2
Story Elements
pp. 336-339
pp. 343-344
Contextualized Module in English 7 (Camarines Sur
Division), Module 3 (Blending Well in a Diverse Society)
Lesson 3 (Embracing Diversity)
Sad/Pensive Face Emoji
https://emojipedia-us.s3.dualstack.us-west1.amazonaws.com/thumbs/120/samsung/220/pensiveface_1f614.png
Worried Face Emoji
https://emojipedia-us.s3.dualstack.us-west1.amazonaws.com/thumbs/120/facebook/200/worriedface_1f61f.png
Hopeful Face Emoji
https://www.pinterest.ph/pin/421086633906748018/
Happy Face Emoji
https://emojipedia-us.s3.dualstack.us-west1.amazonaws.com/thumbs/120/samsung/220/smilingface-with-open-mouth-and-smiling-eyes_1f604.png
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Region V/Daily Lesson Plan/2019-2020
IV. PROCEDURE
A. Reviewing the
previous lesson for
presenting the new
lesson
Advanced Learners
Average Learners
Refer to:
Task 7A. Setting Up the Conflict
LM p. 343
Answer:
TG, p. 337
B. Establishing a
purpose for the lesson
Advanced Learners
Average Learners
Refer to:
Task 17, Plot Me
LM p. 60 (Module 1, Lesson
2)
Refer to:
Task 7B: The Adventure
Map of Plot, p. 343
Activity:
Recall the story The
Happiest Boy in the World
LM pp. 349-342 and identify
the beginning or exposition,
the climax or rising action,
and the ending or
resolution.
Then answer the given and
comprehension questions
marked by #feels.
Answers to # feels:
1. Julio feels sad.
https://emojipediaus.s3.dualstack.us-west1.amazonaws.com/thumbs/
120/samsung/220/pensiveface_1f614.png
2. Julio feels worried.
https://emojipediaus.s3.dualstack.us-west1.amazonaws.com/thumbs/
120/facebook/200/worriedface_1f61f.png
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Region V/Daily Lesson Plan/2019-2020
Answers:
TG, p. 338
3. Julio feels hopeful.
https://www.pinterest.ph/pin/
421086633906748018/
4. Jose feels happy.
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
https://emojipediaus.s3.dualstack.us-west1.amazonaws.com/thumbs/
120/samsung/220/smilingface-with-open-mouth-andsmiling-eyes_1f604.png
Refer to Task 7C; Search for the theme, LM p. 344
Answers:
TG, p. 339
Stating theme of the story
Stating theme of the
story
The theme is stated in a
complete declarative
The theme is stated in a
sentence.
complete declarative
sentence.
Example:
The wisdom of Filipinos
Example:
helps win over during the
The wisdom of Filipinos
challenges of the olden
helps win over during the
times.
challenges of the olden
times.
Activity:
1. Recall the story of The
Activity:
Happiest Boy in the World
1. Retell the fable The
discussed on B.
Turtle and the Rabbit on
2. Write the theme of the
a Race.
story.
2. Answer
comprehension
Answer:
questions:
The theme of the story:
Who won in the race?
Happiness can be found in
Why?
simple things in life.
3. Write the theme of the
fable.
Answers:
1. The turtle won the
race.
2. The turtle won
because even though he
was slow, he kept going
until he reached the
finish line.
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Region V/Daily Lesson Plan/2019-2020
3. The theme of the
fable: We can win the
races of life if we keep
going despite the
challenges.
E. Discussing new
concepts and practicing
new skills #1
Discussing concepts:
Of Significant Human Experiences (SHE), and
Universal Truths (UT) in literature (from Eilyn L. NideaParocha‘s files):
a. The SHE is an important experience written about a
literary work that makes people more humane, or helps
them become more in touch with their humanity. This
can be simple and ordinary, such as everyday
occurrences (sharing one‘s meal with street children), or
complex and great, such as once-in-a-lifetime events
(dying in action after saving a number of victims of an
earthquake).
b. The UT is something in literature that can be proven
true in all places in the world over, and in all times. This
can include the concepts of human values (family over
fame) and beliefs (Good always triumphs over evil).
F. Developing mastery (
Leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
c. The She and UT contribute to a reader‘s
understanding of a story‘s theme by pinpointing and
highlighting to a life reality that helps identify the theme.
Reread The Happiest Boy in the World
Answer the processing questions:
1. What is something that is depicted/mentioned in the
story that is true in the whole world (UT)?
2. What significant human experience is
mentioned/depicted in the story?
Answer:
1. It is implied in the story that education is an important
legacy parents can give to their children.
2. It is described in the story that both Julio and Jose
did their best to secure educational opportunities for
Jose.
When we share our daily
What can be the themes
experiences to our family
of special occasions that
members, do we include
are venues for family
themes? Why? How?
gatherings?
Answer:
Yes. Themes are included
because they are integral
part of our daily life. We
include them when we give
organic and significant
details to our daily
accounts.
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Answer:
Themes can be about
unity, hard work and
success.
H. Making
generalizations of
concepts and skills in
daily living
What are the elements of a
story? How do they
contribute to the
development of theme?
Answer:
1. The elements of story are
exposition, rising action,
climax falling action and
resolution. The elements
help highlight the central
idea of the story, or a reality
about
life
which
is
presented in the story.
1. What is SHE?
2. What is UT?
3. How can these
contribute to a reader‘s
understanding of the
story‘s theme?
Answer:
1. The SHE is an
important experience
written about in a literary
work that makes people
more humane, or helps
them become more in
touch with their
humanity.
2. The UT is something
in literature that can be
proven true in all places
the world over, and in all
times.
I. Evaluating learning
3. The SHE and the UT
contribute to a reader’s
understanding of a
story’s theme by
pinpointing and
highlighting to a life
reality that helps identify
the theme.
Recall the story of The Good Prince Bantugan (Refer to
LM pp. 73-76). Write its theme on a ½ sheet of paper
crosswise.
Possible Answers:
1. Envy makes a person bitter and unhappy.
2. Happiness comes to those who live with good deeds.
3. Sometimes life gives second chances.
J. Additional activities for
application or
remediation
V. REMARKS
Suggested Criteria for Rating:
Accuracy & Relevance of Content
50 points
Language Mechanics
50 points
TOTAL
100 points
Reread The Legend of Maria Makiling on pp. 53-54.
Write the story‘s theme on your notebook. Prepare for
discussion next meeting.
VI. REFLECTION
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A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require
additional
activities
for
remediation
C. Did
the
remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies
worked
well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 3, Day 4
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/ Objectives
II. CONTENT
II. LEARNING
RESOURCES
References
1. Teacher’s Guide page/s
2. Learner’s Materials
page’s
3. Textbook pages
4. Additional Materials
from Learning Resources
(LR) portal
5. Other Learning
Resources / Instructional
Materials
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson.
B. Establishing a
purpose for the lesson
The learners demonstrate understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/ reported speech, passive/ active voice, simple
past and past perfect tense, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
Employ the appropriate oral language and stance in an
interview, a panel discussion, in a forum and in a
debate. EN7OL-III-c-3
Panel Discussion
pp. 339-340, pp. 380-381
pp. 386-387, pp. 339-342
Definition of Panel Discussion
https://www.powerfulpanels.com.definition
Video Clip on Panel Discussion
https://m.youtube.com/watch?v=xPzjYUjg7-A
Steps in Conducting Panel Discussion
Error! Hyperlink reference not valid.
What is the theme of the story‖ The Happiest Boy in the
World‖?
 Happiness can be found in simple things.
 Education is important to realize our goals in life.
 Happiness in this world is not worth any money.
Present a video clip on how to conduct panel
discussion.
Have you experienced participating in a panel
discussion?
Panel discussion is a specific format in a meeting,
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Region V/Daily Lesson Plan/2019-2020
conference or convention. It‘s is a live or virtual
discussion about a specific topic amongst selected
group of panelists who share differing perspectives in
front of a large audience.
https://www.powerfulpanels.com.definition
Panel discussion is a discussion in which few persons
carry out a convention in front of an audience.
https://m.youtube.com/watch?v=xPzjYUjg7-A
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and
practicing new skill #1
E. Discussing new
concepts and
practicing new skill
#2
Answer the following questions:
1. Who are the people involved in a panel
discussion?
The people involved are panelists, moderator,
audience, timer, note taker and feed backer
2. What are their functions/roles?
Answer:
Panelists – discuss the topic.
Moderator – introduces the topic and facilitate the open
forum.
Timer- Monitors and records time of discussion.
Note takers – document the proceedings.
Feed backer – gives positive and negative feedback on
the performance of the panelists and audience.
3. How long does a panel discussion last?
The students will be given 15-20 minutes to organize
ideas and then 40 minutes for panel discussion. A total
of 60 minutes.
Refer to Task II. B How to proceed on the Panel
Discussion, Page 386 Grade 7 LM.
This time we will discuss about open forum which is an
integral part of panel discussion.
What are the three types of questions?
The three (3) types of questions are:
1. Questions answerable by yes or no
Example. Is Julio a farmer?
2. Questions answerable by 5W’s and H:
Examples: Who is Julio? How does he secure Jose‘s
education?
3. Tag questions
Example: Jose is happy when he knows he can
study, isn‘t he?
F.
Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
Perform a panel discussion about the given topic
observing the process.
TOPIC:
―Character traits that can help achieve one‘s goal‖
Activity: Open Forum
Members of the audience ask questions from the
panelists. Moderators facilitate the open forum.
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H. Making
generalizations and
abstractions about the
lesson
1. What are the processes / steps in conducting a panel
discussion?
Answer:
The steps in conducting a panel discussion are:
1. Choose a moderator.
2. Select your panelist carefully.
3. Stick to a theme or plan questions in
advance.
4. Allow your panelists to pre- mingle, but don‘t
overdo it.
5. Keep introduction short.
6. Give a chance to participate.
7. Consider a one – sheeter of key takeaways.
Reference: Steps in Conducting Panel Discussion
Error! Hyperlink reference not valid.
2. Why is it important to conduct a panel discussion?
I. Evaluating learning
Answer:
It is important to conduct a panel discussion to give
chances to learners to express their ideas, opinions,
insights etc. about the given topic and to members of
the audience to ask relevant/ pertinent questions that
crystalize their understanding of what is discussed.
Group Activity:
Present a panel discussion on the given topics:
―Effects of Positive Values to One‘s Studies‖
Group I: Optimism
Group II: Industry
Group III: Honesty
Group IV: Obedience
Group V: Respect
Rubrics:
Refer to scoring guide for Panel Discussion, Page 386387 Grade 7 LM.
Discussion:
1. What steps did you follow in conducting a panel
discussion?
2. What makes a panel discussion successful?
Possible answers:
Question 1:
The steps that we followed in conducting a panel
discussion are:
1. Choose a moderator.
2. Select your panelist carefully.
3. Stick to a theme or plan questions in
advance.
4. Allow your panelists to pre- mingle, but don‘t
overdo it.
5. Keep introduction short.
6. Give a chance to participate.
7. Consider a one – sheeter of key takeaways.
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Question 2:
1. Experience
2. Observation
3. Communication Skills
J. Additional activities for In the same grouping, perform a panel discussion on a
application or
topic of your choice and submit through a video
remediation
presentation.
V. REMARKS
VI. REFLECTION
A. No. of learners who
B.
C.
D.
E.
F.
G.
earned 80% on the
formative
assessment
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work? No.
of learners who
have cope with the
lesson.
No. of learners who
continue to require
remediation.
Which of my
teaching strategies
worked well? Why
did these work?
What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 3, Day 5
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of Philippine
literature in the period of emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple
past and past perfect tenses, and sentence connectors.
B. Performance Standards
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas
,opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
C. Learning Competencies/
Objectives
Use the passive and active voice meaningfully in varied
contexts. EN7G-III-c-2
II. CONTENT
LANGUAGE CONNECTIONS: Active and Passive
Voice
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning
Resources
344-347, 374-375
347-351, 378-379
Detailed Lesson Plan in Active and Passive Voice
https://www.slideshare.net/dhayhan/detailed-lessonplan-in-active-and-passive
Active and Passive Voice
https://www.englishforeveryone.org/PDFs/Active%20%20Passive%20Voice.pdf
Active and Passive Voice Exercise
https://www.englishgrammar.org/active-passive-voiceexercise-8/
Contextualized Module in English 7 (Camarines Sur
Division)
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IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
Advanced Learners
. A. Video Clip
 Let the learners watch
the video clip and take
note of the statements
used during the
hearing/session in a
courtroom
Read the following
sentences and identify
the verbs:
Carlos gave a speech.
Lito plays basketball.
Olive sings folk songs.
 Ask them to classify
whether they are in
active or passive voice.
Answers: gave, plays,
sings
 Tell them to write their
answers on the
appropriate column
What is a verb?
A verb is an active word
or state of being.
Oh My G! (Grammar Consciousness and Awareness)
 Study Grammar Points on Active and Passive
Voice.
 Note the salient rules in transforming active
sentences to passive sentences or vice versa.
Refer to Task 7: Language Connections, pp. 378-379,
Grade 7 LM
Refer to This is good to know Active and Passive voice
page 379, Grade 7 LM.
Rules in changing Active voice into Passive voice:
1. Identify the subject, the verb, and the object of the
sentence. (STVDO)
2. Use the object as the subject of the sentence.
3. Add the appropriate linking verb. Take note of the
tense and the subject – verb agreement.
4. Change the verb into the past participle form.
5. You can add the preposition ―by‖ then put the subject
as its object. If the subject is a pronoun, you need to
change it into objective case.
EXAMPLE:
Linda bought a new dress. (Active)
A new dress was bought by Linda. (Passive)
She kicked the ball. (Active)
The ball was kicked by her. (Passive)
Transform Me
Identify the voice of the
(Guided Practice)
verb in each sentence.
Change the sentences
1. Raul presented an
from active to passive
interesting report.
voice.
2. Baseball was played
1. The dancers entertained
by Joseph.
the guests.
3. Martin removed the
2. Two police officers led
old paint.
the procession.
4. The national budget
3. We celebrate Christmas
was approved by
every year.
congress.
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Average Learners
4. The noise outside
disturbed the students.
5. He found the missing
envelopes.
E. Discussing new
concepts and practicing
new skills #2
5. She cooked the
breakfast.
Answers:
1. active
2. passive
3. active
4. passive
5. active
Answer Key:
1. The guests were
entertained by the dancers.
2. The procession was led
by the two police.
3. Christmas is celebrated
by us every year.
4. The students were
disturbed by the noise
outside.
5. The missing envelopes
were found by him.
The active and passive voice are used in varied
contexts such as: conversation with other people,
meeting or conference and school reporting. Identify
the sentence that has the active voice and in the
passive voice.
A. Conversation with other people
1.
Mario asked his mother about his book.
2.
His mother replied that the book was placed
by her in his drawer.
B. Meeting or conference
1.
The meeting was presided by the president.
2.
The secretary recorded the minutes of
meeting.
C. School Reporting
1. Grade 7 learners prepared a report in
English.
2. The report was presented by the leader of
the group.
Possible Answer:
A. 1. Active voice
2. Passive voice
B. 1. Passive voice
2. Active voice
C. 1. Active voice
2. Passive voice
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F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
concepts and skills in
daily living
I. Evaluating learning
J. Additional activities for
application or
remediation
Read the short scenario:
Tell whether the verb in
Answer
the
questions each sentence is in the
using active or passive active or passive voice.
voice depending upon the 1. Manny Pacquiao gave
sentence.
honor to the
Philippines.
―John saw a pretty girl. He
2. The jeepney was
went to talk to her. Her
creative innovation
husband
arrived.
The
of the Filipino
husband hit John on
inventor.
the nose.
3. A program was
planned after the
1. What did the husband
special occasion.
do?
4. He sent me the
money last week.
The husband hit John on
5. My mother got the
the nose. (active)
letters from a
balikbayan friend.
2. What happened to
Answer Key:
John?
1. Active
2. Active
John was hit on the nose
3. Passive
by the husband.(passive)
4. Active
5. Active
Identify the context in which the following sentences are
used.
1. Ma‘am, our project was submitted by our leader
yesterday.
2. Your honor, the evidence was identified by the
witness.
3. Excuse me chief, the garbage truck collected
the segregated garbage in the respective zones.
Possible Answer:
1. Classroom situation
2. Courtroom proceedings
3. Barangay assembly
Ask: When can we use the active and passive voice of
the verb.
Possible Answer:
In conversing with others
In meeting and conference
In making report
DIY Project Instruction
DIY Project Instruction
Manual
Manual
(Individual Activity)
(Group Activity)
Create an instruction
Create an instruction
manual for a ―Do-Itmanual for a ―Do-ItYourself‖ Christmas Tree.
Yourself‖ Christmas Tree.
Use Active and Passive
Use Active and Passive
Voice in your sentences.
Voice in your sentences.
Write a brief description of art that you or one of your
friends created. Use both active and passive voice
verbs. Circle each verb and identify its voice.
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V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require
additional
activities
for
remediation
C. Did
the
remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 4, Day 1
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide page
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning
Resources
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to
assert one‘s identity; strategies in listening to and
viewing of informative and short narrative texts; word
relationships and associations; informative speech
forms; and use of direct/reported speech, passive/
active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and
appropriate listening
and
viewing
strategies;
expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication
using
direct/reported
speech,
active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.
 Determine the key message conveyed in the
material viewed. EN7VC-III-d-13
 Determine the order of ideas as signaled by cues.
EN7LC-III-d3.18
Module 3-Lesson 4: Responding to the Needs of
Others
Video Clip on The Parable of the Good Samaritan
English 7 Teacher’s Guide, pp. 351-354
English 7 Learners’ Material, pp. 353-354
Picture
of
a
men
helping
others
https://www.pinterest.ph/pin/507992032939084804/?lp
=true
Video clip on The Parable of the Good Samaritan
https://www.youtube.com/watch?v=aSfm2xdKau4
Images of the good Samaritan
http://www.freebibleimages.org/photos/parable-goodsamaritan/
Video clip on helping Typhoon Yolanda victims
https://www.youtube.com/watch?v=WJglUtoFWa4
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IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
Advanced Learners
Average Learners
 What did we discuss last meeting?
 Identify whether the sentence is in the active or
passive voice?
1. Manny Pacquiao gave one thousand pesos to
the people in General Santos City.
2. One thousand pesos was given by Manny
Pacquiao.
This lesson will guide you to become a person
who responds to the needs of others.
Specifically, this lesson aims to:
 watch and listen to a video clip on helping
others;
 determine the order of ideas as signaled by
cues; and
 determine the key message conveyed in the
material viewed
Task 1: A Picture of You in My Mind ( English 7
Teacher’s Guide, p. 351; English 7 Learners’ Material,
pp. 351)

Tell the learners to look at the picture carefully.

