1. DETAILED LESSON PLAN IN ENGLISH
School: ACEREDA INTEGRATED SCHOOL Grade Level: 7
Teacher: RHEA T. ALO
Learning
Area: English
Teaching
Dates and
Time:
August 20, 2018
10:45-11:45 Quarter: 2ND
OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. Tomeet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities maybe done for developing content knowledge and competencies. These are using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to findsignificance andjoy in learning the lessons. Weeklyobjectives shall be
derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
B. Performance Standards: The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations;
and observing correct subject-verb agreement.
C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7RC-I-e-2.15: Use non-linear visuals as comprehensive aids in content texts
EN7SS-I-e-1.2: Transcode orally and in writing the information presented in diagrams, charts,
table, graphs, etc.
I. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach.
In the CG, the content canbe tackled ina week or two.
Lesson 5. Recalling Our Ancestors’ Belief
II. LEARNING RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest in
the lessonand inlearning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-basedmaterials. Hands-onlearning promotes concept development.
A. References
1. Teacher’s Guide Pages P36-43
2. Learner’s Materials Pages P38-44
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources None – textbook only
III. PROCEDURES
These steps should be done across the week. Spread out the activities appropriatelyso that students
will learnwell. Always be guidedby demonstrationof learning by the students which you caninfer
from formative assessment activities. Sustainlearning systematicallybyproviding students with
multiple ways to learnnew things, practice their learning, questiontheir learning processes, and draw
conclusions about what they learnedin relationto their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Lesson or
Presenting the New Lesson
MY MULTI-LAYERED SKY (10minutes)
Review the students aboutmaking a semantic map.Have students
accomplish the task.
a. On a half sheet of paper, write all the ideas that you associate with
the word ‗sky.‘ Write your answers around the drawing. Draw lines
to connect them to the cloud.

2. 1.
2.
3.
1.
2.
3.
B. Establishing a Purpose for the
Lesson
What would life be like?
Imagine how life would be like if we have a sky that is low. Copy the graphic
organizer below on a sheet of paper. List the advantages and disadvantages inside
the corresponding arrows.
DISADVANTAGES
ADVANTAGES
C. Presenting Examples/Instances
of the Lesson
YOUR TEXT (15mins) READ THE TEXT FOUND IN PAGE 39-40 OF THE LM.
a. Pose the question to the class before asking them to read.
b. Tell the students to rely on context clues in getting the meaning of some
unfamiliar words.
What is the reason that made the sky rise?
D. Discussing New Concepts and
Practicing New Skills #1
Guess Through Context
Below are some of the words in the selection. Copy the table on a half-sheet of paper. Guess
the meaning of each word. Do this by going back to the text and searching for context clues
(i.e. other words or phrases that point to the meaning of a word). Write your inferred
definition on the column labeled„My Guess‟ and write down helpful context clues under
Column 3. When you‘re done, wait for the signal to confirm your guesses through the helpof
a dictionary. Write the dictionary definition on Column 3. Write an insightful sentence
relatedto the text read on Column 4
My Guess Context Clues Dictionary
Definition
Sample
Sentence
1. sloppily
2. pestle
3. venison
4. marrow
5. expulsion
E. Discussing New Concepts and
Practicing New Skills #2
Before and After
SKY
SKY

3. F. Developing Mastery
(Leads to Formative
Assessment 3)
Review the lives of the characters before and after the sky rose. Copy the graphicorganizer
below on a half-sheet of paper. Then, list down your observations inside the arrows.
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
Share Your Insights
Find a group. Take out the semantic map you made for Task 1 (My Multi-Layered
Sky) and the graphic organizer you made for Task 2 (Before and After). Bring your
semantic map with you as you join your group. Answer the following questions and
be ready to present your answer to the class. Write your group‘s answers on a half-
sheet of paper.
1. What does the sky symbolize in the three selections?
2. Is the rising of the sky a punishment? Why or why not?
3. What are the consequences of having a high sky?
H. Making Generalizations and
Abstractions about the Lesson
Compare and Contrast
Form groups. This will help you compare and contrast the three versions of the
legend. Write the similarities on the overlapping areas of the circles and write the
differences on the part outside the overlap. Be ready to present your work.
I. Evaluating Learning The State of Our Skies
Answer the given questions. Be ready to share your answers with the class. Write
your answers on a half-sheet of paper.
1. Recall the conflict in the three legends you read and the issues about the ozone
layer. What are the similarities or differences that they share?
2. How do you think would the characters in the legend adjust to the current
environment where there is a hole on the ozone layer? How do you think would
people like you live in a world where the sky is low?
Tagalog version
Iloko versionHiligaynon version
After the sky rose
1.
2.
3.
Before the sky rose
1.
2.
3.

4. 3. Recall the associations you presented in Task 1 (My Multi-Layered Sky). Since
the ozone layer is roughly a layer of the sky, what could a gaping hole in the sky
symbolize? 4. What three realizations have you made from the discussions in this
lesson?
J. Additional Activities for
Application or Remediation
Make a product out of indigenous material or recycled material, to demonstrate that
you are grateful having a high sky and you are willing to protect the ozone layer.
IV. REMARKS
V. REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan
ask them relevant questions.
A. No. of learners who earned 75%
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
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
Preparedby: NOTED:
RHEAT. ALO MA. ETHEL B. RICAFORT
SST-I PRINCIPAL-I