DETAILED

LESSON
PLAN IN
ENGLISH 7
(Second Quarter)

i
ii
DETAILED LESSON PLAN DEVELOPMENT TEAM
ENGLISH 7
Second Quarter Weeks 1-10

NAME ROLE IN THE DEVELOPMENT

1. Preciosa R. Dela Vega Validator

2. Eden M. Alarcon Validator
3. Belinda T. Nellasca Validator
4. Angustia P. Oraa Validator
5. Gemma A. Realo Validator
6. Pablo S. Valencia Validator
7. Mitadel T. Aureus Writer
8. Claire T. Marquese Writer
9. Cherry S. Agreda Writer
10. Marife M. Mendoza Writer
11. Estelita T. Hipolito Writer
12. Zairah Lynn C. Obias Writer
13. Rogielyn Mae D. Carino Writer
14. Rhodora D. Alcantara Writer
15. Lou Jean S. Borabien Writer
16. Luzviminda D. De La Vega Writer
17. Arlene G. Recreo Writer
18. Marites S. De La Cruz Writer
19. Lorena A. Intia Writer
20. Karen V. Primavera Writer
21. Jesus C. Gamora Illustrator

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 TABLE OF CONTENTS

QUARTER 2

WEEK 1
DAY 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WEEK 2
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

WEEK 3
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

WEEK 4
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

WEEK 5
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140

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 DAILY LESSON PLAN
Grade 7
Quarter 2 Week 1 Day 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of: Philippine
Standards literature during the period of Apprenticeship as a means
of examining conflicts; various purposeful listening and
viewing strategies difference between literal and figurative
language; ways to extract and condense information
based on library sources; verbal and non-verbal cues in
oral communication; types of phrases, clauses and
sentences.
B. Performance The learner transfers learning by: resolving conflicts
Standards presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately.
C. Learning Identify the distinguishing features of literature during the
Competencies/ period of apprenticeship. EN7LT-II-a-4.1
Objectives Extract information from the text listened to. EN7LC-II-b-
3.5
II. CONTENT Features of Literature During the Period of Apprenticeship
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 147-149
pages
2. Learner’s Materials Grade 7 LM pp156 - 158
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Linglithumanities.blogspot.com/…/notes-On-apprentice-ship-period-1910
Resources
IV. PROCEDURES
A. Reviewing previous Advanced Learners Average Learners
lesson or presenting Group the class into five. Group the class into five
the lesson Each group will get groups , Each group will get
different sets of cut out different sets of cut out
letters to form a word. letters to form a word.
Example: Example:
PTAPRENICE PTAPRENICE
Answer: Apprentice Answer: Apprentice

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 Set 1: YFMALI Set 1: YFMALI
Set 2: UETIRLATRE Set 2: UETIRLATRE
Set 3: ORPES Set 3: ORPES
Set 4:TMITIANIO Set 4:TMITIANIO
Set 5: ETUICONDA Set 5: ETUICONDA
Answers: Answers:
1. Family 6. Family
2. Literature 7. Literature
3. Prose 8. Prose
4. Imitation 9. Imitation
5. Education 10. Education

Ask the following questions: Ask the following questions:

 What does the word  What other ideas
mean to you? can you relate with
 How is this related the word
to our theme. “apprentice”?

B. Establishing a Read the text on Apprenticeship Period.

purpose for the
lesson The students will be asked to take down notes.
Listening Text: Notes on the Apprenticeship Period
( 1910 – 1935 )

C. Presenting Advanced Learners Average Learners

examples/instances
of the new lesson Task 1: Period of Task 1: Period of
Apprenticeship: Apprenticeship
Based on the listening text, Based on the listening text ,
the students will answer the the students will answer the
following questions: following questions:
 How do we know if  Name writers during
a literary piece the apprenticeship
belongs to the period?
period of  Give examples of
apprenticeship? literary works during
 What are the this period?
characteristics of  What are the
this period? characteristics of
 Name the writers this period?
and their literary ( Boardwork: The teacher
works during this can prepare separately the
period. name of authors and their
works and the students can
pair them.)

2
 Advanced Learners Average Learners
Task 2. GI ( General Task 2: GI ( General
Information Pinoy) Information) Pinoy
 With the same  The students will
retain their
groupings , let
groupings and with
learners come up their groupmates,
with words they will generate
connected to the ideas that can be
letters of the term associated with any
FAMILY. letter from the word
 Sample answers: picked through
drawing of lots;
F – Fair ,Father
FAMILY, FATHER,
A – Attention, MOTHER, SISTER
Attachment and BROTHER
M – Model , Mother  Let the learners
I – Ideal, Inspiration share their output to
L- Love , Life the class
Y – Youth , Young
 Let the learners
share their output to
the class.

D. Discussing new Advanced Learners Average Learners

concepts and Ask the following questions:  Let the learners
practicing new skills
 What can you say answer the
#2
about the activity? questions by
 How did you select group.( same
the words? group )
 What did you feel  The learners will
during the sharing? consolidate their
answer as a group
(The teacher may opt to - What can you say
provide another listening about the activity?
activity of equivalent difficulty - How did you
and similar topic.) select the words?
- What did you feel
Questions to be during the
answered:(oral activity) sharing?
-
1.What is the listening text
about?
2. Mention 2 important points
stated in the text.

E. Developing mastery Advanced Learners Average Learners

(Leads to Formative Task 3: Windows of my Task 3: Windows of my
Assessment) Soul Soul

3
 The teacher will let the The teacher will assist
learners make their own the learners to come up
Johari’s window. They will with the following outputs:
label it accordingly, based on
how they view themselves. - A half sheet of
( pls. refer to LM p. 157 for bond paper
sample format ) equally folded into
four.( refer to the
given format)
- With the folded
paper, come up
with your own
window reflecting
your family
members
impression of you

F. Finding practical Based on the activity, the teacher will establish how
application of understanding and information from Johari’s Window can
concepts and skills help build a stronger relationship.
in daily living
 How will this activity improve the relationship in
the family?
 How would a person know those things that
he/she doesn’t know about themselves?

G. Making The learners answer the The learners answer the

generalizations and following questions: following questions:
abstractions about
the lesson Based on the text,
What is the significance of
enumerate the
the Apprenticeship period in
significance of the
the development of Philippine
Apprenticeship period to
literature?
Philippine literature?

What forms of literature

Cite title of works that
belong to this period?
marked the Apprenticeship
period.

H. Evaluating learning The learners answer the Name the

following questions: authors/publishers of the
following works during the
1. What are the
Apprenticeship period
characteristics of the
Apprenticeship
1. UP Folio
Period?
2. The Philippine Herald
2. Name authors and
3. Literary Apprentice
their works during this
4. “ Dead Stars “
period?
5. “Thinking of

4
 3. Which form/s of Ourselves.’
literature emerged
during this period
6. Additional activities Group work: Group work:
for application or Have a copy of the story
remediation Research at least one literary “ The Dead Stars “.
work during the Determine the following :
Apprenticeship period.  setting
Identify the characteristics of  plot
this period that are evident in  conflict
the selection/piece.  theme.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who
scored below 80%
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? 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?

5
APPENDIX A: Week 1, Day 1

Attachment 1a.

(For Procedure C: Presenting examples/instances of the new lesson )

Task 1: Like the Road (English 7 Learners’ Material , pp. 80-81)

Situation: Imagine your speech as a road. You are taking your listeners on a
journey. Your speech (the content) is the vehicle carrying along the ideas and your
mouth (how you deliver) is the driver.
This will be read by two students acting as driver 1 (reading the selection fast) and
driver 2 (reading the selection slow and moderate).
First Driver: You are the driver. As the driver, you make choices. You can whirl the
passengers through so fast the scenery blurs. While you are busy negotiating a
series of complicated bends at full control, they are gazing out the back window
trying to work out what they have missed and where they are. One by one the
passengers (listeners) get dizzy. Then they close off their ears and sit quietly waiting
for the ride to stop.
Second Driver: You can proceed cautiously your passengers want to get out and
walk. If you are a responsive driver you would be continually adjusting your speed to
meet the road conditions (speech content) and the needs of your passengers
(audience).
Process Questions:
1. To whom is the first driver compared? How about the second one?
2. Which one are you? Why?
3. Why do speakers need to vary their rate of speech?

Task 4. Time to Voice

Read the selection with proper speech rate and intonation.

Crossroads Follow the thunder?

Follow the storm?
Shall I follow the stream?
Follow the whisper
Or cross the sea,
That breeze and leaves form?
Strive for a dream
Follow my heartbeat?
Or let life be?
Follow my head?
Shall it be neon lights
What shall each bring me?
That spell success,
Where shall each lead?
Or flickering lamplight
https://connected-
For happiness? crossroads.weebly.com/poems.html

Task 6. Choral Recitation

Be able to recite before the class the poem “Crossroads”. Observe proper speech
rate and intonation.

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Task 5. Double-check All
A: I have to go back upstairs.
B: Why? We're already late!
A: I have to check the stove.
B: What's the matter?
A: Maybe I left the burner on.
B: No, you didn't. I checked the stove before we left.
A: Are you sure?
B: Of course I'm sure!
A: Well, I have to go back upstairs anyway.
B: It's getting later every minute.
A: I think I left the water running.
B: No, you didn't. Let's go! The only thing running is the clock!
https://eslyes.com/easydialogs/ec/safety09.htm

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 DAILY LESSON PLAN
Grade 7
Quarter 2 Week 1 Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of: Philippine
Standards literature during the period of Apprenticeship as a means
of examining conflicts; various purposeful listening and
viewing strategies difference between literal and figurative
language; ways to extract and condense information
based on library sources; verbal and non-verbal cues in
oral communication; types of phrases, clauses and
sentences.
B. Performance The learner transfers learning by: resolving conflicts
Standards presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately.
C. Learning Recognize the common purpose for writing.
Competencies/ EN7WC -1-a-4
D. Objectives Use listening strategies based on purpose, familiarity with
the topic and levels of difficulty of the text listened to.
ENLCII-a-6
Discover the conflicts presented in the literary selections
and the need to resolve those conflicts in nonviolent ways.
LT-II-a-4
II. CONTENT Identifying Conflict
Common Purpose for Writing
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.150-153
pages
2. Learner’s pp.159-166
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

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IV. PROCEDURES
A. Reviewing Advanced Learners Average Learners
previous lesson Task I – Expect The learners will enumerate
or presenting the The teacher will ask the at least three expectations
lesson
learners to jot down their from the lesson by
ideas regarding their completing the following
expectations for this lines:
lesson using the fashion 1. In this lesson , I
lenses. expect that
( Pls . refer to p. 158 ) _______.
2. Through this lesson ,
I will learn ______.
3. I will use this
learning to improve
_________.
B. Establishing a
purpose for the The teacher will present the objectives for the day.
lesson
C. Presenting
examples/instances Advanced Learners Average Learners
of the new lesson
The teacher will facilitate The teacher will
unlocking of difficulties facilitate unlocking of
through giving of the difficulties through a
following context clues. vocabulary match
1. Seeing the dirty activity.
face of Pedro,  Distribute colored
everyone strips wherein the
snickered.(laughed said words are
insultingly) written.
2. The puppy quivers Vocabulary:
in cold.( trembles) Snickered – laughed insultingly
3. People condemned quiver - tremble
the harsh condemned – denounced
killings.(denounced) dread - apprehension
4. He faced the day wounded - mangled
with dread.( tread heavily - trample
disrespectful - contemptuous
apprehension)
prickly shrub - bramble
5.Wounded soldiers come
young tree - sapling
home exhausted.(mangled)

5. Losing teams tread

heavily out of the
playing field.(
trampled)
6. He is disrespectful
of others.
(contemptuous)

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 7.-8.Hiding behind the
prickly shrub and a young
tree are children playing
noisily. ( bramble, sapling)
Task : Centipede Centipede Statement
Statement The teacher will provide
Review Task 5 and from incomplete sentences, and
there, let the learners the learners will choose the
choose two words to correct word/s from the
construct sentences using options to complete them.
them.

D. Discussing new Advanced Learners Average Learners

concepts and Task : Think and Search like a Centipede:
practicing new skills
#1
The teacher will read aloud the first part of the story, “
The Centipede “ by Rony Diaz. The students shall
listen.(Note: no copies should be given to students. Teacher’s reading time
should be not more than 3 minutes.)
The teacher shall give a 5-item listening comprehension
check afterwards.

Class reading of the entire text.

Processing of the reading activity with the following

questions:
a. What conflict exists between the siblings? Why do
you think Delia hate her brother so much?
b. Do you think Eddie’s actions at the end of the story
is justified? Why or Why not?
c. If you were in the same situation, would you do the
same? Why or why not?

E. Discussing New Task: Centipede Pen

Concepts and Pretend you are the father of the siblings, write a 3-5
Practicing New Skills sentence note of advice to your children on how to resolve
#2
the conflict.
Use non-verbal cues to enhance your oral presentation.

(The teacher should have given first the input before the
group activity)
 Verbal cues are the things we say.
 Nonverbal cues are the things we do not say , but
we communicate through our body language

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 F. Developing Task 9 : Centipede War
mastery The teacher will explain to the class the concept of conflict.
(Leads to Formative The learners will take down notes.
Assessment) Input:
 Conflict is the central struggle between opposing
people or forces.
 It can be external - between characters or
society or between a character and
uncontrollable events.
Example: man vs. man such as
demonstrators against the police
 It can also be internal - within a single
character.
Example : man vs. self such as an
individuals decision is
challenged by conscience
The story, “The Centipede”, contains an external form of
conflict. The misunderstanding was between the siblings.

Task: Centipede in Counsel

Pretending you are one of the children, and having

identified the conflict in the story, provide ways of resolving
it .
(Refer to the graphic organizer on p. 186)

G. Finding practical Task: Centipede Talk

application of
concepts and skills Present a simple dialogue of at least 3 exchanges on how
in daily living
to improve the ff. situation.
a. You don’t like your sister wearing your clothes and some
personal things. You want to tell her but you don’t want to
offend her.
You:_____________________________
Your sister________________________
You:_____________________________
Your sister:_______________________
You:_____________________________
Your sister:_______________________

H. Making The teacher will wrap up the lesson by re- emphasizing

generalizations and key points of the lesson:
abstraction about a. We write for varying purposes.
the lesson
b. We use strategies in listening based on familiarity
and level of difficulty of the text. We do not listen in
the same manner at all times.
c. One purpose for reading is to identify conflict in a
story and to suggest ways of resolving it.

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 I. Evaluating learning The teacher will provide a 3-minute listening
selection.(Note: Read the selection twice)
The learners will fill out the ff.:
Title of the selection:___________________
Kind of Conflict:_______________________
Suggested resolution:__________________

7. Additional activities Write a paragraph of 5-10 sentences suggesting how

for application or Philippines can peacefully end the conflict in Mindanao.
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 who
scored below 80%
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?
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?

12
 Detailed Lesson Plan in ENGLISH
Grade 7
Quarter 2 Week 1 Day 3
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of: Philippine

literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative
language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and
sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standards presented in literary selections; using tools and mechanisms
in locating library resources; extracting information and
noting details from texts to write a précis, summary, or
paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use
phrases, clauses, and sentences meaningfully and
appropriately.

C. Learning Use phrases, clauses, and sentences appropriately and

Competencies/Obje meaningfully; EN7G-II-a-1
ctives
Extract information from a text using a summary, precis, and
paraphrase; EN7WC-II-a-5

Discriminate between literal and figurative language; EN7V-

II-a-10.1

Use the card catalog, the online public access catalog, or

electronic search engine to locate specific resources.
EN7SS-II-a-1.5.3

II. CONTENT Literal & Figurative Language, Phrases, Summarizing, using

OPAC and other search engines

III. LEARNING
RESOURCES
References

1. Teacher’s Guide ---

Pages

2. Learner’s Materials English 7 Learner’s Material pages 166-172

Pages

13
 3. Textbook Pages ---

4. Additional Materials ---

from the LR Portal

5. Other Learning Contextualized Textbook of Grade 7 pages 4-6

Resources

IV. PROCEDURE

A. Reviewing the The teacher will ask the students to note their observations
previous lesson or on the ff. sentences:
presenting the new
lesson 1. Centipedes often scare people because of their
appearance.
2. Delia’s resentment towards Eddie could be traced back
from their mother’s death.
3. Eddie saw his sister as a thorn on his side—something
which should be plucked.
B. Establishing a The teacher presents the objectives for the day.
purpose for the lesson

C. Presenting The teacher will ask the students to guess which of the
examples/instances of following is literal or figurative:
the new lesson
1.Eddie’s resentment toward his sister is like an overheated
kettle

2. Delia asked Berto to kill his adopted dog.

D. Discussing new The teacher will give a

concepts and practicing brief background of
new skills #1 The teacher will give a brief LITERAL and
background of LITERAL and FIGURATIVE
FIGURATIVE LANGUAGE and LANGUAGE and
examples of them. (see examples of each.
attachment) (see attachment)

ACTIVITY: ACTIVITY:
Work in groups using General Work in groups and
Information game (GI) and assign identify, by putting a
members to answers. Let other check mark, if the
members write LIT for literal or statement is under
FIG for figurative to identify each literal or figurative
sentence. Do this in manila paper. language.