Ask them to say something about the picture.
https://www.pinterest.ph/pin/507992032939084804/?lp
=true
Process Questions:
1.
2.
3.
4.
What is shown in the picture?
What do you feel upon looking at the picture
How do you feel when others help you?
How do you feel when you help others?
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D. Discussing new
concepts and practicing
new skills #1
Task 2. Stop, Look and Listen
Motive Question: Who helped the dying man on the
road? How did the good Samaritan help the man in
need?
Let the learners watch a short video clip on The
Parable of the Good Samaritan.
https://www.youtube.com/watch?v=aSfm2xdKau4
The story you just watched is a parable. A parable is
a simple short story used to illustrate a moral or
spiritual lesson, as told by Jesus in the Gospels. What
other parables from the Bible are you familiar with?
 The learners will watch and listen to a video clip.
 After watching, the class will answer the following
questions through a quiz bee.
 The class is divided in two groups.
 The group assigns a member to write the answers
on a white board and to flash the answer.
 The group/groups will be given one point for each
correct answer. The group with the most number of
points wins the game.
1. Who helped the dying man on the road
2. How did the Good Samaritan help the man in
need?
3. What type of story is it?
4. Why do you say so?
5. What is the message of the story?
6. What is the video all about?
7. Where did the man come from?
8. Where was he travelling to?
9. What happened to this man?
10. Who was the first man who saw the beaten
man?
11. Did he help the half-dead man? Why not?
12. Who was the next man who saw the beaten
man?
13. Did he also help the half-dead man? Why not?
14. After the priest and Levite, who passed by the
road where the man was lying half-dead?
15. Did the Samaritan help the dying man?
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E. Discussing new
concepts and practicing
new skills #2
Sequence signals or sequence connectors are
words or group of words used to link sentences and be
able to discuss the order of events. They are useful in
determining which event happens first, second, etc.
The following are the cue words to show order of
ideas:
First, second, third, etc.
One day
Next
Then
Afterwards
Advanced Learners
Task 3. Put into
Order
Average Learners
Task 3. Picture Clues
Arrange the events in
the story of The
Parable of the Good
Samaritan. Use
signal words to show
the sequence of
events.
_________ The
Samaritan bound the
man‘s wounds,
poured oil and wine.
_________ The
Samaritan brought
the dying man to an
inn to rest and
recover.
_________ He told
the innkeeper to take
care of the dying
man until he was
well.
_________ A group
of men robbed,
stripped and beat
him.
_________ A Levite
came to the place,
saw the man but
ignored him.
_________ A priest
saw him but just
passed on the other
side.
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While
Once upon a time,
Once there was…
Before
After
Finally, lastly, etc.
Using the following pictures,
arrange the events in the story
of The Parable of the Good
Samaritan. Be able to use the
signal words to show the
sequence of events.
_________ A man is
going down from
Jerusalem to Jericho.
_________ A
Samaritan passed by
where the man laid
half dead.
http://www.freebibleimages.org
/photos/parable-goodsamaritan/
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F. Developing
mastery(Leads to formative
assessment 3)
Task 4. Orderly Guessing (English 7 Learners’
Material, p, 354; English 7 Teacher’s Guide, p. 352 )
Let the students listen as the teacher reads a series of
events not arranged in proper order. Let them arrange
the events in proper order by listening closely to the
clues in the sentences and organize the answers using
the chart below.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Task 5. PM (Personal Message)
 What events are highlighted in the listening
text?
 What is its message?
 As a young person, how can you respond to the
needs of others? Give examples.

What is/are the importance of using sequence
signals?
 Why do we need to respond to the needs of
others?
 How do we respond to the needs of other people?
Task 6. Watch and React


Watch and listen to a video clip on helping one
another in times of calamity.
Be able to answer the following questions:
https://www.youtube.com/watch?v=WJglUtoFWa4
1.
2.
3.
4.
5.
6.
What is the video about?
What calamity is shown in the video?
How did the Filipinos suffer then?
Who brought them hope?
What helps were extended by other people?
What is the message of the video?
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

Arrange the following events as shown in the
video.
Put a sequence signal in each sentence to show
proper order of ideas. (#7-10)
____Typhoon Yolanda devastated many parts of
Eastern Visaya.
____Some people died, others became homeless, and
many survivors were hungry and hopeless.
____Visayans were struggling for their survival and
asking for help.
____Local and foreign people helped the people in
need.
J. Additional activities for
application or remediation
Task 7. Re-Tele Serye


Watch one popular television series (teleserye) at
home.
Retell the events using sequence signals in your
sentences.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. No. of learners who
continue to require
remediation
D. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 4, Day 2
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC code for
each)
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Use the universe of the text to activate one‘s schema:
EN7RC-III-d-8.2
Determine words or expressions with genus-species
(hyponymous) relations in a selection: EN7V-III-d-13.8
Discover literature as a tool to assert one‘s unique identity
and to better understand other people: EN7LT-III-d-5
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing
previous lesson
or presenting the
new lesson
Explain literary devices used: EN7LT-III-d-2.2.2
Hunger in Barok by N.V.M. Gonzalez
English Learner‘s Material
pp. 355-365
https://philippinelit.wordpress.com/2013/04/10/58/
God Said, “I Made a Man” By Jose Garcia Villa
Advanced Learners
Average Learners
The teacher asks students on the virtue emphasized in the
videos they watched in the previous lesson. Then, he will
introduce the text, Hunger in Barok by N.V.M. Gonzalez, to
be read and remind the learners to eye on the virtues of
the story.
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B. Establishing a
purpose for the
lesson
Learners will individually perform
Task 4: Imagine the Possibilities
and Task 5: Wordy Bubble
Vocabulary as pre – activities for
the reading task.
The teacher will remind the class
to reserve answers in Task 4 for
the after-reading activity.
Likewise, he will do brief
discussion on Hyponym (is a term
used to designate a particular
member of a broader class. For
instance, daisy and rose are
hyponyms of flower.)
TASK 1: Gi‘mme Two
Give two specific names for each
specie below.
1. _____ _____ fish
2. _____ _____ bird
3. _____ _____ shell fish
4. _____ _____ insect
5. _____ _____ tree
Learners will group
themselves into four
(4) and perform Task
4: Imagine the
Possibilities and Task
5: Wordy Bubble
Vocabulary as pre –
activities for the
reading task.
The teacher will
remind the class to
reserve answers in
Task 4 for the afterreading activity.
Likewise, he will do
brief discussion on
Hyponym (is a term
used to designate a
particular member of
a broader class. For
instance, daisy and ro
se are hyponyms
of flower.)
TASK 1: Gi‘mme Two
Give two specific
names for each
specie below.
1. _____ _____ fish
2. _____ _____ bird
3. _____ _____ shell
fish
4. _____ _____
insect
5. _____ _____ tree
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
Learners will do Task 6: Fortune Telling Story, making
sure that the ―Guess What?‖ activity in between
paragraphs of the story will be cautiously performed.
After reading, learners will go back to their answers in
Task 4 and verify them.
Q and A: Learners will answer the following questions on
the story read:
1. Describe Pare Crispin and Mang Cesar?
2. What was the problem Pare Crispin struggled?
How did Mang Cesar become of help to Crispin‘s
predicament?
3. Do you think Crispin‘s decision of planting the
cavan of seed rice was the better decision to do?
Why or why not?
4. Was the value of helping depicted in the story
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E. Discussing new
concepts and
practicing new
skills #2
proper?
5. If you were Pare Crispin, would you cook the cavan
of seed of rice for your family or have it planted?
The teacher will discuss two literary devices used in the
story: Tone and Mood.
Tone - in written composition, is an attitude of a writer
toward a subject or an audience. Tone is generally
conveyed through the choice of words, or the viewpoint of
a writer on a particular subject.
God Said, “I Made a Man” By Jose Garcia Villa
God said, ―I made a man
Out of clay –
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,
And oh,
He was handsome to behold!
But in his hands held he a bow
Aimed at me who created
Him. And I said,
‗Wouldst murder me
‗Who am thy Fountainhead‘
Then spoke he the man of gold:
‗I will not
Murder thee! I do but
Measure thee. Hold
Thy peace!‘ And this I did,
But I was curious
Of this so regal head.
‗Give thy name!‘ –Sir! Genius‘‖
Leaving as heritage this islet this poem,
You and I, this country yours and mine,
This child dreaming on the edges of life.
In this selection, the general tone speaks of a God – man
relationship.
Mood - In literature, it is a literary element that evokes
certain feelings or vibes in readers through words and
descriptions.
Then spoke he the man of gold:
‗I will not
Murder thee! I do but
Measure thee. Hold
In these lines, the mood depicts arrogance.
Learners will be asked to extract lines from the discussed
story that depict tone and mood.
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F. Developing
Mastery (leads to
Formative
Assessment 3)
A. Learners will identify the tone or mood the lines
have.
1. Tell the tone of the lines, ―This was the last fish we
were ever to see Paul catch. My father and I talked
about this moment several times later, and
whatever our other feelings, we always felt it fitting
that, when we saw him catch his last fish, we never
saw the fish but only the artistry of the fisherman.‖
- A River Runs Through It by Norman Maclean
a. sad
b. amused
c. ecstatic
d. fear
2. What mood does the lines "I fancied that the cat
was avoiding my presence... The fury of a demon
instantly possessed me. I knew myself no longer"
from Edgar Allan Poe‘s The Black Cat have?
a. Mad
b. optimistic
c. bad
d. weird
3 – 4. What tone do the lines have?
―Can someone tell me what the hell is going on
here?‖
a. pessimistic
b. cheerful
c. aggressive
d. sad
Father: ―We are going on a vacation.‖
Son: ―That‘s great!‖
a. pessimistic
b. cheerful
c. aggressive
d. sad
5.―The river, reflecting the clear blue of the sky,
glistened and sparkled as it flowed noiselessly on ‖
Charles Dickens‘ Pickwick Papers has what kind of
mood?
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
a. sad
c. peace
b. angry
d. kind
Do you have any experience of helping other people? How
did you feel about it?
POINT TO PONDER ON: Students will say something
about a shared quotation.
―We rise by lifting others.‖ – Robert Ingersoll
When is helping genuine?
What are the importance of tone and mood in literature?
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J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have cope
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share
91
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 4, Day 3
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC code for
each)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3.Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Use the passive and active voice meaningfully in varied
contexts. EN7G-III-d-2:
Using Active and Passive Voice
pp. 378-380
https://www.youtube.com/watch?v=t5i871xPx-Y
Advanced Learners
Learners listen to this
anecdote and answer.
Average Learners
Teacher drops a pen on
the floor. Learners are
asked to describe what
Jose saw a pretty girl named
happened using the
Maria in the flower shop. He
sentence starters:
bought her roses with all his
1. The teacher…
money. His mother saw it and
(The teacher
scolded Jose.
dropped a pen.)
1. What did the mother do?
2. A pen…
(The mother scolded
(A pen was
Jose).
dropped by the
2. What happened to Jose?
teacher.)
(Jose was scolded by the
mother).
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B. Establishing a purpose
for the lesson
Learners will compare and
contrast the two sentences in
terms of their structure
(subject and object positions,
verb form)
Teacher will provide jumbled
words which students need to
rearrange to form two
sentences (1 active and 1
passive)
Arranged sentences:
1. LGBTQ+ community
deserves respect.
2. Respect is deserved by
the LGBTQ+
community.
Learners will identify the
subject, verb, and object
in the given sentences
Teacher provides 2
sentences whose verbs
are active and passive.
Then, the learners will
say something about
them.
Examples:
1. LGBTQ+
community
deserves respect.
2. Respect is
deserved by the
LGBTQ+
community.
C. Presenting
examples/instances of
the new lesson
(Source: LM, p. 379)
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D. Discussing new
concepts and practicing
new skills #1
(Source: LM, p.378)
Formulae in Changing Verbs in Simple Tenses from
Active to Passive Voice:

SIMPLE PRESENT TENSE
O=S + is/am/are + past participle of verb by +
S=O
Gay men display love for nature.
S
V
O
Love for nature is displayed by gay men.
S
V
O

