LESSON PLAN IN ENGLISH 7

Teacher’s Name: MICHAEL L. CLAMOHOY Date: July 18, 2017

Sections Handled: G7- OPAL & G7-GARNET

TIME SCHEDULE SECTION

11:00-12:00 AM G7- OPAL
1:00-2:00 PM G7- GARNET

DAY 2
I. OBJECTIVE:
In a 50-minute class, the students are expected to:
EN7SS-Ih-1.2: Give the meaning of given signs and symbols (road signs,
prohibited signs, etc.)

II. SUBJECT MATTER:

Topic: Road Signs
Ref: K12 Learning/Teaching Package
Materials: motion pictures, visual aids, writing implements

III. PROCEDURE:
A. Preliminary Activities:
Prayer
Greetings
Checking of attendance
Energizer (If n)

B. Preparations:
Review: Simple review of the previous lesson.

Continuation on the previous lesson

(Last JULY 17, 2017)

IV. GENERALIZATION:

Support: Pair each struggling student up with a student who has a stronger
grasp on the lesson content.

V. EVALUATION:
Match the Signs to their meanings.
See attached file.

VI. ASSIGNMENT:
Research other signs, including some simple road signs, and create a sign for
the school.

SECTIONS 1 2 3
NO. OF STUDENT ATTENDANCE
NO. OF STUDENTS ASSESSED

Remarks: Action:
 LESSON PLAN IN ENGLISH 7

Teacher’s Name: MICHAEL L. CLAMOHOY Date: July 17, 2017

Sections Handled: G7- OPAL & G7-GARNET

TIME SCHEDULE SECTION

11:00-12:00 AM G7- OPAL
1:00-2:00 PM G7- GARNET

I. OBJECTIVE:
In a 50-minute class, the students are expected to:
EN7SS-Ih-1.2: Give the meaning of given signs and symbols (road signs, prohibited
signs, etc.)

II. SUBJECT MATTER:

Topic: Road Signs
Ref: K12 Learning/Teaching Package
Materials: motion pictures, visual aids, writing implements

III. PROCEDURE:
A. Preliminary Activities:
Prayer
Greetings
Checking of attendance
Energizer

B. Preparations:
Review: Simple review of the previous lesson.
Motivation:

C. Presentation:
Activity:
Showing to students a Driver’s License card to form an idea.

Analyses:
What is a Driver’s license? Why do we need to have one?
What are traffic signs? Do we really need to follow these signs?

Abstraction:
Elicit information to the students.

Road signs are generally divided into three, the regulatory signs, the warning signs, and the information
signs.

Regulatory signs are the most common signs on the road. They tell you what you can and
cannot do.
Explanation:
These signs are usually circular in shape where the circle is colored red. These signs are those that you
normally see along the road (before a bridge or tunnel) which give you an idea of what they are for.

Warning Signs
Warning signs indicate hazard ahead on the road which may not be obvious to the driver.
Explanation:
Warning signs are usually triangular in shape with thick red border.

Information signs guide road users about routes, destinations, and distances. They also lead to points
of geographical and historical interest. It also provides other information that will make the road travel
easier, safe and pleasant.
Explanation:
Information signs are normally in boxy shapes, colored blue and/or reflected green or yellow colors.

Application:
Showing pictures of signs and symbols to the class and let the student
indentify the correct term in each sign/symbol shown.
 IV. GENERALIZATION:
It is important to know road signs and symbols even if you are not driving a car because it helps you understand
the rules that are implemented on the road by the law enforcers to avoid chaos, heavy traffic, and accidents.
Regulatory Signs: These signs tell you what you can and cannot do.
Warning Signs: These signs indicate hazard ahead on the road which may not be obvious to the driver.
Information Signs: These signs are helpful in finding directions along the road.

V. EVALUATION:
Match words and pictures

Maximum speed 60 kph 21 22

23 24
Traffic lights ahead

Danger: Poison
25 26
27
No smoking
28
No parking

No U-turn
29
Slippery road 30
31
Radioactivity
32
No swimming: Crocodiles!