(see attachment)

14
 1. Eddie’s sister was stunned when
she saw the centipede.

2. Even as a young boy, Eddie

already had the instincts of a
hunter.

3. For most of the story, Eddie and

Delia were like oil and water.

4. Once, Eddie thought that Delia

was extending the olive branch to
him.

5. Their father often told Eddie and

Delia to keep the peace.

E. Discussing new The teacher will provide an The teacher will

concepts and practicing overview of phrases. provide an overview
new skills #2 of phrases.
(see attachment)
(see attachment)
ACTIVITY:
ACTIVITY:
The class will be divided into
groups and be given these tasks. The class will encircle
the phrase in each
 Encircle the noun phrase in sentence and write if it
each of the sentences.
is a noun phrase or a
 Box the verb phrase in each
sentence verb phrase before
 Underline the nouns and verbs the number.
in the sentences.
(see attachment) (see attachment)

F. Developing mastery The teacher will discuss the ff. : paraphrasing, precis writing
(Leads to Formative and summarizing).He/she will provide examples of these.
Assessment 3)
Having read ”The Centipede”, the students will be asked to

a. paraphrase/re state the last 5 sentences

of the story

b. prepare a 7-sentence summary( Ask the

students to use 3-5 noun and

verb phrases in writing the summary.

(The teacher shall provide phrase bank to help struggling

students in summarizing)

15
 G. Finding practical The learners will answer the following:
application of concepts  As a student, how can phrases help you in constructing
and skills in daily living sentences and eventually, a summary?
 How can figurative language make your summary more
interesting?
H. Making Let them answer the ff. questions: Let them answer the
generalizations of (paired work) following questions?
concepts and skills in (group work)
daily living
1. How would you differentiate
LITERAL from FIGURATIVE 1. Why should we
Language? know both literal and
figurative language?

2. How important are

2. Contrast noun phrase from phrases in writing
verb phrase. paraphrase, precis
and sentences?

I. Evaluating learning The teacher will provide the ff. set of sentences which the
learners will identify as literal or figurative.

1. My father cried tears of joy when he saw the baby.

2. Our classmate snorted like a pig when I told her the story.
3. Her mother’s cooking always works like a charm on her
father.
4. His friend is good in cracking jokes.
5. We seldom fight like cats and dogs..

Underline the phrases in the sentences and write NP if noun

phrase and VP if verb phrase.

1. Biryuk’s eye had been pierced.

2. The flimsy wall collapsed.
3. Delia was embroidering a strip of white cloth.
4. It was a big centipede.
5. I was engulfed by a sudden feeling of pity and guilt.
J. Additional activities for Use the card catalogue, the online public access catalog
application or (OPAC)or electronic search engine to find more tips for
remediation writing paraphrase, precis and summary. Prepare some
notes for these or if print out, paste them on your notebook.

V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment

16
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?.

17
APPENDIX C: Week 1, Day 3

Attachment 1a.

(For Procedure D. Discussing new concepts and practicing new skills #1)

Literal Language has a basic meaning or no other meaning.

Examples:

1. Eddie and Delia fight all the time. (very direct—they always fight)
2. Eddie and Delia are siblings. (direct—Eddie is Delia’s brother)

Figurative Language has hidden or underlying meaning.

Examples:

1. Eddie and Delia are worlds apart. (sort of indirect—there is a gap between
the two)
2. There is bad blood between Eddie and Delia. (indirect-negative relationship
between them)

18
APPENDIX C: Week 1, Day 3

Attachment 1b.

(For Procedure E. Discussing new concepts and practicing new skills #2)

ACTIVITY FOR AVERAGE LEARNERS

SENTENCE Literal Language Figurative

Language

2. My mother gave me a tongue

lashing when she found out I lost
the camera.
3. I have a ton of essay to write
before the week ends.
4. The varsity player is so tall that
his head could almost touch the
ceiling.
5. The guidance counselor was
determined to get to the bottom
of the problem.
6. The cheeks of the baby are
pinkish.

PHRASES

A phrase is a group of related words (within a sentence) without both subject and
verb.

Example:

They are clapping for the Pope.

A noun phrase consists of a noun and other related words (usually modifiers and
determiners) which modify the noun. It functions like a noun in a sentence.

Example:

Delia had a weak heart.

*The phrase a weak heart is considered a noun phrase, heart is the noun and
weak is a modifier.

19
A verb phrase is a combination of main verb and its auxiliary (helping verb) in a
sentence. Some examples of helping verbs are the following: am, is, are, be, has,
have, do, does, may, might, must, can, shall and will.

Example:

The shot did not scare Biryuk.

*The phrase did not scare is a verb phrase, scare is the main verb and did is
the helping verb.

ACTIVITY FOR ADVANCED LEARNERS (PHRASES)

1. Father had told me that hunters always spat for luck.

2. Eddie had passed that phase.
3. I saw three pigeons fall to the ground.
4. I offered him my bloody palm.
5. My sister was the meanest creature.

ACTIVITY FOR ADVANCED LEARNERS (PHRASES)

_________________1. Rose could have worked on that project today.

_________________2. I tried on a beautiful red dress during the drama rehearsal.

_________________3. My teacher is a true hero.

_________________4. David and Rex have been chosen as finalists in the contest.

_________________5. Mary is not going to the prom.

A summary is a shortened version or a gist. Remember the following:

 Base your summary on the original piece.

 Keep your summary short.
 Use your own wording.
 Refer to the central and main ideas of the original piece.
 Read with who, what, when, why and how questions in mind.
 Avoid putting in your opinion the issue or topic discussed in the original piece.

20
 Detailed Lesson Plan in ENGLISH
Grade 7
Quarter 2 Week 1 Day 4
I.OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine literature

Standards during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to
extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of
phrases, clauses, and sentences.

B. Performance The learner transfers learning by: resolving conflicts presented in

Standards literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to
write a précis, summary, or paraphrase; distinguishing between
and using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences meaningfully
and appropriately.

C. Learning EN7LT-II-b-4: Discover the conflicts presented in literary

Competencies/O selections and the need to resolve those conflicts in nonviolent
bjectives ways

EN7SS-II-a-1.5.3: Use the card catalog, the online public access

catalog, or electronic search engine to locate specific resources.

II. CONTENT Kinds of Cards/ Non-Violent Conflict Resolution

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide ---

Pages

2. Learner’s Materials English 7 Learner’s Material pp. 173-175

Pages

3. Textbook Pages ---

4. Additional ---
Materials from the
LR Portal

B. Other Learning Contextualized Textbook of Grade 7 pages 6-7

Resources

21
IV. PROCEDURE

A. Reviewing the The teacher will ask the learners to present to class
previous lesson or
presenting the new a. some of the tips they found in writing a paraphrase, a precis,
lesson and a summary

b. the kinds of cards they refer to in researching for these tips

B. Establishing a Ask:
purpose for the
lesson  What are the different types of cards?
 What information do they usually contain?
 How can they help you in locating information?
C. Presenting The teacher will prepare and show the samples of the three
examples/instances kinds of cards and will emphasize the order of data entries.
of the new lesson

D. Discussing new Activity 1-Which Is Which

concepts and
practicing new skills The students shall note the differences among the 3 cards.
#1 Activity 2- My Name

The teacher will ask the students to identify in what kind of

card/s the following first entries belong:

1.how to write a precis

2.Santos, Paz Verdades M.

3.Using Effective English

4.phrases and clauses

5. Maligaya, Pedro C.

Activity 3-Find Me

Form small groups and identify the family conflict in the

selection your teacher will provide.(copies of the selection shall
be provided to the learners)

E. Discussing new Activity- Just Saying

concepts and
practicing new skills The teacher will ask the learners to write a short paragraph
#2 recommending ways to solve the family conflict identified in the
selection read.

E. Developing mastery The teacher will provide 2 more excerpts from any 2 Filipino
(Leads to Formative stories containing conflicts. The students will identify the conflict

22
 Assessment 3) and provide solutions:
Title of the conflict Non-violent solutions
story

G. Finding practical Activity -Mr. Counselor- Give a non- violent solution to the
application of following conflicts:
concepts and skills in 1. disagreement between husband and wife
daily living 2. quarrel between sisters as to who will be the
first to take a bath.

H. Making The learners will be asked to fill out the following:

generalizations of
subject card -
concepts and skills in Uses
daily living
of title card-

cards author card-

I. Evaluating learning (Let’s Scan -Library Work)

The teacher will ask the learners to

1. locate 3 cards( 1 subject, 1 author, 1 title card) that can

provide them information on resolving family conflicts.

J. Additional activities ( Surf Fast -Extension activity)

for application or
remediation 2. find at least 2 links that provide information on non-violent
resolution of conflict

V. REMARKS

VI. REFLECTION

A. No. of Learners who

earned 80% on the
formative assessment

B. No. of learners who

require activities for
remediation

23
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/d
epartment head help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?.

24
APPENDIX D: Week 1, Day 4

Attachment 1a.

(For Procedure C. Presenting examples/instances of the new lesson)

Kinds of Cards:

1. Author Card – name of author or author’s last name printed on top of the card.
2. Title Card – title of the book printed on top of the card
3. Subject Card – subject of the book printed on top of the card
4. Information on the Card – author, date of birth, title of the book,
edition/revision, statement, printing details (place and date of publication,
publisher), collation (physical description of the book, number of pages,
illustration), series note, notes (bibliographies, appendices), tracing (cards
provided for the book), and system of classification.

25
 Detailed Lesson Plan in ENGLISH
Grade ____7__
Quarter ___2__ Week__2___ Day: ___4__

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of Philippine literature

during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to
extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of
phrases, clauses, and sentences.

B. Performance The learner transfers learning by resolving conflicts presented

Standard in literary selections; using tools and mechanisms in locating
library resources; extracting information and noting details from
texts to write a précis, summary, or paraphrase; distinguishing
between and using literal and figurative language and verbal
and non-verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately.

C. Learning Use prepositional phrases appropriately and meaningfully.

Competencies/Objectiv EN7G-II-b-1
es

II. CONTENT Use Prepositional Phrases

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pp. 173-177

page

2. Learner’s Materials pp. 191-193

pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Contextualized Grade 7 Module

Resources

IV. PROCEDURE

A. Reviewing previous Ask the students:

lesson or presenting
the new lesson 1. What did we discuss last meeting?

2. What did you learn from our class discussion yesterday?

26
B. Establishing a purpose Tell the students that today, they will learn to:
for the lesson
 identify prepositional phrases
 use prepositional phrases in speaking and writing; and
 appreciate the use of prepositional phrase by doing the
activities
C. Presenting The teacher shows a picture/flashes on the screen picture of a
examples/instances of living/bedroom or kitchen.
the new lesson
The learners identify the objects found in the picture and where
they are placed or located.

The learners write on the board sentences about the objects

and their location.

Suggested Image:

Show a picture of a classroom with at least ten objects

scattered in different places of the room.

Task 1. What’s in a Pic?

Based on the given sentences, the teacher asks the following

questions:

1. What are the objects in the picture?

2. What groups of words are used to describe the location of

each object?

3. What word starts each group of word? What comes next?

4. How is this group of word called?

5. What is a prepositional phrase?

D. Discussing new Prepositions are words that show relationship between

concepts and objects, people and events. They express relationship in time
practicing new skills #1 and space.

Examples: across, along, between, in, behind, on, under, etc.

A prepositional phrase includes the preposition together with

its objects.

Examples: along the road, across the street, between the

houses, behind the door, etc.

Use LM p. 191-192 as guide in the discussion.

27
 Task 2. PO(Prepositions and its Objects)

Identify at least one prepositional phrase and its object in each

sentence.

1. Across the hall, you will see the library.

2. He gave the same speech to everyone present in the

auditorium.

3. During the month of May, Brigada Eskwela is usually

launched in different schools.

4. Before the sun rose on the horizon, she saw a ray of light
through the opening in the window.

5. The teachers sat under the tarp.

E. Discussing new Prepositional phrases can modify nouns or verbs; hence, they
concepts and either function as adjective or as adverb.
practicing new skills #2

Task 3. Double A (Adjective or Adverb)

What is the function of the underlined prepositional phrase in

each of the following sentences?

1. She lost her head at the retro love-in.

2. The manager with the pink slips terrorized the employees.

3. The price of the promotion was much to steep.

4. Something in the corner of the desk was moving.

5. The salesperson skimmed over the product’s real cost.

F. Developing Task 4. Identify the PF (Preposition and Function)

mastery(Leads to
formative assessment  The class is divided into green team and yellow team.
3)  The teacher flashes sentence with prepositional phrase
on the screen.
 Any member of the group may identify the prepositional
phrase, its object and its function.
 The group will get one point for each correct answer.
 If the group’s answers are incorrect, the other group can
steal.
1. Manny Pacquiao is known throughout the world.

2. We have so much fun in this classroom.

3. Are you near the phone?

4. She fell between the bed and the wall.

5. We are almost at the end of the quiz.

28
G. Finding practical Across the Curriculum:
applications of
concepts and skills in You are in a TLE class and your teacher tells you to prepare a
daily living 5-step procedure on how to cook your favorite dish. Remember
to use prepositional phrases. Be ready to read your output.

Suggestion:

For the advanced learners, this is an individual activity

For the average learners, this may be done in groups.

H. Making generalizations What are prepositional phrases What are the two parts of
and abstractions about made up? prepositional phrase?
the lesson
How do they function? What are the functions of
prepositional phrases?

I. Evaluating learning Let the students answer the following activity.

I. Circle the prepositions; underline the prepositional

phrase then identify its function.

1. Edward will graduate in 2019.

2. My cousin stood between his friends.

3. The new tenant walks into a spacious room.

4. Traffic moves swiftly on EDSA when there are no classes.

5. Among the animals, the chimpanzee is the most intelligent.

J. Additional activities for In your notebook, write a In your notebook, write a

application or paragraph with five sentences n paragraph with five
remediation how to reach your house from sentences describing the
school. Use prepositions and
things found in the room (
prepositional phrase in your
sentences. present a picture of a room )
. Use prepositional phrase in
your sentences.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

29
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?

30
 Detailed Lesson Plan in English
Grade 7
Quarter 2 Week 2 Day 5
I. OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine

Standards literature during the Period of Apprenticeship as a means
of examining conflicts; various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; and types of phrases,
clauses, and sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standards presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a précis,
summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately

C. Learning EN7WC-II-b-5: Extract information from a text using a

Competencies/ summary, precis, and paraphrase
Objectives
EN7SS-II-b1.5.3: Use the card catalog, the online public
access catalog, or electronic search engine to locate
specific resources

II. CONTENT Writing Precis/ Using Online Public Access Catalogue

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pp.172-173

Pages

2. Learner’s pp.189-195
Materials Pages

3. Textbook Pages

4. Additional
Materials from
the LR Portal

31
B. Other Learning https://www.gcaofficial.org/uploads/1/0/2/1/10219498/pre
Resources cis.pdf

https://spiral.ac/sharing/nyzvj7a/precis-writing

http://www.yorku.ca/cauthery/course_documents/pdf_doc
s/Precis_Rubric_Oct2011.pdf

IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing the Present the two passages about teaching. Refer to

previous lesson or Sample Precis on p. 189.
presenting the new
lesson Ask the following questions:

What are the similarities and differences between the two

passages?

What is the main idea or key point of the two passages?

Which passage is more effective in terms of relating

ideas? Explain your answer.

(Group Work for Average Learners)

B. Establishing a Read the objectives for the day

purpose for the
lesson

C. Presenting Ask the learner to distinguish a precis from a summary

examples/instance based on its distinctive features in the presented sample
s of the new passage.
lesson
Possible Answer: Usually the word ‘summary’ is used
loosely to refer to ‘précis’. However, there are subtle
differences between them. 1. précis is a brief statement
of a piece of writing such as a report, article or a chapter
from a book; whereas a summary is a short account of
longer pieces of work such as a thesis or a novel. 2. the
précis follows the order and proportion of the material in
the original, whereas the writer of the summary is free to
change the order and proportion if he wishes to do so. 3.

32
 the précis states only the thought of the original text;
whereas, the writer of the summary is free to interpret the
material and to comment on it.

D. Discussing new Discuss the guidelines on writing Precis. And refer to

concepts and sample precis and original text found on p. 189 to
practicing new deepen the discussion.
skills #1
Step 1 Read the passage carefully- more than once if so
required. The first requirement of the writer is to
understand the text well enough to extract its central /
main idea.

Step 2 Decide what facts or ideas in the text are

essential and what are of secondary or of no importance.
It is a good idea to underline the important terms and
ideas.

Step 3 Select a suitable title for the proposed précis.

Step 4 Collect all the key points and prepare a first draft
of the précis, keeping in mind the need to reduce the
original text to one-third its length. The main thoughts
expressed in the passage, the ideas it contains, the
opinions presented and the conclusion arrived at should
be a part of the rough draft.

Step 5 Read the draft. It may so happen that it is too

long. Shorten it further, if necessary, by omitting anything
which is not necessary to the central idea or by
remodeling the sentences. (Normally, you should
succeed in producing a good précis by the second draft.)