SIMPLE PAST TENSE
O=S + was/were + past participle of verb by +
S=O
Gay men displayed love for nature.
S
V
O
Love for nature was displayed by gay men.
S
V
O
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
SIMPLE FUTURE TENSE
O=S + will be/shall be + past participle of verb
by + S=O
Gay men will display love for nature.
S
V
O
Love for nature will be displayed by gay men.
S
V
O
E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery
(leads to Formative
Assessment 3)
Identify if the sentence is in the
ACTIVE or PASSIVE voice.
1. The thieves were arrested by
the police.
2. The marvelous performance
delivered by the children
enthralled us.
3. He was invited to their party.
4. We shipped your order.
5. The girl recited the poem
beautifully.
6. The guests enjoyed the
party.
7. The child impressed
everyone with his polite
manners.
8. A girl from Chennai won the
first prize.
9. The readers like the latest
book of the writer.
10. They paint the walls.
Rewrite
the
following
changing
the
active
sentences to passive and
passive sentences to active.
1. The thieves were arrested by
the police.
2. The marvelous performance
delivered by the children
enthralled us.
3. He was invited to their party.
4. We have shipped your order.
5. The girl recited the poem
beautifully.
6. The guests enjoyed the
party.
7. The child impressed
everyone with his polite
manners.
8. A girl from Chennai won the
first prize.
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Identify if the sentence
is in the ACTIVE or
PASSIVE voice.
1. Pedro gave an
interesting
demonstration.
2. Basketball was
played by Jaime.
3. Marco removed
the old painting.
4. The
national
budget
was
approved by the
Congress.
5. Father cooked
dinner.
Rewrite the following
changing the active
sentences to passive
and
passive
sentences to active.
1. Pedro gave an
interesting
demonstration.
2. Basketball was
played by Jaime.
3. Marco removed
the old painting.
4. The
national
budget
was
approved by the
Congress.
5. Father cooked
dinner.
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
9. The readers like the latest
book of the writer.
10. They paint the walls.
The Voice Kids. Divide the class into two. The first
group will give a sentence (active voice) about the daily,
usual habits of kids/children. Second group will change
the sentence into passive voice. They will take turns.
What is the importance of active and passive voice in daily
communication?
ADVANCED LEARNERS
Task 7: Language
Connections. Sentence
Craft. Transform the
following sentences from
active to passive voice. (LM,
pp. 379-380)
AVERAGE LEARNERS
Task 7: Language
Connections.
Sentence Craft.
Transform the
following sentences
from active to passive
voice. (LM, pp. 3791. President Aquino visits 380)
the victims of the
typhoon.
1. President Aquino
2. Volunteer
students visits the victims of the
initiated
a
feeding typhoon.
Program
in
remote 2. Volunteer students
public schools.
initiated a feeding
3. The
Department
of Program in remote
Health spearheaded the public schools.
clean-up drive to fight 3. The Department of
against dengue.
Health spearheaded the
4. The Grade 7 students clean-up drive to fight
receive the award in the against dengue.
poster making contest.
4. The Grade 7 students
5. DOST
scholars receive the award in the
volunteered to mentor poster making contest.
some students in public 5. DOST scholars
schools.
volunteered to mentor
6. The poor but deserving some students in public
students
request schools.
financial support from
the Alumni Foundation.
7. The teacher explains
the rubrics in comic strip
making.
8. Red Cross accepted
some
donations
of
goods from the OFWs.
9. A group of parents
donated books during
the Book campaign.
10. Pope Francis reminded
the Filipinos to be
prayerful especially at
this critical time.
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Region V/Daily Lesson Plan/2019-2020
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
this work?
F. What difficulties did
I encounter which my
supervisor/principal/de
partment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 4, Day 4
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to
assert one‘s identity, strategies in listening to and
viewing of informative and short narrative texts; word
relationships and associations; informative speech
forms;
and
use of
direct/reported
speech,
passive/active voice, simple past and past perfect
tenses, and sentence connectors.
B. Performance Standard
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
C. Learning Competencies Employ the appropriate oral language and stance in an
(Write the LC code for each) interview, a panel discussion, in a forum and in a
debate. EN7OL-III-d-3
II. CONTENT
Oral fluency
III. LEARNING
RESOURCES
References
English Learner‘s Material
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pages
pp.368-369
4. Additional Materials from
Learning Resource (LR)
Portal
5. Other Learning Resources
IV. PROCEDURE
Advanced Learners
Average Learners
A. Reviewing previous
Recall previous lesson/Present a new lesson
lesson/presenting the new
lesson
B. Establishing purpose
for the lesson
Let the learners read the objectives for the day.
C. Presenting
Task 8. PICTURE GALORE!
examples/instances of the Say something about the picture. Describe what they
new lesson
are doing.
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Region V/Daily Lesson Plan/2019-2020
Possible answers:
-Having a meeting
-Panel Discussion
-Forum
-An Interview
-A Debate
D. Discussing the new
concepts and practicing the
new skill #1
PANEL DISCUSSION-is a situation in which a group of
people are gathered together to discuss an issue,
often to provide feedback on something, to brainstorm
solutions to a problem or to discuss an issue of public
concern in front of an audience.
- Panel discussion is a situation in which a group
of people are gathered together to discuss an
issue, often to provide feedback on something, to
brainstorm solutions to a problem or to discuss an
issue of public concern in front of an audience.
a.
An example of a panel discussion is a
TV focus group where a group of viewers are
assembled to give feedback to the producers
of the show.
b.
An example of a panel discussion is
when top scientists gather together to discuss
global warming.
c.
An example of a panel discussion is
when a group of local politicians hold an open
discussion and invite the public to come with
questions or concerns.
FORUM- A meeting at which a subject can be
discussed
-a place, meeting, or medium where ideas and views
on a particular issue can be exchanged.
"it will be a forum for consumers to exchange their
views on medical research"
Synonym:
99
Region V/Daily Lesson Plan/2019-2020
meeting, assembly, gathering, conference, seminar, co
nvention, colloquy, convocation, congress, rally, counci
l, symposium, conclave, congregation
INTERVIEW- a meeting at which information is
obtained
a. Job interview
b. Mock interview
DEBATE- a discussion between people in which they
express different opinions about something
-is a process that involves formal discussion
on a particular topic. In a debate, opposing arguments
are put forward to argue for opposing viewpoints.
E. Discussing the new
concepts and practicing the
new skill #2
Task 9 Differentiated
activity
Task 9 MY STAND
Debate:
The class will be divided
The class will be
into four groups. Each divided into two. The
group will be given a affirmative
and
the
different task to do.
negative group. They will
give their opinions about
Group 1 “The Panelist‖
the topic, Can cellphones
The group will conduct a be allowed inside the
panel discussion. They classroom?
themselves will act as:
a. Farmer
b. Student leader
c. LGU
Representative
d. Barangay official
Issue: How can you
contribute in solving the
problem of our farmers
nowadays?
Group 2 “The Forumer”
The group will perform a
symposium.
They
themselves will act as:
a.
b.
c.
d.
e.
Teacher
Student
SSG President
Parent
School PTA
president
Issue: The forum is all
about school policy.
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Region V/Daily Lesson Plan/2019-2020
Task 3 “The
investigators”
The group will act out an
interview to officials of the
Department of Health on
Dengue
issue.
Rural
Health Unit and Barangay
Officials.
Issue: The increasing rate
of Dengue Cases.
Task 4 “The Debaters”
The group will conduct a
10-minute debate:
Issue: World before and
now.
F. Developing Mastery
(leads to formative
assessment 3)
Rubric
(refer to attachments)
Rubric
(refer to attachments)
G. Finding practical
Why do you think
applications of concepts and reasoning is important?
skills in daily living
You got perfect scores in
the test. Your classmate
thought that you cheated.
How would you reason
out?
H. Making Generalizations
and abstractions
When do you need to
reason out? Why?
When do you need to
reason out? Why?
I. Evaluating Learning
What do you think is/are the importance of speaking
and reasoning?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
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Region V/Daily Lesson Plan/2019-2020
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
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Region V/Daily Lesson Plan/2019-2020
Communicati
on
Correct
sentence
construction
Beginning
Developing
Good Skills
(1)
Coherence of
argument suff
ers from many
grammatical
errors.
(2)
Still require
a lot of work
on the part
of the
listener to
understand.
Errors still
require a lot
of work on
the part of
the listener
to
understand.
Speaker still
grasping at
use of
appropriate
vocabulary
(4)
Errors do not
interfere with
the meaning –
listening stress
is less.
Skills (5)
Few grammatical
errors and no
stress on the part
of the listener.
Errors do not
interfere with
the meaning –
listening stress
is less.
Pronunciation is
good with few or
no errors. Easy
to listen to
Speaker has
enough word
attack to convey
general
meaning.
Speaker able to
find appropriate
vocabulary with
ease.
Arguments
partially
staged, but
sequencing
is still
confusing.
Sometimes
supports
argument
with
evidence.
Arguments sta
ged well, and
most developed
logically.
Arguments well
staged and
developed logica
lly.
Usually
supports
argument with
evidence.
Always supports
argument with
evidence.
Makes
short,
simple
comments
on other
panellists‘
arguments.
Attempts more
detailed
clarification or
comments on
other panellists‘
arguments.
Can formulate
precise
comments and
clarification of
other panellists‘
arguments.
Pronunciatio
n
Errors interfere
strongly with
meaning. Very
difficult to
follow
Appropriate
vocabulary
Speaker
unable to find
appropriate
words to
convey clear
meanings.
Arguments not
staged – no
logical
development
Well
organised
oral text with
staging
Gives
information
with
supporting
evidence
Rarely
supports
argument with
evidence.
Demonstrate
s
understandin
g of other
panellists’
views/able to
clarify
Never asks
other panellists
for clarification,
or makes a
comment on
their argument.
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Region V/Daily Lesson Plan/2019-2020
Excellent
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 4, Day 5
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate listening
and viewing strategies; expressing ideas, opinions, and
feelings through various formats; and enriching written and
spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses
and connectors correctly and appropriately.
Compose an anecdote based on a significant personal
experience: EN7WC-III-d2.2.13
Anecdote
English Learner‘s Material
Advanced Learners
The teacher will ask for a
volunteer to share a humorous
personal experience.
(Learners will apply prosodic
features of speech in telling the
story)
Based on the listened personal
experience, learners will
describe its content and the
theme.
The teacher will ask the
following questions?
1.Is the story based on
personal experience?
2. Is the story humorous?
Various genres of narratives maybe introduced, but the thin
lines that separate them from one another have to be
considered.
When a narrative tackles humorous personal experience,
we call it ANECDOTE.
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Region V/Daily Lesson Plan/2019-2020
Average Learners
The teacher will ask for a
volunteer to share a
humorous personal
experience.
D. Discussing new concepts
and practicing new skills #1
Here is an example of a famous anecdote of Rizal. Take
note of its content and theme.
Excerpt from Anecdotes of Rizal, The Atenean (by Tom
Dela Cruz)
FRIENDLY:
One of the many characteristics of Rizal is friendly. He had
and made friends every time he travels and wherever he
goes. He even befriended Professor Ferdinand Blumentritt
though they haven‘t seen each other at first. Their
friendship started when Rizal‘s letter from Heidelberg
impressed Blumentritt who reciprocated by sending Rizal a
gift of two books. This event marked as the beginning of
their long and frequent correspondence friendship that
lasted all their lives.
E. Discussing new concepts
and practicing new skills #2
Source:https://www.scribd.com/doc/50770047/Anecdoteson-Rizal-the-Atenean
Three qualities of a good anecdote:
1.The anecdote has to be on point. You use anecdotes for
the same purpose you use illustrative examples.
2.The anecdote has to be memorable. Good anecdotes
have the ability to stick out in the readers mind after they
finish the piece.
F. Developing Mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
3.The anecdote has to be interesting. Injecting narratives is
a way to give your writing more color and personality.
Congressional Discussion: The class will be grouped into
four. Each group shall be assigned the following themes
for their anecdote composition:
1. Most memorable birthday party
2. Unforgettable summer vacation
3. Unexpected Christmas gift received
4. Social media experience that taught you a lesson.
(The teacher and the class will collaborate in crafting
the criteria on how their presentation will be rated.
In what situations do you think telling an anecdote is
necessary?
Quality Check
Check your composition whether the three qualities of a
good anecdote are present. One group may be asked to
share their output in class.
On a sheet of paper, learners will write an anecdote on
their first encounter with a new classmate and how they got
acquainted with them. Limit your output into two
paragraphs only.
Bring one or two examples of an anecdote about a Filipino
hero. Prepare to share it in class.
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Region V/Daily Lesson Plan/2019-2020
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
106
Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 5, Day 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
Make a stand on the material viewed EN7VC-III-e-14
II. CONTENT
Introduction/ Making a stand
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
pp. 371-372
Jaywalking
https://traffic.findlaw.com/traffic-tickets/jaywalking.html
Worksheets
www.englishlinx.com
Kwentong Jollibee: Cashier
https://youtu.be/Uw66Da0GFPM
Homeless Man Teaches Rich Man A Lesson He'll
Never Forget | Dhar Mann
https://youtu.be/5GFtduOuSmE
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the
new lesson
Pictures, passages
Advanced Learners
Average Learners
 Show pictures of different road violations
1. What do you call these pictures?
2. What are the violations they committed?
3. Have you experienced the same?
107
Region V/Daily Lesson Plan/2019-2020
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
1.
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
Possible answers:
1.These are road violations.
2. Jaywalking, No Parking, No Loading/ Unloading., No
Right Turn, No Entry
3. Answers may vary
Give the objective of the lesson.

Using the same pictures (pictures used in
presenting new lesson), ask the learners the
question:
1. Why do you think people choose to violate rules
instead of following them?

