1. DETAILED LESSON PLAN IN ENGLISH
School: ACEREDA INTEGRATED SCHOOL Grade Level: 7
Teacher: RHEA T. ALO
Learning
Area: English
Teaching
Dates and
Time: 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: 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 Standards: 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 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/Objectives:
Write the LC Code for each
EN7G-II-a-1: Use phrases, clauses, and sentences appropriately and meaningfully
The learner should be able to…
a. Identify what is a sentence and its parts.
b. Classify sentences according to their uses.
c. Construct declarative, interrogative, imperative, and exclamatory
snetences.
d. Read sentences correctly and clearly with expressions.
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.
SENTENCE
II. LEARNING RESOURCES
Lists the materials tobe usedin different days. Varied sources 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
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Grammar and composition 4 by Prentice Hall
Proficiency in English 8 by Simeon Tabunda
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.
2. A. Reviewing Previous Lesson or
Presenting the New Lesson ELICIT
The students will be divided into four; each group will be given pieces of paper
words written on them. They will be asked to arrange the words in order to make a
sentence.
They will come up with the following sentences:
1. Philippines is rich in natural resources.
2. When did you go visit the white island?
3. Please give the certificate.
4. I can’t believe it! We won!
B. Establishing a Purpose for the
Lesson
ENGAGE
Guide question:
What have you noticed in the activity?
When the words where still scrambled is their a thought?
Were you able to understand the sentence at all?
How do u define sentence? What is the Filipino term of sentence?
C. Presenting Examples/Instances
of the Lesson
A sentence is like our body without its parts it will not function well. If you still recall
in your science subject, a body cannot function well without its parts. Right?
D. Discussing New Concepts and
Practicing New Skills #1
EXPLORE
Sentence is a word or group of words that a complete meaning or thought. It starts
with a capital letter.
Example: Jessabel is my best friend.
A sentence is incomplete if there is no idea or thought at all.
Example:
my friend
Our leader
With all love
His mother
Just like our body sentences has parts too. There are two parts of a sentence:
1. Subject- is a person, place or thing being talked about in the sentence.
2. Predicate- is the verb or action word in the sentence.
Example: The diligent student gets good grades.
E. Discussing New Concepts and
Practicing New Skills #2
Let us go back to the first activity.
Lets discuss the different kinds of sentences according to purpose of function
What do you think the idea that this sentence is trying to present?
Declarative sentence- Philippines is rich in natural resources.
Interrogative sentence - When did you go visit the white island?
Imperative sentence -Please give the certificate.
Exclamatory sentence -I can’t believe it! We won!
3. F. Developing Mastery (Leads
to Formative Assessment)
EXPLAIN
Guide question
Can a sentence be changed to different kinds? Let us transform a declarative
sentence into a different kind of sentence.
Example:
Aries is a good student.
Interrogative sentence – Is Aries a good student?
Imperative sentence -Please be a good student, Aries.
Exclamatory sentence –Yes! Aries is a good student!
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
ELABORATE
Read the following sentences and identify what kind of sentence are they.
1. The boy goes to school.
2. Gosh, this is beautiful!
3. Is your classmate absent?
4. Do your homework now.
5. When will you ever learn?
6. Teacher Rhea is pretty.
7. Please pass your paper.
8. Will you keep quite.
9. Yes! I was able to understand the lesson.
10. Oliver went to the market yesterday.
H. Making Generalizations and
Abstractions about the Lesson
Sentence is a word or group of words that a complete meaning or thought. It starts
with a capital letter.
A sentence is incomplete if there is no idea or thought at all.
There are two parts of a sentence:
There are different kinds of sentences according to purpose of function.
1. Declarative sentence- tells something about a
person, thing, place or events. It ends with a period
(.).
2. Interrogative sentence- asks questions. It ends with
a question mark (?).
3. Imperative sentence- it gives a command or request.
It maybe followed by a period or question mark.
4. Exclamatory sentence- expresses storng feeling. It
usually followed by an exclamation point (!).
I. Evaluating Learning EVALUATE
Directions: Read each sentence carefully and identify their function.
(declarative, imperative, interrogative, exclamatory)
1.Samar island is known for its beautiful caves and water falls. (declarative)
2. Did the organization approve her proposal? (interrogative)
3. Isn’t her voice magnificent! (exclamatory)
4. It’s a baby boy! (exclamatory)
5. Call the insurance agent, please. (imperative)
6. Watch out for that car! (exclamatory)
7. What harm did the delay cause? (interrogative)
8. Most people do enjoy taking risks. (declarative)
9. Is there anything else that I can get you? (interrogative)
10. Keep off the grass. (imperative)
J. Additional Activities for
Application or Remediation
EXTEND
4. Give an example of the different kinds of sentences according to purpose. Write it in
your English notebook.
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
20 out of 25 students who were during that lesson were able to get 75% from the
evaluation.
B. No. of learners who require
additional activities for
remediation
5 out of 25 need remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
Yes. They were able to catch up with the lesson after the remedial lesson.
D. No. of learners who continue to
require remediation
None.
E. Which of my teaching strategies
work well? Why did these work?
I was able to impart the lesson to the students by giving more examples based on
daily living especially when you use the correct stress and intonation in reading the
sentences.
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
None.
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
None.
Preparedby: NOTED:
RHEAT. ALO MA. ETHEL B. RICAFORT
SST-I PRINCIPAL-I
