Week 1 Grade 7 DLP
Week 1 Grade 7 DLP
Week 1 Grade 7 DLP
I. OBJECTIVES
IV. PROCEDURES
A. Preliminaries
-Prayer
-Greetings
-Mood Setting
-Checking of Attendance
-Presentation of Objective
B. Motivation:showing of videos about People Looking for Freedom.
C. During the Lesson
Invite the students to work on the pre-requisites to check their background knowledge
and to prepare them for the development of their target skills through the
following tasks.
Task 1. From Gen X, Y, to Z. Read the words on the computer screen below. Try to
identify the general idea they would like to express. Write possible answers on
the space of the keyboard. Take turns on sharing your answers.
What is the connection among the words? How is this related to the theme
“Relating Past to the Present?
Task 2: Reconnection. When you think of relating your past experiences to this present,
you cannot help but to find similarities and differences. This is exactly what is in the store for you in this
task. Pair up and look closely at the pictures.
Discuss with your partner the answer to the following questions and share your answers to the class:
Describe the pictures on the first column. How do they differ from the pictures
on the second column?
How do you feel when there are changes and innovations?
What do the pictures suggest?
Share and explain your responses with the class.
Explain how the lines above are related to the theme of the lesson.
V. REMARKS
___________________________________________________________________________
VI. REFLECTION
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________________
DETAILED LESSON PLAN IN ENGLISH 7
I. OBJECTIVES
IV. PROCEDURES
J. Preliminaries
-Prayer
-Greetings
-Mood Setting
-Checking of Attendance
-Presentation of Objective
B. Motivation:showing of videos about People Looking for Freedom.
C. During the Lesson
Task 6: Poetry Elements. Before moving on the literary text, let us first review the elements of the
poem during the Contemporary Period of Philippine Literature. Group yourselves into five. Using the
semantic web, list the poetry elements you already knew. Show and explain your work with the class
E. LESSON PROPER
Discuss with the students the following Basic Elements of a Poem
Task 7: Vocabulary Check. Use the dictionary to defined the underlined words which will be found in the
poem to be read. (Tell them that these words will be found in the literary text to be discussed.
Note: The poem shows man’s ingratitude to his creator----the God who made all things in the past, in
the present, and even in the future.
Q & A: On your notebook, answer the following questions:
What is the poem all about?
How is the relationship of the past and present relevant in the text?
What attribute of God is being described in the poem?
How did God react to the ingratitude of His creations?
How are the actions of the men in the past significant to your situation right now?
NOTE: The teacher must be ready for the variety of responses from the learners.
Read to the class the biblical explanation of the literary text. Allow the learners to
reflect on how important looking back to the past is and how present events prepare us
to the near future.
Once the learners have already understood the message of the text, proceed to the next
task.
F. EVALUATION
To check students’ understanding of the lesson, allow them to individually answer the
following:
Task 9: Poetry Whiz. Identify the word or phrase described in each statement.
____________1. It is a literary form simply defined as a patterned expression of ideas or
imaginative terms usually containing rhymes and meters.
____________2. It is the recurrence or the repetition of similar sounds in poetry.
____________3. It is the regular pattern of stressed and unstressed sounds.
____________4. It is a vivid description of things seen, heard, smelled, touched, or tasted.
____________5. It is a series of lines grouped together.
____________6. It is a stanza of a poem which has two (2) lines.
____________7. It is an object of the poem that symbolizes a significant idea.
____________8. It is the underlying message of a poetry.
____________9. “Sally sells sea shells by the sea shore” is an example of what poetic
device.
____________10. What do you call a comparison that uses the words “as” and “like”?
V. REMARKS
___________________________________________________________________________
VI. REFLECTION
7. No. of learners who earned 80% in the evaluation
______________________________________________________________________________
8. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________________
9. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________________
10. No. of learners who continue to require remediation
______________________________________________________________________________
11. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________________
12. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________________
II. CONTENT:
Subject Matter: “2012”
Integration:Values Integration-People need to pray to our God.
Science Integration-Science has always the explanation regarding calamities.
Strategies:Video presentation, think-pair-share
III. LEARNING RESOURCES
G. References:
9. Teacher’s Guide pages-
10. Learner’s Material pages-p.426-427
11. Textbook pages
12. Additional Materials from L.R. Portal
H. Other Learning Resources
IV. PROCEDURES
A. Preliminaries
-Prayer
-Greetings
-Mood Setting
-Checking of Attendance
-Presentation of Objective
B. Review
Call students and ask about the basic elements of poetry.
c. Motivation: Showing of photos of different calamities.
D. Presentation of the Lessons
Tell the students about a science fiction and the difference between reality and fantasy
together with its examples.
Note:
The movie is a science fiction disaster film which shows the effect of the things that
humanities do and continue doing in the planet. While a good portion of the movie is
dedicated to damage, 2012 also contains many Biblical, mythological, and historical
references that give the story a deeper underlying meaning.
After watching the film, answer the guide questions below:
What is the message of the movie?
Do you remember a particular scene throughout the film? What is its
significance?
What theme underlies in the plot?
What does the film show about the people and their values?
How is the film related to the theme of the lesson?
Which parts of the film resemble reality?
Which parts are based on the writer’s imagination?
According to your own understanding, what is the relationship of past events to
your present situation?
E. Abstraction
The teacher discusses with the learners about the science fiction movie after hearing
their answers.
F. Application
Students may cite or give some examples about the movies they watched or books that
they have read whether it is fantasy or reality.
V. Evaluation
Directions: WriteRif it is Reality and F if it is Fantasy in the blank provided.
