School Grade Level 7

DETAILED LESSON PLAN Name Leaning Area ENGLISH

I. OBJECTIVE
A. Content Standard The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of
the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and
behavior; and use of imperatives, prepositions, verbs, and wh-questions.
B. Performance Standard The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words
and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.
C. Learning 1. Identify the different sources of information
Competencies/ 2. Use prior knowledge in identifying the genre used in the material viewed
Objectives 3. Write a short reflective paragraph on how you were able to adapt to a new normal amid the pandemic
II. CONTENT
(Subject
Matter/Lesson)
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide Pages English 7 Self-learning Materials of Quarter 4 Week 4
2. Learner’s Materials English Learning Portals,
Pages
3. Textbook Pages
4. Additional Materials English 7 Quarter 4 Module 4: Determine the truthfulness and accuracy of the material viewed
from Learning Video Link: https://www.youtube.com/watch?v=8Zfgfyg3tKU
Resource Portal
5. Integration
6. Skill Literary Appreciation
B. Other Learning Laptop, Powerpoint presentation, Visual Aids, YouTube, Internet, Pictures
Resources/Materi
als
IV. PROCEDURES TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Reviewing previous Looking Back: From your previous lesson, you have learned how to The students will/shall…
lesson or presenting raise sensible, challenging, thought provoking questions in public
new lesson forums or panel discussions, etc. Now let us check if you can still  Answers the question being asked about the previous
apply what you’ve learned by answering the activities. lesson.
B. Establishing a purpose  Present the Lesson Objectives  Ask about the lesson objectives for clarifications if
for a lesson necessary.
C. Presenting examples/ Knowing Real Information vs. Fake Information from material
instances in the new viewed
lesson Real information must have author, date, credible source and proper
writing style. Information on the internet with an author is an
indication of a credible site. Credible websites, books, and scholarly
articles, should cite the source of the information presented. Poor
spelling and grammar are indication that the site may not be
credible. In an effort to make the information presented easy to
understand, go to credible sites, and watch the writing style closely.
Difference between truth and accuracy Truth is most often used to
mean in accord with fact or reality. Accuracy is the quality of being
 true, but includes the element of being correct, precise or exact.
Some ways to determine the truthfulness and accuracy of the
material that we are viewing:
1. The material must be from a reliable source. First, determine
whether the source is primary or secondary. Try answering these
questions. How does the author know about the details? Was the
author present at the event or soon on the scene? Where does the
information coming from—personal experience or eye witness
account, or reports written by others? Are the author’s conclusions
based on a single piece of evidence, or have many sources been
taken into account?
2. We have to differentiate reality from make believe. If it is too good
to be true, more or less it’s not true.
3. Check the spelling.
4. Check the meaning of the word to avoid confusion.
5. Verbs must agree with the subjects. Take note of the two general
rules in Subject - verb agreement.
Be careful on the material you are viewing whether it is from
the television, newspaper, or be it from the internet.

D. Discussing new
concepts and practicing
skills #1
E. Discussing new  Present an excerpt from “The Yellow Wallpaper” by Charlotte Perkins  Read and identify the imagery used in the excerpt “The
concepts and practicing Gilman and let the students read and identify the imagery used in the Yellow Wallpaper” by Charlotte Perkins Gilman
skills #2 story.

ACTIVITY: FINDING SENSE!

The color is repellent, almost revolting; a The color is repellent, almost revolting; a
smouldering unclean yellow, strangely faded by the smouldering unclean yellow, strangely faded by the
slow-turning sunlight. slow-turning sunlight.
VISUAL
It is a dull yet lurid orange in some places, a sickly It is a dull yet lurid orange in some places, a sickly IMAGES
sulphur tint in others. sulphur tint in others.

No wonder the children hated it! I should hate it No wonder the children hated it! I should hate it
myself if I had to live in this room long. myself if I had to live in this room long.
F. Developing mastery
leads to formative  The class will be divided into 3. Each group will have a different task.
assessment #3

Group 1
Let the students read the excerpt from the story “The Boy in the Polar
Express”. They are going to read and visualize the excerpt then  Read, visualize and draw what they have imagined
afterward they have to draw what they have visualized. after reading the excerpt “The Boy in the Polar
Express”

Group 2
Let the students create a short story using sensory words.

Bumpy Thundering Shiny Spicy Rotten  Create a short story using sensory words.
Sticky Crashing Bright Sugary Woodsy
Rough Thudding Glittery Salty Floral Bumpy Thundering Shiny Spicy Rotten
Sticky Crashing Bright Sugary
Woodsy
Rough Thudding Glittery Salty Floral

Group 3
Let the students identify what sensory image is present in the sentences.
1. The muddy socks were piled on top of the rug.
 2. The buzzling sound of the bees filled the air.
3. The mud felt cold between my toes.  Identify what sensory image is present in the sentences.

4. The pizza tasted like cardboard. 1. The muddy socks were piled on top of the rug. (sight)
5. Her perfume smelled like flowers and vanilla. 2. The buzzling sound of the bees filled the air. (sound)
6. She served the bland pasta with the sweet marinara sauce. 3. The mud felt cold between my toes. (touch)
7. The feeling of a fuzzy blanket on a cold night is heaven. 4. The pizza tasted like cardboard. (taste)
5. Her perfume smelled like flowers and vanilla. (smell)
8. She smelled as sweet as roses. 6. She served the bland pasta with the sweet marinara
9. The birds are chirping in the branches of Narra tree. sauce. (taste)
10. A crash and a boom! Ringing so loudly, it shook the whole room. 7. The feeling of a fuzzy blanket on a cold night is
heaven. (touch)
The groups will be given 10 minutes to answer. Afterward, they will choose one 8. She smelled as sweet as roses. (smell)
representative to represent and share their outputs with the class. 9. The birds are chirping in the branches of Narra tree.
(sound)
10. A crash and a boom! Ringing so loudly, it shook the
whole room. (sound)
G. Making generalizations
and abstractions about  Asks students to recap and discuss what is sensory image and the five (5)  Recap and discuss that “Sensory images are literary
the lesson imagery. devices that writers employ to engage in a reader’s
mind on multiple levels.”
“The five (5) imagery are: Visual, Olfactory,
Gustatory, Tactile and Auditory”
H. Finding practical
application of concepts  Asks students the following questions: “Yes”
and skills in daily “Is it important to use sensory images when writing?”  Answer the question “How important sensory images
living in literary selections?” Answers may vary.
“How important is sensory images in literary selections?”

I. Evaluating learning  Conduct a short quiz about the topic being discussed.  Answer through matching column A to column B in a
paper.
“Instruction: Read the sentences in column A and match your answers in
column B.”
COLUMN A COLUMN B
1. It focuses on how the A. Visual Imagery
food tastes 1. D
2. It describes what we smell B. Tactile Imagery 2. E
3. It focuses on the physical
attributes of a person, C. Auditory Imagery 3. A
objects or place.
4. It focuses on what we feel D. Gustatory Imagery
when we touch something.
 4. B
C

J. Additional activities  Say, “Look for a literary text that uses imagery and determine what  Look for a literary text that uses imagery and
for application or senses are used in the literary text. Make sure to write the author’s name determine what senses are used in the literary text.
remediation of your chosen literary text. “ Write it in their assignment notebook.
V. REMARKS

VI. REFLECTION

Prepared by:

Teacher