Ask the learners to view
Ask the
pictures of opposing ideas
learners to do
e.g Positive and negative effects
task 1 – Thinkof using gadgets
Link-Share
LM p. 372
What are the ideas conveyed by
the pictures?
1.What does it
What is your opinion regarding
suggest?
these ideas?
2.How is it related
(Note: Teacher can make use of
to our society?
any picture with opposing ideas:
3.How can we
help to make a
Discuss:
change in this
-Meaning of making a stand and kind of situation?
its importance
Possible answers:
Stand for something
1. The picture
- To support a particular set of shows opposing
ideas, values or principles
ideas
Importance
2. answers may
1.Build oneself
vary
2. Build respect
3. answers may
vary
1.
 Ask the learners to view a video clip and take
note of the following notes:
 The message of the speaker
 The stand of the speaker
 The speaker himself/herself
 Share your insights to the class
Note: Teacher can make use of this link
F. Developing mastery
(Leads to Formative
Assessment 3)
Clip Link: https://youtu.be/Uw66Da0GFPM
Group the learners into ___ groups
 Group Activity: COPY CUT
Every group will portray a picture that will be shown
by the teacher . Then , the class will guess what it is
about and make a stand about it.
Guide Questions:
1. What is the idea portrayed by the group?
2. What is your stand about the idea?
108
Region V/Daily Lesson Plan/2019-2020
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
of concepts and skills in
daily living
I. Evaluating learning
Note : Teacher can make use of pictures about tree
planting, use of gadgets while attending class,
community clean-up drive, and others
 Ask the learners to give
 Ask the learners to
the rules set by their
give the rules set by
class advisers.
their parents.
What is your stand about the
rules set by your class
adviser?
Why?
Answer the question:
Why do we make a stand on
the different issues around
us?
(Answers may vary)
Group the learners into
_____ and will view the
short video clip
What is your reaction to
the rules set by your
parents?
Why?
Answer the question
Why do we need to
know the issues around
us?
( Answers may vary)
Ask the learners to
view a short video
clip
Guide Questions:
What is the message
conveyed by the video ?
What is your group‘s stand
about it?
How did you come up with
that decision?
Guide Questions:
What part of the video
you like most ? Why
Give you stand
(Answers may vary)
Note:
Learners will answer
the guide questions
individually in ½
crosswise.
Note:
Every group will write their
answers in a manila paper
after discussion.
The representative of every
group will share the answers
in the big group.
J. Additional activities for
application or remediation
Clip link:
https://youtu.be/5GFtduOuS
mE
Cut two pictures from a
magazine with opposing
ideas. Paste them in short
coupon bond and write a
short paragraph discussing
your stand about them.
V. REMARKS
VI. REFLECTION
109
Region V/Daily Lesson Plan/2019-2020
(Answers may vary)
Clip link:
https://youtu.be/5GFtdu
OuSmE
Cut two pictures from a
magazine with
opposing ideas. Paste
them in short coupon
bond and write 5
sentences discussing
your stand about them.
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 5, Day 2
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
B. Learning
Competencies/
Objectives
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Determine words or expressions with genus-species
(hyponymous) relations in a selection EN7V-III-e-13.8
Make predictions about the textEN7RC-III-e-2.8
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
Discover literature as a tool to assert one‘s unique identity
and to better understand othersEN7LT-III-e-5
Making predictions, Hyponyms
pp. 373-377
Picture of a Courtroom
http://nine.cnnphilippines.com/incoming/n6nuf9-a8c1c2e468b8-4511-88c3727b791db179.png/alternates/FREE_768/a8c1c2e468b8-4511-88c3-727b791db179.png
How to Make Predictions Based on Information from a
Reading Selection
https://study.com/academy/lesson/how-to-makepredictions-based-on-information-from-a-readingselection.html#/partialRegFormModal
Making Predictions Worksheet 1 | Answers - Reading
Worksheets
https://www.ereadingworksheets.com/readingcomprehension-worksheets/making-predictionsworksheet-01/preview/answers.php
111
Region V/Daily Lesson Plan/2019-2020
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Advanced Learners
Average Learners
 Show a passage to the learners
 Ask them to explain the passage and make a stand
about it
―Justice delayed, justice denied!‖
Are you familiar of this passage?
Can you relate to it?
Do you have an experience related to the passage?
What is your stand about it?
B. Establishing a
purpose for the
C. Presenting
examples/instances of
the new lesson
 Present and discuss the objectives of the day
 Show the
courtroom
picture
of
a
 Show the picture of a
court room
http://nine.cnnphilippines.com/
incoming/n6nuf9a8c1c2e4-68b8-4511-88c3727b791db179.png/
alternates
/FREE_768/a8c1c2e4-68b84511-88c3-727b791db179.png
http://nine.cnnphilippine
s.com/
incoming/n6nuf9a8c1c2e4-68b8-451188c3727b791db179.png/
alternates
/FREE_768/a8c1c2e4What can you see in the 68b8-4511-88c3727b791db179.png
picture?
Are you
place?
familiar
with
this What can you see in the
picture?
Can you give the words used Are you familiar of this
place?
in this kind of place?
Do Task 3 – Treat Me
LM p. 373
 Give different words
use inside the
courtroom
Concept Note:
Hyponym- a word of more
specific meaning than a Possible answers:
judge
general or superordinate term
secretary
applicable to it. For example,
complainant
spoon is a hyponym of cutlery
defendant
-In Linguistics, it is a term used
stenographer
to designate a particular
member of a broader class, a
subtype or a subordinate term
112
Region V/Daily Lesson Plan/2019-2020
D. Discussing new
concepts and practicing
new skills #1
(Oxford dictionary)
Note : Teacher can give some
examples of hyponym
 Ask the students to read My Father Goes to Court by
Carlos Bulosan
LM pp 374-377
 Remind the learners to stop in the certain parts of the
story to answer questions
 Discuss the questions and answers before going on
reading the other parts of the story.
Note:
Discuss how to make predictions using this link:
https://study.com/academy/lesson/how-to-makepredictions-based-on-information-from-a-readingselection.html#/partialRegFormModal
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
 Discuss the story, My Father Goes to Court by Carlos
Bulosan using the Comprehension questions
1.Do you agree with the decision of the judge? Why?
2. If you were the father, would you do the same? Why?
3. Why did the judge dismiss the case?
4. How did the rich man learn his lesson?
( Answers may vary)
Note: In the discussion of the Comprehension
Questions, teachers should emphasize the unique
identity of Filipinos as manifested in the story
 Divide the class into ___  Divide class into __
groups
groups
 Give a situation to every
group and let them make a
prediction
through
dramatization.
Give each group a
situation and ask them
to make a prediction
through drawing.
Situations:
1. Jerry and Rachel
were excited in the
(Note : Use the situations beach. They set up their
chairs and towels. Then
given to the average
a wind picked up.
learners) .
Rachel looked up and
saw big, gray clouds.
2. Timmy left his toy
race car on the stairs.
Dad came down the
stairs carrying a big
heavy box. He stepped
on Timmy‘s toy race car.
3.Karen baked a cake.
She mixed it up and put
it in the oven, the
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G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
concepts and skills in
daily living
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
doorbell rang and it was
her friend Brittany. They
went outside to play.
Karen forgot all about
the cake.
4.Grandpa and Greg
went fishing. When they
got in the middle of the
lake, they stopped the
boat and threw in their
lines. Greg felt a hard
pull on his line. He tried
to pull it on, but it was
pulling so hard. Then
splash!
Make predictions based on the given situations below:
1.The whole class did not clean the room.
2 Your mother asks you for an errand but you forgot.
3. You have seen your girlfriend/boyfriend together
with his/her ex.
Ask:
Ask:
1. What is the importance of
1.What is prediction?
making predictions?
2.In what situations can
2. How do you make
we use prediction?
predictions?
Answer Making Prediction worksheet
( Use the attached worksheet)
Watch the episode tonight of your favorite Teleserye, write
your prediction of what will happen in the next episode.
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
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F. What difficulties did I
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
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APPENDIX A: Week 5, Day 1
Attachment 1a.
Presenting New Lesson
Picture of a Court Room
http://nine.cnnphilippines.com/incoming/n6nuf9-a8c1c2e4-68b8-4511-88c3727b791db179.png/alternates/FREE_768/a8c1c2e4-68b8-4511-88c3727b791db179.png
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APPENDIX A: Week 5, Day 1
Attachment 1b.
Evaluation
Making Predictions Worksheet 1 | Answers - Ereading Worksheets
https://www.ereadingworksheets.com/reading-comprehensionworksheets/making-predictions-worksheet-01/preview/answers.php
Directions: Read the following passages. Determine what event is likely to
happen next. Explain your answer using textual evidence.
1. Vince Thunder waved to the crowd one more time before he put on his motorcycle
helmet. The crowd cheered uproariously. Vince looked down the ramp and across
the 17 school busses that he was about to attempt to jump. It was a difficult trick and
everything would need to go right for him to nail it. His cape blew in the wind. As
Vince hoped on his motorcycle and started down the ramp, he noticed something
that he had not seen before. There was large oil slick at the end of the ramp. He
attempted to stop the bike, but it was too late. He had already built up too much
momentum...
What event is most likely to happen next?
What evidences from the text supports your prediction?
2. Fun in the Mud
Matt‘s dog has been outside all day. When he went to the door to come
inside, he was covered in mud. Oh no! What did you do? Yelled Matt. Matt‘s
dog jumped up at him. ―It‘s okay, stay right here, ―said Matt. He went inside
and grabbed a bottle of soap. Then he went over to the hose and turned it on.
What will happen next?
Why do you think so?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 5, Day 3
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning
Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
page/s
2. Learner’s
Materials page/s
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
portal
5. Other Learning
Resources /
Instructional
Materials
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and
associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting
one‘s identity; comprehending informative and short
narrative texts using schema and appropriate listening and
viewing strategies; expressing ideas, opinions, and feelings
through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.
Explain literary devices used. EN 7LT-III-c 2.2.2
Literary Device : Symbolism
pp 374-377
Symbol (Lion)
https://www.google.com/search?q=symbolism+of+lion&sour
ce=lnms&sa=X&ved=0ahUKEwjD74vAzN7jAhXFPn0KHQeV
Co0Q_AUIDCgA&biw=1366&bih=608&dpr=1
Church Symbols
https://www.kisspng.com/png-christian-church-mapsymbolization-sign-church-762779/preview.html
Symbolism (Definition)
https://literarydevices.net/symbolism/
Symbolism (Slide Deck/Presentation)
https://www.google.com/search?hl=fil&authuser=0&biw=136
6&bih=657&ei=8p9DXcjgOqK9hwPU118
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Y2QCA&q=symbolism+ppt+high+school&oq=symbolism+pp
y&gs_l=psyab.1.2.0i13j0i13i30l3j0i13i5i30l6.11066.12287..15346...0.0..
0.123.398.2j2......0....1..gwswiz.......0i71j0i70i249j0i67j0j0i22i30.jKr6VH2etDI
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson.
B. Establishing a
purpose for the
lesson
Laptop
Speaker
Projector
Pictures
ADVANCED LEARNERS
AVERAGE LEARNERS
We see symbols every day.
Have you seen any symbols on your way to school?
Describe / Illustrate them.
(Learners will describe / illustrate the symbols)
Show the following pictures and ask the questions below:
https://www.kisspng.com/png-christianchurch-map-symbolization-sign-church-762779/preview.html
 Have you seen these symbols already?
 What do you think these symbols mean?
C. Presenting
examples/ instances
of the new lesson
D. Discussing new
concepts and
practicing new skill
#1
Symbol is an object that stands for itself and a greater idea.
It can be an object, a picture, sound, numerals, or a written
word
Present the objectives of the lesson.
Direct the attention of the learners to the Philippine flag and
ask:
 What can you see in the Philippine flag?
 Can you tell what it stands for?
 What does a flag symbolize?
Introduce the term symbolism.
ADVANCED LEARNERS
AVERAGE LEARNERS
Discuss the literary device Discuss the literary device
called Symbolism through called Symbolism.
these lines from the story ―My Symbolism is the use of
Father Goes to Court‖.
symbols to signify ideas
1. His house was so tall that and qualities, by giving
his children could look in the them symbolic meanings
window of our house and that are different from their
watched us played, or slept, or literal sense.
ate, when there was any food
in the house to eat.
A symbol is the use of a
2. Sometimes, in the morning, concrete
object
to
our whole family stood outside represent an abstract idea.
the windows of the rich man‘s It
creates
a
direct,
house and listened to the meaningful link between a
musical sizzling of thick strips specific object, scene,
of bacon or ham.
character, or action and
3. At night, their coughing abstract ideas, values,
sounded like the barking of persons, or ways of life
herd of seals.
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Ask:
1. What do you think these
underlined words mean?
2. What help you interpret
these lines?
3. What is symbolism?
Symbolism is the use of
symbols to signify ideas and
qualities, by giving them
symbolic meanings that are
different from their literal
sense.
A symbol is the use of a
concrete object to represent
an abstract idea. It creates a
direct, meaningful link between
a specific object, scene,
character, or action and
abstract
ideas,
values,
persons, or ways of life
It also provides meanings
beyond the obvious
https://literarydevices.net/symb
olism/
E. Discussing new
concepts and
practicing new skill
#2
It also provides meanings
beyond the obvious
https://literarydevices.net/s
ymbolism/
Present these lines from
the story ―My Father Goes
to Court‖.
1. His house was was so
tall that his children could
look in the window of our
house and watched us
played, or slept, or ate,
when there was any food in
the house to eat.
2. Sometimes, in the
morning, our whole family
stood outside the windows
of the rich man‘s house
and listened to the musical
sizzling of thick strips of
bacon or ham.
3. At night, their coughing
sounded like the barking of
herd of seals.
Ask:
1. What do you think these
underlined words mean?
2. What help you interpret
these lines?
Group the class into ____.
Group the class into ____.
 Each group will be given a
 Post these pictures
picture.
on the board.
 Analyze what the picture
 Choose the
symbolizes.
symbolism they
 Present interpretation in
stand for from the
front of the class.
given options.
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Possible answers:
a. probably there is a conflict
or intense emotions or trouble
b. this might refer to the flow of
life, from birth to death
c. may refer to strength and
power
d. may express passion,
emotion, danger, or daring;
often associated with fire
e. may show the end of
conflict; a start of a new day.
F. Developing
mastery (leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning
J. Additional activities
for application or
remediation
Options:
a. probably there is a
conflict or intense emotions
or trouble
b. this might refer to the
flow of life, from birth to
death
c. may refer to strength
and power
d. may express passion,
emotion, danger, or daring;
often associated with fire
e. may show the end of
conflict; a start of a new
day.
PAIR ACTIVITY:
1. Go back to the story ―My Father Goes to Court‖.
2. Find at least two (2) symbolisms used by the author.
3. Share your responses with your partner. Explain what the
symbols stand for.
Illustrate the symbols you‘ve seen on your way to… (the
teacher may suggest locations/landmarks of your place).
Explain what it represents/stands for.
Explain the importance of using symbolism.
Think of any symbol
which represents your
personality.
Illustrate it in a short
size bond paper.
Explain your symbol.
If you are a symbol, what would it
be?
Illustrate it.
Explain your symbol in 5
sentences. (5 points)
Using the same grouping, learners will create a simple and
short comic strip of a short story (any theme) that uses
symbolism.
Then, share the comic strip and discuss symbolism.
IV.REMARKS
V.REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
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C. Did the remedial
lessons work? No. of
learners who have
cope with the lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I use /
discover which I wish
to share with other
teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 5, Day 4
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/ Objectives
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Employ the appropriate oral language and stance in an
interview, a panel discussion, in a forum and in a debate
EN7OL-III-e-3
Use direct and reported speech appropriately in varied
contexts EN7G-III-e-3:
II. CONTENT
Conducting a Simple Debate
Using Direct and Reported Speech
III. LEARNING RESOURCES
References
pages 360-361
1. Teacher’s Guide Pages
pages 396-397
2. Learner’s Materials
p. 365
Pages
pages 403-405
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
STeP Structure of Debate
https://m.youtube.com/watch?v=juuiZPQ1ZWk&t=39s
5. Other Learning
Resources
Introduction to the Debate
https://m.youtube.com/watch?v=WB3vEzu6gUo
Same Sex Marriage Issue (Debate)
https://m.youtube.com/watch?v=FkTuWlop8jA
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
laptop, projector, PowerPoint presentation
Advanced Learners
Average Learners
Recall the SONA of President Duterte delivered on
August 2019.
Ask:
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Region V/Daily Lesson Plan/2019-2020
1. What is the stand of the President Duterte on the
implementation of ROTC in Senior High School?
2. As a learner, what is your stand on this issue?
3. How did you come up with your decision on this
issue?
B. Establishing a
purpose of the lesson
C. Presenting
examples/instances
of the new lesson
Note: The teacher may opt to have the class view a
recorded portion of the SONA.
Making a stand on a particular issue enables you to
express your perception/decision based on given facts.
The process of weighing the pros and cons of a particular
issue for you to decide is very important in what we call
DEBATE.
Show a sample video clip of debate.
https://m.youtube.com/watch?v=FkTuWlop8jA
Discuss the process on
Introduce the process on
how to conduct a Simple
how to conduct a Simple
Debate using a graphic
Debate using a video clip.
organizer (refer to LM:
(the teacher may choose
Task 12 P. 403)
from either of the two video
clips)
D. Discussing new
concepts and
practicing new skills
#1
(https://m.youtube.com/watc
h?v=juuiZPQ1ZWk&t=39s)
(https://m.youtube.com/watc
h?v=WB3vEzu6gUo)
E. Discussing new
concepts and
practicing new skills
#2
In arguing on a particular issue, researched facts is
involved. Sometimes, direct speech and reported speech
are being used to present the efficacy of the arguments.
Do Task 7, Letter A: He Said What? Analyze the
following conversations between Mang Cesar and Pareng
Crispin. LM, p. 365.
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F. Developing mastery
(Leads to formative
assessment 3)
Pareng Crispin
―We hauled the ipil
trees,‖ the farmer said.
Mang Cesar
Pare Crispin said
that they hauled the
ipil trees.
Pareng Crispin
―I did not eat this
morning,‖ the child
stated
Mang Cesar
The child stated that
he did not eat this
morning.
1. What do you observe about the lines of Mang Cesar?
Pareng Crispin? How are the lines of Mang Cesar
presented? How about Pareng Crispin‘s?
2. What tense of the verb was used in the lines of Mang
Cesar? Pareng Crispin? Which of the characters
used direct speech? Reported speech?
2. Briefly discuss the direct and reported speech. LM, p.
367
Advanced Learners
Average Learners
Dyad Activity: With a Individual Activity: Analyze
partner, analyze the given each sentence in Task B and
sentences and change tell whether if it‘s direct
the direct to reported speech (DS) or reported
speech and vice versa speech (RS).
(refer to LM, Task 7-B:
What Did You Say?)
1. The children mentioned
that they played in the
1. The
children
farm yesterday. ____
mentioned that they
played in the farm
2. ―I like to eat rice every
yesterday.
morning,‖ Crispin‘s son
2. ―I like to eat rice every
said.
morning,‖
Crispin‘s
____
son said.
3. His son pointed out
that he was really
hungry
since
3. His son pointed out that
yesterday.
he was really hungry
4. Mang Cesar stated
since yesterday. ____
that the rice was
ready for harvesting.
5. Pareng Crispin said
that he already fed 4. Mang Cesar stated that
the rice was ready for
Potro.
harvesting. ___
Answers:
1. “We played in the
farm yesterday,” the 5. Pareng Crispin said that
he already fed Potro. ___
children mentioned.
2. Crispin’s son said that
he likes to eat rice
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Region V/Daily Lesson Plan/2019-2020
every morning.
Answers:
3. “I was really hungry
since yesterday,” his
1. RS
son pointed out.
2. DS
4. “The rice is ready for
3. RS
harvesting,”
Mang
4. RS
Cesar stated.
5. RS
5. “I already fed Potro,”
Pareng Crispin said.
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I.
Evaluating Learning
J. Additional activities
for application or
remediation
Group the class into ____.
Prepare a role play to express your stand using direct
and reported speech on any of the following situations.
o You are going to buy snacks at the school
canteen. The vendor insists that banana cue taste
better than your favorite fries.
o Your sibling is scheduled to wash the dishes at
night. She asked you to do it for three consecutive
times and you started to argue with her.
Ask:
1. What is the importance of using direct and reported
speech in a debate?
2. How can debate improve critical thinking, listening and
speaking skills?
Group the class into ____ Group the class into ____
Conduct
an
informal Conduct an informal debate
debate on the proposition: on the proposition:
This House (TH) believes This House (TH) believes
that cellphones should be that Good Manners and
banned
inside
the Right Conduct (GMRC) be
classroom.
included
again
in
the
(Please see attached curriculum.
rubrics.)
(Please
see
attached
rubrics.)
Conduct an interview with the Brgy. Captain about his
stand on the Dengue Outbreak.
Make a written report of the interview conducted using
direct and reported speech.
Share it to class or your partner.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
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C. Did the remedial
lessons work? No. of
learners who have
cope with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to share
with other teachers?
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APPENDIX D: Week 5, Day 4
Attachment 1a.
RUBRICS FOR EVALUATION
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 5, Day 5
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
page/s
2. Learner’s Materials
page’s
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) portal
5. Other Learning
Resources /
Instructional Materials
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.

Compose an anecdote based on a significant
personal experience EN7WC-III-e-2.2.13
 Follow steps in a process EN7LC-III.e-3.6
Composing an Anecdote
pp. 346-347
Examples of Anecdotes
https://examples.yourdictionary.com/examples-ofanecdotes.html
Writing Personal Anecdotes*
https://classroom.synonym.com/write-personalanecdote-4714.html
Callahan, S. et.al (2006). The ultimate Guide to
anecdote Circles.
Retrieved
from:
http://www.anecdote.com/pdfs/papers/Ultimate Guide to
ACs v1.0.pdf on July 7,2015.
Anecdotes
https://kidskonnect.com/language/anecdote/
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IV. PROCEDURE
A. Reviewing the previous
lesson or presenting
the new lesson.
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and
practicing new skill #1
Teaching Using Anecdotes and Stories
https://busyteacher.org/24922-teaching-usinganecdotes-and-stories.html
ADVANCED LEARNERS
AVERAGE LEARNERS
Ask:
What specific significant experience/s did you encounter
recently in school or at home?
Sharing of significant experiences
Say:
Generally, people react to anything / any subject matter.
For example, if a group of learners are discussing about
pets, definitely one learner will automatically tell a story
about how her cat comes downstairs at a certain time
every night.
This learner has just shared an anecdote.
Present a sample of anecdote.
Is that a white rose? Wow! I love them. My grandfather
had a massive rose garden, over 200 different species.
Every Friday, he‘d go out into the garden, clip a dozen,
and make my grandmother a bouquet. Does love like
that still exist?
https://examples.yourdictionary.com/examples-ofanecdotes.html
Pairing. Share what you
Discuss the anecdote.
An anecdote tells an
observe in the sample
anecdote presented.
interesting or funny story
 What is it all
based on the experience of
about?
the writer.
Purpose of Anecdotes
 What have you
noticed?
1. To Bring Cheer
 How was the
Sometimes telling a story
anecdote
just makes people laugh or
presented?
brightens the mood.
2. To Reminisce
Discuss the anecdote.
In most anecdotes, people
An anecdote tells an are talking about their past.
interesting or funny story They are looking back
based on the experience favorably on moments in
of the writer.
their lives and sharing the
Purpose of Anecdotes
joy of that time with others.
1. To Bring Cheer
3. To Caution
Sometimes telling a story
Sometimes, just laying out
just makes people laugh
rules for individuals is not
or brightens the mood.
effective. They need to hear
2. To Reminisce
frightening
stories
of
In
most
anecdotes, dangers that can be avoided
people are talking about by following regulations.
their past. They are
4. To Persuade or Inspire
looking back favorably on
Sometimes, people just
moments in their lives
want others to know they've
and sharing the joy of that
faced similar struggles and
time with others.
they're there to help. They
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E. Discussing new
concepts and
practicing new skill #2
can also be conveying the
3. To Caution
Sometimes, just laying message that, with a little bit
out rules for individuals is of hard work, brighter
not effective. They need futures are ahead.
to hear frightening stories https://examples.yourdiction
of dangers that can be ary.com/examples-ofavoided
by
following anecdotes.html
Teacher shares a funny
regulations.
story of his own. (Your
4. To Persuade or Inspire
experiences that you share
Sometimes, people just
with learners will make the
want others to know
language more authentic
they've
faced
similar
and more interesting.
struggles and they're
there to help. They can
Then, elicit some stories of
also be conveying the
their own. They can use the
message that, with a little
teacher‘s story as a model
bit of hard work, brighter
to copy when they tell their
futures are ahead.
own stories.
https://examples.yourdicti
onary.com/examples-ofanecdotes.html
Discuss the following reminders in writing an
anecdote.
1. Know your story well. Recount all the important
details that will complete your story.
2. Organize the events in your story in a logical
manner.
3. Use words that the readers can understand
easily.
4. Put emotions in your anecdote by using words
that describe them.
Callahan, S. et.al (2006). The ultimate Guide to
anecdote Circles.
http://www.anecdote.com/pdfs/papers/Ultimate Guide to
ACs v1.0.pdf on July 7,2015.
Do the activity.
An Anecdote of a Perfect Past. List down at least five
(5) situations that you personally experienced. The
events that you will write should reflect good things that
you have done for others while embracing differences.
Be reminded that the events that you will include
express actions completed in the past.
Example: I had given food to a street child before he
asked me for it.
LM, page 346
F. Developing mastery
(leads to formative
assessment 3)
ADVANCED LEARNERS
Compose an anecdote
about embracing diversity
as shown through good
deeds done to others.
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AVERAGE LEARNERS
Compose
a
personal
anecdote
about
your
embarrassing moments in
school.
Follow the reminders in Follow the steps in writing
writing an anecdote.
the anecdote.
Tell the class of your past
experiences on how you