Step 6 When you have made your second (or final) draft,
carefully revise your précis to ensure that you have the
bare minimum of words necessary to express the idea of
the passage. Check to make sure that the précis has
been written in words that are your own and not those of
the author.

E. Discussing new Tell the learner to work with a partner and re-read the
concepts and poem, “First a Poem Must be Magical (Lyric 17)” by Jose
practicing new Garcia Villa. After they read the text, they will write a
skills #2 precis observing the guidelines.

(Group Work for Average Learners)

33
 Note: Volunteer pair/group will share output for feedback
giving

F. Developing
mastery (Leads to
Formative Accomplish Task 10 found on page 191.
Assessment)
Answer the following questions:
a. What is the main idea of the excerpt?

b. What should be our attitude towards other?

c. How can we strengthen and refine our sense of

values?

d. How can we appreciate the beauty of others?

e. How does your sense of values affect your

personality?

Points to Remember:

A précis must not exceed one-third of the length of the

original passage.

Identify the central idea and omit unnecessary details.

Eliminate wordy expressions from the précis.

Avoid unnecessary repetition.

34
 Every précis should have a short and appropriate title.

It should be written in the words of the précis-writer.

The main ideas of the original text should be presented in

the same order in the précis.

Do not introduce ideas of your own in the précis.

Do not criticize or change the author’s ideas.

Always use the third person, reported speech and past

tense while writing a précis. Only universal truths should
be written in the present tense.

(Group Work for Average Learners)

The teacher will ask for one volunteer to present work

and give feedback.

G. Finding practical Ask the learner the question, “Why is learning about
application of writing precis significant to you as a student?”
concepts and skills
in daily living Possible Answer: Précis writing is a very useful exercise
as it gives us training in careful reading and develops our
capacity to discriminate between the essential and the
non-essential. Since it insists on an economy of words,
you learn to choose your words carefully and construct
your sentences in a concise manner.

H. Making Ask the learner to Ask the learner to restate

generalizations of
differentiate precis from a the definition of precis and
concepts and skills in
daily living summary and enumerate enumerate the guidelines in
the guidelines in writing writing a precis.
precis

I. Evaluating Individual Task: Using the Group Task: Using the

learning OPAC, look for books OPAC, look for books
containing short poems containing short poems eg.
eg. My Papa's Waltz by My Papa's Waltz by
Theodore Roethke and Theodore Roethke and
write a poem precis. write a poem precis.

35
J. Additional Watch the video on writing precis
activities for https://spiral.ac/sharing/nyzvj7a/precis-writing
application or
remediation Write a poem precis of the text about the poem
Annabelle Lee by Edgar Allan Poe

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

36
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/principa
l/department head
help me solve?

G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?.

37
 Detailed Lesson Plan in ENGLISH
Grade: 7___
Quarter: 2 Week: 3 Day: ___ 1____
I. OBJECTIVES

A. Content The learner demonstrates understanding of Philippine

Standards literature during the Period of Apprenticeship as a means
of examining conflicts, various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; types of phrases,
clauses; and sentences.

B. Performance The learner transfers learning by resolving conflicts

Standards presented in literary selections;using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a precis,
summary, or paraphrase ; distinguishing between and
using literal and figurative language and verbal and non-
verbal clues; use phrase, clauses, and sentences
meaningfully and appropriately.

C. Learning
Competencies  EN7LC-II-c-2.1/3.1
/Objectives Note specific details/elements of the text listened to.
II. CONTENT

III. LEARNING RESOURCES

A. References English Learner’s Material

1. Teacher’s Guide 199-202

pages

2. Learner’s 199 -221

Materials pages

3. Textbook pages English LM pg82

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning https://www.azlyrics.com/lyrics/jamestaylor/youvegotafriend

Resources 145759.html

38
IV. PROCEDURE A. Brief recall of the previous A. Brief recall
lessons on building relationship of the
A. Reviewing previous
with others.
previous lesson or lessons on
presenting the new  Figures of Chain game. building
lesson Ask the learners to construct relationship
sentences using the phrases with others.
 Readin
written in meta cards then Identify
g
if the sentences contains Simile or Expres
Metaphor. Put your sentences in sions
the Figure of chain. Ask the
learners to read
the sentences
for a wounded heart and ask them
a.
heart to identify if the
friends are medicine
sentences are
Simile or
and vitamins for a metaphor.
hopeful soul

b.

just like chain

Friends are medicine
for a wounded heart,
strong friendship
and vitamins for a
hopeful soul.
we can build
a.

c.

in our garden We can build

strong friendship
that inspire us just like chain.

Friends are the flowers

b.
everyday

Friends are the

flowers in our garden
that inspire us
everyday.

39
B. Establishing a  How do you befriend someone?
purpose of the lesson  This lesson will aid you in understanding the
importance of befriending others while
enhancing your language and literary skills
through writing, reading, speaking and
listening activities.

C. Presenting
examples/instances
Group Task 1
of the new lesson
What makes a What makes a F-R-I-
E-N-D?
F-R-I-E-N-D?
 The teacher will give
The class will be the acronym F-R-I-
grouped into two. E-N-D then ask the
learners to give
 Explain the acronym F- adjectives that start
R-I- E-N-D then ask the with the beginning
learners to give letter of the word
words/phrases friend.
beginning with each  Allow students to
letter they can work on the task for
associate with the word five minutes.
friend and will write on
the board.
 Every member of the
group can share his
/her ideas to the group.
 Let the learners do the
task for five minutes to Questions Ask
share their group output
to class.  What is your idea
about friend?
 Are the ideas of
Questions Ask your classmates
true to your friends?
 What is the idea your Why?
group has formulated  “What is your idea
about friend? about the Title of the
 Are the descriptions of lesson “Befriending
a friend your group Others”?
formulated true to your
friends? Why?
 “What is your idea
about the Title of the
lesson “Befriending
Others”?

40
 Task 2:

A. A Test of Friendship

 Based on the description or definition you have

previously formulated in the first activity, complete
the sentences in the diagram.

For me, friendship

begins when…

A lasting friendship is
achieved through
………..

 Write your ideas/answers on your learning notes.

 Allow them to complete the thought prompt as
indicated in the diagram.
 Explain to the learners that the phrases in the
diagram are the initial thoughts which are to be
completed by adding words/ideas related to them.
D. Discussing new  Share your answers with the class.
concepts and  Find the commonalities among your answers and
practicing new skills come up with a generalized concept in a
#1 paragraph.

41
 B. Directions: Draw a heart in your notebook and
inside it, write the name of your friend.
Using your answers in task 1 choose
words or phrases that describe your friend.

 Allow the learners to write their ideas on their

learning notes.
 Sharing of thoughts/ideas.

E. Discussing new
concepts and
Task 3: A Strange Feeling
practicing new skills
#2

ADVANCED Learners

 Have the learners form five groups then, tell them

to examine the given emoticons.
 Ask the learners to give instances they feel with
their friends using any of the emoticons.
 Give them time to synthesize their ideas for a
group output presentation.
 Choose a representative from your group to
report the accomplished task.

AVERAGE LEARNERS
Identify the appropriate emoticons to the following
situations.
1. My friend betrayed my by telling our friends my
secret crush.
2. Our basketball team won the championship

42
 game in the school’s Intramurals.
3. Mother left for Japan yesterday to work as
Domestic Helper..

F. Developing After the presentation of the outputs, let the

mastery (Leads to learners answer the following questions:
formative
assessment 3) 1. What dominant feeling/emotion do you feel
every time you are with your friends?
2. In what specific instances do you feel hurt and
lonely even when your friends are around
3. What do you think does the line mean?
“Having friends is a bitter sweet experience?
G. Finding practical Task 5: Strange Melodic Connection
applications of  Instruct the learners to listen to the song “Count on
concepts and skills in Me” by Bruno Mars.
daily living Note: Download the song on this link:
https://www.youtube.com/watch?v=yjyxltns2ik

 Ask the learners to take note of the key ideas

mentioned in the song.
 Let them listen to the song the second time
 Ask questions about the song:
1. What does the song mean to you?
2. What qualities of a friend are reflected in the
song?
3. According to the song, how can you establish a
friendly relationship?
H. Making Give your justification:
generalizations and
abstractions about 1. What is something special about the song you
the lesson listened to?
2. What is the message of the song?
3. Is the song realistic? Share your ideas with
the class.
I. Evaluating Learning Inspired by the song of CLOZE Test:
James Taylor “ You’ve Got A
Friend” Fill the blanks with the
missing word to complete
DI. the thought of the
paragraph
Group the learners into
______ groups then give A friend is someone who
them differentiated activity. likes us. A friend can be
(Draw lots) anybody- a girl or boy,
young or old. rich or
poor. A friend is a very
special person. We share
 Grp 1- Song Interpretation
(From Ist& 2nd Stanzas of our thoughts and secrets

43
 the Song) . He/she listens when we
want to talk nor give
 Grp.2-Choral Reading of his/her shoulder to cry
the 3rd& 4th Stanzas on. We understand how a
friend feels even without
 Grp. 3-Make a poster words. Certainly, we have
depicting the theme of
found a friend because
the song
we are not alone
anymore and there is no
 Grp. 4-Give the message sadness inside us.
of the song
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 with other
teachers?

44
 "You've Got A Friend"

James Taylor

When you're down and troubled and you need a helping hand

And nothing, whoa, nothing is going right

Close your eyes and think of me and soon I will be there

To brighten up even your darkest nights

You just call out my name, and you know wherever I am

I'll come running, oh yeah baby, to see you again

Winter, spring, summer, or fall

All you got to do is call and I'll be there, yeah, yeah, yeah

You've got a friend

If the sky… above you should turn dark and full of clouds

And that old north wind should begin to blow

Keep your head together and call my name out loud now

Soon I'll be knocking upon your door

You just call out my name, and you know wherever I am

I'll come running, oh yes I will, see you again

Winter, spring, summer, or fall, yeah

All you got to do is call and I'll be there, yeah, yeah, yeah

Hey, ain't it good to know that you've got a friend?

People can be so cold

They'll hurt you and desert you

Well, they'll take your soul if you let them

Oh yeah, but don't you let them

45
 You just call out my name, and you know where ever I am

I'll come running to see you again

Oh baby, don't you know about

Winter, spring, summer, or fall

Hey now, all you have to do is call, Lord, I'll be there, yeah, yeah

You've got a friend. You've got a friend, yeah

Ain't it good to know you've got a friend

Ain't it good to know you've got a friend

Oh, yeah, yeah, you've got a friend

46
 Verse 1: Bruno Mars

If you ever find yourself stuck in the middle of the sea

I'll sail the world to find you

If you ever find yourself lost in the dark and you can't see

I'll be the light to guide you

[Pre-Chorus: Bruno Mars]

Find out what we're made of

When we are called to help our friends in need

[Chorus: Bruno Mars]

You can count on me like 1, 2, 3

I'll be there

And I know when I need it

I can count on you like 4, 3, 2

And you'll be there

Cause that's what friends are supposed to do, oh yeah

[Verse 2: Bruno Mars]

If you're tossin' and you're turnin'

And you just can't fall asleep

I'll sing a song beside you

And if you ever forget how much you really mean to me

Every day I will remind you

[Pre-Chorus: Bruno Mars]

Find out what we're made of

When we are called to help our friends in need

47
 Detailed Lesson Plan in ENGLISH
Grade 7
Quarter 2 Week 3 Day: 2

I. OBJECTIVES

A. Content The learner demonstrates understanding of:

Standards Philippine literature during the Period of
Apprenticeship as a means of examining
conflicts; various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and
condense information based on library sources;
verbal and non-verbal cues in oral
communication; types of phrases, clauses; and
sentences.

B. Performance The learner transfers learning by resolving

Standards conflicts presented in literary selections; using
tools and mechanisms in locating library
resources; extracting information and noting
details from texts to write a precis, summary, or
paraphrase ; distinguishing between and using
literal and figurative language and verbal and
non-verbal clues; use phrase, clauses, and
sentences meaningfully and appropriately.

C. Learning  Narrate the events of the story

Competencies chronologically EN7VC-II-c-11
/ Objectives  Recognize cues and signals to determine
the order of ideas and events EN7VC-II-c-
11
II. CONTENT Narrating events/
Recognizing Cues

Reading text: The Stranger by Ismael

V. Mallari

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide 187 - 190

pages

2. Learner’s English LM p. 202 – 205

Materials

pages

48
 3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning
Resources https://www.azlyrics.com/lyrics/jamestaylor/youveg
otafriend145759.html

https://www.google.com/search?q=transition+word
s+CLIPARTS&tbm=isch&tbs=rimg

https://www.teacherspayteachers.com/Product/Tra
nsition-Words-and-Phrases-Powerpoint-1542407

IV. PROCEDURES Advanced Learners Average Learners

A. Reviewing A. A friend to Count A. A friend to

previous lesson or On Count On
presenting the new
lesson Read line/s from the
song “Count On Me”
Ask the learners
with feelings.
to sing the song
 If you ever find “Hawak Kamay” by
yourself stuck in the Yeng Constantino
middle of the sea
I'll sail the world to
find you

 If you ever find

yourself lost in the
dark and you can't
see
I'll be the light to
guide you

 You can count on me

like 1, 2, 3 I'll be
there
And I know when I
need it
I can count on you
like 4, 3, 2
And you'll be there
Cause that's what
friends are supposed
to do, oh yeah

 If you're tossin' and

you're turnin'

49
 And you just can't fall
asleep
I'll sing a song beside
you

 And if you ever forget

how much you really
mean to me
Every day I will
remind you

B. Establishing a B. Relate and Connect

purpose of the lesson
 Find out how the song you just listened to
highlights the message of the story you
are about to read.

 As you discover the content of the text,

find out:

1. “What made other boys consider David as

a friend?

Do you think it is a good way of

establishing friendship?

2. Ask the learners to reflect and answer the

question:

How do you befriend a classmate?

50
C. Presenting C. Present the D. Present the
examples/instances objectives of the objectives of
of the new lesson Lessons the
Lessons
 Briefly discuss the
author’s  Briefly
discuss the
Ismael Villanueva Mallari was
one of the early Filipino writers
Ismael Villanueva Mallari was
in English. He was primarily
one of the early Filipino writers
an essayist. He is ranked as the
in English. He was primarily
leading literary and art critic in
an essayist. He is ranked as the
the Philippines. leading literary and art critic in
the Philippines.
background;
 Give the learners author’s
5-7 minutes to background;
read the  Teacher
selection. facilitate in
 Have them reading the
consider the story with
questions every guided
time they see the questions.
“strange” icon.
 Ask the
learners to
 Ask the learners answer orally
to write their the given
tentative answers questions by
on their the teacher.
notebooks for
validation if
answers are
correct or not.

D. Discussing new E. Interactive D. Interactive

concepts and discussion of the discussion of
practicing new skills text the
#1 Task A. Answer Me! text

 Group the learners Form small group

to five groups. of 5 members
 Give the learners
set of questions to  Distribute each
be answered by the group ½ size
groups. manila paper.
 Let them write the  Ask the
answers on the learners to
cartolina or manila draw a big
paper. hand ,then

51
  Remind them to do have them
the task as a group answer the
and every member question.
is required to What makes you
participate a good friend?
 Ask learners to  Write in its
present to the class fingers with
their group outputs your answer

E. Discussing new Task B. Strange Video

concepts and
practicing new skills Note: The teacher may use related videos
#2 about friendship.

(https://www.youtube.com/watch?v=1Iv-Ttr_Xm8
(https://www.youtube.com/watch?v=Y7NSj--t_UQ)
F. Developing Task 6; Story’s Group Task:
mastery (Leads to Chronological Character Tree
formative assessment  Enumerate the
3) characters in the
Sequence story “The
Stranger” (page
 Ask learners pick 202-205) as
meta cards with they appear
the set of details chronologically
that happened in using a
the story. character tree.
 Narrate the events  Give the role of
in chronological each character
order and post on in the story.
the board as soon
as they complete
the task. 4.
 Allow the learners 3
5.
to retell the story
based on their 6
1.
arrangement of
events. 1.
 Ask the learners to
determine the  Arrange the
cues or words events
used by the according to its
narrators that chronological
signify the order of order and post

52
 the events. on the board
 Give them short as soon as
discussion on they complete
transition signals the task.
that denote time or
__ At recess David
chronology.
file:///C:/Users/admin/Docum approached his
ents/LECTURES/ENGLISH
%209/CONNECTORS%20A
classmates and
ND%20TRANSITIONAL%20 shared the puto
DEVICES/TIME%20&%20S
seco with them.
EQUENCE%20ACTIVITY%2
0.pdf
__ David and his
family rented a big
house at the end
of the road.

__ None of his
classmates like
him because he
was a stranger to
them.

__ One day David

took his
classmates to his
house and gave
them good food to
eat.

