DETAILED LESSON PLAN
School Grade Level 7
Teacher Learning Area English
Time & Date WEEK 2, DAY 1 Quarter 2nd
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 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
Use phrases appropriately and meaningfully (ENG7-II-a-1)
1. define noun phrase and verb phrase;
2. compare and contrast the noun phrase from the verb phrase; and
3. pick the phrase from a sentence and identify the type of phrase it
shows.
II. CONTENT Lesson 1: Noun Phrase and Verbal Phrase
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 154-155
2. Learner’s Materials pages 169-170
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
https://lrmds.deped.gov.ph/detail/6639
B. Other Learning Resources
Video Clip https://www.youtube.com/watch?v=JZ9prdlAT1Y
https://www.englishgrammar.org/noun-phrases/html.
PowerPoint Presentation
V. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Introductory
Activities Present to the class the day’s
(5 Minutes) objectives.
1. define noun phrase In each objective, a student
and verb phrase; will read it aloud.
2. compare and contrast
the noun phrase from the
verb phrase; and
3. pick the phrase from a
sentence and identify the
type of phrase it shows.
Show two sentences. One has a The students will study the
noun phrase while the second sentences presented to
sentence has a verb phrase. them. Some students will
share their observation.
Activity I want something.
(5 Minutes) I want to go home.
The dog might eat the
cake.
He was walking to work
today.
PROCESS QUESTION:
Analysis 1. How are phrases used in The students answer the
(3 Minutes) sentences? questions.
2. What does this say about
the relevance of phrases
in a sentence?
Abstraction DISCUSSION
(17 Minutes) Definition The students listen
A noun phrase is a group of attentively.
words that does the work of a
noun
I want something.
I want to go home.
In sentence 1, the word
something is a noun and is the
object of the verb want. In
sentence 2, the group of
words to go home is the object
of the verb want and hence it
does the work of a noun. The
group of words ‘to go home’ is
therefore a noun phrase.
A verb phrase can be the
predicate of a sentence or a
clause. In this case, there will
usually be a helping verb in
addition to the verb. Here are
some examples of a verb phrase
as a predicate:
The author is writing a new
book.
I must make an "A" in this
class.
The dog might eat the
cake.
He was walking to work
today.
We grew apart after high
school.
Application
(20 Minutes) GROUP ACTIVITY
Direct students to go to their
home groups. Instruct them to
accomplish Task 13. B on page
169.
Say: The students will read the
Read the instructions on how to instructions silently. Those
accomplish the task. Raise your who have clarifications or
hand if you have clarifications or questions will raise their
questions. hand.
Instructions: Read the The students will perform
sentences silently. In groups of the given tasks.
3 members, identify whether the
underlined phrase is a verb The students will listen
phrase or a noun phrase. Write carefully and will take note
VP if it is a verb phrase and NP on the correct answers for
if a noun phrase. better understanding.
Say:
Since are no questions, you can
start accomplishing the task. The students will answer.
Check their answers.
VALUING
Ask:
1. How were you able to
compare or contrast
noun phrase from verb
phrase?
2. What does this say about
the relevance of phrases
in the sentences?
The students will take part
in summarizing the lesson
with the help of the Venn
diagram.
GENERALIZATION
Use the Venn diagram above to
summarize the lesson.
Noun Verb
Phrase Phrase
Say:
1. You will write the
differences between noun
phrase and verb phrase.
a. What makes a noun
phrase different from a
verb phrase? Write it
under noun.
b. How about verb
phrase? What makes
it different from a noun
phrase? Write it under
verb phrase.
2. The similarities between
the two types of phrases
will be written at the
middle.
Assessment
(7 Minutes) ¼ Sheet of Paper
Encircle the phrases in each The students will read and
sentence and write if it a noun analyze the sentences
phrase or a verb phrase. before they write their
answers.
1. Rose could have worked on
that project today.
2. I tried on a beautiful 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.
6. She baked tasty chocolate
cookies for fund raising.
7. Anthony will be playing his
guitar at the recital.
8. The parent answered the
questions of all the kids.
9. The hardworking teacher
received praises.
10. Our principal would probably
leave for Manila on Monday.
Agreement Encourage the students to read The students will take note
(3 Minutes) in advance about summarizing. of the agreement.
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?
DETAILED LESSON PLAN
School Grade Level 7
Teacher Learning Area English
Time & Date WEEK 2, DAY 2 Quarter 2nd
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 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
EN7WC-II-a-5: Extract information from a text using a summary.
1. define summary;
2. share thoughts on the importance of summarizing: and
3. write a summary.
II. CONTENT Lesson 1: Summary
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 155-156
2. Learner’s Materials pages 170-172
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
https://lrmds.deped.gov.ph/detail/13683
B. Other Learning Resources
http://www.tnewfields.info/Articles/sum1.htm
https://dictionary.cambridge.org/us/dictionary/english/summary
V. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Say: Last meeting, we Students answer the
previous lesson or discussed about phrases, questions.
presenting the new specifically, noun and verb
lesson phrase.
Ask:
(4 Minutes) What is a phrase?
What is the difference between
a noun and a verb phrase?
B. Establishing a Post on the board the day’s Students read the
purpose for the objectives. Let students read objectives.
lesson the objectives allowed.
(4 Minutes) Objectives:
1. define summary;
2. share their thoughts on the
importance of summarizing; and
3. write a précis.
C. Presenting Post a copy of a short passage The students will read it
examples/instances and a sample summary of it. quietly and compare what
of the new lesson they read.
Say:
(10 Minutes) Observe the two versions of Some students will share
a passage. Tell us about your their observation.
observation
Direct learners to consider the
sample précis given on page
171.
D. Discussing new DISCUSSION
concepts and
practicing new skill Acquaint the students about The students will take
#1 summary by letting them silently note on the things to
read This is Good to Know! on remember.