embraced differences by
helping other people who
are in need.
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
LM, page 346
Group the class into ____.
Anecdotes pop up all day, every day. Make a short
anecdote about your experience while
1. having recess
2. having an experiment in Science class
3. talking to your teacher about your absences
4. taking an exam
5. solving mathematical equation
Share your insights on how to compose an anecdote
based on your significant personal experience.
Following
the
steps, What were you thinking
compose
a
short while listening to the sharing
anecdote while we are of significant experiences of
discussing the topic itself. your classmates?
Write it on ½ sheet of Write it on ¼ sheet of paper.
paper.
(Edited) Anecdote Homework. After you‘ve done some
work with anecdotes in your class, find an anecdote to
share with your partner in the next session. It can be
your own experience or from a book or the internet
Share it to class or a partner.
https://busyteacher.org/24922-teaching-usinganecdotes-and-stories.html
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
cope with the lesson.
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D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use / discover which I
wish to share with
other teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 6, Day 1
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
The learner demonstrates understanding of
Philippine literature in the Period of
Emergence as a tool to assert one‘s identity;
strategies in listening to and viewing of
informative and short narrative texts; word
relationships and associations; informative
speech forms; and use of direct/reported
speech, passive/ active voice, simple past and
past perfect tenses, and sentence connectors.
The learner transfers learning by: showing
ways
of
asserting
one‘s
identity;
comprehending informative and short narrative
texts using schema and appropriate listening
and viewing strategies; expressing ideas,
opinions, and feelings through various
formats; and enriching written and spoken
communication using direct/reported speech,
active/passive voice, simple past and past
perfect tenses and connectors correctly and
appropriately.
EN7LC-III-f2.7: Sequence a series of events
mentioned in the listened to
EN7VC-III-f-14: Make a stand on the material
viewed
EN7OL-III-f3.4.1: Express ideas and opinions
based on text listened to.
II.
CONTENT
Sequencing Series of Events through
Listening and Viewing
III.
LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning
Resources
IV.
PROCEDURE
A. Reviewing the previous
lesson or presenting the new
lesson
p 352
English 7, p 354
Advanced Learners
Average Learners
The teacher will post The teacher will post
or present a picture or present a picture
and ask the learners and ask the learners
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to take down what
they understand about
the picture. After 3
minutes, they will
share their answer to
their seatmate and
find out if they have
common or different
answers. The learners
will be asked to
present their answers
in class.
to take down what
they
understand
about the picture.
After 3 minutes, they
will
share
their
answer
to
their
seatmate and find out
if they have common
or different answers.
The learners will be
asked to present their
answers in class.
Picture of
Relief
Distribution
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
As a student, what
prompts you in
helping other people?
How do you help
someone? When do
we do this?
As a student, what
prompts you in
helping other people?
How do you help
someone? When do
we do this?
The lesson will aid
you in doing a certain
action by identifying
and analysing events
as they happen.
The teacher will ask
the learners to listen
to a short selection
about a person who is
hesitant to help
others; guide the
learners in finding out
the consequences of
not extending help. It
will be read twice.
Learners are not
allowed to take down
any notes.
The lesson will aid
you in doing a certain
action by identifying
and analysing events
as they happen.
The teacher will ask
the learners to listen
to a short selection
about a person who
is hesitant to help
others; guide the
learners in finding out
the consequences of
not extending help. It
will be read twice. On
the first reading, the
learners will listen
without taking down
any notes. On the
second reading,
learners may do so.
Listening text:
•One day, a beggar
came knocking at his
door to ask for help
but the man drove the
beggar away.
Listening text:
•One day, a beggar
came knocking at his
door to ask for help
but the man drove the
beggar away.
•Finally, the man
•Finally, the man
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learned his lesson
and started to help
others.
learned his lesson
and started to help
others.
•The next day, the
beggar returned but
the man drove the
beggar away again.
•The next day, the
beggar returned but
the man drove the
beggar away again.
•Once, there was a
man who never liked
helping other people.
•Once, there was a
man who never liked
helping other people.
•Suddenly, the beggar
turned into a fairy and
punished the man.
•Suddenly, the
beggar turned into a
fairy and punished
the man.
Questions:
•Do you find the
narrative
understandable?
Why?
•Do the events tell
you the continuity of
the entire narrative?
D. Discussing new concepts and
practicing new skills #1
The learners will
design their own
illustration showing
the sequence of
events from the
material listened to.
Based from the
output, the learners
will give ideas on
sequencing events.
(Sequencing events is
analysing clearly the
beginning, middle and
end part of the story
or narrative. It gives a
vivid arrangement of
events as they
happen)
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Questions:
•Do you find the
narrative
understandable?
Why?
•Do the events tell
you the continuity of
the entire narrative?
The teacher will
present the Ladder
Chart (pls. refer on
English 7 Learners‘
Manual page 354)
and the learners will
arrange the events
accordingly.
Based from the
accomplished task,
how do we sequence
events?
(Sequencing events
is analysing clearly
the beginning, middle
and end part of the
story or narrative. It
gives a vivid
arrangement of
events as they
happen)
E. Discussing new concepts
and practicing new skills #2
The teacher will ask
the learners to explain
the value of helping
others based on their
experience. They will
explain their concept
of punishment.
F. Developing mastery (Leads
to Formative Assessment 3)
The advanced
learners will retell
events in sequence
on the given
situations.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations of
concepts and skills in daily living
Latest story read
Going to school
Favorite movie
After the test
Latest cultural festival
After eating lunch
Favorite ballad
After a typhoon
Latest concert seen
Before Chrismas Eve
Why is knowing the
proper sequence of
events essential in
doing specific actions
and in making
decisions?
Why is knowing the
proper sequence of
events essential in
doing specific actions
and in making
decisions?
Why is the ability of
sequencing events
considered essential
to deepen our
comprehension?
Why is the ability of
sequencing events
considered essential
to deepen our
comprehension?
Possible answer:
The ability to
sequence events in a
text is a key
comprehension
strategy. It is
identifying the
components of the
narrative. Thus,
leading to effective
decision making and
problem solving.
Possible answer:
The ability to
sequence events in a
text is a key
comprehension
strategy. It is
identifying the
components of the
narrative. Thus,
leading to effective
decision making and
problem solving.
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The teacher will ask
the learners to
explain the value of
helping others based
on their experience.
They will explain their
concept of
punishment.
The teacher will
provide at least five
strips of paper
indicating specific
situations. The
learners will recite
and present five
things they do before
or after the situation.
I. Evaluating learning
The teacher will ask
the learners to watch
a news
video/documentary on
helping
others/aftermath of a
typhoon or disaster.
The teacher
will ask the learners
to watch a news
video/documentary
on helping
others/aftermath of a
typhoon or disaster.
A. The learners will
arrange the events
taken from the video.
A. The learners will
arrange the events
taken from the video.
B. The learners will
B. The learners will
write down reactions
write down reactions
on essential
on essential
behaviour or actions
behaviour or actions
highlighted on the
highlighted on the
video. The output will
video. The output will
be presented in class. be presented in class.
Rubric for Oral Presentation (Activity B)
Clarity of
presenting
the stand
or idea
Organizati
on of idea
Relevance
J. Additional activities for
application or remediation
V.
REMARKS
VI.
REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
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2
Includes
inconsistent or
few details
which may
interfere with
the meaning of
the video
Little evidence
of organization
or any sense
of wholeness
and
completeness
3
Includes
details but
may include
extraneous
loosely
related
material
Achieve little
completenes
s and
wholeness
though
organization
attempted
Information is
not relevant
Some
information is
relevant to
the topic
4
Provides
adequate
supporting
details to
make a
stand
5
Provide
complete
supporting
detail to make
a stand on the
topic
Organizati
on pattern
is logical
and
conveys
completen
ess and
wholeness
with few
lapses
Informatio
n is
relevant to
certain
aspects in
the topic
Organizational
pattern is
logical and
conveys
completeness
Information is
certainly
relevant to the
topic
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
139
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 6, Day 2
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II.
CONTENT
The learner demonstrates understanding of
Philippine literature in the Period of
Emergence as a tool to assert one‘s identity;
strategies in listening to and viewing of
informative and short narrative texts; word
relationships and associations; informative
speech forms; and use of direct/reported
speech, passive/ active voice, simple past and
past perfect tenses, and sentence connectors.
The learner transfers learning by: showing
ways
of
asserting
one‘s
identity;
comprehending
informative
and
short
narrative texts using schema and appropriate
listening and viewing strategies; expressing
ideas, opinions, and feelings through various
formats; and enriching written and spoken
communication using direct/reported speech,
active/passive voice, simple past and past
perfect tenses and connectors correctly and
appropriately.
EN7V-III-f-13.8: Determine words or
expressions with genus-species
(hyponymous) relations in a selection.
Hyponymous relations
III.
LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning
Resources
IV.
PROCEDURE
A. Reviewing the previous lesson
or presenting the new lesson
p 356
English 7, pp 356-361
Advanced Learners
Question:
•What did you learn
on our previous
lesson?
Average Learners
Question:
•What did you learn
on our previous
lesson?
5 Minute Game:
4 Pics 1 WORD
•The learners will be
grouped accordingly.
5 Minute Game:
4 Pics 1 WORD
•The learners will be
grouped accordingly.
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Each will receive
blank cards and a
marker.
•The teacher will
show set of pictures
and the learners will
guess the themes
•The blanks provided
will serve as clues for
the actual number of
letters needed to
reveal the words.
Note: For each
round, they have 15
seconds to decide
and write the word on
the blank card. Once
the table bell rings,
they need to show
their answers. Failure
to, they will be
disqualified for that
round.
(Use pictures with
more challenging
themes)
laptop
cell phone
tablet
headphone
Each will receive
blank cards and a
marker.
•The teacher will show
set of pictures and the
learners will guess the
themes.
•The blanks provided
will serve as clues for
the actual number of
letters needed to
reveal the words.
Note: For each round,
they have 15 seconds
to decide and write
the word on the blank
card. Once the table
bell rings, they need
to show their answers.
Failure to, they will be
disqualified for that
round.
capsule
tablet
drops
cream
________
Answer: medicine
chair
table
sofa
shelf
_________
Answer: furniture
______
Answer: gadget
paper
pen
notebooks
scissors
______
______
Answer: school supply
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Philippines
Australia
Indonesia
Japan
_______
Answer: country
B. Establishing a purpose for the
lesson
Ask the following
questions:
1. What did you
notice in each set of
pictures?
2. How did you come
up with the correct
answers?
Ask the following
questions:
1. What did you notice
in each set of
pictures?
2. How did you come
up with the correct
answers?
C. Presenting
examples/instances of the new
lesson
The teacher will
distribute the printed
copies of the pictures
used in the game, 4
Pics 1 Word.
The teacher will
distribute the printed
copies of the pictures
used in the game, 4
Pics 1 Word.
The learners will
name or identify the
pictures in each set
and will share their
observations in
connection with the
correct answers in
the game. (5minutes)
The learners will
name or identify the
pictures in each set
and will share their
observations in
connection with the
correct answers in the
game. (5minutes)
Note: Through this
activity, the learners
will be enlightened
about Hyponyms.
The teacher’s role is
to guide the learners
in understanding the
topic.
Note: Through this
activity, the learners
will be enlightened
about Hyponyms. The
teacher’s role is to
guide the learners in
understanding the
topic.
(The hyponymous
relation expresses
the relation between
a term with a more
specific meaning and
a term with a more
general meaning.)
(The hyponymous
relation expresses the
relation between a
term with a more
specific meaning and
a term with a more
general meaning.)
The students will
analyze the words
given by the teacher,
and they will paste
them in the hierarchal
diagram.
The students will
analyze the words
given by the teacher,
and they will paste
them in the hierarchal
diagram.
D. Discussing new concepts and
practicing new skills #1
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(Provide more
challenging words.)
Portuguese
Science
Nationality
Subject
Swedish
Italian
Mathematics
Social Studies
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
Group 1&2: Think of
words or things with
hyponymous
relations and use
them to write a poem
Group 3&4: Write a
short dialogue with
hyponymous relation
and present it in
class.
Group 1&2: Think of
words or things with
hyponymous
relations and use a
hierarchal diagram to
present your answer.
Group 5&6: Identify
the words in the
puzzle that are
hyponymous with the
given word.
Group 5&6: Identify
the words in the
puzzle that are
hyponymous with the
given word.
(Provide more
challenging puzzle)
Group 3&4: Write a
short dialogue with
hyponymous relation
and present it in class.
TOURIST SPOTS
Answers:
•Mt. Mayon
•Basilica
•CWC
•Embarcadero
•Cagsawa
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G. Finding practical application of
concepts and skills in daily living
H. Making generalizations of
concepts and skills in daily living
I. Evaluating learning
Group activity: Look
around and group the
things with
hyponymous
relations.
Group activity: Look
around and group the
things with
hyponymous
relations.
How can you use
hyponymous
relations in real-life
situations?
How can you use
hyponymous
relations in real-life
situations?
What is the
significance of
learning hyponymous
relations?
What is the
significance of
learning hyponymous
relations?
Possible answer:
Hyponymous relation
is useful in reading. It
helps to improve
one‘s vocabulary.
Possible answer:
Hyponymous relation
is useful in reading. It
helps to improve one‘s
vocabulary.
Scan the text entitled,
Hunger in Barok by
N.V.M Gonzalez.
Read and identify the
words that show
hyponymous
relations. Encircle the
specific words and
box the general
words.
Below are lines taken
from the text entitled,
Hunger in Barok by
N.V.M Gonzalez.
Read and identify the
words that show
hyponymous relations.
Encircle the specific
words and box the
general words.
1.During two or three
months of the year in
Mindoro there in
hunger, a kind of halffamine, as it were,
and riding homeward
down the empty bed
of the river early one
afternoon, Cesar
Manalo was thinking
of this very
phenomenon.
2.Why he had to go to
the other clearings, of
course, -to search for
sweet potatoes,
cassava, and other
tubers as might put
some weight into the
stomachs of his seven
little boys!
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J. Additional activities for
application or remediation
V.
REMARKS
VI.
REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 6, Day 3
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of
Philippine literature in the Period of Emergence as a
tool to assert one‘s identity; strategies in listening to
and viewing of informative and short narrative texts;
word relationships and associations; informative
speech forms; and use of direct/reported speech,
passive/ active voice, simple past and past perfect
tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and
appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication using direct/reported speech,
active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
Make predictions about the text
(EN7RC-III-f-2.8)
Predicting Outcomes
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from the
LR Portal
5. Other Learning Resources
VII. PROCEDURE
A. Reviewing the previous
lesson or presenting the new
lesson
pp. 349-358
pp. 354-362
Advanced Learners
What do we call a word
whose meaning is
included in the meaning
of another more general
word?
Answer: Hyponym
Average Learners
What do we call a word
whose meaning is
included in the meaning
of another more general
word?
Answer: Hyponym
Guide the students in
giving the hyponyms of
the following words:
Let them give the
hyponyms of the
following words:
1.
2.
vehicle
furniture
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1.
2.
red
gemstone
(The teacher can
provide more examples)
Possible answers:
1. bus, tricycle,
jeepney
2. chair, table
(The teacher can
provide a more
challenging terms)
Possible snswers:
1. scarlet,
vermillion,
crimson
2. diamond,
emerald, ruby
B. Establishing a purpose for
the lesson
Guide the students in
observing the picture
which will be posted on
the board.
Let the students in
observe
the
picture
which will be posted on
the board.
Suggested Image:
(Helping the poor)
Suggested Image:
(Helping the poor)
Look at the picture
carefully. What can you
say about it? List down
all your answers on your
notebook. Share your
answers
with
your
seatmate after three (3)
minutes.
Ask
your
seatmate
to
share
his/her answer with you.
Find out if you have
common or different
answers. Discuss your
answers
with
your
seatmate for two (2)
minutes. Volunteer and
present your answers to
the whole class.
Look at the picture
carefully. What can you
say about it? List down
all your answers on your
notebook. Share your
answers
with
your
seatmate after three (3)
minutes.
Ask
your
seatmate
to
share
his/her answer with you.
Find out if you have
common or different
answers. Discuss your
answers
with
your
seatmate for two (2)
minutes. Volunteer and
present your answers to
the whole class.
1. How do you feel
when you help
others?
2. How do you feel
when others help
you?
1. How do you feel
when you help
others?
2. How do you feel
when others help
you?
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Unlocking of
Difficulties:
Unlocking of
Difficulties:
Let the students read the
sentences
with
the
underlined difficult words
carefully. Divide them
into three. Direct them to
group
the
words
according to their types
by putting them inside
the
Wordy-Bubbly
Graph. The first group
who will get the highest
number of the correct
answers will be the
winner.
(Provide them with few
information on the words
presented to serve as
their guide in classifying
these words.)
Have the students in
read the sentences with
the underlined difficult
words carefully. Divide
them into three. Direct
them to group the words
according to their types
by putting them inside
the
Wordy-Bubbly
Graph. The first group
who will get the highest
number of the correct
answers will be the
winner.
(Provide them with few
information on the words
presented to serve as
their guide in classifying
these words.)
Guide:
1. famine-shortage
of food
2. phenomenonfact or event
3. smudged- to rub
4. hauled- pull
5. muzzle- covering
of horse‘s mouth
6. drought- a period
of
no
rain/dyrness
Guide
them
in
completing
the
sentences which will be
provided by the teacher
by using the difficult
words.
Guide:
1. famine-shortage
of food
2. phenomenonfact or event
3. smudged- to rub
4. hauled- pull
5. muzzle- covering
of horse‘s mouth
6. drought- a period
of
no
rain/dyrness
Ask them to give their
own sentences using the
difficult terms.
Motive Question: What
is the problem faced by
the people of Barok?
Motive Question: What
is the problem faced by
the people of Barok?
C. Presenting
examples/instances of the new
lesson
Task 6: Fortune Telling
Story
Task 6: Fortune Telling
Story
Let the students take
turns in reading the story
entitled, Hunger in
Let the students take
turns in reading the story
entitled, Hunger in
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D. Discussing new concepts
and practicing new skills #1
Barok. As they read,
stop on the ―Guess
What?‖ part and answer
the question/s.
Barok. As they read,
stop on the ―Guess
What?‖ part and answer
the question/s.
Instruct them to predict
what will happen next in
the story by using the
questions provided.
Instruct them to predict
what will happen next in
the story by using the
questions provided.
Discuss with the class
the meaning of
prediction and the tips
on how to predict
outcomes.
Let them elicit the
meaning of predicting
outcomes and the
different tips/guides on
how to make predictions.
Prediction- a guess you
make based off of clues
in text or pictures
Possible answers:
How to Predict
 Review the front
and back of a
book, the table of
contents, the
chapter names,
subheadings and
diagrams prior to
reading.


Make
connections to
the text using
your prior
knowledge
Create your
prediction
Examples:
1. Emruh is having his
class from 8:15 a.m.
to 12:15 p.m. His
next class will be at
2:30. What do you
predict Emruh will
do after 12:15 p.m.?
2. Denisse was
studying inside her
room. Suddenly, her
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Prediction- a guess you
make based off of clues
in text or pictures
How to Predict
 Review the front
and back of a
book, the table of
contents, the
chapter names,
subheadings and
diagrams prior to
reading.