__ They found
David to be very
entertaining.

G. Finding practical Discuss ways on how Show an image

applications of to show love and true about friendship
concepts and skills in friendship using and let the
daily living learners write a
transitional devices
short paragraph
showing sequence. emphasizing
transitional
devices.
Note: The teacher
may use the LEA
(Language Experience
Approach)

H. Making Ask the learners the following question

generalizations and

53
abstractions about 4. What does the story teach you on
the lesson building friendly relationship?
5. How can you relate to the story?
I. Evaluating Learning Organizing Organizing
Thoughts: Thoughts:
(Remain to same (Remain to same
Groupings) Groupings)
 Task each group to  Task each group
write a short cut keys shape.
paragraph employing On each key
transition words to write some
emphasize virtues/qualities
relationship of ideas. they must have
to build
The Keys of building Friendship.
Friendship
The Keys of
Title
building
__________________
Friendship
__________________
__________________
__________________
__________________
__________________
__________________
_________
__________________
_________

V. REMARKS

VI. REFLECTION

A. No. of Learners
who earned 80%
on the formative
assessment

B. No. of learners
who require
activities for
remediation

54
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/departme
nt head help me
solve?

55
 Detailed Lesson Plan in ENGLISH
Grade 7
Quarter 2 Week 3 Day: 3

I. OBJECTIVES

The learner demonstrates understanding of:

A. Content Philippine literature during the Period of
Standards Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing
strategies; difference between literal and
figurative language; ways to extract and
condense information based on library sources;
verbal and non-verbal cues in oral
communication; types of phrases, clauses; and
sentences.

B. Performance The learner transfers learning by resolving

Standards conflicts presented in literary selections; using
tools and mechanisms in locating library
resources; extracting information and noting
details from texts to write a precis, summary, or
paraphrase ; distinguishing between and using
literal and figurative language and verbal and
non-verbal clues; use phrase, clauses, and
sentences meaningfully and appropriately.

C. Learning EN7LT-II-c-4 • Discover the conflicts presented

Competencies/O in the literary selection and the need to
bjectives resolve those conflicts in non-violent ways.
EN7LT-II-c-4• Explain how conflicts as a
literary element contribute to the theme of the
literary selection
EN7VC-II-C-10.1.2: Identify figures of speech
that show comparison (simile, metaphor,
personification)
II. CONTENT MODULE 2:

Lesson 3: Befriending Others

Day 3; Conflict Arises, Theme Prevails

III. LEARNING RESOURCES

A. References English Teachers Learner’s Guides

1. Teacher’s Guide 190-192

pages

56
 2. Learner’s 206-2007
Materials pages

3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES Advanced Learners Average Learners

A. Reviewing previous A. Brief recall of the A. Brief recall of the

lesson or presenting story they have read story they have read
the new lesson through asking these through asking these
questions: questions:

1. What was the

problem encountered
by the character in 1. What was the
problem encountered
the story?
by the character in
What kind of conflict the story?
did the character face
What kind of conflict
in the story?
did the character face
in the story?

B. Establishing a  How can you  How can you

purpose of the lesson. befriend with befriend with
others others
successfully? successfully?
This lesson will aid This lesson will aid
you in understanding you in understanding
the importance of the importance of
befriending others befriending others
while enhancing your while enhancing your
language and literary language and literary
skills through writing, skills through writing,
reading, speaking reading, speaking
and listening and listening
activities. activities.

 Present the

57
 objectives of  Present the
the lessons. objectives of the
lessons.

C. Presenting Task1. What’s the PROBLEM?

examples/instances of  Direction:(LOCALIZATION) Look for an
the new lesson example that will hook their prior knowledge
about CONFLICT.
 Recall a teleserye/telenovela that you
watched and identify the problem/conflict of
the story.

E. Discussing new This is good to know

concepts and
practicing new skills Teacher explains further the Conflict and
#1 Theme as elements of short story. LM pg.
207

Task 2. Conflict Task 2. Conflict

Arises, Theme Arises, Theme

Prevails Prevails (
(Individual Task) Group Task)

 Ask the learners to

recall the story
they had read.  Ask the learners to
 Instruct them to recall the story
look for details that they had read.
show or manifest
the conflicts in the  Group the learners
story. into five.
 Guide them in

58
 accomplishing the  Guide the group
Conflict –Theme 5 to 10 minutes
Diagram in 5-10 accomplishing
minutes. the Conflict-
 After the class had Theme Diagram
accomplished the using the ready
diagram let them made ideas
form five groups for written on the
the sharing of meta cards.
thoughts
 Ask them to give
their group report  Ask them to
emphasizing how give/present their
conflicts contribute group report
to the theme of the emphasizing how
literary selection. the conflicts
contribute to the
theme of the
literary selection.

Note: average
learners must be
provided with
supporting aids
leading to the
conflicts and theme of
the text.

The
mes

Con
flict Con
flict

59
 D. Discussing Recall the meaning of Recall the
new concepts Simile and provide meaning of
and practicing
examples to the learners. Simile and
new skills #2
After the discussion, let the provide
students think of objects examples to the
that they can compare to learners. Let
the Narrator, David and them work with
Pendong. Remind them to a partner and
create a statement using think of an
simile. object that they
compare to
David. Remind
them to create
their own
statement using
simile.

F. Developing Task 3. Classifying Literal or Figurative

mastery (Leads to
formative assessment  Ask learners to read the statements
3) related to the story “The Stranger”
 Read and study the statements, put a
check on the answer column if it uses
simile and leave it blank is just a
simple statement.
Statements Answer

1.David’s feet are like the propeller of a

steamboat.

2. The boys all eyed David with suspicion.

3. David was a stranger in the barrio.

4. David was a good swimmer.

5. The boys shouted with relief.

6. David is a good boy.

7. David was an instant celebrity in the school the

following Monday.

8. David’s eyes were shining.

9. David could swim as fast as a fish in water.

60
 10. David borrowed his uncle’s banca and paddles

out to Dagat-dagatan.

G. Finding practical Task 8.0 “HUGOT PA MORE” Group the

applications of class into five groups
concepts and skills in  Ask the learners to give your favorite
daily living HUGOT LINE/s and say something
about it. Let the learners use simile in
expressing their thoughts.

Example:
Friends are like balloons. If you let them go,
you can’t get them back. So I’m going to tie you to
my heart So I will never lose you.

Note: The advanced learners will work with a

partner while the average learners will work in
group.
H. Making Ask the following questions to the learners to
generalizations and process the lesson:
abstractions about the
lesson  How are you going to befriend others?
 How can you use simile in
communication?
I. Evaluating Learning Write L if the sentence is Literal & F if the
sentence is Figurative.

1.The grass looks like spiky green hair.

2. The grass looks green.

3. Sand feels rough.

4. Sand is solid water.

5. The flowers smells sweet.,

6. The flower has the sweetest

61
 smelling petals in the world.

7. Grasshoppers make a high pitched noise.

8. Grasshoppers are fiddlers who play their legs.

9. The car groaned as it climbed up the hill.

10. The car made a sound as it went up the hill.

http://www.readwritethink.org/files/resource s/lesson-
docs/LiteralFigurativeHandout.pdf

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?

62
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?.

63
 Detailed Lesson Plan in English
Grade: 7___
Quarter: 2 Week: 3 Day: _ 4___

I. OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine

Standards literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative
language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral
communication; types of phrases, clauses; and sentences.

B. Performance The learner transfers learning by resolving conflicts

Standards presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a precis,
summary, or paraphrase ; distinguishing between and
using literal and figurative language and verbal and non-
verbal clues; use phrase, clauses, and sentences
meaningfully and appropriately.

C. Learning  Use phrases, clauses, and sentences

Competencie appropriately and meaningfully EN7G-II-c-1
s/ Objectives

II. CONTENT MODULE 2: Lesson 3: Befriending Others

Day 4 ADJECTIVAL & ADVERBIAL PHRASE

III. LEARNING RESOURCES

A. References English Teachers Learner’s Guides

1. Teacher’s Guide 194-195

pages

2. Learner’s 210-211
Materials pages

3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

64
B. Other Learning
Resources

IV.
Advanced Learners Average Learners
PROCEDURES

A. Reviewing A. Brief recall of the A. Brief recall of the lesson

previous lesson lesson thru asking the thru asking the following
or presenting the following questions: questions:
new lesson  Who is the hero in the
 Who is the hero in the selection we discussed
selection we discussed yesterday?
yesterday?  Ask the learners to fill the
 Describe him in your sun web words t0 describe
own words. the hero of the reading
text.
B. Establishing a Task 1. Ask the learners  How can you
purpose of the les to read some lines from befriend with others
son the story, “The Stranger”. successfully?

1. He was a stranger
in our barrio. This lesson will aid you in
2. David could understanding the
answer readily the importance of befriending
teacher’s others while enhancing
questions. your language and literary
3. David brought a
skills through writing,
great big package
to school. reading, speaking and
4. We furiously listening activities.
paddled the boat
towards David.
5. Everyone laughed
nervously relieved  Present the
that Pendong had objectives of the
been saved. lessons.
 What did you observe
from the lines you
read?
D. Discussing  Teacher presents the objectives of the lesson.
new concepts  Ask the learners to read the following lines:
and practicing 1.David slowly and laboriously swam back towards
new skills #1 the salambao.
2. Pendong was the smallest of us and he was not a
good swimmer.

Task 1. Language Connections

 Teacher asks the following questions
1. What are these underlined words?

65
 2. What are their functions?
 Short recall about adjectives and adverb
Grammar Key Points
• The teacher will discuss the prepositional phrases

Adjectival Phrase

Adverbial Phrase

Example:

1.The stranger from our barrio is sitting

under the big acacia tree.

 from our barrio- adjectival phrase modifying

the noun stranger
 under the big acacia tree- adverbial phrase
modifying the verb sitting
• Explain further that adverb phrases modify verbs,

adjectives, adverbs and answer the same range of

questions

as adverbs: How? When? Where? Why?

• Adjective Phrases like adjectives modify nouns. They

tell or

answer the question which and what kind.

Example:

1. He was the only child of the family. (the phrase

Modifies the noun child)

2. David told us a story about his home town (the

phrase modifies the noun story)
Ref. ENGLISH 7 LM pg.210

Shaw,H (1980). A Complete Course on Freshman English, Seventh

Edition, ken Inc. Harper and Row

Practicing new  Pair Group

skills #2 The teacher uses any existing scenario in the
classroom as an opportunity for learners to use
Adjective and Adverbial phrase.

66
E. Developing Task 3. Justify your answer
mastery
(Leads to Board Drills
formative  Ask the learners to do the board drills .
Determine whether the highlighted phrase
assessment
functions as an adjective or adverb. Put a check on
3)
the appropriate column

ADJ ADV QUESTION
Write on the third column
the question answered by
the phrase.Activity A
1.He plunged into the
water.

2.There was a picture of

him on horseback.
3.I saw the boat tied to the
salambao.
4. In Bacolod, we also
went banca riding.
5.David was the talk of the
town that day

G. Finding Task 4. Tell Me a Story Task 4. Miming Sentences

practical  Ask the learners to form with
five groups
applications of
 Relate an event where Adverbs
concepts and you can use the
skills in daily following phrases. Direction:
living 1. At the library
2. In the morning  Teacher groups the
3. From his classmate class into five.
4. With enthusiasm  Ask a volunteer to
5. To the conference mime the action thru
hall the cards composed
 Compose a paragraph of verbs and adverbs.
then present it to the  The others are to
class. guess what was on
 Identify the type of the card and form a
phrase you used in your grammatical
paragraph sentence.
 You can add more  Ask each group to
details on your display their group
paragraph. outputs. For checking
 Allow the learners to purposes.
share their ideas .

67
 H. Making  Teacher asks the learners ideas:
generalizations Are the modifiers ( Adjectives & Adverbs) extremely
and abstraction important in expressing our ideas?
about the lesson

I. Evaluating  Short Quiz

Learning Underline the adjective and adverbial phrase used in
the following sentences.
1.They had come at the beginning of the school year.

2.The boys went to a nearby lake.

3.David put his arm around Pendong’s neck warmly.

4.There was another picture of him in swimming trunks.

5. David showed us pictures of his family.

6. Pendong talked to his classmates honestly and

sincerely.

7. The boys narrated excitedly the incident.

8. Pendong cooked excitedly the puto seko for his

classmates..

9. The boys developed genuine friendships in the class.

10. The students showed up enthusiastically during the

program.

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.

68
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?

69
G. Finding practical applications of concepts and skills in daily living
(Average)

Adverb To perform Constructed Sentences

1.gently Close the door

2.heavily Push the table

3.nervously Submit the paper

4.violently Enters the room

5.Lovingly Hug the pillow to

sleep

6.angrily Wash out the table

7.happily watching a
television

8.cheerfully Playing a ball

9. fervently Praying

10.gracefully Dancing in the rain

70
 Detailed Lesson Plan in ENGLISH
Grade: 7
Quarter: 2 Week: 3 Day: 5___

I. OBJECTIVES

A. Content The learner demonstrates understanding of:

Standards Philippine literature during the Period of
Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing
strategies; difference between literal and
figurative language; ways to extract and
condense information based on library sources;
verbal and non-verbal cues in oral
communication; types of phrases, clauses; and
sentences.

B. Performanc The learner transfers learning by resolving

e conflicts presented in literary selections; using
Standards
tools and mechanisms in locating library
resources; extracting information and noting
details from texts to write a precis, summary, or
paraphrase ; distinguishing between and using
literal and figurative language and verbal and
non-verbal clues; use phrase, clauses, and
sentences meaningfully and appropriately.

C. Learning EN7WC-II-c-5: Extract information from a text

Competenci using a summary, precis, and paraphrase
es/
Objectives
II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s 196
Guide pages

2. Learner’s 212-213
Materials
pages

3. Textbook
pages

71
 4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV.
Advanced Learners Average Learners
PROCEDURES

A. Reviewing Review Adjectival Review Adjectival and

previous lesson or and Adverbial Adverbial Phrases.
presenting the new Phrases.
lesson You may ask the
You may ask the following questions:
following questions:
 What is an
 What is an Adjectival Phrase?
Adjectival How about
Phrase? How Adverbial Phrase?
about  How can you use
Adverbial adjectival or
Phrase? adverbial phrase in
 How can you communication?
use adjectival
or adverbial
phrase in
communication
?
B. Establishing a Individual task: Dyad: With a partner,
purpose of the Recall the song the recall the song the “You
lesson “You can Count on can Count on Me” by
Me” by Bruno Mars Bruno Mars and chose
and chose two lines two lines that you like.
that you like. Based Based on your
on your interpretation, interpretation, restate its
restate its meaning meaning on your own
on your own words. words.

C. Presenting Present the example to the learners. (see p. 212)

examples/instanc
es of the new
lesson

72
D. Discussing Discuss the meaning of Paraphrasing. ( Refer to
new concepts task 9: Language Connection- C. Beyond Phrase
and practicing p. 212)
new skills #1

E. Discussing
new concepts
and practicing  Recall Divide the class into five
adjective and groups and let them
new skills #2
adverb choose at least one
phrases and paragraph from the text “
use it in your
The Stranger”. Rephrase
paraphrase.
 With a partner, it using the correct
let the learners guideline paraphrasing.
compare the
restatements
with their
seatmate then
with the class
 Use the given
example as
guide
( Refer to task 9:
Language
Connection- C.
Beyond Phrase p.
212-213)

F. Developing Read the two narrative lines taken from the poem
mastery (Leads “ Friend.”
to formative
assessment 3) ( Refer to Task 12: From Text to Tasks. Let’s
Practice Together p. 216)

G. Finding Let the learners read the SONA of President

practical Rodrigo Duterte about the Mandatory ROTC in
applications of Senior High School. Let them work in a group
concepts and (same groupings) to paraphrase the excerpt of
skills in daily the speech.
living

H. Making Ask the following questions to the learners to

generalizations process the lesson:
and abstractions
about the lesson  What is paraphrasing?
 How can you use it in writing?

73
I. Evaluating Paraphrase the two- stanza narrative poem.
Learning Relate the meaning of the poem to your
understanding and general impression of a friend.

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?
H. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?

74
 DETAILED LESSON PLAN IN ENGLISH

Grade Level 7

Quarter: 2 Week: 4 Day: 1____

I. OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine

Standard literature during the Period of Apprenticeship as a
means of examining conflicts; various purposeful
listening and viewing strategies; difference between
literal and figurative language; ways to extract and
condense information based on library sources; verbal
and non-verbal cues in oral communication; and types
of phrases, clauses, and sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standard presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a
précis, summary, or paraphrase; distinguishing
between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.

C. Learning Note specific details/elements of the text listened to.

Competencies/ EN7LC-II-d- 2.1/3.1
Objectives
Employ correct turn-taking, turn giving

and topic control strategies in conversations and

dialogs. EN7OL-II-d-2.7

Narrate events chronologically. Arrange ideas logically

based on a material viewed. EN7VC-II-d-11

II. CONTENT Noting Details

Arranging Ideas Logically

Correct turn-taking, turn giving

and topic control strategies in conversations

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide English 7 Teacher’s Guide(new),

page
2017 First Edition, pp. 203-207

75
2. Learner’s English 7 Learner’s Material(new), 2017
Materials pages
First Edition, pp. 221-223

3. Textbook pages

4. Additional https://youtu.be/zWqxYBdThS4
Materials from
Learning Resource https://youtu.be/dL5W5-gvlBE
(LR) portal https://study.com/academy/lesson/peer-pressure-
causes-effects.html

B. Other Learning
Resources

IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing Encourage the learners to read the introduction of

previous lesson or Lesson 4: Adapting to Peers to have an overview of the
presenting the lesson.
new lesson Let the learners to give their tentative answers to the
following questions:
1. Does the idea of adapting to peers mean losing
your own identity or living in conformity? Give an
example based from your own experience.
2. Is adapting to peers contributory to building
relationship?
B. Establishing a Tell the learners that at the end of the lesson they must
purpose for the be able to:
lesson
1. note specific details/elements of the text listened to

2. employ correct turn-taking, turn giving and topic

control strategies in conversations and dialogs, and

3. arrange ideas logically based on a material viewed.