(20 Minutes) page 170.
Summary is a shortened
version or a gist.
Things to remember:
Base your summary on the
original piece.
Keep your summary short.
Use your own wording.
Refer to the central or main
ideas of the original piece.
Read with what, who, when,
where, why, or how
questions in mind.
Avoid putting in your opinion
on the issue or topic
discussed in the original
piece.
E. Discussing new WRITING A SUMMARY
concepts and
practicing new skill Instruct the students to work
#2 with a partner and produce a The students will do the
five (5)- sentence summary of task diligently.
(8 Minutes) The Centipede. Remind the
students to refer to the
examples and format found on
page 171.
F. Developing Request an output from a group The students will share
mastery (Leads to for process and critiquing. their ideas.
Formative 1. How was the summary
Assessment 3) written?
2. Are the points to
(3 Minutes) remember present in the
summary?
3. Did the group use their
own words?
G. Finding practical Ask:
applications of How will your knowledge on Students express their
concepts and skills summarizing help you in getting thoughts..
in daily living information?
(3 Minutes)
H. Making Ask:
generalizations and
abstractions about Which among your experiences Some students will share
the lesson today about summarizing that their experiences to the
you learned best about what class.
(3 Minutes) you are able to do?
I. Evaluating ¼ sheet of paper
learning Post a short passage on the The students will do the
board. Let the students write a activity.
(5 Minutes) five (5)- sentence summary.
Weekend Plans
Christine and Margaret
are friends. They are both
busy because the work and
study! But on Wednesday
they meet for coffee.
"What are you going to
do this weekend?" asks
Margaret.
"Well, I have a big
project to finish for my
design class. But if I can
finish it by Friday, I'll do
something fun as a treat,"
says Christine.
"That sounds great!"
replies Margaret. "I think
the ballet is coming to
town. If it isn't too
expensive, I'm going to buy
tickets. Would you like to
come?"
"Well, I don't really like
ballet very much. If you
want to go to the ballet in
the evening, let's do
something in the morning,"
says Christine.
J. Additional
activities for
None None
application or
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?
DETAILED LESSON PLAN
School Grade Level 7
Teacher Learning Area English
Time & Date WEEK 2, DAY3 Quarter 2nd
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 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
Use the card catalogue to locate specific resources (EN7SS-II-b-1.5.3)
1. identify the types and parts of card catalogue;
2. share their thoughts on the importance of using the library; and
3. locate specific information through a card catalogue.
II. CONTENT Lesson 1: Card Catalogue
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 156-158
2. Learner’s Materials page 173
3. Textbook pages
English Arts I. 2000. pp.13
4. Additional Materials from Learning Resource (LR) portal
https://lrmds.deped.gov.ph/detail/7347
A. Other Learning Resources
https://kitchendecor.club/files/picture-subject-card-catalog-card.html
V. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing
previous lesson or Recall previous lesson through Students read their
presenting the new calling student volunteers to answers.
lesson read their answers from their
(5 Minutes) homework.
B. Establishing a
purpose for the Post on the board the day’s Students read the
lesson objectives. Let students read objectives.
(2 Minutes) the objectives allowed.
Objectives:
1. identify the types and
parts of card catalogue;
2. share their thoughts on
the importance of using the
library; and
3. locate specific
information through a card
catalogue.
C. Presenting Ask:
examples/instances Have you ever seen or tried The students’ answers will
of the new lesson using a card catalogue in the vary.
(8 minutes) library?
The teacher will then show a The students will listen
card of a card catalogue attentively.
cabinet and gives its meaning.
The definition of car
catalogue means the
organized collection of
note cards that help locate
books in a library.
The piece of furniture with
many small drawers in a
library is an example of a
card catalogue
D. Discussing new Give the students a time to The students will read
concepts and read the discussion in Task 16 silently.
practicing new skill on page 173.
#1 The teacher will help the
(10 Minutes) students process information The students will do this by
from task 16. providing answers to the
1. What type of a card given process questions.
catalogue is this?
2. Who can give us the
name of the publisher
of the book?
3. When is the date of
publication?
4. What is the call number
assigned to the book?
5. Under what subject is
the book found?
E. Discussing new Post a card catalogue on the
concepts and board.
practicing new skill Say:
#2 Class, study the card The students will raise
(10 Minutes) catalogue on the board. Who their hands to accomplish
can share to the class the the activity.
different parts of this card
catalogue?
Who can identify the type of
card catalogue this one is?
F. Developing
mastery (Leads to Post a card catalogue on the
Formative board.
Assessment 3) Say:
(10Minutes) Class, study the card The students will raise
catalogue on the board. Who their hands to accomplish
can you provide the label or the activity.
parts of it?
Please remember to spell it
correctly.
G. Finding practical VALUING
applications of (Based on the excerpt of
concepts and skills Values)
in daily living
(5 Minutes) Ask:
1. What should be our attitude Students express their
towards the references in the thoughts. Others listen
library? attentively.
2. How do we appreciate the
beauty of learning the use of a
card catalogue when
everything can be accessed
easily using the gadgets?
H. Making Pick 3 names of students and Students participate
generalizations and have them complete any of the actively.
abstractions about given statements.
the lesson
(2 Minutes) Today, I learned __________.
I realized that ____________.
From now on I will ________.
I. Evaluating learning Say:
(7 Minutes) Class, do this activity with a The students will silently
partner. Before I let you start, read the instructions and
read the instructions silently raise the hand if they have
and raise your hand if you clarifications.
have some questions or
clarifications regarding the
instructions.
Students perform the task.
J. Additional Direct students to review their Students take note of the
activities for notes on the parts and types of agreement.
application or a card catalogue.
remediation
(1 Minute)
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?