Make
connections to
the text using
your prior
knowledge

Create your
prediction
Examples:
1. Emruh is having
his class from
8:15 a.m. to
12:15 p.m. His
next class will be
at 2:30. What do
you predict
Emruh will do
after 12:15 p.m.?
brother came and
switch on the air
conditioner in their
room. He felt cold
and should do
something to warm
herself. What do you
think Louie will do?
Answers may vary.
(The teacher can
provide other examples.)
2. Denisse was
studying inside
her room.
Suddenly, her
brother came
and switch on the
air conditioner in
their room. He
felt cold and
should do
something to
warm herself.
What do you
think Louie will
do?
Answers may vary.
(The teacher can
provide other
challenging examples.)
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
A Look to the Future
A Look to the Future
(Process Questions):
Complete the following
statements by giving
your own predictions.
Form five (5) groups and
work on your assigned
task. Be sure to work
with your group and
share what you have
agreed upon afterwards.
(Process Questions):
Complete the following
statements by giving
your own predictions.
Form five (5) groups and
work on your assigned
task. Be sure to work
with your group and
share what you have
agreed upon afterwards.
Refer to task 6; p.362;
English 7 LM
Refer to task 6; p.362;
English 7 LM
Call volunteers to
complete the statements
provided by the teacher.
Let them craft their own
sentences and let their
classmates complete
them by giving
prediction.
Your family has been
struggling due to
poverty. You do not
Your family has been
struggling due to
poverty. You do not
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H. Making generalizations of
concepts and skills in daily
living
I. Evaluating learning
even have enough food
in a day. What would
you do to help your
family?
How can you use
predicting outcomes in
real-life situations?
even have enough food
in a day. What would
you do to help your
family?
How can you use
predicting outcomes in
real-life situations?
What is the significance
of learning how to
predict outcomes?
What is the significance
of learning how to
predict outcomes?
Answers may vary.
Answers may vary.
Small Group
Differentiated
Activities
The teacher will post a
situation on the board.
Divide the class with
accordance to their skills
and abilities which
resemble with that of
musicians, actors,
artists, poets, and voice
artists.
Small Group
Differentiated
Activities
The teacher will post a
situation on the board.
Divide the class with
accordance to their skills
and abilities which
resemble with that of
musicians, actors,
artists, poets, and voice
artists.
G1- The Internalized
Roles (Role Play)Act out your
prediction.
G1- The Internalized
Roles (Role Play)Act out your
prediction.
G2- The Symbolical
Masterpiece
(Poster)- Draw
your prediction.
G2- The Symbolical
Masterpiece
(Poster)- Draw
your prediction.
G3- Musically Inclined
(Song/Jingle/Rap)Compose and
perform your
song/jingle/rap
showing your
prediction.
G3- Musically Inclined
(Song/Jingle/Rap)Compose and
perform your
song/jingle/rap
showing your
prediction.
G4- The Poets
(Spoken Poetry)Recite your spoken
poetry about your
prediction.
G4- The Poets
(Spoken Poetry)Recite your spoken
poetry about your
prediction.
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J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 6, Day 4
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
EN7G-III-f-3: Use direct and reported speech
appropriately in varied contexts.
EN7WC-III-f-2.2.14: Compose a travelogue.
II. CONTENT
Direct and Reported Speech
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
361-366
364-367
https://www.dictionary.com/browse/travelogue?s=t
https://www.freelancewriting.com/business-writing/8-tipsfor-writing-a-travelogue/
Advanced Learners
Average Learners
Brief review of the previous Brief review of the
lesson:
previous lesson:
Ask the following question:
Ask
the
following
 What was the title of question:
the story we read
 What was the title
yesterday?
of the story we
read yesterday?
 What
was
the
 What was the
purpose of the author
in writing the story?
purpose of the
author in writing
Divide the class into 2
the story?
groups, give each group a Divide the class into 2
set of meta cards with groups, give each group
jumbled words. Arrange the a set of meta cards with
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Region V/Daily Lesson Plan/2019-2020
words to form a sentence.
(The sentences are from the
story Hunger of Barok). The
first group who arranges the
words correctly wins.
Set 1―We
said.
ipil trees
said.
hauled
jumbled words. Arrange
the words to form a
sentence.
(The
sentences are from the
story Hunger of Barok).
The first group who
arranges
the
words
correctly wins.
Set 1―We
said.
ipil trees
said.
hauled
Set 2Ipil trees
Pare Crispin
hauled
hauled
Pare Crispin
B. Establishing a purpose
for the lesson
Set 2Ipil trees
Pare Crispin
hauled
hauled
Pare Crispin
Answers:
―We hauled the ipil trees,‖
Answers:
the farmer said.
Pare Crispin hauled the ipil ―We hauled the ipil trees,‖
the farmer said.
trees.
Pare Crispin hauled the
ipil trees.
Observe the differences of Observe the differences
the two sentences. Write the of the two sentences.
observations on the board.
Write the observations on
Questions:
the board.
 Which
of
the
sentences is the line Questions
of Mang Cesar? Pare  Which
of
the
Crispin?
sentences is the line
of Mang Cesar? Pare
 What do you observe
Crispin?
about the lines of
Mang Cesar? Pare  What do you observe
Crispin? How are the
about the lines of
lines of Mang Cesar
Mang Cesar? Pare
presented?
How
Crispin?
about Pare Crispin‘s?
 What tense of the
more
guide
verb was used in the (Provide
questions
depending
on
lines of Mang Cesar?
students answers)
Pare Crispin?
 Which
of
the
characters
used Tell the students that
direct
speech? sentence 1 is an example
of a direct speech and
Reported speech?
Let the student differentiate sentence 2 is a reported
the direct from reported speech.
speech.
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Region V/Daily Lesson Plan/2019-2020