Danger: Falling rocks 33 34

35
No dogs allowed

No flammable goods
allowed
Don’t feed the animals

No spitting
36 37 38
Hospital

Kangaroo warning

No eating or drinking

Mobile phones not allowed

VI. ASSIGNMENT: ONLINE ASSIGNMENT (See quipperschool.com)

SECTIONS 1 2 3
NO. OF STUDENT ATTENDANCE
NO. OF STUDENTS ASSESSED

Remarks: Action:
 LESSON PLAN IN ENGLISH 7

Teacher’s Name: MICHAEL L. CLAMOHOY Date: July 06, 2017

TIME SCHEDULE SECTION

1:00-2:00 PM G7- LAPONG
2:00-3:00 PM G7- SALAZAR

DAY2
I. OBJECTIVE:
At the end of the 60-minute class, the students are expected to:
EN7LC-I-d-5.1: Listen for important points signaled stress
EN7LC-I-d-5.2: Note the changes stress that affect meaning

II. SUBJECT MATTER:

Theme: Valuing Our Elders’ Wisdom
Topic: Subject-Verb Agreement
Ref: Deped Learner’s Material
1. BEAM ENG7 Module 3 – Using Gambits.
2. *English Arts I. 2000. pp 11, 12, 31.
3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
Materials: Visual aids, fact sheets, video clip, pictures and worksheets,

A. Preliminary Activities:
Prayer
Greetings
Checking of attendance
Energizer (If Necessary)

B. Preparations:
Review: Simple recall on the previous lesson

C. Presentation:
C.1. Activity:

C.2. Analysis:
Did you know that words have stress patterns?

C.3. Abstraction:
Elicit information to the students.

By looking at the syllables and suffixes, you can figure out which part or parts of the word receive
the stress. A stressed syllable in English is heavier, louder, and has a higher pitch, meaning your
voice goes up.

Example:
The word “insist,” the syllable “sist” receives the stress. For this word, we express it oO . The
smaller "o" is the unstressed syllable “in” while the larger O is the stressed vowel in “sist”.

I inSIST that this is true!

 LESSON PLAN IN ENGLISH 7

Teacher’s Name: MICHAEL L. CLAMOHOY Date: July 05, 2017

TIME SCHEDULE SECTION

1:00-2:00 PM G7- LAPONG
2:00-3:00 PM G7- SALAZAR

I. OBJECTIVE:
EN7G-I-c-11: Observe correct subject-verb agreement

II. SUBJECT MATTER:

Theme: Valuing Our Elders’ Wisdom
Topic: Subject-Verb Agreement
Ref: Deped Learner’s Material
1. BEAM ENG7 Module 3 – Using Gambits.
2. *English Arts I. 2000. pp 11, 12, 31.
3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
Materials: Visual aids, fact sheets, video clip, pictures and worksheets,

III. PROCEDURE:
A. Preliminary Activities:
Prayer
Greetings
Checking of attendance

Continuation on the previous lesson

(Last July 2-4, 2017)

LEVEL 1. SUBJECT VERB AGREEMENT:

A. Directions: Underline the correct verb in these sentences.
1. Sally (run, runs) to the park every day.
2. The dogs (bark, barks,) at strangers.
3. Ted and Mary (is, are) going to the movies.
4. The game (was, were) exciting.
5. They (worry, worries) too much.
6. She (study, studies) every night.
7. Black or white (is, are) your choice.
8. That (was, were) incredible.
9. Those (is, are) pretty shoes.
10. The cat or dog (is, are) in the yard.

B. Directions: Put a C if the sentence is correct, an X if it is not correct.

1. ___ They have been waiting a long time.

2. ___ The pen or the pencil are lost.
3. ___ Someone don’t understand.
4. ___ Those has been cheaper in the past.
5. ___ Randy and Juan like sports.
6. ___ These are really special.
7. ___ You rides with me.
8. ___ All of them goes to school.
9. ___ Tony likes Mary.
 10. ___ That movie was awesome.
LEVEL 2. SUBJECT VERB AGREEMENT:
A. Directions: Underline the correct verb in these sentences.

1. The girl or her sisters (watch, watches) television every day.

2. Rob (doesn’t, don’t) like sports.
3. His classmates (study, studies) before a test.
4. One of the cookies (is, are) missing.
5. A lady with 10 cats (live, lives) in that big house.
6. Mumps (is, are) very serious.
7. The committee (decide, decides) when to adjourn.
8. Our team (is, are) the best.
9. Everybody (enjoy, enjoys) a good song.
10. Either (is, are) suitable.

B. Directions: Put a C if the sentence is correct, an X if it is not correct.

1. ___ Cats and dogs love to run.

2. ___ He don’t like chocolate.
3. ___ Her friends or Sarah excel at volleyball.
4. ___ Each of these have been ruined.
5. ___ Trousers are baggy now.
6. ___ The students, as well as the teacher, are nervous about the test.
7. ___ The news are on at 10.
8. ___ My family are a lot of fun.
9. ___ Mathematics is hard for many.
10. ___ The director, with all the cast members, works very hard.

II. Use the following VERBS in the sentence according to the number of the subject.
Write your answer on the space provided.

Example: live They live in a distant place called Silent Hill.