C. Presenting Task 1: Cheer for Peers

examples/instanc
es of the new
lesson

 Instruct the learners to work with a partner. Let

them think of people they consider as their peers.
 Direct them to choose an object from the pictures
that will represent their peers.

76
  Five minutes will be given to discuss with their
partners the reasons why they have come up with
those associations.
 Facilitate the sharing of thoughts or ideas with the
class.
 Process the activity by asking the following
questions:
1. Given the objects used by your partner, which
object was used more than once to associate with
his/her peers?
2. Did your partner share any negative interpretation
of the objects used in the association activity?
What was it?

D. Discussing new Task 2: Peers’ Pros and Cons (LM page 222)
concepts and
CONS
practicing new PROS (Advantages)
(Disadvantages)
skills #1 PEERS

 The learners will watch a video about the peer

influence. The videos will present the positive and
the negative peer influence or commonly known
today as peer pressure.
 After watching the video, they will be given
metacards where they will note specific details or
elements of the material listened to. They will have
to note the Pros (Advantages) or the positive peer
influence and the Cons (Disadvantages) or the
negative peer influence
 Instruct them to group into two. One group will be
assigned to work on the Pros while the other one
on the Cons. After 10 minutes they are going to
post their answers to the chart posted on the board.
 Process students’ responses. Let the students
focus on the importance of having positive peer
influence.

https://youtu.be/zWqxYBdThS4
(Just focus on the first part of the video discussing
the positive and negative peer influence.)

E. Discussing new Task 3: Break that Wall (LM page 223)

concepts and
practicing new  Remind the learners that despite the identified pros
(advantages) and cons (disadvantages) of being
skills #2
with peers, one must still develop friendly
relationship with others.
 Ask them to study the questions on the “Break that
Wall Diagram”.
 Tell them to take turns in answering the questions
based on their personal view.

77
 Emphasize the correct way of turn-taking and turn-
giving. Teachers may include the following in the
discussion.

Rules on Turn-taking

Because conversations need to be organized, there

are rules or principles for establishing who talks and
then who talks next.

This process is called turn-taking.

There are two guiding principles in conversations:

 Only one person should talk at a time.

 We cannot have silence.
The transition between one speaker and the next must
be as smooth as possible and without a break.

We have different ways of indicating that a turn will be

changed:

a. Formal methods: for example, selecting the

next speaker by name or raising a hand.
b. Adjacency pairs: for instance, a question
requires an answer.
c. Intonation: for instance, a drop in pitch or in
loudness.
d. Gesture: for instance, a change in sitting
position or an expression of inquiry.
 The most important device for indicating turn-taking
is through a change in gaze direction. While you
are talking, your eyes are down for much of the
time. While you are listening, your eyes are up for
much of the time. For much of the time during a
conversation, the eyes of the speaker and the
listener do not meet. When speakers are coming to
the end of a turn, they might look up more
frequently, finishing with a steady gaze. This is a
sign to the listener that the turn is finishing and that
he or she can then come in. The instruction that
some of us were given at school, "Look at me when
you speak to me", is unsoundly based. In normal
English conversations, a speaker does not look
steadily at the listener but rather may give
occasional quick glances.

The rules of turn-taking are designed to help

conversation take place smoothly. Interruptions in a
conversation are violations of the turn-taking rule.

a. Interruption: where a new speaker interrupts

and gains the floor.

78
 b. Butting in: where a new speaker tries to gain
the floor but does not succeed.
c. Overlaps: where two speakers are talking at the
same time.
http://englishonline.tki.org.nz/English-Online/Planning-
for-my-students-needs/Exploring-language/The-
Language-of-Conversation/Turn-Taking

F. Developing After the learners learned about the positive and

mastery(Leads to negative peer pressure and the importance of
formative developing friendly relationship with others, they will be
assessment 3) asked to watch a video about dealing with peer
pressure. Allow them to be able to arrange ideas
logically based on the material viewed.

Task 4: Step by Step

Arrange the following steps to deal with peer pressure

based on the material viewed. Write A-E to determine
their logical arrangement.

_____1. Evaluate your friendship.

_____2. Consider other strategies in dealing with peer

pressure.

_____3. Check in yourself. Pay attention to your

feelings to determine what is right or wrong and find
out how to respond.

_____4. If all other strategies did not work, ask for help
or advice of an adult you trust the most.

_____5. Consider changing your peer group if you feel

your friends are constantly controlling you.

https://youtu.be/dL5W5-gvlBE

G. Finding practical After learning the different types of peer influence,

applications of consider your present status with your peers, is being
concepts and skills with your peers essentially advantageous or
in daily living disadvantageous on your part? Justify your answer.

H. Making The learners will make an abstraction of the lesson by

generalizations and giving their point of view to the saying “Show me who
abstractions about your friends are, and I will tell you who you are.”
the lesson Learners will express their thoughts relevant to the
topic adapting to peers.

79
I. Evaluating learning Task 5: Picture Story

The learners will listen as the teacher reads a short

story about peer pressure then, they will arrange the
given pictures based from the story listened to. Write
numbers 1-5 to show their sequence.

a.______ b. _______

c. _______

d. _______ e. _______

Tyler generally doesn’t drink alcohol and he has never

used drugs. Recently, he started hanging out with a
different group of friends who do use drugs and
alcohol. Tyler resists joining his new friends and their
activity at first but they are constantly telling him to
lighten up and join them in the fun. He was about to
give in but he thinks about the consequences of his
actions. He has realized that if they are really his
friends they will not pressure him to do something he
does not like. Tyler decided to search new friends who
would not change him for someone he is not.

https://study.com/academy/lesson/peer-pressure-
causes-effects.html

J. Additional activities
for application or
remediation

80
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 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? 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?

81
 DETAILED LESSON PLAN IN ENGLISH

Grade Level 7

Quarter: 2 Week: 4 Day: 2____

I. OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine

Standard literature during the Period of Apprenticeship as a
means of examining conflicts; various purposeful
listening and viewing strategies; difference between
literal and figurative language; ways to extract and
condense information based on library sources; verbal
and non-verbal cues in oral communication; and types
of phrases, clauses, and sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standard presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a
précis, summary, or paraphrase; distinguishing
between and using literal and figurative language and
verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.

C. Learning Identify figures of speech that show comparison

Competencies/ (simile metaphor, personification). EN7V-II-d10.1.2
Objectives
Discover the conflicts presented in literary selections
and the need to resolve those conflicts in nonviolent
ways. EN7LT-II-d-4

Explain how the elements specific to a genre

contribute to the theme of a particular literary
selection. EN7LT-II-d-2.2

Express appreciation for sensory images used.

EN7LT-II-d-2.2.1

II. CONTENT Metaphor, Rhymes & Sensory Imagery

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide English 7 Teacher’s Guide(new)

page
2017 First Edition, pp. 208-209

82
2. Learner’s English 7 Learner’s Material(new)
Materials
pages 2017-First Edition, pp. 228-230

3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning Literary Selection:

Resources
https://www.familyfriendpoems.com/poem/if-you-had-
never-come

IV.PROCEDURE Advanced Learners Average Learners

A. Reviewing What did you in class last meeting?

previous lesson What was the video all about?
or presenting What are the positive and negative influences of
the new lesson peers and friends?

B. Establishing a Today, we will study more about poems and poetic

purpose for the devices like rhyme and sensory image; hence, this
lesson lesson aims to:
 identify metaphors;
 explain how rhyme contribute to the theme of a
particular literary selection; and
 express appreciation for sensory images.

C. Presenting Motive Question: Who are your peers and friends?

examples/instan Are they important in your life? Why?
ces of the new
lesson Motive Question: What instances in the poem show
the importance of peers and friends in one’s life?

Task 6. Poetically Yours

 The teacher reads the poem.
 Remind them to take note of the key ideas of the
poem and take note of the questions
 Let the learners reflect on how they treat their
peers and/or friends and how they adapt to them.

If You Had Never Come

© Reilly Gandell

83
 If you had never come, I'd have never learned to
laugh.
My sandwiches would still be whole, and never cut in
half.
My voice would have never changed to high, or low.
You would love my favorite band, and I would never
know.

If you had never come, the rain would feel so cold.

I would have lived alone forever, with a secret never
told.
My tears would have no place to go, but down my
cheeks in sorrow.
I'd have my own clothes, instead of yours to borrow.

If you had never come, my happiness would not have

last.
There would be no names upon my bright orange
cast.
I would be left alone, when I stopped to tie my shoes
when walking.
No one to whisper to, as the teacher just keeps
talking.

If you had never come, I would have never hopped a

fence.
Doing something wrong would have never made much
sense.
I never would have tasted the stars in the dead of
night.
But instead, you are here with me forever, holding me
tight.

Source: https://www.familyfriendpoems.com/poem/if-
you-had-never-come

D. Discussing new
concepts and Task 7. Of Poems and Peers
practicing new  The class is divided in two groups.
skills #1  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.

84
 1. What instances in the poem show the importance
of peers and friends in one’s life?
2. Who do you think is the persona in the poem?
3. To whom is he/she speaking to?
4. To what does the persona in the poem compares
his life if a friend or peer had never come?
5. What do you call this figure of speech?
6. What activities does the speaker share with his
friends?
7. Are there instances when the peers/friends
influence the speaker to do bad things? What are
these naughty things that they do together?
8. How can young people avoid negative influences
of the people around them?
9. In general, would you consider the friends in the
poem good influence? Why do you say so?
10. What lessons are derived from the poem?

E. Discussing new  What words in the poem have similar sound?

concepts and  How are these words called?
practicing new
skills #2 A rhyme is a repetition of similar sounds (usually,
exactly the same sound) in the final stressed syllables
and any following syllables of two or more word.

Rhyme helps make a poem musical. It aids the

memory for recitation and gives predictable pleasure.

 What words in the poem make use of your

senses?
 How are these words called?

. Sensory imagery is a poetic device that uses words

that appeal to the senses. Imagery creates visual
representation of ideas; thus, it lends to better
understanding. It may appeal to any of the following :
1. Sense of sight or visual
2. Sense of hearing or auditory
3. Sense of touch or tactile
4. Sense of smell or olfactory
5. Sense of taste or gustatory

85
F. Developing Task 8. Poet by Heart Task 8. Through the
mastery (Leads Senses
to formative  Group the learners
assessment)
into four.  Group the learners into
 Assign each group four.
(by draw lots) any of  Assign each group (by
the following objects: draw lots) any of the
Group 1- book following objects:
Group 2- cellular Group 1- book
phone Group 2- cellular
Group 3- teddy bear phone
Group 4- mango Group 3- teddy bear
 Have each group Group 4- mango
write 1-2 stanza  Tell the group to
poem on the compare the object to
assigned object. a person or an idea.
 Be sure to use  Find word/s that would
metaphor, rhyme with the object.
rhyming words  Describe the object
and sensory through sensory
images. images.
 Have each group  Have each group
present the present the output.
output.

G. Finding practical What shall you do if your friends or peers are telling
applications of you to:
concepts and
skills in daily  cut classes
living  smoke cigarettes
 bully your classmates
 take prohibited drugs
 join fraternities
H. Making Why are friends and peers important?
generalizations
and abstractions How do you avoid negative influences of friends and
about the lesson peers?

What is metaphor?

What is the importance of using rhyme and sensory

images?

I. Evaluating Task 9. Rhymes and Task 9. Rhymes and

learning Senses Senses

Look for the pair of Look for the pair of

rhyming words in the rhyming words in the
following lines: following lines:

1. Once upon a 1. Mary had a little lamb

86
 midnight dreary, Whose Fleece was white
while I pondered as snow,
weak and weary. And everywhere that Mary
2. I went to turn the
went
grass once after
one The lamb was sure to go.
Who mowed it in the
dew 2-3. Humpty Dumpty sat
on a wall,
before the sun. Humpty Dumpty had a
great fall
3-5. Then a mile of warm
All the king’s horses and
sea-scented beach; all the king's men
Couldn't put Humpty
Three fields to cross till a together again.

farm appears; 4. The movie was great;

A tap at the pane, the lots of popcorn I ate.

quick sharp scratch 5. O, God of dust and

rainbows, help us see,
And blue spurt of a That without dust the
lighted rainbow would not be.
match,
To what sense does each
And a voice less loud, of the following lines
appeal?
thro’ its joys and
fears, 1. a drop of melted candle
on skin
Than the two hearts
2. scent of roses
beating each to 3. laughing children
each! 4. bread stick dipped in
sweet honey
5. rose petals falling on the
ground
To what sense does
each of the following
lines appeal?

1. Handsome roosters
still dream about
beautiful hens.
2. Their legs take cold
showers of morning
dew on the weeds.
3. Step aside to make
way for their rushing
feet.
4. The bread sellers
rushing to keep their

87
 bread hot for their
customers.
5. But found his mouth
was stuck
quite tight

From that last bite

of peanut butter
sandwich.

J. Additional  Be ready to read to the class the poem studied

activities for today.
application or  Give at least two examples of words that rhyme.
remediation  Give an example for each of the five sensory
images.
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?

88
 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?

89
 DETAILED LESSON PLAN IN ENGLISH

Grade Level 7

Quarter: 2 Week: 4 Day: 3____

I.OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine

Standard literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative language;
ways to extract and condense information based on library
sources; verbal and non-verbal cues in oral communication;
and types of phrases, clauses, and sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standard presented in literary selections; using tools and mechanisms
in locating library resources; extracting information and noting
details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative
language and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and appropriately.

C. Learning Get information from the different parts of a book and from
Competencies/ general references in the library. EN7SS-II-d1.3/1.4
Objectives

II. CONTENT Book Parts

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide English 7 Teacher’s Guide(new),

page
2017 First Edition, pp. 196-197

2. Learner’s English 7 Learner’s Material(new), 2017

Materials pages
First Edition, pp. 213-215

3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

90
B. Other Learning  English I byJosefina Payawal-Gabriel & Edda
Resources Manikan-Martires, pp.11-13
 Workbook in English I by Marie Cielo Cariño, pp. 11-
17
 https://www.quia.com/jg/3606list.html
IV.PROCEDURE Advanced Learners Average Learners

A. Reviewing What did we discuss last Review on Metaphor:

previous lesson or meeting?
presenting the new The world is like a stage.
lesson What is metaphor? Give
examples. The world is a stage.

What are sensory images?  Which of the two is a

metaphor?
Give examples.
 What makes metaphor
similar and different
from simile?
Review on Sensory Images:
Identify to what sensory image
does each line appeal:
 baby’s breath
 mother yelling in the
morning
 cold breeze
 an array of gumamela
 yummy kinalas
B. Establishing a Books are part of studying. Knowing the different
purpose for the parts of the book facilitate easy and fast extraction of
lesson information. Today’s lesson will help learners get information
from the different parts of a book.
C. Presenting Are you familiar with the What part of the book is your
examples/instance different parts of a book? favorite part?
s of the new What pieces of information Which part is most useful?
lesson are found in each part?

D. Discussing new  Guide the learners to read and understand the study
concepts and notes about the different parts of a book.
practicing new  Extract from the learners the importance of knowing
skills #1 the different parts of a book.
Reference: English 7 Learner’s Material(new), pp.213-214

Task 10. The Bookish Explores

 Direct learners to answer the activity in their learning
notes. Remind them to refer to the word pool for the
different parts of the book.
 Process the learners’ exploration of the parts of the
book by making them answer the questions that are
provided after the activity.
Reference: English 7 Learner’s Material(new), p.215

91
E. Discussing new Activity 11. BPI (Book Part Interpretation)
concepts and
practicing new Study the table of content and index of a science book
skills #2 (see appendix on the attachment of sample table of contents
and index) then answer the following questions following.

 The class is divided in two groups.

 Each learner is given a copy of a table of contents and
index.
 The group assigns a member to write the answers on
a white board and another one 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.
Interpreting Table of Contents

1. Into how many units is the book divided?

2. How many chapters are there?
3. Which unit is treated in the greater part of the book?
4. What topic is treated in Chapter 16?
5. In what unit and chapter is radioactivity discussed?
6. Information about the oceans can be found in what
chapter?
7. Which is treated first in the book, elements or molecules?
8. Has the book an index? On what page does it begin?

Interpreting Index
9. How many main entries have sub-entries?