What tense of the
verb was used in
the lines of Mang
Cesar?
Pare
Crispin?
Ask the students to give at Show
the
following
least two examples of direct sentences.
Let
them
and
two
examples
of identify
whether
the
reported speech.
sentence is direct or
reported.
Let
them
write
their
sentences on the board.
Direct Speech
Reported
Speech
Provide
corrections
if
necessary.
C. Presenting
examples/instances of
the new lesson
1. Mang Cesar thought
about this event,‖ Mang
Selmo said.
2. Mang Selmo reported
that the pests ate all
vegetables.
3. ―It is difficult to have a
shortage of food,‖ Pare
Crispin mentioned.
4. Selmo said that he
delivered
the
coffee
beans to the store this
morning.
following Provide the following
examples.
Provide
the
examples.
Direct
Speech
―He planted
rice in our
land,‖
replied
Crispin.
―Many men
like
to
borrow rice
from me,‖
Mang Cesar
said.
‗I
already
ate‖,
said
Crispin.
D. Discussing new
concepts and practicing
new skills #1
Reported
Speech
Pare
Crispin
replied that
he planted
rice in their
land.
Mang Cesar
said
that
many men
like
to
borrow rice
from him.
Crispin said
that
he
already ate.
Let the learners focus on the
formation and verb tenses
used of direct or reported
speech.
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Region V/Daily Lesson Plan/2019-2020
Direct
Speech
―He
planted
rice in our
land,‖
replied
Crispin.
―Many
men like
to borrow
rice from
me,‖
Mang
Cesar
said.
‗I already
ate‖, said
Crispin.
Reported
Speech
Pare
Crispin
replied
that
he
planted
rice
in
their land.
Mang
Cesar
said that
many men
like
to
borrow
rice from
him.
Crispin
said that
he already
ate.
Let
them
share
observations.
their Guide the learners to
compare the formation
and verb tenses used of
Let them find out how to direct or reported speech.
change direct speech to
reported speech and vice Let them share their
versa. Share observation.
observations.
Discuss how to change
direct speech to a reported
speech and vice versa on
―Good to Know‖ LM page
365
What Did You Say?
Board Work. Analyze the
given sentences. Change
the direct speech to reported
speech and vice versa.
1. Mang Cesar said, ―I
brought five canvanes of
rice.‖
_______________________
2. Pare Crispin replied, ―My
family accepted the rice you
gave us.‖
_______________________
3. ―I like to eat rice every
morning,‖ Pare Crispin‘s son
said.
_______________________
4. ―He prepared the field
every summer,‖ Mang Cesar
stated.
_______________________
5. Crispin‘s wife reported,
―five men stole the horses‖.
_______________________
E. Discussing new
concepts and practicing
skills #2
Show an example of a
travelogue on LM page 166.
(you may also show a
picture of a real travelogue
from the internet)
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Guide them on how to
change direct speech to
reported speech and vice
versa.
Discuss how to change
direct speech to a
reported speech and vice
versa on ―Good to Know‖
LM page 365
What Did You Say?
Guided Practice. Analyze
the given sentences.
Change the direct speech
to reported speech and
vice versa.
1. Mang Cesar said, ―I
brought five canvanes of
rice.‖
____________________
2. Pare Crispin replied,
―My family accepted the
rice you gave us.‖
____________________
3. ―I like to eat rice every
morning,‖ Pare Crispin‘s
son said.
____________________
4. ―He prepared the field
every summer,‖ Mang
Cesar stated.
____________________
5. Crispin‘s wife reported,
―five men stole the
horses‖.
____________________
Show an example of a
travelogue on LM page
166. (you may also show
a picture of a real
travelogue
from
the
internet)
Ask the learners what they
have observed.
(What is the text about? Are
there direct and reported
speech in the travelogue?
Let them describe the
design.)
F. Developing mastery
Ask the learners what
they have observed.
(What is the text about?
Are there direct and
reported speech in the
travelogue? Let them
describe the design.)
Ask the students to define Ask the students to
what a travelogue is based define what a travelogue
on the sample given.
is based on the sample
given.
Travelogue- a lecture, slide
show, or motion picture Travelogue- a lecture,
describing travels.
slide show, or motion
https://www.dictionary.com/b picture describing travels.
rowse/travelogue?s=t
https://www.dictionary.co
m/browse/travelogue?s=t
Provide additional tips on
how to make a travelogue.
Provide additional tips on
https://www.freelancewriting. how
to
make
a
com/business-writing/8-tipstravelogue.
for-writing-a-travelogue/
https://www.freelancewriti
ng.com/businesswriting/8-tips-for-writinga-travelogue/
LM pages 366-367 (you may LM pages 366-367 (you
also choose other activities)
may also choose other
The learners will be divided activities)
into four groups given with Divide the class into four
specific
task
to
be groups. Explain each task
performed.
and let each group
decide which activity they
Group 1- Making a Rap. Ask want to perform.
your groupmates about the Task 1- Making a Rap.
qualities of a person who Ask your groupmates
responds to the needs of about the qualities of a
others.
Organize
the person who responds to
answers of your groupmates, the needs of others.
and compose a short rap Organize the answers of
song using your answers as your groupmates, and
your lyrics. Be reminded that compose a short rap
your lyrics should contain song using your answers
direct and reported speech. as
your
lyrics.
Be
Practice your presentation reminded that your lyrics
using the beat of any rap should contain direct and
song.
reported speech. Practice
your presentation using
Group 2- Writing a Letter. the beat of any rap song.
Imagine that you are going
to write a thank you letter to Task 2- Writing a Letter.
your friend for helping you Imagine that you are
out on a problem. Tell your going to write a thank you
friend how thankful you are letter to your friend for
by stating famous quotations helping you out on a
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Region V/Daily Lesson Plan/2019-2020
from famous people related
to helping people in need.
Include these quotations in
your letter. Use direct and
reported speech as you write
your letter.
problem. Tell your friend
how thankful you are by
stating famous quotations
from
famous
people
related to helping people
in need. Include these
quotations in your letter.
Group 3-Creating a Lyric Use direct and reported
Poem. Think of a person speech as you write your
close to you (eg. parents, letter
family, and teachers) who
showed
the
value
of Task 3-Creating a Lyric
responding to the needs of Poem. Think of a person
others. Write a short lyric close to you (eg. parents,
poem about the person family, and teachers) who
stating the good deeds that showed the value of
he/she did. Remember to responding to the needs
use direct and reported of others. Write a short
speech in writing your lyrics. lyric poem about the
Use any tune of songs to person stating the good
accompany
your
lyrics. deeds that he/she did.
Practice the song with your Remember to use direct
group, and be ready to and reported speech in
present it.
writing your lyrics. Use
any tune of songs to
Group 4- Making a Story.
accompany your lyrics.
Brainstorm within your group Practice the song with
about
a
person
who your group, and be ready
responded to the needs of to present it.
others. List down his/her
good deeds, and organize Task 4- Making a Story.
them in an orderly manner. Brainstorm within your
Tell the story of the person group about a person
you have chosen using the who responded to the
list of good deeds that your needs of others. List
group
accomplished. down his/her good deeds,
Remember to use sentences and organize them in an
expressed in direct speech orderly manner. Tell the
to quote the important story of the person you
messages of he person that have chosen using the
you chose.
list of good deeds that
your group accomplished.
Remember
to
use
Let each the learners give sentences expressed in
feedbacks
for
each direct speech to quote
presentation.
the important messages
of the person that you
chose.
Give
constructive
feedbacks
for
each
presentation.
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G. Making
generalizations and
abstractions about the
lesson
Question:
In daily living, what situations
can direct and reported
speech be used?
Complete the sentence:
Knowing how to use direct
and reported speech is
important
because________________
.
H. Finding practical
applications of concepts
and skills in daily living
Question:
In daily living, what
situations can direct and
reported
speech
be
used?
(in school, at home, in
community)
Guide the learners in
completing the sentence:
Knowing how to use
direct
and
reported
speech
is
important
because_____________.
Let the students share their (You may also ask this
ideas.
question?)
How does the knowledge
about direct and reported
speech help you relay the
message of the speaker?
Let the students share
their ideas.
LM page 366 Travelling for LM page 366 Travelling
the Needy
for the Needy
I. Evaluating learning
J. Additional activities for
application or
remediation
Imagine that you are a rich
and famous person who
travels to help people around
the Philippines. Write a onepage travelogue stating how
you helped other people,
and how you affected them.
Your
sentences
should
contain the statements of the
people
you
helped
pretending that you‘ve asked
them using the direct and
indirect speech.
Rubrics for Travelogue
Criteria
4
Proper
The
Use
of travelogue
Language used direct
and
reported
speech
properly
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Imagine that you are a
rich and famous person
who travels to help
people
around
the
Philippines. Write a onepage travelogue stating
how you helped other
people, and how you
affected
them.
Your
sentences should contain
the statements of the
people
you
helped
pretending that you‘ve
asked them using the
direct
and
indirect
speech.
3
The
travelogue
used direct
and
reported
speech
with
at
least 1-3
mistakes
2
The
travelogue
used direct
and
reported
speech
with
at
least 4-6
mistakes
1
The
travelogue
used
direct and
reported
speech
with 7 and
more
mistakes
Content
The
travelogue
contained
meaningful
details
about the
topic.
The
travelogue
contained
many
meaningful
details
about the
topic.
The
travelogue
contained
some
meaningful
details
about the
topic.
The
travelogue
contained
few
meaningfu
l details
about the
topic.
Creativity
The
travelogue
has
exceptional
ly attractive
formatting.
Images are
appropriate
.
The
travelogue
has
attractive
formatting.
Images are
appropriate
.
The
travelogue
has
attractive
Most
images are
appropriate
.
The
travelogue
formatting
and
organizati
on of
material
are
confusing
to the
reader.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 6, Day 5
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
The learner demonstrates understanding of Philippine
literature in the Period of Emergence as a tool to
assert one‘s identity; strategies in listening to and
viewing of informative and short narrative texts; word
relationships and associations; informative speech
forms; and use of direct/reported speech, passive/
active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and
appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication
using
direct/reported
speech,
active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.
EN7LT-III-f-5: Discover literature as a tool to assert
one‘s unique identity and to better understand other
people
EN7LT-III-f2.2.3: Determine tone, mood, and purpose
of the author
II. CONTENT
Tone, Mood, and Purpose of the author
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
pp.358-359
English 7, pp 356-363
Advanced Learners
The teacher will review
previous lesson by asking
the questions below:
1. Who is the main
character in the
story entitled
―Hunger in Barok‖?
2. What is the
problem experience
by the people?
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Average Learners
The teacher will review
previous lesson the
activity below:
Unscramble the letters
below to the magical
words.
ERPA RISCPIN
ANGM ESCAR
MINEFA
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
skills #2
The teacher will establish
purpose for the lesson
through asking the
learners about their
observations from the lines
they read
The teacher will
establish purpose for the
lesson through a game ,
the learners will form a
word out of the jumbled
letters:
Lines from the story:
OODM
ONTE
URPOSEP
1. I am afraid.
2. I‘ll pay you double
next harvest.
What did you observe from
the lines you read?
The teacher will ask the
learners the following
questions:
1. How do you feel
when you read
each line?
2. Why do you think
the author write
these lines?
What words were you
able to form?
The teacher will discuss
mood & tone.
The teacher will ask the
learners to read the
following lines.
1. There‘s one
hopeful soul , I
must say
2. Aye, it‘s your
Pare Crispin.
How do you feel when
you read each line?
The teacher will discuss
mood & tone.
Tone is the way of the
writer to show her/his
attitude towards the
characters in the story. It
may remain the same all
throughout the story
However, it can also
change based on the
writer.
Tone is the way of the
writer to show her/his
attitude towards the
characters in the story. It
may remain the same all
throughout the story
However, it can also
change based on the
writer.
Mood is the general feeling
the reader gets while
reading a story. The reader
may feel excited , happy ,
scared , lonely , sad ,
overjoyed , frustrated ,
depressed.
Mood is the general
feeling the reader gets
while reading a story.
The reader may feel
excited , happy , scared ,
lonely , sad , overjoyed ,
frustrated , depressed.
The teacher will discuss
the different purpose of the
author.
The teacher will
discuss the different
purpose of the author.
Author‘s Purpose
1. To inform- to tell
about a particular
information or facts
2. To persuade – to
Author‘s Purpose
1. To inform- to tell
about a particular
information or
facts
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encourage
someone to do
something
3. To entertain –to
provide enjoyment
The learners will make a
table and cite specific lines
from the story and identify
the tone, mood, and
author‘s purpose.
Line
s
from
the
story
Mood
Tone
Auth
or‘s
purp
ose
F. Developing mastery
G. Making
generalizations and
abstractions about the
lesson
H. Finding practical
applications of concepts
and skills in daily living
The learners will play a
game entitled ―The
emotional box.‖ A box will
be passed on containing
strips of paper with
different statements. The
learners will read his /her
chosen statements with
appropriate mood , tone
and identifying author‘s
purpose.
1. Why do we have to use
appropriate tone and mood
in daily conversations?
2. Why is it important to
know the author‘s
purpose?
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2. To persuade – to
encourage
someone to do
something
To entertain –to provide
enjoyment
The learners will
complete the table below
, guided by the
statements below the
tables.
Line
s
from
the
story
Mood
Tone
Auth
or‘s
purp
ose
1. Aye , the rain will
come no more it
seems.
2. I‘m thinking of
going back to my
old trade.
3. I‘m afraid.
4. That‘s a long
time off , and
besides I‘ve no
rice to give away.
5. Aye , it‘s really
wit men like us.
6.
The learners will play a
game entitled ―The
emotional box.‖ A box
will be passed on
containing strips of
paper with different
statements. The learners
will read his /her chosen
statements with
appropriate mood , tone
and identifying author‘s
purpose.
.The learners will define
the following terms:
1. Mood
2. Tone
3. Author‘s purpose
The learners will be
grouped into ___ groups .
They will read a dialogue
below with appropriate
tone , mood and identifying
its purpose.
I. Evaluating learning
A. Surprise! Happy
birthday
B. Oh , thank you.
A: I don‘t know that you
are here.
B: I am so happy today
A: You are always
welcome.
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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The learners will read
the following lines
observing correct tone ,
mood and the purpose of
the statement.
1. Help!
2. I am sorry.
3. Can you forgive
me?
4. Fire!
5. Surprise! Happy
birthday
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 7, Day 1
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
C. Learning
Make a stand on the material viewed
Competencies/Objectives (EN7VC-III-g-14)
Identify words or expressions with part-whole (partitive)
relations
(EN7V-III-g-13.11.2)
Identify the persons speaking and addressed, and the
stand of the speaker based on explicit statements made
(EN7LC-III-g-7.1)
Express ideas and opinions based on text listened to
(EN7OL-III-g-3.4.1)
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
Promote Philippine Tourism
pp. 372-373
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
Advanced Learners
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Average Learners
A. Reviewing previous
lesson or presenting the
new lesson
Students will analyze the following material:
Please insert a picture related
to the tagline “It’s more fun
in the Philippines!”
(Note: Teacher may use a different poster provided it
contains similar information.)
Teacher will ask:
1. What is the poster about?
2. What information can be found on the poster?
3. Who is the advertisement for?
4. Is the poster enticing enough to read? Why or why not?
5. Do you agree or disagree with the information
presented? Explain.
6. How can you improve the poster?
Ask:
Have you ever visited tourist spots in the Philippines?
Share your experience. (Allow 2 to 3 students to relate
B. Establishing a purpose their experience to the class.)
for the lesson
Afterwards, say:
Today, we will take a tour to explore the beauty of the
most famous tourist spots in the Philippines.
Present the following
Present the following
quotation to the class:
quotation to the class:
―The world is a book, and
―The world is a book, and
those who does not travel
those who does not travel
read only a page.‖
read only a page.‖
(Quotation can be
Students will list down at
embedded on a collage
least 10 words or
showing Philippine tourist
expressions that are closely spots.)
related to the quotation.
Allow them to explain the
connection of these words
From the following list,
C. Presenting
to the quotation.
students will choose the
examples/instances of
Example: explore
words that are closely
the new lesson
related to the quotation
and explain their
connection:
-explore
-toys
-voyage
-tour
-passport
-imagination
-luggage
-experience
-learning
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Say: ―Today we will listen to
an audio of a person who
works in the promotion of
Philippine tourism. But
before that, let us unlock
the meaning of the difficult
words we will encounter
later.‖
D. Discussing new
concepts and practicing
new skills #1
Unlocking of Difficulties:
Students will infer the
meaning of the bold words
using context clues.
1. The package reached its
destination after two days.
2. Trash disposal in your
neighborhood is on
Wednesdays.
3. My buddy, who has been
my friend for years, likes to
travel.
4. My office is a mess but
my bedroom is always
pristine.
5. Her favorite color is
turquoise, a combination of
blue and green.
6. Only a few seamen and
sailors survived the
shipwreck.
-cook
-television
-internet
-library
-encyclopedia
-Earth
Say: ―Today we will listen
to an audio of a person
who works in the
promotion of Philippine
tourism. But before that, let
us unlock the meaning of
the difficult words we will
encounter later.‖
Unlocking of Difficulties:
Teacher will give the
definition of the following
words and use them in
sentences:
1. destination
2. disposal
3. buddy
4. pristine
5. turquoise
6. shipwreck
Say, ―Now, we are ready to listen to the audio. Note that
these are the questions that we will answer afterwards.‖
E. Discussing new
concepts and practicing
skills #2
Present the following guide questions first.
1. Who is the speaker? What do you think is her
profession?
2. Who do you think is being addressed by the speaker?
3. What is the speaker‘s stand towards Philippine
tourism?
4. What is the speaker‘s tone? How does this affect the
message she wants to convey?
Let students listen to the audio.
Source:
https://www.youtube.com/watch?v=D_Tv-BdXE6s
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Say ―Let us now answer the following questions:‖
F. Developing mastery
1. Who is the speaker? What do you think is her
profession?
2. Who do you think is being addressed by the speaker?
3. What is the speaker‘s stand towards Philippine
tourism?
4. What is the speaker‘s tone? How does this affect the
message she wants to convey?
Additional questions:
5. What is the destination featured in the audio? What
does this destination have to offer for its tourists?
6. Do you agree with how the speaker presented the
information? Why or why not?
G. Making
generalizations and
abstractions about the
lesson
H. Finding practical
applications of concepts
and skills in daily living
Ask:
As a youth, what practical
ways can you do to help
promote Philippine tourism?
Ask:
As a youth, what practical
ways can you do to help
promote Philippine
tourism?
Ask:
What did you learn today?
Ask:
What did you learn today?
The class will be divided into small groups and do the
following activity:
Imagine that you were tour guides and foreigners visit
your locality. Create an itinerary for the tour and write a
script that you will use as you tour them around your
locality. Highlight the historical and cultural significance of
certain tourist spots in your place.
(see attached rubric for grading)
I. Evaluating learning
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J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 7, Day 2
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
Discover literature as a tool to assert one‘s unique
identity and to better understand other people
(EN7LT-III-g-5)
Identify the author‘s intentions for writing
(EN7RC-III-g-9)
“To The Philippines” by Jose Rizal (Translated by
Nick Joaquin) (Poem)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
For copy of the poem:
http://www.seasite.niu.edu/tagalog/teachers_page/rizal's%20poems.htm
Advanced Learners
As a youth, how can you
help promote Philippine
tourism?
Four Pics, One Word
Students will try to guess
the word by means of four
pictures.
Average Learners
As a youth, how can you
help promote Philippine
tourism?
Four Pics, One Word
Students will try to guess
the word by means of four
pictures.
Please insert 4 pictures
of famous landmarks
in the Philippines.
Please insert 4 pictures
of famous landmarks
in the Philippines.
B. Establishing a purpose
for the lesson
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Answer: PHILIPPPINES
Answer: PHILIPPPINES
Afterwards, teacher will Afterwards, teacher will
present the following present the following trivia:
trivia:
The Philippines is called
The Philippines is called the Pearl of the Orient
the Pearl of the Orient Seas. It is because of its
Seas. It is because of its famous natural beauty and
famous natural beauty for
having
its
rich
and for having its rich biodiversity as its main
biodiversity as its main tourist attraction. Pearl of
tourist attraction. Pearl of the Orient Sea or in
the Orient Sea or in Spanish term, ―Perla del
Spanish term, ―Perla del Mar de Oriente‖. This
Mar de Oriente‖. This became more popular
became more popular when Philippine National
when Philippine National hero, Jose Rizal, used the
hero, Jose Rizal, used the sobriquet in his last poem
sobriquet in his last poem ―Mi Ultimo Adios‖ before
―Mi Ultimo Adios‖ before he died in 1896.
he died in 1896.
Ask: ―Who is Jose Rizal?
Ask: ―Who is Jose Rizal?
What were some of his
What were some of his
major contributions to our major contributions to our
history?‖
history?‖
Please insert a picture
of Jose Rizal.
C. Presenting
examples/instances of the
new lesson
Please insert a picture
of Jose Rizal.
Rizal was a polymath,
skilled in both science
and the arts. He painted,
sketched, and made
sculptures and
woodcarving. He was a
prolific poet, essayist, and
novelist whose most
famous works were his
two novels, Noli Me
Tángere and its sequel,
El filibusterismo.
Say: ―Today we will read
a SONNET by our
national hero originally
written in Spanish and
translated to English by
Nick Joaquin. Do you
know what a sonnet is?‖
Rizal was a polymath,
skilled in both science and
the arts. He painted,
sketched, and made
sculptures and
woodcarving. He was a
prolific poet, essayist, and
novelist whose most
famous works were his two
novels, Noli Me Tángere
and its sequel, El
filibusterismo.
Say: ―Today we will read a
SONNET by our national
hero originally written in
Spanish and translated to
English by Nick Joaquin.
Do you know what a
sonnet is?‖
Sonnet- a 14-lined poem
Sonnet- a 14-lined poem
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D. Discussing new
concepts and practicing
new skills #1
Vocabulary Building
Students will guess the
meaning of the following
words through the
pictures:
Vocabulary Building
Students will guess the
meaning of the following
words through the pictures:
1. houri
-beautiful young woman
or warrior
1. houri
-beautiful young woman or
warrior
2. morn
-morning
2. morn
-morning
3. sonorous
-capable of producing a
deep, full sound
3. sonorous
-capable of producing a
deep, full sound
4. undines/naiads
- a female spirits or
nymphs inhabiting water
4. undines/naiads
- a female spirits or
nymphs inhabiting water
5. extol
-to praise enthusiastically
5. extol
-to praise enthusiastically
Note to the teacher:
Note to the teacher:
Please insert the
corresponding picture
for each vocabulary.
Please insert the
corresponding picture
for each vocabulary.
Motive Question
Say ―Let us now read the poem entitled to the
Philippines and find out to what Rizal compared the
Philippines.‖
Reading of the Selection
Teacher will first read the poem followed by the
students in chorus.
E. Discussing new
concepts and practicing
skills #2
To The Philippines
by Jose Rizal
Aglowing and fair like a houri on high,
Full of grace and pure like the Morn that peeps
When in the sky the clouds are tinted blue,
Of th' Indian land, a goddess sleeps.
The light foam of the son'rous sea
Doth kiss her feet with loving desire;
The cultured West adores her smile
And the frosty Pole her flow'red attire.
With tenderness, stammering, my Muse
To her 'midst undines and naiads does sing;
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I offer her my fortune and bliss:
Oh, artists! her brow chaste ring
With myrtle green and roses red
And lilies, and extol the Philippines!
Source:
http://www.seasite.niu.edu/tagalog/teachers_page/rizal'
s%20poems.htm
F. Developing mastery
G. Making generalizations
and abstractions about
the lesson
Comprehension
Questions
1. To what did Rizal
compare the Philippines
to? How are they the
same?
2. Who is the poem‘s
persona?
3. What is the tone/mood
of the poem?
4. As you read the poem,
what mental image is
formed?
5. Did Rizal do a good job
in
describing
the
Philippines? Why?
6. Do you agree with his
descriptions
of
our
country?
7. What do you think is
Rizal‘s
intention
for
writing the poem?
8. If you were Rizal, what
other compliments would
you pay the Philippines?
Comprehension Questions
1. To what did Rizal
compare the Philippines
to? How are they the
same?
2. Who is the poem‘s
persona?
3. What is the tone/mood
of the poem?
4. As you read the poem,
what mental image is
formed?
5. Did Rizal do a good job
in
describing
the
Philippines? Why?
6. Do you agree with his
descriptions
of
our
country?
7. What do you think is
Rizal‘s intention for writing
the poem?
8. If you were Rizal, what
other compliments would
you pay the Philippines?
An author‘s purpose is his
reason for or intent in
writing. An author‘s
purpose may be to
amuse the reader, to
persuade the reader, to
inform the reader, or to
satirize a condition.
An author writes with one
of four general purposes
in mind:
1.To relate a story or to
recount events, an author
uses
Narrative writing.
2.To tell what something
looks like, sounds like, or
feels like, the author uses
descriptive writing
3. To convince a reader
An author‘s purpose is his
reason for or intent in
writing. An author‘s
purpose may be to amuse
the reader, to persuade
the reader, to inform the
reader, or to satirize a
condition.
An author writes with one
of four general purposes in
mind:
1.To relate a story or to
recount events, an author
uses
Narrative writing.
2.To tell what something
looks like, sounds like, or
feels like, the author uses
descriptive writing
3. To convince a reader to
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to believe an idea or to
take a course of action,
the author uses
persuasive writing.
4.To inform or teach the
reader, the author uses
expository writing.
An author‘s purpose is
reflected in the way he
writes about a topic. For
instance, if his purpose is
to amuse, he will use
jokes or anecdotes in his
writing.
Clues to an author‘s
purpose may be found in
titles, prefaces, and the
author‘s background
Ask: ―When you read,
why is it always important
to know the author‘s
intention?‖
H. Finding practical