1. uses

2. marches

3. live

4. fly

5. are

SECTIONS 1 2 3
NO. OF STUDENT ATTENDANCE
NO. OF STUDENTS ASSESSED

Remarks: Action:
 LESSON PLAN IN ENGLISH 7

Teacher’s Name: MICHAEL L. CLAMOHOY Date: June 19, 2017

TIME SCHEDULE SECTION

1:00-2:00 PM G7- LAPONG
2:00-3:00 PM G7- SALAZAR

DAY2
I. OBJECTIVE:
EN7LT-I-a-1:Discover literature as a means of connecting to a significant past.
EN7LT-I-a-2: Describe the different literary genres during the pre-colonial
period.
EN7LT-I-a-2.1: Identify the distinguishing features of proverbs, myths, and
legends.

II. SUBJECT MATTER:

Theme: Valuing Our Elders’ Wisdom
Topic: The Origin of This World (Maranao)
from the Anthology of Philippine Myths by Damiana L. Eugenio
Ref: Deped Learner’s Material
1. BEAM ENG7 Module 3 – Using Gambits.
2. *English Arts I. 2000. pp 11, 12, 31.
3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
Materials: worksheets, pictures of different types of textual aids,

A. Preliminary Activities:
Prayer
Greetings
Checking of attendance
Energizer (If Necessary)

B. Preparations:
Review: Simple recall on the previous lesson

Continuation on the previous lesson

(Last June 16, 2017)

C.2. Analysis:
Complete the chart below. Use your activity notebook.
WHAT I KNOW WHAT I WANT TO KNOW
What do you know about the… What else do you want to know
about them?
Maranaws?

Ilongots?

Negritos?

C.3. Abstraction:
Elicit information to the students.
The Origin of This World (Maranao)
from the Anthology of Philippine Myths by Damiana L. Eugenio
 1 According to Maranaw folklore, this world was created by a great Being. It is not known, however, who exactly is
this great Being. Or how many days it took him to create this world.

2 This world is divided into seven layers. The earth has also seven layers. Each layer is inhabited by a different kind
of being. The uppermost layer, for example, is the place we are inhabiting. The second layer is being inhabited by
dwarfs. These dwarfs are short, plump, and long-haired. They are locally known as Karibanga. The Karibanga are
said to possess magical powers. They are usually invisible to the human eye. The third layer of the earth which is
found under the sea or lake is inhabited by nymphs. These nymphs also possess certain magical powers. It is stated
in the story of Rajah Indarapatra that he met and fell in love with the princess-nymph with whom he had a child.

3 The sky also consists of seven layers. Each layer has a door which is guarded day and night by huge mythical
birds called garoda. The seventh layer of the sky is the seat of heaven which is also divided into seven layers. Every
layer in the sky is inhabited by angels. Maranaws believe that angels do not need food. They all possess wings with
which they fly.

4 Heaven which is found on the seventh layer of the sky is where good people‘s spirits go after death. Saints are
assigned to the seventh layer while persons who ―barely made it‖ are confined to the lower most layer which is
found at the bottom of heaven.

5 It is in heaven where we find the tree-of-life. On each leaf of the tree-of-life is written the name of every person
living on earth. As soon as a leaf ripens or dries and falls, the person whose name it carries also dies.

6 The soul of every person is found in tightly covered jars kept in one section of heaven. This particular section of
heaven is closely guarded by a monster with a thousand eyes, named Walo. Walo, in addition to his thousand eyes,
has also eight hairy heads. The epic Darangan speaks of Madale, Bantugan‘s brother and, Mabaning, Husband of
Lawanen, entering this section and retrieving the soul of Bantugan.

C.4. Application:
Task 2. Locate, Reflect, Evaluate!
Locate information in the selection to determine whether each statement is
true (T) or false (F). Write your answer on a one-whole sheet of paper.

_____ 1. Everything has its own place in heaven or on earth.

_____ 2. Even monsters have a place in heaven.
_____ 3. The nymphs, unlike the Karibanga, have magical powers.
_____ 4. The number seven is a significant detail in the narrative.
_____ 5. Angels can fly.
_____ 6. The heaven in the selection accommodates saints and sinners.
_____ 7. There is a reward for good people in heaven.
_____ 8. The narrative is close to the accounts of other stories of origin of the
world.
_____ 9. Death as explained in the narrative is a natural occurrence.
_____ 10. The Maranaw story of the origin of the world is unique.

III. GENERALIZATION:
Reflect on the following series of questions:
What is it that you found puzzling, interesting, intriguing, or strange in the story? Is it
similar to your belief of how the world began? Why or why not?