10. Which main entry has the most sub-entries?

11. In how many pages is acid rain covered?
12. On what page is the relationship between hormones and
aggression discussed?
13. Where else might you look to find information on
biosphere?
14. What types of information are given on birth control?
15. How many kinds of environment are listed in the index?
Reference: English 1 (by Josefina Payawal-Gabriel & Edda Manikan-
Martires, pp. 12-13)

F. Developing Task 12. Parade of Book Parts

mastery (Leads
to formative  Work in group of 10.
assessment 3)  Each member of a group is assigned to hold, show,
identify and tell information about the book part.
 After 5-minute preparation, each group will present a
“parade of book parts” before the class.

Reference: Workbook in English I by Marie Cielo Cariño, p. 17

92
G. Finding practical Do we need to know the What instances do we use our
applications of different parts of a book? knowledge about the different
concepts and skills Why? parts of a book?
in daily living

H. Making What is the importance of knowing the different parts of a

generalizations book?
and abstractions
about the lesson

I. Evaluating Task 13. FYI (For Your Task 13. FYI (For Your
learning Identification) Identification)

Identify the part of the book  Match the part of the book
that gives the following with the description of the
information: contents found in each
part.
1. It tells how old the book  Write the letter only on
is. your answer sheet.
2. It gives the page where
a particular topic is
discussed in Activity sheet attachment 1b
alphabetical order. on the appendix.
3. It protects the book from
dirt and destruction.
4. It tells the author’s
purpose for writing the Modified and retrieved from
https://www.quia.com/jg/3606list.html
book.
5. It gives the meaning of
the difficult words found
in the book.
6. It contains the titles and
authors of references
used by the author.
7. It is the author’s way of
saying thank you to the
people who helped and
inspired him in writing
the book.
8. It discusses the topics of
the book in details.
9. It provides additional
important information.
10. It gives the sequence of
topics in the book.

Reference: Workbook in English

by Marie Cielo Cariño, p. 11

J. Additional Activity 14.

activities for
application or Check Me Out Activity 14. Check Me Out

93
 remediation This time, look at your Math This time, look at your Math
book. Check out if it has all book. Check the book part
the parts of a book. If not, that is found in the book.
what parts are there?
Which parts are not ________ book cover
included? ________ title page

________ copyright page

________ preface

________ table of contents

________ body

________ glossary

________ index

________ bibliography

________ appendix

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

94
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?

95
APPENDIX C: Week 4, Day 3

Attachment 1a.

(For Procedure E. Discussing new concepts and practicing new skills #2)

Task 12. BPI (Book Part Interpretation)

Using the Table of Contents

Study this table of contents of a science book. Then answer the questions following
it.

Unit I. Interaction, A Process of Science 9

Chapter 1 Interacting and Learning 11
Unit II. The Energy of Light 39
Chapter 2 The Visible Spectrum 41
Chapter 3 Photosynthesis 63
Unit III. The Elements of Chemistry 99
Chapter 4 The Structure of an Atom 101
Chapter 5 Classifying the Elements 125
Chapter 6 The Making of Molecules 141
Unit IV. The Energy of the Atom 171
Chapter 7 Radioactivity 173
Chapter 8. Reactors and Accelerator 187
Unit V. Electronics 207
Chapter 9 Moving Electrons 209
Chapter 10. The Electronic Computer 231
Unit VI. Geoscience 265
Chapter 11 The Earth 267
Chapter 12 Rocks and Minerals 291
Chapter 13 Glaciology, The Study of Glaciers 311
Chapter 14 Oceanography, The Study of Oceans 329
Chapter 15 Meteorology, The Study of Atmosphere 347
Unit VII. From Atmosphere to Space 375
Chapter 16 Supersonic Flight 377
Chapter 17 Rockets and Rocketry 395
Chapter 18 Satellites and Communication 413
Glossary 431
Acknowledgements 439
Index 440

96
 1. Into how many units is the book divided?
2. How many chapters are there?
3. Which unit is treated in the greater part of the book?
4. What topic is treated in Chapter 16?
5. In what unit and chapter is radioactivity discussed?
6. To understand photosynthesis, what chapter should you read?
7. Information about the oceans can be found I what chapter?
8. Which is treated first in the book, elements or molecules?
9. How many pages is in the glossary?
10. Has the book an index? On what page does it begin?
Reference: English 1 (Josefina Payawal-Gabriel & Edda Manikan-Martires, pp. 11-
12)
Interpreting an Index

Study the index a portion of an index below then answer the questions that follow.

Abiotic environment, 550

Acacia, 578
Coevolution of ants, 545-546
Defences against herbivores, 538
Acid(s) see also acids
Nature of, 32
0n pH scale, 32
Stomach, 407-409
Acid rain, 293, 572-573
Aggression
Among baboons, 607-608
And hormones, 431
Of male animals, 431
In making rituals, 601
Baboons, 594, 623-624
Parenting among, 602-608
Social organization among, 606-611
Bacteria, 232-233 (see also Eseherichia coli)
Antibodies against, 385-387
Atomic composition of, 23
Conjugation of, 216-219
As decomposers, 233, 554, 557
Disease-causing, 233, 547
Intestinal, 409-411
Nitrogen fixation by, 559
Transformation in, 185-186, 215-219
Biosphere, 43, 570-573 (see also Ecology, Environment)
Biosynthesis of amino acids, 46,21, 183,184, 205,304, 410, 558
Biotic environment, 550
Birth control
Methods of, 428-429, 433, 435-436
And population growth, 632-633

97
 1. How many main entries have sub-entries?
2. Which main entry has the most sub-entries?
3. In how many pages is acid rain covered?
4. On what page is the relationship between hormones and aggression
discussed?
5. How many pages are allotted to biosynthesis of amino acids?
6. Where else might you look to find information on biosphere?
7. What types of information are given on birth control?
8. On which page can you find information on the biosphere?
9. How many kinds of environment are listed in the index?
10. How many pages discuss antibodies against bacteria?

Reference: English 1 (by Josefina Payawal-Gabriel & Edda Manikan-Martires, p. 13)

APPENDIX C: Week 4, Day 3

98
Attachment 1b.

(For Procedure I. Evaluating learning)

Task 13. FYI (For Your Interpretation)

For average learners

Match the part of the book with the description of the contents found in each part.
Write the letter only on your answer sheet.
Modified and retrieved from https://www.quia.com/jg/3606list.html

For advanced learners

Identify the part of the book that gives the following information:

A B

1. Index a. Introduction to the book

2. Title Page b. List of chapters with their page numbers

3. Acknowledgement c. Extra information put near the end of a book

4. Book cover d. Alphabetical list of definitions and pronunciations

of special or unusual words

5. Preface e. Alphabetical list of topics and their page numbers

placed at the very end of a book

6. Glossary f. Main part of the book written by the author

7. Table of Contents g. First page of a book which tells the title, author,
illustrator, and publisher

8. Appendix h. List of other books to read

9. Text i. Expresses the author’s gratitude to the persons

who helped him or her in writing the book.

10. Bibliography j. Protects the book from wear and tear

99
1. It tell how old the book is.
2. It gives the page where a particular topic is discussed in alphabetical order.
3. It protects the book from dirt and destruction.
4. It tells the author’s purpose for writing the book.
5. It gives the meaning of the difficult words found in the book.
6. It contains the titles and authors of references used by the author.
7. It is the author’s way of saying thank you to the people who helped and
inspired him in writing the book.
8. It discusses the topics of the book in details.
9. It provides additional important information.
10. It gives the sequence of topics in the book.

Reference: Workbook in English by Marie Cielo Cariño, p. 11

100
 DETAILED LESSON PLAN IN ENGLISH

Grade 7

Quarter 2 Week 4 Day 4

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of: Philippine

literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative
language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and
sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standard presented in literary selections; using tools and mechanisms
in locating library resources; extracting information and
noting details from texts to write a précis, summary, or
paraphrase; distinguishing between and using literal and
figurative language and verbal and non-verbal cues; use
phrases, clauses, and sentences meaningfully and
appropriately.

C. Learning Use clauses appropriately and meaningfully. EN7G-II-d-1

Competencies/

Objectives

II. CONTENT Clauses

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide English 7 Teacher’s Guide(new),

page
2017 First Edition, pp. 217-220

2. Learner’s Materials English 7 Learner’s Material(new), 2017

pages
First Edition, pp. 230-233

3. Textbook pages

4. Additional https://www.familyfriendpoems.com/poem/a-poison-tree-by-
Materials from

101
 Learning william-blake
Resource (LR)
portal https://www.familyfriendpoems.com/poem/hug-o-war-by-
shel-silverstein

https://www.rcampus.com/rubricshowc.cfm?code=G65374&
sp=yes&

B. Other Learning
Resources

IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing Review the previous discussions about phrase. Ask the

previous lesson or learners to draw a star ( ) if it is a phrase and a question
presenting the new mark (?) if it is not.
lesson
1. The boy is curious about things behind the high walls

2. Imagine ripe fruits grow

3. He smells the scent of flowers

4. from breaking into the house

5. The scent of flowers

Answer:

1. ?
2. (Verb Phrase)
3. ?
4. (Prepositional Phrase)
5. (Noun Phrase)
B. Establishing a After learning what is a phrase and its types, tell the
purpose for the learners that at the end of the lesson they are expected to
lesson use clauses appropriately and meaningfully.

C. Presenting After the phrases were identified in the first activity, ask the
examples/instance learners to read and analyze the text below:
s of the new
lesson My neighbor purchased a big house before they went
abroad.

He built high walls around his house when he knew theft is

rampant.

Ask the following questions:

1. What have you noticed with the following highlighted
words? Does it contain complete idea? What made you
say so?

102
 2. How about the underlined group of words? Does it give
complete idea? What made you say so?
3. What do we call these example sentences? Are these
phrases or clauses?
4. What is a clause?
D. Discussing new Briefly discuss what a clause is.
concepts and
Emphasize that a clause is a group of words with at least
practicing new skills
one subject and a verb.
#1
Clauses can be independent/Main Clause that can stand on
its own and it can also dependent clause which also has
subject and verb but it cannot stand as an idea because it
starts with subordinate words.

Subordinating Conjunctions

after once until

although provided that when

as rather than whenever

because since where

before so that whereas

even if than wherever

even though that whether

if though while

in order that unless why

independent clause dependent clause

My neighbor purchased a big house before they went

abroad.
independent clause dependent clause

He built high walls around his house when he knew theft is

rampant.
Individual Task: Pair Work:

Instruct the learners to Instruct the learners to answer

answer Task 11 A: Language
Connection: From Poem to
Task 15 A: Language Prose.
Connection: From
Poem to Prose. Let them underline the
independent clauses found in
Let them underline the the text.
independent clauses
found in the text.

103
E. Discussing new Recall definition of paraphrasing based on the given
concepts and example below. Ask the question, which among the texts
practicing new below is a paraphrased text:
skills #2
(Original) (Paraphrase)

My friends are my best The speaker in the poem

buddies, considers his/her friends
as his best companions.
They never desert me nor His/her friends neither
despise me leave him/her nor hate
They help me through him/her. They help
him/her solve his/her
difficulties and shape my
personality to be the best problems and influence
I can be. him/her to develop his/her
character to be the best.

Differentiate original from the paraphrased text.

Ask from the learners the important guidelines in
paraphrasing.

 Read the text carefully to distinguish main idea and

supporting idea.
 Use the dictionary to unlock unfamiliar words
 Rewrite the main idea and the supporting ideas in your
own words
 Follow the order of ideas the way they appear in the
original
 Restate complex ideas into ideas easy to understand
 Divide longer statements or stanzas into shorter ones
Check if the paraphrase written is the same as the ideas in
the original but stated in your own words.
F. Developing Individual Task: Pair Work:
mastery (Leads to
formative Choose two (2) stanzas Choose two (1) stanzas from
assessment 3) from the poem, “My the poem, “My Neighbor” by
Neighbor” by Ricaredo Ricaredo Demetillo and
Demetillo and paraphrase paraphrase them using
them using independent independent clause.
clause.

(see Task 11 B p.232 for

reference) (see Task 11 B p.232 for
reference)

104
G. Finding practical Ask learners of the relevance in knowing how to extract
applications of information through paraphrasing and the meaningful use of
concepts and skills independent clause in their day to day life as students.
in daily living e.g. research

H. Making Ask the learners to differentiate phrase from a clause,

generalizations enumerate types of clauses and explain why the knowledge
and abstractions of independent clause can help improve paraphrasing
about the lesson skills.

I. Evaluating learning Pair Work: Group Work:

Read the poem “A Poison Tell the learners to read the

Tree” by William Blake and poem “Hug O’ War”
instruct to paraphrase the
poem in one to two By Robert Frost and ask them
paragraphs using their to group themselves into five
own words incorporating (5). Instruct them to
their understanding about paraphrase the poem in one to
the text. Remind them to two paragraphs using their
use clauses (independent own words incorporating their
and dependent) in writing understanding about the text.
their paraphrased Remind them to use clauses
paragraph. (independent and dependent)
in writing their paraphrased
paragraph.

A Poison Tree

By William Blake Hug O' War

I was angry with my friend: By Shel Silverstein

I told my wrath, my wrath I will not play at tug o' war.

did end.
I'd rather play at hug o' war,
I was angry with my foe:
Where everyone hugs
I told it not, my wrath did
grow. Instead of tugs,

And I watered it in fears Where everyone giggles

Night & morning with my And rolls on the rug,

tears;
Where everyone kisses,
And I sunned it with And everyone grins,
smiles,
And everyone cuddles,
And with soft deceitful
wiles. And everyone wins

105
 And it grew both day and
night,
Source:
Till it bore an apple bright. https://www.familyfriendpoems.co
m/poem/hug-o-war-by-shel-
And my foe beheld it silverstein
shine,

And he knew that it was

mine,

And into my garden stole,

When the night had veiled

the pole;

In the morning glad I see

My foe outstretched
beneath the tree.

Source:
https://www.familyfriendpoem
s.com/poem/a-poison-tree-
by-william-blake

Rubrics:

https://www.rcampus.com/rubricshowc.cfm?code=G65374&
sp=yes&

J. Additional activities
for application or
remediation

106
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?

107
 DETAILED LESSON PLAN IN ENGLISH

Grade 7

Quarter 2 Week 4 Day 5

I.OBJECTIVES

A. Content The learner demonstrates understanding of: Philippine

Standard literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative language;
ways to extract and condense information based on library
sources; verbal and non-verbal cues in oral communication;
and types of phrases, clauses, and sentences.

B. Performance The learner transfers learning by: resolving conflicts

Standard presented in literary selections; using tools and mechanisms
in locating library resources; extracting information and noting
details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative
language and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and appropriately.

C. Learning
Competencies/ Identify key ideas . EN7WC-II-d-5.1

Objectives

II. CONTENT Writing Key Ideas - My Neighbor by Ricaredo Demetillo

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide p. 211

page

2. Learner’s pp. 225-227

Materials pages

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal

108
B. Other Learning https://laulima.hawaii.edu/access/content/user/vvenzon/
Resources Eportfolio/Main%20Idea%20Module%20Prototype%20Fi
nal.pdf
IV. PROCEDURE Advanced Learners Average Learners

A. Reviewing
previous lesson
or presenting the
new lesson

Ask the learners the following questions:

1. When you were a child, did you find yourself

befriending others? How do you befriend your playmates
or neighbors?
2. How do you adjust or adapt with the attitude,
belief, or prejudices of your peers?
3. Does the idea of adjusting or adapting to
acquaintances or peers mean a more harmonious and
lasting relationship?

B. Establishing a Read the objectives for the day.

purpose for the
lesson

C. Presenting Ask the learners to read the poem, “My Neighbor by

examples/instanc Ricaredo Demetillo.
es of the new
lesson

D. Discussing new Pairwork: Draw the key Group Work: Divide the class
concepts and ideas of the poem through into 8 groups and assign each
practicing new the following questions. group to identify the key ideas of
Write the output on a the poem stanzas. Write the
skills #1
manila paper. output on a manila paper.
1. Why did the neighbors
build high walls Group 1: Why did the neighbors
around his residence? build high walls around his
2. Describe the residence?
neighbor's attitude Group 2: Describe the neighbor's
towards others. attitude towards others.
3. Is the neighbor right to Group 3: Is the neighbor right to
build high walls build high walls around his
around his house? house? What forced him to do
What forced him to do such?
such?

109
 4. How did the people Group 4: How did the people
react on the action react on the action made by the
made by the neighbor?
neighbor? Group 5: Inspite of high walls
5. Inspite of high walls and tall gate, what is the narrator
and tall gate, what is able to discover?
the narrator able to Group 6: Is the daugther of his
discover? well-to-do neighbor happy?
6. Is the daugther of his Group 7: Do you think this
well-to-do neighbor “neighbor's girl” will be a lot
happy? happier if she is allowed to play
7. Do you think this with other children? Why?
“neighbor's girl” will be Group 8: How will you
a lot happier if she is differentiate the lifestyle of
allowed to play with neighbor's daugther from that of
other children? Why? the boys?
8. How will you
differentiate the
lifestyle of neighbor's
daugther from that of
the boys?