___________1.The cowboy rode a brown horse across the road.
___________2. We painted the house yellow.
___________3. The frog flew the blue airplane.
___________4. The fish sang four songs for us.
___________5. We learned about addiction in class.
Note: you may also ask the learners to watch “Wall-E” as an alternative film. After
discussing the film in relation to the theme of the lesson, move on to the next
page.
Assignment: 1 whole sheet of paper
Write a reaction paper regarding the films.
VII. REMARKS
___________________________________________________________________________
VIII. REFLECTION
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________________
II. CONTENT:
Subject Matter: WH-Questions
Integration:Arapan Integration-Questions raise from what had happened in the past.
Strategies:Pageant Search,think-pair-share
III. LEARNING RESOURCES
A. References:
13. Teacher’s Guide pages-
14. Learner’s Material pages-p.428-431
15. Textbook pages
16. Additional Materials from L.R. Portal
B. Other Learning Resources
C. PROCEDURES
A. Preliminaries
-Prayer
-Greetings
-Mood Setting
-Checking of Attendance
-Presentation of Objective
B. Review
Call students and ask about the films they’ve watched and ask them if they had formed
questions on their mind.
C. Motivation: Pageant Search: Mr. & Ms. Teen 2019- Representative in each row were ask to
ramp as candidates and are asked topick rolled papers and read the questions with the used of WH-
Questions.
D. Presentation of the Lessons
Tell the students about Formulating WH- Questions.
D. Activity
Task 12 A: Critiquing an Ad (Think-Pair-Share) What have you noticed in the advertisement?
What information does it provide? On your notebook, write all the details you can find in the ad.
Share it with your partner.
IV. Evaluation:
K. Supply the missing WH-word to complete the thought of the sentences. Choose your answer
from the table above.
1. _____________are you messing around? (reason)
2. _____________will you finish your work if you’re playing? (manner)
3. _____________is she going? (place)
4. _____________did you arrive from the province? (time)
5. _____________books are there in the box? (quantity/countable)
6. _____________laptop is this? (possession)
7. _____________will finish the activity? (duration)
8. _____________is the restaurant? (distance)
9. _____________among these flowers you like best? (choice)
10. _____________of beverages you want me to order? (description)
Answers: 1. Why 2. How 3. Where 4.When5. How many
6.whose 7. How long 8. How far 9. Which 10.What kind
L. Assignment
Formulating WH. Study the picture below and formulate your own WH questions which can
be drawn from the picture. Write your questions on the space provided. An example is done
for you.
V. REMARKS
___________________________________________________________________________
VI. REFLECTION
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________________
II. CONTENT:
Subject Matter: Differentiated Activities
Integration:Arapan Integration-Look at the past, politicians especially presidents of the
country were interviewed by the press
Strategies: Interview& Investigate, making a Letter, Venn-diagram
III. LEARNING RESOURCES
A. References:
17. Teacher’s Guide pages-
18. Learner’s Material pages-p.431-433
19. Textbook pages
20. Additional Materials from L.R. Portal
B. Other Learning Resources
C. PROCEDURES
1. Preliminaries
-Prayer
-Greetings
-Mood Setting
-Checking of Attendance
-Presentation of Objective
2. Review
Call students if they already know when and how to formulate questions.
2. Motivation: Video Presentation-Giving information and instructions
(Students will observe questions used, and actions)
4. Presentation of the Lessons
Tell the students about the differentiated activities.
5. Activity
Task 13: Small Group Differentiated Activities
Group 3 Letter to the President. Imagine you are given a chance to communicate with
the President of the Republic of the Philippines. Your task is to write a letter addressed to the president.
Share to the president your insights regarding the present situation of the country compared to what
had happened in the past. Before you end your letter, ask him/her questions which will make you
understand the status of our country.
Group 4Compare and Contrast.Using a Venn Diagram, compare and contrast the
Philippine situation then and now. On the left side, you list down the events or practices that happened
in the past. On the right side, you list down the events or practices that are happening now. At the
middle, write the practices that have happened since in the past. Share your insights with the class.
Group 5 Book Mark.Construct a slogan or a quotable quote that tells something about
valuing the past for the benefit of the future. Write it on a piece of cardboard. Design the cardboard and
cut it as to the size of a bookmark. Put a ribbon on it. Feel free to add more designs for a better output.
IV. REMARKS
___________________________________________________________________________
V. REFLECTION
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________________
DETAILED LESSON PLAN IN ENGLISH 7
I. OBJECTIVES
II. CONTENT:
Subject Matter: Differentiated Activities
Integration:
Strategies:
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide pages-
2. Learner’s Material pages-
3. Textbook pages
4. Additional Materials from L.R. Portal
5. Other Learning Resources
B. PROCEDURES
1. Preliminaries
-Prayer
-Greetings
-Mood Setting
-Checking of Attendance
-Presentation of Objective
2. Review
Call students if they already know when and how to formulate questions.
3. Presentation of the Lessons
Tell the students about the Informative Photo Album
4.Activity
Task 14: Philippines on the Go. Prepare your materials and do the following.
PHILIPPINES ON THE GO
Goal Your task is to make an informative photo album about the daily life of the
Filipinos
Role You are a historian who loves to capture moments passing by.
Audience Your informative photo album will be exhibited in a Philippine Historical
Museum.
Situation You are given seven days to tour the country and pick the most significant
events in the past and in the present.
Product Your product is an informative photo album.
Standards Your work will be assessed based on its Content/Focus, Creativity, Clarity/
Organization, Language Mechanic and Word Choice.
Keep in mind the following reminders as you work on your photo album:
6. Assignment:
VII. REMARKS
___________________________________________________________________________
VIII. REFLECTION
7. No. of learners who earned 80% in the evaluation
______________________________________________________________________________
8. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________________
9. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________________
10. No. of learners who continue to require remediation
______________________________________________________________________________
11. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________________
12. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________________