IV. EVALUATION:
Illustrate and color the puzzling, interesting, intriguing, or strange part that
you found in the story then explain your answer in not more than five
sentences on a whole sheet of paper. In your explanation, consider:
1. avoiding informal expressions;
2. using facts from your recall of information; and
3. using more nouns and adjectives than verbs and adverbs.
Be guided by the rubrics below.
Way to go! (11-15 points) Just fine! (6-10 points) Nice try! (1-5 points)

SECTIONS 1 2 3
NO. OF STUDENT ATTENDANCE
NO. OF STUDENTS ASSESSED

Remarks: Action:
 LESSON PLAN IN ENGLISH 7

Teacher’s Name: MICHAEL L. CLAMOHOY Date: June 5, 2017

DAY1
I. OBJECTIVE:
EN7RC-I-a-7:Use the appropriate reading style (scanning, skimming, speed reading,
intensive reading etc.) for one’s purpose
EN7SS-I-a-1.5.2: Scan for specific information

II. SUBJECT MATTER:

Theme: Valuing Our Elders’ Wisdom
Topic: Various Reading Styles
Ref: Deped Learner’s Material
1. BEAM ENG7 Module 3 – Using Gambits.
2. *English Arts I. 2000. pp 11, 12, 31.
3. *English Expressways II. 2007. pp 56, 72, 165-166, 118, 216-217.
Materials: worksheets, pictures of different types of textual aids,

A. Preliminary Activities:
Prayer
Greetings
Checking of attendance
Meet & Greet Activity: Introducing One’s Self

Continuation on the previous lesson

(Last June 5, 2017)

B. Preparations:
Review: Simple recall on the previous lesson

C.4. Application: Reading Comprehension

Directions: Read the story. Then answer the questions below.

My name is Sam. Today is very hot. The sun is very strong. I am hot. I want to be cool. How can I get
cool?
Wait...I know!
I can go to the pool. The pool is cool. I can swim in the pool.
Is the pool open? Or is the pool closed? Where is the phone?
I need to call the pool. I need to find out if the pool is open or closed.

— Ring! Ring! —
“Hello. My name is Andrea. I am at the pool.
Can I help you?” “Hi, Andrea. Is the pool open?”
"Yes. The pool is open." “Okay. Thank you!”
“You are welcome. Bye!”
Great! The pool is open! Now I can cool down!

QUESTIONS: 3. How can Sam get cool?

1. What is the weather like today? A. He can go to the library.
A. It is cold. B. It is cool. B. He can go to the pool.
C. It is warm. D. It is hot. C. He can go to school.
D. He can go to work.
2. Sam is hot, but Sam wants to be
A. cold B. cool 4) Why does Sam talk to Andrea?
C. warm D. hot A. because she is his friend
B. because she knows his sister
 C. because Sam needs to know what time it is 5) Is the pool open?
D. because Sam wants to know if the pool is open A. Yes, the pool is open.
B. No, the pool is not open. The pool is closed

IV. GENERALIZATION:

Reading Skills
Reading comprehension can be listed as:

1. understanding explicit or implicit information

2. understanding conceptual meaning
3. understanding the function of sentences and their relations
4. understanding grammatical and lexical cohesion devices
5. understanding the main point and the supporting ideas

Reading Styles

 Skimming involves reading rapidly to identify the main points in a text.

 Scanning involves locating facts quickly and finding answers to specific questions.
 Intensive Reading involves reading for detailed information.
 Extensive Reading involves the aim to gain general information and to widen intellectual
exposure.

Tips to Speed-Up Reading

 Survey - gather the information from the title, introduction, headings, and illustrations
 Read - propose a question in your mind and look for the answer as you read the text
 Recall - stop and think back to your questions, answer the questions based on what you
remember
 Review - go back over all the questions from all the headings, see if you can still answer them

V. EVALUATION: ½ crosswise.
ESSAY: Answer the following questions. (5 pts. each)
Z
1. What is not a definition of reading comprehension as discussed in the lesson?
2. What does the word multi-ethnic mean? The Philippines' multi-ethnic past makes Filipino
cuisine a unique blend of Eastern and Western food, drawing from Spanish, Chinese, and
Malay recipes.
3. What is a possible title for this passage?

Essay Rubric
Weight Point
ed s
5 4 3 2 1 Value Earne
d
The organization of The organization is The The The essay
ideas supports the appropriate and organization is organization is shows little
ORGANIZATION writer’s focus. the sequencing of generally formulaic or evidence of
 Introduction/body/conclusi Ideas are grouped ideas is logical. appropriate inappropriate. organization
on in a logical manner. Varied transitions and the ideas The response or sequencing.
Effective and varied are used. are clearly may lack a Transitions are
 Sequence of ideas transitions are used. sequenced, clear not used. The X1
 Grouping of ideas but may be introduction response is
 Effective transitions repetitive.
Transitions are
or conclusion.
Transitions
incomplete or
too brief.
 Awareness of purpose used are rare.

Remarks: Action:
SECTIONS 1 2 3
NO. OF STUDENT ATTENDANCE
NO. OF STUDENTS ASSESSED