E. Discussing new
concepts and
practicing new skills Discuss the concept of identifying key ideas.
#2 What is the main idea of the paragraph:

Peers play important roles in children’s lives at much earlier

points in development than we might have thought.
Experiences in the first two or three years of life have
implications for children’s acceptance by their classmates in
nursery school and the later school years. Children who are
competent with peers at an early age, and those who show
prosocial behaviour, are particularly likely to be accepted by
their peers. Aggressive children are often rejected by their
peers, although aggression does not always preclude peer
acceptance. It is clear that peer relations pose special
challenges to children with disorders and others who lack the
emotional, cognitive and behavioural skills that underlie
harmonious interaction.

The main idea in a paragraph is the most important idea. It is

the central point that an author is trying to get across to the
reader.

e.g. Peers play important roles in children’s lives at much

earlier points in development than we might have thought.

The supporting details describe the main idea. They make

the main idea stronger and clearer.

110
 e.g. An adaptation is any variation that can increase one's
biological fitness in a specific environment; more simply it is the
successful interaction of a population with its kind as well as with
its environment.

Keep in mind that the main idea may be placed on the first
or last sentence of a paragraph.

NOTE:

To find the main idea, answer two questions:

(1) What is the paragraph mostly about?

(2) Which sentence best tells what the paragraph is
about?

F. Developing Read the paragraph. Read the paragraph.

mastery (Leads to
formative Humans have biological Humans have biological
assessment) plasticity, or an ability to plasticity, or an ability to adapt
adapt biologically to biologically to people and the
people and the environment. An adaptation is
environment. An adaptation any variation that can increase
is any variation that can one's biological fitness in a
increase one's biological specific environment; more
fitness in a specific simply it is the successful
environment; more simply it interaction of a population with
is the successful interaction its kind and with its
of a population with its kind environment as well.
and with its environment as
well. Ask the learner, “What is the
paragraph mostly about?”
Ask 3 volunteer learners Choose from the options
to answer the question, below. Explain Answer.
what is the paragraph
mostly about? Then a. The ability of human being
explain answer. to adapt with its kind as well
as with the environment
The paragraph is about b. Ability of the environment
to adapt with the humans
____________________ biological plasticity
____________________ c. The interaction with the
____________________ environment

Pair/Group Volunteers
will present work and the
teacher will give
feedback.

111
G. Finding practical Why is identifying idea necessary in reading a material?
applications of What is the advantage of knowing the main idea of a
concepts and text?
skills in daily
living

H. Making Restate the definition of main idea/key idea, distinguish

generalizations key idea from supporting text, and enumerate the ways
and abstractions to identify the key idea.
about the lesson

I. Evaluating Identify the key idea of the stanzas taken from the
learning poem, Childhood Friends by Mindy Carpenter.

As childhood friends, we grew up together,

Swearing to be friends forever and ever.
Sometimes we would argue and fight,
Other times we would laugh and stay up all night.

We went from playing with games and toys,

To talking and dreaming about different boys.
My thoughts and feelings, to you I would confide,
Never having anything to hide.

Friends we do remain,
Things changing, and things staying the same.
To each other we still listen and share,
About each other, we will always care.

(Pair work for Average Learners)

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation

112
B. No. of learners
who require Average
additional Learners
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?

113
 Detailed Lesson Plan in English

Grade 7

Quarter: 2 Week: 5 Day: 1

I. OBJECTIVES
The learner demonstrates understanding of Philippine literature
during the period apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
A. Content
difference between literal and figurative language; ways to
Standards
extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of
phrases, clauses and sentences

The learner transfers learning by: resolving conflicts presented

in literary selections; using tools and mechanisms in locating
library resources; extracting information and noting details from
B. Performance
texts to write a précis, summary, or paraphrase; distinguishing
Standards
between and using literal and figurative language and verbal and
non-verbal cues; use phrases, clauses, and sentences
meaningfully and appropriately.

C. Learning
EN7OL-II-e-3.7: Use appropriate techniques and strategies
Competencies/Ob
when asking questions and eliciting answers.
jectives

II. CONTENT Asking Questions and Eliciting Answers

III. LEARNING
RESOURCES
A. References

1.Teacher’s Guide
Pages

2. Learner’s Materials pp. 243-251

Pages

3. Textbook Pages

4. Additional Materials
from the LR Portal

B. Other Learning
Resources Song: Glowing Inside
https://www.youtube.com/watch?v=tORPonXurXM

114
 The Power of Questioning (video clip)

https://www.youtube.com/watch?v=1dO0dO__wmE

Rubrics

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N77W88
&

https://www.rcampus.com/rubricshowc.cfm?code=B3WA45

Activities:

http://questionweek.com/exercises-to-build-your-questioning-
muscles/

IV. PROCEDURES Advanced Learners Average Learners

A. Reviewing the The teacher will play a song and let the learners figure out its
previous lesson or meaning.
presenting the new
lesson

B. Establishing a How do you express love to your loved ones (parents, siblings,
purpose for the friends, opposite sex)?
lesson

Note: Reading of the story Note: Reading of the story

should be pre-assigned to the should be pre-assigned to the
C. Presenting learners. learners.
examples/instances
The learners will give a brief The teacher will give a brief
of the new lesson
summary of the story. summary of the story.

Discussion of techniques and The teacher will discuss

strategies in asking questions strategies in asking questions
D. Discussing new and eliciting answers will be and eliciting answers.
concepts and done by the class.
practicing new skills
#1 Note: This task should be pre-
Suggested Resource:
assigned to chosen learners.
MindTools: Questioning
Techniques
https://www.mindtools.com/pag
es/article/newTMC_88.htm

115
 Task 5.1: Spin-The-Bottle

The class will work in groups.

Group 1

1. How did the character-narrator plan to express his love to

Aida?

2. Did the character-narrator succeed in doing so? Why?

3. If you were the character-narrator, how would you express

your love to Aida?

Group 2
E. Discussing new
concepts and 1. How do you think the story would change if the character-
practicing new skills narrator did not say “No” to Pete Saez and pursued his love for
#2 music?

2. Make a comparison between the character-narrator and pan

de sal? Explain.

3. What would the character-narrator do on his next meeting

with Aida?

Group 3

1. Do you think the character-narrator’s feelings for Aida will

change after the embarrassing incident?

2. If you were the character-narrator, how would you react after

getting caught by Aida eating the ‘egg-yolk confection’?

Note: Provide simplified questions appropriate for the Average

level.

10 Questions in 10 Minutes

F. Developing Post a metacard with the word “Music” on the board. Provide
mastery (Leads to chalk to ten volunteer learners and instruct them to write down a
Formative question related to it on the board. After ten minutes, call on
Assessment) other learners to answer the questions they have written.

Reference: http://questionweek.com/exercises-to-build-your-questioning-muscles/

Paired Activity Group Activity

G. Finding practical
application of Work with your partner and talk Learners will be grouped into
concepts and skills about your routine before four and talk about their
in daily living coming to school. routine after school. Report
output to the class.

116
 Let the learners watch a video on the importance of Effective
Questioning (link: https://youtu.be/1dO0dO__wmE )
H. Making
generalizations and ASK:
abstractions about
the lesson How important is the use of different techniques in asking
questions in eliciting accurate answers from people during
conversations?

Group Activity

The learners will be grouped into three and work on the

following tasks:

Group 1: Perform a talk show on how to combat stress among

teens.

I. Evaluating learning Group 2: Role play a scenario of a school guidance counselor

talking to a learner with a problem.

Group 3: Act out as a Prefect of Discipline committee

investigating a bullying incident.

Note: For assessment of learners’ performance, the teacher may

use the attached Rubrics or a self-made Rubric to match the
learners’ skills.

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION
N 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

117
 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?.

118
APPENDIX A: Week 5, Day 1

Attachment 1a.

(For Procedure E. Discussing new concepts and practicing new skills #2)

Group 1

1. How did the character-narrator plan to express his love to Aida?

2. Did the character-narrator succeed in doing so? Why?

3. If you were the character-narrator, how would you express your live to Aida?

Group 2

1. How do you think the story would change if the character-narrator did not say “No”
to Pete Saez and pursued his love for music?

2. Can you draw a comparison between the character-narrator and pan de sal?
Explain.

3. What would the character-narrator do on his next meeting with Aida?

Group 3

1. Do you think the character-narrator’s feeling for Aida will change after the
embarrassing incident?

2. If you were the character-narrator, how would you react after getting caught by
Aida, eating the ‘egg-yolk confection’

APPENDIX A: Week 5, Day 1

119
Attachment 1b.

(For Procedure I: Evaluating learning)

SCORING RUBRICS:

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=N77W88&

https://www.rcampus.com/rubricshowc.cfm?code=B3WA45

120
 Detailed Lesson Plan in English
Grade 7
Quarter: 2 Week: 5 Day: 2

I. OBJECTIVES

The learner demonstrates understanding of Philippine

literature during the period apprenticeship as a means of
examining conflicts; various purposeful listening and
viewing strategies; difference between literal and figurative
A. Content Standards
language; ways to extract and condense information based
on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses and
sentences

The learner transfers learning by: resolving conflicts

presented in literary selections; using tools and
mechanisms in locating library resources; extracting
B. Performance information and noting details from texts to write a précis,
Standards summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal
cues; use phrases, clauses, and sentences meaningfully
and appropriately.

C. Learning EN7LT-II-e-4: Discover the conflicts presented in literary

Competencies/Objecti selections and the need to resolve those conflicts in non-
ves violent ways

II. CONTENT Conflict-Solution

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages

2. Learner’s Materials PP. 254-255

Pages

3. Textbook Pages

4. Additional Materials
from the LR Portal

B. Other Learning Video Clip on Resolving Conflicts

Resources https://www.youtube.com/watch?v=yBRWZef6oks
Definition & Types of Conflicts

121
 http://www.literarydevices.com/conflict/
Video Clip on Types of Conflicts
https://www.youtube.com/watch?v=6IHUuZ8Evag

IV. PROCEDURE Advanced Learners Average Learners

Why is it important to ask Why is it important to ask

A. Reviewing the questions? questions?
previous lesson or
presenting the new Give the appropriate What are the techniques in
lesson techniques or strategies asking questions?
when asking questions.

The teacher will ask the The teacher will ask the
following to the learners: following to the learners:

 What was the story  What problem did the

“The Bread of Salt” character-narrator
about? encounter in the story
B. Establishing a  What was the “The Bread of Salt”?
purpose for the lesson conflict in the story  What solution did the
“The Bread of Salt”? character-narrator do
 How was it to overcome such
resolved? situation?
The teacher presents the The teacher presents the
objective the lesson. objective of the day’s lesson.

Watch the video clip and identify the conflict or the problem
C. Presenting in the story.
examples/instances of
the new lesson https://www.youtube.com/watch?v=yBRWZef6oks
(The teacher may use other materials that show conflict}

D. Discussing new The teacher will show a video on the definition and types of
concepts and conflict.
practicing new skills
#1 https://www.youtube.com/watch?v=6IHUuZ8Evag

Task 8: Problem Solving Task 8: Problem Solving

Advise Advise
E. Discussing new
concepts and The paragraphs below are Choose one problem or
practicing new skills taken from the story of The conflict presented in the
#2 Bread of Salt. Think of your selection, The Bread of
own advice or solution to the Salt. Think of your own
problems and explain it advice or solution to the
orally in the class. problem and explain it
orally in the class.

122
 1. The character-narrator is a great violinist. Pete Saez
wanted him to join his band but the character-narrator is
hesitant. He thinks people should not see him hanging out
with Pete who is eight years older than him. (Paragrap11-
14) Should he pursue his love for music or just concentrate
on his studies?
____________________________________________

2. The character-narrator was thinking twice to buy a

brooch as Christmas gift for Aida. He might not afford it or
Aida may not like it. (Paragraph 20-21) What should he buy
as Christmas gift
instead?_____________________________________

3. After midnight when the band was done playing, the

character-narrator got caught packing leche flan in paper
napkins and worse, Aida caught him slipping it under his
shirt! (Paragraph 35-40) What should the character-
narrator do after the incident?

Resolving Conflicts Resolving Conflicts

(Individual Activity) (Group Activity)

Give solutions to the Group the class into four.

F. Developing mastery
conflicts found in the video. Groups 1 and 3 will give
(Leads to Formative
solutions to conflict No.1.
Assessment) Let the learners report
their output in class.. Groups 2 and 4 will give
solutions to conflict No. 2.

Report output to the class.

Recall a similar event Was there a time when you

G. Finding practical wherein you experienced a were in conflict with
application of conflict and tell ways on someone? How did you
concepts and skills how you resolved it. resolve it?
in daily living
Share it to the class.

Why is resolving conflict in Define conflict as an element

H. Making
non-violent ways of the story.
generalizations of
important?
and abstractions Give the types of conflict.
about the lesson. What are the types of
conflict as element of the
story?

123
 Pantomime Pantomime

Divide the class into four. Divide the class into ____.

Groups 1 and 2 will create Group 1 will create a

a scenario showing a scenario showing a conflict.
conflict.
I. Evaluating learning Group 2 will create a solution
Group 3 and 4 will create a to the conflict.
solution to the conflict.

Note: Create a Rubric to

asses learners’ Note: Create a Rubric to
performance on this asses learners’ performance
activity. on this activity.

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?

124
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?.

125
 Detailed Lesson Plan in English

Grade: 7

Quarter: 2 Week: 5 Day: 3

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of: Philippine literature
during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to
extract and condense information based on library sources;
verbal and non-verbal cues in oral communication; and types of
phrases, clauses, and sentences.
B. Performance The learner transfers learning by: resolving conflicts presented in
Standard literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to
write a précis, summary, or paraphrase; distinguishing between
and using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences meaningfully
and appropriately.
C. Learning EN7LC-II-e-4:
Competencies/
Objectives Recognize signals/ cues to determine the order of ideas/ events

EN7VC-II-e-11:

Narrate events chronologically/ Arrange ideas logically based on

a material viewed

II. CONTENT Signs/Cues showing Chronological Order

III. LEARNING
RESOURCES
References

1. Teacher’s Guide
page/s
2. Learner’s Materials English 7 pp. 259-260
page’s
3. Textbook pages

4. Additional Materials
from Learning
Resources (LR)
portal
5. Other Learning English_HS.Com I p.120 (LM)
Resources /
Instructional https://yogiimpressions.com/bee-clever-series-story-sequence.html
Materials
https://www.education.com/download/lesson-plan/super-
sequencing/super-sequencing.pdf

126
 https://www.readingrockets.org/strategies/story_sequence

https://lincs.ed.gov/readingprofiles/PF_Signal_Words.htm

https://quizizz.com/admin/quiz/56cd915502a7965b5e99fce4/chronol
ogical-order

https://www.proprofs.com/quiz-school/story.php?title=making-using-
timelines-final-quiz

https://www.robeson.k12.nc.us/cms/lib/NC01000307/Centricity/Dom
ain/3916/Sequence.pdf

 Printed images depicting parts of a morning routine (e.g.

a toothbrush, a bowl of cereal, etc.)
 tape
 Meta cards with sequence words written on them
 Picture Sequence worksheet
IV. PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS

A. Reviewing the
previous lesson or
presenting the new
lesson.
B. Establishing a  The teacher will ask the students to describe their morning
purpose for the routine before coming to school.
lesson
 The teacher will explain that they will learn the word
sequence using the sequence markers.

C. Presenting examples/
instances of the new
lesson  The teacher will share his/her daily routine to the class, while
sharing, the learners will choose the picture that corresponds
to his/her activity and post on the board.

Source: https://www.vecteezy.com/vector-art/360006-the-daily-routine-of-the-child-
is-a-girl-going-back-to-school-wake-up-and-brushes-teeth-takes-a-shower-and-eat-
has-breakfast-vector-cartoon-illustration

127
 Example

"First, I wake up and put on my slippers. Next, I had my five-

minute exercise. Afterwards, I go and brush my teeth using my
blue toothbrush. Then, I go to the kitchen and eat a bowl of
cereal and drink some orange juice. Last, I put on my coat and
go to school."

Note: Make sure that you use the words first, next, then and last
in the description of your morning routine.

D. Discussing new The teacher will post on the

concepts and board the copy of the
practicing new skill The teacher will post on the routine done by the teacher
#1 board the copy of the routine
done by the teacher and the .
learners will identify the words
used to signal the activities.
What are the words used to
start the sentences?
 The teacher will post on the
board the words that will be
What do you call these
identified by the students.
words?
 The teacher will discuss
The teacher will discuss the
signal words.
different signal words
 The learners will do
Worksheet 1 (Individual
The learners will do
Activity).
Worksheet 2
E. Discussing new  The teacher will discuss Sequence and Time Signal words
concepts and
practicing new skill
#2 Sequence
Signals (There is an Time Signals
order to these ideas.)
(When is it happening?)

first, second, third when

in the first place lately

then at the same time

before once

after

into (far into the night)

Paired Activity:
The learners will do Worksheet 1 or 2.

128
F. Developing mastery The teacher will group the The learners will be given
(leads to formative learners into ______ and worksheets. Each
assessment 3) perform the activities below. worksheet contains steps
on how to accomplish
something. They have to
Group 1: MY STORY arrange the steps and
underline the sequence
Arrange the pictures and create a markers used.
story using sequence words.

(see attached worksheet)

Group 2: THE NARRATOR

Narrate what happened during

Flag Ceremony using Sequence
Signals.

Group 3: THE ACTORS

Role play what happened during

recess time using sequence
signals.