applications of concepts
and skills in daily living
What did
today?
you
believe an idea or to take a
course of action, the
author uses persuasive
writing.
4.To inform or teach the
reader, the author uses
expository writing.
An author‘s purpose is
reflected in the way he
writes about a topic. For
instance, if his purpose is
to amuse, he will use jokes
or anecdotes in his writing.
Clues to an author‘s
purpose may be found in
titles, prefaces, and the
author‘s background
Ask: “When you read, why
is it always important to
know
the
author‘s
intention?”
learn What did you learn today?
Teacher will group the class into five. Each group will
perform a task to show appreciation for the Philippines.
Group A- letter writing
Group B- interpretative dancing
Group C- singing
Group D-poem writing
Group E-poster making
I. Evaluating learning
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J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 7, Day 3
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
Distinguish fact from opinion, fantasy from reality in the
text (EN7RC-III-g-2.13)
Draw similarities and differences of the featured
selections in relation to the theme (EN7LT-III-g-2.3)
―The Philippines- More than Just a Place to Visit‖
by Choi Tong I (Essay)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
For copy of the Essay:
https://macaupcg.dfa.gov.ph/site-administrator/news-archives/344-essay-thephilippines-more-than-just-a-place-to-visit
Advanced Learners
What poem did we read
yesterday? How did Rizal
describe the Philippines
based from his poem?
Average Learners
What poem did we read
yesterday? How did Rizal
describe the Philippines
based from his poem?
Fact or Opinion
Students will raise their
right hand if the statement
is a FACT and their left if it
is an opinion.
Fact or Opinion
Students will raise their
right hand if the statement
is a FACT and their left if it
is an opinion.
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C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
1. The Philippines is an
archipelago made up of
7,107.
2. The Filipinos are the
most hardworking people
in the world.
3. The Philippines are
named after King Philip II
of Spain.
4. The Philippines has
produced
four
Miss
Universe titlists.
5. The Philippines is the
best country in the world.
1. The Philippines is an
archipelago made up of
7,107.
2. The Filipinos are the
most hardworking people in
the world.
3. The Philippines are
named after King Philip II of
Spain.
4. The Philippines has
produced
four
Miss
Universe titlists.
5. The Philippines is the
best country in the world.
A fact generally refers to
something that is true and
can be verified as such.
That is, a fact is
something that can be
proven to be true. While
an opinion refers to a
personal belief.
Have you ever been in a
foreign place? How did
you feel? How did you
cope with the new
environment?
A fact generally refers to
something that is true and
can be verified as such.
That is, a fact is something
that can be proven to be
true. While an opinion
refers to a personal belief.
Background of the
Author/ Selection
The author, Choi Tong I, a
student
of
Business
Administration
in
the
University of Macau, was
sent to the Philippines last
20-24 May 2013 under
the Philippines-China
Years
of
Friendly Exchanges
sponsored
by
the
Consulate General of the
Philippines in Macau SAR.
The essay describes the
author‘s experience in the
Philippines where she had
the opportunity to attend
classes at the Ateneo de
Manila University and to
travel within and outside
Manila.
Vocabulary Building
Background of the
Author/ Selection
The author, Choi Tong I, a
student of Business
Administration in the
University of Macau, was
sent to the Philippines last
20-24 May 2013 under
the Philippines-China
Years of
Friendly Exchanges
sponsored by the Consulate
General of the Philippines
in Macau SAR. The essay
describes the author‘s
experience in the
Philippines where she had
the opportunity to attend
classes at the Ateneo de
Manila University and to
travel within and outside
Manila.
Vocabulary Building
Students will infer the
Students will infer the
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Have you ever been in a
foreign place? How did you
feel? How did you cope with
the new environment?
E. Discussing new
concepts and practicing
skills #2
F. Developing mastery
meaning of the words
written in bold by means
of context clues.
meaning of the words
written in bold by means of
context clues.
1. exchange program
Lee Min Ho was sent by
Korea to the Philippines
under an exchange
program sponsored by
the Korean Consulate to
learn Philippine history
and culture.
1. exchange program
Lee Min Ho was sent by
Korea to the Philippines
under an exchange
program sponsored by the
Korean Consulate to learn
Philippine history and
culture.
2. queue
The students formed a
long queue to get their
snacks at the canteen.
2. queue
The students formed a long
queue to get their snacks at
the canteen.
3. grumble
The customers of the
shopping mall grumble
loudly because of poor
service.
3. grumble
The customers of the
shopping mall grumble
loudly because of poor
service.
4. salubrity
A balanced diet, fresh air
and exercise promotes
salubrity.
Let us now read the essay
entitled ―The PhilippinesMore than Just a Place to
Visit‖ by Choi Tong I and
find out how she found her
stay in the Philippines.
4. salubrity
A balanced diet, fresh air
and exercise promotes
salubrity.
Let us now read the essay
entitled ―The PhilippinesMore than Just a Place to
Visit‖ by Choi Tong I and
find out how she found her
stay in the Philippines.
Reading of the Selection
Students will read the
essay silently.
Reading of the Selection
Students will read the essay
silently.
For a copy of the poem
see Appendix A.
For a copy of the poem see
Appendix A.
Comprehension
Questions
1. How did the author find
her
stay
in
the
Philippines?
2. What are some of the
places she visited? What
did she see?
4. What were some of the
most profound lessons the
author learned during her
stay?
Comprehension
Questions
1. How did the author find
her stay in the Philippines?
2. What are some of the
places she visited? What
did she see?
4. What were some of the
most profound lessons the
author learned during her
stay?
5. Is the title ―The
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G. Making generalizations
and abstractions about
the lesson
H. Finding practical
applications of concepts
and skills in daily living
5. Is the title ―The
Philippines- More than
Just a Place to Visit‖
appropriate for the essay?
6. Explain: ‗Like all great
travelers, I have seen
more than I remember,
and remember more than
I have seen‘.
7 If you were a foreigner
to a country, what will you
do to make your stay
worthwhile?
Philippines- More than Just
a Place to Visit‖ appropriate
for the essay?
6. Explain: ‗Like all great
travelers, I have seen more
than I remember, and
remember more than I have
seen‘.
7 If you were a foreigner to
a country, what will you do
to
make
your
stay
worthwhile?
What are the benefits of
travelling? What places or
countries do you plan to
visit in the future?
How can we different fact
from opinion?
What are the benefits of
travelling? What places or
countries do you plan to
visit in the future?
How can we different fact
from opinion?
Students will be divided into small groups and do the
following tasks.
Task A- Pick out the FACTS and OPINIONS stated in
the essay you have just read. Present them using the
following chart.
Facts
Opinions
The organization helps in
building houses for the
poor and helping them to
legally own their homes
These form the
Philippines, a place
where you can learn the
real meaning of life, and
how to appreciate things
around.
Example:
I. Evaluating learning
Task B- By means of a Venn Diagram, compare and
contrast the poem ―To The Philippines‖ by Jose Rizal
and the essay ―The Philippines- More than Just a Place
to Visit‖ by Choi Tong I. You can analyze how it is similar
and/or different in theme, author‘s intention, content, etc.
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J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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Appendix A
The Philippines – More Than Just a Place to Visit
By Choi Tong I
Clear blue skies with clouds formed into different pictures; a jolly sun, with the most
brilliant sunshine that lights up nature; grateful and pleasant people, with the
brightest smiles that build up their unique culture. These form the Philippines, a place
where you can learn the real meaning of life, and how to appreciate things around. A
week‘s exchange program, a lifetime‘s awakening. This is the most amazing and
fruitful trip that I have ever had.
Attitude is one of the most profound lessons I have learnt throughout my trip in the
Philippines. Wherever you are and whomever you are with, you can feel the Filipinos‘
passion towards their jobs and country. No matter what they are–sales staff, taxi
drivers, security guards or simply strangers passing—Filipinos wear lovely smiles on
their faces. Even when they are stuck in traffic or in a long queue, they are still happy
enjoying music, or chatting with friends.
The students and staff in my host university, the Ateneo de Manila University, were
all very nice and enthusiastic in introducing us their campus and culture; they even
used their spare time to bring us around Manila, and they cared about us a lot. Their
love and care had really touched me deeply.
One organization that I must mention is the Gawad Kalinga in Tandang Sora,
Quezon City. The organization helps in building houses for the poor and helping
them to legally own their homes. Houses in the Gawad Kalinga village are colorfully
painted like a theme park, and the reason behind it is simple – they want to cheer up
the poor families with beautiful colors.
What the organization builds are not only houses, but homes and shelters. Under the
strong heat of the sun, I couldn‘t hear them grumble. Instead, I could hear cheers and
laughter. The people there owned the brightest smiles I have ever seen. Children had
the simplest toys and they played the simplest games with their neighbors, yet, you
could see how grateful they were through their eyes.
These led me to a deep reflection: What was I grumbling about when I was sitting in
a room with air-conditioning, studying for my exams? These children didn‘t even have
a proper chair. Life can be simple. The more we desire, the farther we are away from
real happiness.
I really appreciate the heart of Gawad Kalinga. Real charity should be done in this
way-- a direct help to the poor, an influential step toward solving the problem of
poverty.
Through the two lessons in Ateneo and the visit to the National Museum, I
understood more about the history and culture of the Philippines. How the Spanish
and the Americans have influenced the culture of the Philippines was really worth
knowing since I hadn‘t had any idea on this before. Sharing different cultures and
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information with the staff in Ateneo was one of the activities that I enjoyed the most. I
felt great when they learned more about Macau.
Last but not the least, the trip to Tagaytay provided a perfect full stop to our oneweek journey in the Philippines. There, I could feel the nature of the Philippines,
which again, brought me to the feeling that life can really be simple and easy. Nature
is the best gift from God, and what more do we have to desire for? ‗To live at all is
miracle enough,‘ reminds Richard Dawkins.
And, as Benjamin Disraeli once said, ‗Like all great travelers, I have seen more than I
remember, and remember more than I have seen‘. The journey has taught me a lot,
and I experienced more than I expected. Every minute was enjoyable, even when we
were stuck in traffic; the lights from the ‗sea of cars‘ was so beautiful, with pleasant
background music from the radio. Without a visit, one can never truly know how the
Philippines looks like. The sky is blue even when it is raining; the people are joyful
even when they are sweating. You just can‘t think of any reason to complain about
your life. I really have to say a real ‗salamat‘ to all people who accompanied us
during the whole trip, without them, my journey would never have been complete.
‗Live in the sunshine, Swim the sea, Drink the wild air‘s salubrity,‘ wrote Ralph Waldo
Emerson. All these one can do in fun Philippines.
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DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 7, Day 4
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives
II. CONTENT
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to
assert one‘s identity; strategies in listening to and
viewing of informative and short narrative texts; word
relationships and associations; informative speech
forms; and use of direct/reported speech, passive/
active voice, simple past and past perfect tenses, and
sentence connectors.
The learner transfers learning by: showing ways of
asserting one‘s identity; comprehending informative
and short narrative texts using schema and
appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication
using
direct/reported
speech,
active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.
Use direct and reported speech appropriately in varied
contexts (EN7G-III-g-3)
Direct and Reported Speech
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
360-363
364-366
LED TV, PPT, Visual Aids
Advanced Learners
Ask: What did we discuss
yesterday? How will we know
if words are related to a
certain idea?
Teacher will present the
following sets of sentences.
Students will identity the
changes that took place in
the second group of
sentences:
Average Learners
Ask: What did we
discuss yesterday?
How will we know if
words are related to a
certain idea?
Say: ―Today, you are
going to play a game
called “Pass the
Message.‖
Teacher will explain
the mechanics:
1. Class will be
divided
into
four
groups.
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Set A
1. ―He works in a bank,‖ she
said.
2. ―Julie doesn‘t like going out
much,‖ he said.
3. ―I don‘t have a computer,‖
Tony replied.
4. ―They never arrive on
time,‖ Mother said.
5. ―I never get up early on
Sundays,‖ said Marco.
2. Each group will
form a line.
3. The teacher will
whisper a message to
the students in front of
the line.
4. The students in
front of the line will
pass the message to
the person behind
them by whispering.
This will be done
continuously until the
Set B
last person hears the
1. She said that he worked in message.
a bank.
5. The last person will
2. He said that Julie didn‘t like write the message
going out much.
he/she received on
3. Tony replied that he didn‘t
the board.
have a computer.
6. The teacher will ask
4. Mother said that they never the first person who
arrived on time.
received the message
5. Marco said that he never
if the message on the
got up early on Sundays.
board is correct.
7. The group which
writes the correct
message
is
the
winner.
He Said What?
Students analyze the
following sentences and
answer the questions:
C. Presenting
examples/instances of
the new lesson
Processing of the
Activity:
Ask: What did you
realize after doing the
activity? How does
―fake
news/gossip‖
spread?‖
He Said What?
Students analyze the
following sentences
and answer the
questions:
―The Philippines is a goddess
sleeping in the Indian island,‖
Rizal said.
―The Philippines is a
goddess sleeping in
the Indian island,‖
Rizal said.
Rizal said that the Philippines
is a goddess sleeping in the
Indian island.
Rizal said that the
Philippines is a
goddess sleeping in
the Indian island.
―I enjoyed my stay in the
Philippines,‖ Choi Tong I
stated.
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―I enjoyed my stay in
the Philippines,‖ Choi
Tong I stated.
Choi Tong I stated that she
enjoyed her stay in the
Philippines.
Choi Tong I stated
that she enjoyed her
stay in the Philippines.
Questions:
1. What do you observe
about the lines of Rizal? Choi
Tong I? How are the lines of
Rizal presented? How about
Choi Tong I‘s?
2. What tense of the verb was
used in the lines of Rizal?
Choi Tong I? Which of the
characters used direct
speech? Reported speech?
Questions:
1. What do you
observe about the
lines of Rizal? Choi
Tong I? How are the
lines of Rizal
presented? How
about Choi Tong I‘s?
2. What tense of the
verb was used in the
lines of Rizal? Choi
Tong I? Which of the
characters used direct
speech? Reported
speech?
Discussion on
converting direct to
reported speech and
vice versa:
Discussion on converting
direct to reported speech and
vice versa:
A direct speech is a sentence
that gives a statement or
thought in its original form
according to how the original
speaker said it.
Example:
―He planted rice in our land,‖
replied Pare Crispin.
―Many men like to borrow rice
from me,‖ Mang Cesar said.
D. Discussing new
concepts and practicing
new skills #1
A reported speech is a
sentence that expresses the
content of a statement
quoting just like what is done
in direct speech.
Example:
Pare Crispin replied that he
planted rice in their land.
Mang Cesar said that many
men like to borrow rice from
him.
A direct speech is a
sentence that gives a
statement or thought
in its original form
according to how the
original speaker said
it.
Example:
―He planted rice in our
land,‖ replied Pare
Crispin.
―Many men like to
borrow rice from me,‖
Mang Cesar said.
A reported speech is
a sentence that
expresses the content
of a statement quoting
just like what is done
in direct speech.
Example:
Pare Crispin replied
that he planted rice in
their land.
Mang Cesar said that
many men like to
borrow rice from him.
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To change a direct speech to
a reported speech and vice
versa, you need to take note
of the following details:
 Tense of the Verb (Is
it in the past tense or
present tense?)
 Pronouns
(Do you need to change
pronouns like ―I‖ to ―he/she‖?)
E. Discussing new
concepts and practicing
skills #2
―I already ate,‖ said Crispin.
To change a direct
speech to a reported
speech and vice
versa, you need to
take note of the
following details:
 Tense of the
Verb (Is it in
the past tense
or present
tense?)
 Pronouns
(Do you need to
change pronouns like
―I‖ to ―he/she‖?)
Crispin said that he already
ate.
Analyze the following
sentences:
Analyze the following
sentences:
―I already ate,‖ said
Crispin.
F. Developing mastery
Say to the students:
Crispin said that he
already ate.
Say to the students:
Change the direct speech
into reported speech. Use
'she said' at the beginning of
each answer. It's the same
day, so you don't need to
change the time expressions.
1. ―We went out last night."
2. "I'm coming!
3. "I was waiting for the bus
when he arrived."
4. "I'd never been there
before."
5. "I didn't go to the party."
6. "Lucy will come later."
7. "He hasn't eaten
breakfast."
8. "I can help you tomorrow."
9. "You should go to bed
early."
10. "I don't like chocolate."
11. "I visited my parents at
the weekend."
12. "She hasn't eaten sushi
before."
13. "They would help if they
could."
14. "I'll do the washing-up
later."
Change the direct
speech into reported
speech. Use 'she said'
at the beginning of
each answer. It's the
same day, so you
don't need to change
the time expressions.
1. ―We went out last
night."
2. "I'm coming!
3. "I was waiting for
the bus when he
arrived."
4. "I'd never been
there before."
5. "I didn't go to the
party."
6. "Lucy will come
later."
7. "He hasn't eaten
breakfast."
8. "I can help you
tomorrow."
9. "You should go to
bed early."
10. "I don't like
chocolate."
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15. "He could read when he
was three."
Ask the students:
G. Making
generalizations and
abstractions about the
lesson
H. Finding practical
applications of concepts
and skills in daily living
What do we need to be able
to report a direct/quoted
speech correctly and
precisely? How do we get
affected by false information
being circulated about certain
events?
How do we change a direct
speech to reported speech?
What are the aspects that we
need to take note of?
Group Activity
The class will be divided into
four groups. Each group will
perform a different task:
Group 1
Interview a teacher about
his/her experiences in the
teaching profession. Write
appropriate questions. Report
your findings in class.
Group 2
Teacher will share a
passage. The students will
transpose the passage to
reported speech.
Ask the students:
What do we need to
be able to report a
quoted speech
correctly and
precisely? How do we
get affected by false
information being
circulated about
certain events?
How do we change a
direct speech to
reported speech?
What are the aspects
that we need to take
note of?
Group Activity
The class will be
divided into four
groups. Each group
will perform a different
task:
Group 1
Interview a teacher
about his/her
experiences in the
teaching profession.
Write appropriate
questions. Report
your findings in class.
Group 3
Students will watch a news
report on TV and will present
the information they gained in
class.
Group 2
Teacher will share a
passage. The
students will
transpose the
passage to reported
speech.
Group 4
Students will make a comic
strip about bullying. Students
will supply conversation using
speech bubbles.
Group 3
Students will watch a
news report on TV
and will present the
information they
gained in class.
I. Evaluating learning
(See attached rubric for
grading)
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Group 4
Students will make a
comic strip about
bullying. Students will
supply conversation
using speech bubbles.
Change the following
reported speech:
J. Additional activities for
application or
remediation
(See attached rubric
for grading)
to Change the following
to reported speech:
1. John said, "I love this
town."
2. "Do you like soccer?" he
asked me.
3. "I can't drive a lorry," he
said.
4. "Be nice to your brother,"
he said.
5. "Don't be nasty," he said.
6. "What have you decided to
do?" she asked him.
7. "Where have you been?"
he asked me.
8. "You should revise your
lessons," he said.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the lesson work? No. of
learners who have caught up w/
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
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1. John said, "I love
this town."
2. "Do you like
soccer?" he asked
me.
3. "I can't drive a
lorry," he said.
4. "Be nice to your
brother," he said.
5. "Don't be nasty," he
said.
6. "What have you
decided to do?" she
asked him.
7. "Where have you
been?" he asked me.
8. "You should revise
your lessons," he said.
DETAILED LESSON PLAN IN ENGLISH 7
Quarter 3, Week 7, Day 5
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one‘s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence connectors.
B. Performance
The learner transfers learning by: showing ways of
Standards
asserting one‘s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and
appropriately.
C. Learning
Compose a travelogue
Competencies/Objectives (EN7WC-III-f-2.2.14 and EN7WC-III-g-2.2.14)
II. CONTENT
Writing Travelogue
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
English Learners Materials. 380-381
Pages
3. Textbook Pages
*English Arts I. 2000. pp 218.English Expressways II.
2007. pp 30-31.
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
LED TV, PPT, Visual Aids
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
Advanced Learners
Ask:
What did we discuss
B. Establishing a purpose yesterday? How will you
for the lesson
determine if the speech is
direct or reported?
C. Presenting
examples/instances of
the new lesson
Teacher will present the
following names of the famous
sceneries/ places in the
Philippines.
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Average Learners
Ask:
What did we discuss
yesterday? How will you
determine if the speech
is direct or reported?
Teacher will present the
following names of the
famous sceneries/ places
in the Philippines.
The students are going to play
―DRAW ME A PICTURE of…‖
1. Mayon Volcano
2. Marawi City
3. Chocolate Hills
4. Penafrancia Church
5. Rizal Park
(In 30 seconds, students
should be able to form the
famous scenes/places using
their body gesture/ movement
that will be mentioned by the
teacher)
Note: You can change the
names of the places as
options in the game that
students are familiar with, like
SM,Pinangat and Butanding
etc.
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
skills #2
The students are going to
play ―DRAW ME A
PICTURE of…‖
1. Mayon Volcano
2. Marawi City
3. Chocolate Hills
4. Penafrancia
Church
5. Rizal Park
(In 30 seconds, students
should be able to form
the famous
scenes/places using their
body gesture/ movement
that will be mentioned by
the teacher)
Note: You can change
the names of the places
as options in the game
that students are familiar
with, like SM,Pinangat
and Butanding etc.
The teacher will present big
picture of an airplane/ bus and
famous places in the
Philippines.
The teacher will present
big picture of an airplane/
bus and famous places in
the Philippines.
1. When do we use airplane
and bus?
2. Have you traveled to
different places before?
3. Do you recall your
experiences about visiting a
favorite place?
4. Do you have notes or
written documents about your
personal experiences after the
travel?
1. When do we use
airplane and bus?
2. Have you traveled to
different places before?
3. Do you recall your
experiences about
visiting a favorite place?
4. Do you have notes or
written documents about
your personal
experiences after the
travel?
Discussion of the meaning of
a travelogue
Discussion of the
meaning of a travelogue
Travelogue – a piece of
writing about someone‘s
experiences about traveling.
Travelogue – a piece of
writing about someone‘s
experiences about
traveling.
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Tourism plays a vital role in
boosting the Philippine
economy. Recently our
country is known globally for
its tempting white sand
beaches, fine restaurants and
bars, malls and shops with
Filipino-made handicraft and
organic food products.
WOW Philippines proves that
we Filipinos can now compete
globally in the tourism market
which is something that we
must be proud of.
The pointers in creating a
creative travelogue:
1. Write about a famous
tourist spot in your
place.
2. Give photographic
description.
3. Highlight the various
attraction
4. Mention the ways and
means to reach the
destination
5. Name a few good
places to visit.
6. Mention the do‘s and
don‘ts of the places.
F. Developing mastery
Tourism plays a vital role
in boosting the Philippine
economy. Recently our
country is known globally
for its tempting white
sand beaches, fine
restaurants and bars,
malls and shops with
Filipino-made handicraft
and organic food
products.
WOW Philippines proves
that we Filipinos can now
compete globally in the
tourism market which is
something that we must
be proud of.
The pointers in creating a
creative travelogue:
1. Write about a
famous tourist
spot in your
place.
2. Give
photographic
description.
3. Highlight the
various attraction
4. Mention the ways
and means to
reach the
destination
5. Name a few good
places to visit.
6. Mention the do‘s
and don‘ts of the
places.
G. Making
generalizations and
abstractions about the
lesson
Ask the students:
H. Finding practical
applications of concepts
and skills in daily living
What is the significance
travelogue in real life?
Ask the students:
of What is the significance
of travelogue in real life?
Why should you record your Why should you record
travel experiences?
your travel experiences?
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I. Evaluating learning
Why do you think travelogue is
important to you as students
in every memorable place you
visited?
Group Activity
The students will work in pair
and choose a place that was
visited before and compose
travelogue using the pointers
discussed and express the
sentences in direct or reported
speech.
J. Additional activities for
application or
remediation
1. Mayon Black Lava
2. Cagsawa Ruins
3. Misibis Island
4. SM(Naga/City
5. Deer Farm
6. Mayon Skyline
7. Sumlang lake
8. Kawa-kawa Hill
9. Lignon Hill
10. Wild Life
11. Masbate City
12. Camarines Sur Water
Sports Complex
13. Catanduanes Island
14. Rapu-Rapu Islands
15. Penafrancia church
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
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Region V/Daily Lesson Plan/2019-2020
Why do you think
travelogue is important to
you as students in every
memorable place you
visited?
Group Activity
The students will work in
5 groups and choose a
place that was visited
before and compose
travelogue using the
pointers discussed and
express the sentences in
direct or reported
speech.
1. Mayon Black
Lava
2. Cagsawa Ruins
3. Misibis Island
4. SM(Naga/City
5. Deer Farm
6. Mayon Skyline
7. Sumlang lake
8. Kawa-kawa Hill
9. Lignon Hill
10. Wild Life
11. Masbate City
12. Camarines Sur
Water Sports
Complex
13. Catanduanes
Island
14. Rapu-Rapu
Islands
15. Penafrancia
church
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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Region V/Daily Lesson Plan/2019-2020