Group 4: THE ILLUSTRATOR

Illustrate your routine.

G. Finding practical The teacher will give a scenario. The class will respond to it
applications of using sequence signals/time signals
concepts and skills in Example:
daily living
1. There is a tourist in your place and he/she wanted to
know how to cook LAING. How will you teach him/her
step by step?
2. Your cousin from Manila would like to spend his/her
vacation in your town. One day, he/she wanted to buy
something in the market alone. Give him/her an
instruction on how he/she will get there. Don’t forget to
use the signals/cues.
H. Making 1. How can we use sequence markers/words in our everyday
generalizations and living?
abstractions about 2. What are the importance of the sequence markers/signals
the lesson in our daily life?
I. Evaluating learning Paper and pencil test
Paper and pencil test 1. Read the informational
text below. What is the
FIRST step to do
1. Write a paragraph to AFTER you freeze the
describe what’s going on grasshoppers?
in the sequenced pictures. a. After cleaning,
Use ordering words, such freeze them for 1-2
as first, then, after that, hours
next, last, or finally. b. Catch or buy your

129
 grasshoppers.
c. Finally, squeeze a
little lemon juice on
them and enjoy!
d. Next, cook them in
the oven or fry
them. They are
even yummy
added to fritters.
2. Identify the correct
order by writing 1 to 5.
___ Maria caught
three fish.
___ First, they put
their things in the
car.
___ Mother cooked
all of Maria’s fish for
dinner.
___ Maria was going
fishing with her
brother.
___ Then they went
to the lake
3. Show the correct order
by writing 1 to 6 on the
space provided.
___ Tom and Tess
cook the chips in the
oven for 2 minutes.
___ They get out a
plate to cook on.
___ Tom and Tess
get out the nacho
chips and cheese.
___ Tom and Tess
eat the food.
___ They put the
chips on a plate.
___ They put cheese
on the chips.
4. Indicate the correct cycle
of a plant by writing 1 to
6 in the box.

130
 5. Given the picture below,
what sequence words
will you use?

Source:
https://www.robeson.k12.nc.us/cms/
lib/NC01000307/Centricity/Domain/3
916/Sequence.pdf

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?

131
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?

132
APPENDIX C: Week 5, Day 3

Attachment 1a.

(For Procedure D: Discussing New Concepts and Practicing New Skills #1)

SIGNAL WORDS

EXAMPLE
CONDITION
1. Continuation and also another
Signals (Warning-there again and finally first of all
are more ideas to a final reason furthermore in addition
come.)
last of all likewise more
moreover next one reason
other secondly similarly
too with

2. Change-of-Direction although but conversely

Signals (Watch out- despite different from even though
we're doubling back.) however in contrast instead of
in spite of nevertheless otherwise
the opposite on the contrary on the other
rather still hand
while though yet

3. Sequence first, second, third last A, B, C

Signals (There is an in the first place since for one thing
order to these ideas.) then o'clock next
before later now
after while
into (far into the always until
night) on time during
earlier

4. Time Signals (When is when immediately now

it happening?) lately already little by little
at the same time final after awhile
once during

5. Illustration for example specifically

Signals (Here's what for instance to illustrate
that principle means in such as much like
reality.) in the same way as similar to

133
APPENDIX C: Week 5, Day 3

Attachment 1b.

(For Procedure F: Developing mastery - Leads to formative assessment 3)

FOR ADVANCED LEARNERS

Worksheet #1

Directions: Narrate events from the picture story below. Use

signals/cues to show chronological order.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________

Worksheet #2

Directions: Narrate events from the picture story below. Use

signals/cues to show chronological order.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________

134
Worksheet #3

Directions: Narrate events from the picture story below. Use

signals/cues to show chronological order.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________

Worksheet #4

Directions: Narrate events from the picture story below. Use

signals/cues to show chronological order.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________

135
Worksheet #5

Directions: Narrate events from the picture story below. Use

signals/cues to show chronological order.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________

136
APPENDIX C: Week 5, Day 3

Attachment 1c.

(For Procedure E: Discussing new concepts and practicing new skill #2)

FOR AVERAGE LEARNERS

Worksheet #1

You were given by your teacher a task to conduct an income generating project.
Your group decided to make a coffee jelly to be sold during Intramurals. Here is the tip
given by your mother.

Below are the steps to be followed in preparing Coffee Jelly. Find out if you can
help the group by arranging the steps in the right sequence. Do so by numbering the
steps from 1 to 5. Write the appropriate sequence words in the sentence.

______ A. Add gelatin mixture to the sauce pan

and stir until fully dissolved. Let cool.

______ B. In a separate glass combine gelatin and

water and stir thoroughly.

______ C. Combine coffee and sugar in saucepan

and mix. Heat until almost boiling and

then turn off the heat.

______ D. Finally, serve it in a cup or bowl with

Half and half, flavored creamer, or

Whipped cream on top.

______ E. Pour contents of sauce pan into bowl(s)

or a shallow pan. Put into refrigerator

and leave until gelatin has fully set.

Image Source: https://ac-illust.com/en/clip-art/211166/coffee-jelly

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Worksheet#2
The Homeowners Association will
have its monthly luncheon meeting on
Sunday at 12:00 noon. Mrs. Corpuz has
been requested by the association’s officers
to prepare embutido for the said affair.
Since she will be busy that day, she asked
her daughter, Aura, to help her.

Below are the steps to be followed in

preparing embutido, a Filipino dish which is
similar to meat loaf. Find out if you can help
Aura help her mother by arranging the steps in the right sequence. Do so by
numbering the steps from 1 to 9.

______ A. After placing the meat mixture in the steamer, steam it for 1 hour under
low heat.

______ B. Afterwards, roll the tinfoil so that the mixture is safely sealed inside.

______ C. 3 tablespoons iodized salt, ½ tablespoon black pepper, 1 big box of

raisins, 25 pcs of crushed soda crackers, 1 cup of powdered milk and 250 grams of
grated cheese in a large mixing bowl.

______ D. Continue the process until the entire bowl or mixture has been wrapped.

______ E. Then, when the mixture is well blended, measure 1 cup of the mixture and
place

this in the middle of a tinfoil which is 7 inches long.

______ F. When all the meat mixture has been wrapped, arrange them in a steamer.

______ G. Next, add 9 uncooked eggs in the mixture.

______ H. Finally, serve the embutidowhen it is cooked and slightly cooled.

______ I. Blend the mixture well after adding the eggs.

Image Source: https://en.wikipedia.org/wiki/Embutido_(Filipino_cuisine)

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ADVANCE LEARNERS

Worksheet #1:https://www.pinterest.ph/pin/575897871085950574/

Worksheet #2:

https://www.google.com/search?biw=1337&bih=591&tbm=isch&sa=1&ei=Qc41XeL5JsTr-
QbrrruoBA&q=STORY-SEQUENCE-&oq=STORY-SEQUENCE-
&gs_l=img.3..0i30l10.16016.16969..22396...0.0..0.176.701.0j5......0....1..gws-wiz-
img.......0i8i30.u2sC4YvuP5I&ved=0ahUKEwiinuST5MjjAhXEdd4KHWvXDkUQ4dUDCAY&uact
=5#imgrc=CO0ilTGebwl17M:

Worksheet #3: https://teacherwhy.com/wp-content/uploads/2015/03/shower.jpg

Worksheet #4: https://teacherwhy.com/wp-content/uploads/2015/03/recycling.jpg

Worksheet #5:

https://www.google.com/search?biw=1337&bih=591&tbm=isch&sa=1&ei=Qc41XeL5JsTr-
QbrrruoBA&q=STORY-SEQUENCE-&oq=STORY-SEQUENCE-
&gs_l=img.3..0i30l10.16016.16969..22396...0.0..0.176.701.0j5......0....1..gws-wiz-
img.......0i8i30.u2sC4YvuP5I&ved=0ahUKEwiinuST5MjjAhXEdd4KHWvXDkUQ4dUDCAY&uact
=5#imgrc=4Lo_kozPEx1B-M:

AVERAGE LEARNERS

Worksheet #1:

Worksheet #2: English_HS.Com I p.120 (LM)

https://en.wikipedia.org/wiki/Embutido_(Filipino_cuisine)#/media/File:Homemade_Pork_E
mbutido.jpg

Worksheet #3: http://www.teach-

nology.com/worksheets/language_arts/sequence/ver2/

139
 Detailed Lesson Plan in English

Grade: 7

Quarter: 2 Week: 5 Day: 4

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of: Philippine
literature during the Period of Apprenticeship as a means of
examining conflicts; various purposeful listening and viewing
strategies; difference between literal and figurative language;
ways to extract and condense information based on library
sources; verbal and non-verbal cues in oral communication;
and types of phrases, clauses, and sentences.
B. Performance The learner transfers learning by: resolving conflicts
Standard presented in literary selections; using tools and mechanisms
in locating library resources; extracting information and noting
details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative
language and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and appropriately.
C. Learning Identify figures of speech that show comparison (simile
Competencies/ metaphor, personification) EN7V-II-e10.1.2:
Objectives
D. CONTENT Figures of Speech : Personification

E. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
page/s
2. Learner’s Materials
page’s
3. Textbook pages

4. Additional
Materials from
Learning
Resources (LR)
portal

B. Other Learning Figures of Speech Samples

Resources /
Instructional https://www.pinterest.ph/pin/371476669244366869/
Materials
Video Clip on Figures of Speech

https://www.youtube.com/watch?v=O9RQcFaBabM

Image Source for Quotes:

https://medium.com/@english_grammar/function-of-hyperbole-

140
 in-english-literature-bb71ad3709e5

https://www.slideshare.net/aciacisejYWO/figurative-language-
43708208

https://macbethtalksenglish.weebly.com/devices/personification

https://slideplayer.com/slide/3607035/

https://www.slideshare.net/msclarke5/figurative-langoverview-
12968947

Laptop Speaker

Projector Pictures

IV. PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS

A. Reviewing the Start the lesson by preliminaries and recapitulation of the

previous lesson or past lesson.
presenting the new
lesson.

B. Establishing a
purpose for the The teacher will post the following images and let the
lesson learners analyze the meaning of the text in each picture

Then, ask the following:

1. What can you say about the images on the board?

2. What do you think is the meaning of the sentences?
3. What do you call those kinds of lines?

141
C. Presenting Discuss the figures of speech. Discuss the figures of
examples/ Present the six categories of the speech. Present the six
instances of the figurative language and its categories of the
new lesson
examples. figurative language.

(Note: You can play this 1. Construction

video link 2. Sound
https://www.youtube.com/w 3. Association
4. Indirect
atch?v=O9RQcFaBabM )
Expression
5. Contrast
Figure of Speech - Is a form of
6. Resemblance
expression that deviates from the
ordinary mode of speech in order
to produce a powerful, pleasing
or distinctive effect. It is used to
add color to the language.

6 CATEGORIES

1. Construction
Climax, anti-climax
2. Sound
Onomatopoeia, assonance,
alliteration, consonance
3. Association
Metonymy, hyperbole,
synecdoche, transferred Epithet
4. Indirect Expression
Euphemism, Irony, Litotes,
Rhetorical Question
5. Contrast
Antithesis, Epigram, Pun,
Paradox, Oxymoron
6. Resemblance
Simile, Metaphor, Personification

D. Discussing new Tell the learners that you will only be discussing resemblance
concepts and particularly PERSONIFICATION. Explain each example.
practicing new
skill #1 Personification

- Inanimate objects and abstract ideas are spoken

of as though they are living and conscious.
Examples:

 Lightning danced across the sky.

 The wind howled in the night.
 The car complained as the key was roughly turned in its
ignition.
 Rita heard the last piece of pie calling her name.
 My alarm clock yells at me to get out of bed every
morning.

142
 Source: https://examples.yourdictionary.com/examples-of-
personification-for-kids.html

E. Discussing new
concepts and Let the learners provide more sample sentences for skill
practicing new skill mastery.
#2
F. Developing The teacher will group the WHO WANTS TO BE A
mastery (leads to students into____. MILLIONAIRE GAME
formative
assessment 3) Group 1 EXPLAIN ME! The learners will be
advised to get a piece of
Explain the meaning of the paper where they will
following sentences write their answers.
a. The full moon guided me Whoever gets the wrong
through the dark streets. answer will be
b. The rain kissed my cheeks eliminated.
as it fell from the sky.

Group 2: WRITE DOWN!

Create at least three sentences

showing personification. Anything
that can be seen inside the
classroom

Group 3: SPEAK UP!

Make a dialogue that contains

personification.

G. Finding practical What do you say to your parents, friends or even your
applications of relatives if you are happy? Is there a time that you use
concepts and skills personification? Explain.
in daily living
In what situations do we use personification?

H. Making What do you think is the significance of using personification?

generalizations Support your answer.
and abstractions
about the lesson Why is there a need to study it?

I. Evaluating learning Paper and pencil test Paper and pencil test

List down the number of the Underline the phrase

corresponding sentence which that shows
makes use of personification. personification in each
Choose from the given sentences sentence.
below.
1. The old car woke
1. The kitchen is the heart of my reluctantly from its
mother's home. overnight sleep.
Coughing and

143
 2. The old car woke reluctantly sputtering, it finally
from its overnight sleep. Coughing broke into a loud
and sputtering, it finally broke into roar.
2. The trees of the
a loud roar
forest watched
3. His heart was a block of ice. sympathetically over
the lost child.
4. The trees of the forest watched 3. Computers talk to
one another.
sympathetically over the lost child
4. The storm was a
5. Grandmother's dresser smelled savage beast.
5. The storm took the
like a rose garden house in its teeth and
shook it.
6. The cup danced joyfully across
the table

7. Her bag is as heavy as a rock.

8. Computers talk to one another.

9. “O Liberty, what things are

done in thy name.”

10. The storm was a savage

beast.

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.
B. Did the remedial
lessons work? No.
of learners who
have cope with the
lesson.
C. No. of learners
who continue to
require
remediation.

144
D. Which of my
teaching strategies
worked well? Why
did these work?
E. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
F. What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?

145
APPENDIX D: Week 5, Day 4

Attachment 1a.

(For Procedure B: Establishing a purpose for the lesson)

Personification Hyperbole Onomatopoeia

Alliteration Anti-climax

Irony Oxymoron

146
APPENDIX D: Week 5, Day 4

Attachment 1b.

(For Procedure I: Evaluating Learning)

Paper and pencil test (ADVANCE)

Identify what figurative language are the underlined words in each sentence. Write
your answer on the space provided.

Metaphor 1. The kitchen is the heart of my mother's home

Personification 2. The old car woke reluctantly from its overnight sleep.
Coughing and

sputtering, it finally broke into a loud roar

Metaphor 3. His heart was a block of ice.

Personification 4. The trees of the forest watched sympathetically over the lost
child

Simile 5. Grandmother's dresser smelled like a rose garden.

Personification 6. The cup danced joyfully across the table

Simile 7. Her bag is as heavy as a rock.

Personification 8. Computers talk to one another.

Apostrophe 9. “O Liberty, what things are done in thy name.”

Personification 10. The storm was a savage beast.

147
Paper and pencil test (AVERAGE)

Circle the personification in each sentence. If there’s none leave it.

1. His new girlfriend really is pretty ugly.

2. The old car woke reluctantly from its overnight sleep. Coughing and

sputtering, it finally broke into a loud roar

3. Her singing was enough to raise the living dead.

4. The trees of the forest watched sympathetically over the lost child.

5. The comedian was seriously funny.

6. Computers talk to one another.

7. Iva worked hard on her report. After presenting it to the class, she felt as light

as a feather.

8. The day after the rain, the air was clean and fresh. A soft breeze carried the

scent of lilacs.

9. The storm was a savage beast.

10. The storm took the house in its teeth and shook it

https://www.k12reader.com/worksheet/explaining-oxymorons/view/

https://www.k12reader.com/term/oxymoron/

https://www.pinterest.ph/pin/371476669244366869/

https://www.google.com/search?biw=1350&bih=591&tbm=isch&sa=1&ei=rE40XYnkEtHahwOlz4ToDw&q=sample+of+figurativ
e+languages+images&oq=sample+of+figurative+languages+images&gs_l=img.3...16184.18671..19893...0.0..0.273.1778.0j7j3....
..0....1..gws-wiz-
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MtgW7zVxM:

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https://www.google.com/search?q=figurative+languages+onomatopoeia&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj077eE
hcbjAhXZPXAKHcT_COQQ_AUIESgB&biw=1350&bih=591#imgrc=Cz5VS0ZWppW_tM:

https://www.google.com/search?q=personification&sa=X&biw=1320&bih=591&tbm=isch&source=iu&ictx=1&fir=5cM0oWp9Z
wfdGM%253A%252CWl2PV0q5pYg7OM%252C%252Fm%252F08fft8&vet=1&usg=AI4_-kR3U5KCmWM_xcClpqwqJgeH4Br4-
g&ved=2ahUKEwjEo4j23NrjAhWEbN4KHYH4C8oQ_B0wFXoECAMQAw#imgrc=Kv9sT3w_ZRJenM:&vet=1

https://www.proprofs.com/quiz-school/story.php?title=nti0mtezlgj3

148