Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
District V
Marigondon National High School
Marigondon, Lapu-Lapu City
Tel. Nos. 236-1396/517-0660

Daily Lesson Plan

Teacher’s Name: CRISTY A. BLASCO Position: STUDENT INTERN

DLP No.: 1 Learning Area: Grade: Duration:

Date: March 10, ENGLISH GRADE 7 3RD Quarter 2 HOURS
2023
Learning Raise sensible, challenging thought-provoking questions in public forums and Code:
Competency/ies: panel discussions EN70L-III-h-
1.3.1
Key Concepts/ Students will be able to construct sensible, challenging, thought-provoking questions and make a
Understandings to stand on a given issue.
be Developed
1. Learning K – State similarities and differences between public and panel discussion,
Objectives S – Formulate thought provoking questions and sensible ideas on a given topic,
A –Actively engage in the activities presented; and
V – Makatao: Express ideas and opinions based on the text.
2. Content Public Forums and Panel Discussions
3. Learning - Student’s SLM (Quarter 3-Module/Week 7)
Resources - YouTube Link: https://www.youtube.com/watch?v=vbpsjdbvV-E and
https://www.youtube.com/watch?v=ZjIg60Si3i8
- PowerPoint Presentation
- Bondpapers, Copies of the story, Printed Pictures, Bottle, Box, and Piece of Papers
4. Procedures
4.1 Introductory I. Preliminaries (The officers of the day shall assist in the preliminaries)
Activity (15 mins)
a. Prayer Before the Class- Personalized by the pre-assigned student
b. Checking the Well-Being of the Students and Checking of Attendance
c. Class Rules- This will be observed during the entire duration of the class. This will be
implemented in order to set some guidelines to make the environment conducive to learning. So
that the students will be more engaged in the learning process and have a meaningful exploration.

1. Listen if somebody is talking, especially if the teacher is discussing.

2. If you have questions and queries, raise your hand and politely ask your questions.
3. Should you wish to answer, raise your hand and stand, and speak in a voice audible by everyone.
4. Take turns in answering. Avoid answering in chorus. Instead, raise your hand to be recognized
and be heard. Learn to listen more and talk less in order to prosper a better understanding.
5. Respect the expression of each other’s ideas, and be willing to share your own idea on the topic.
6. Unnecessary noise should be avoided to understand better and one another.
7. Personal concerns will be addressed by politely asking permission from the teacher and, as much
as possible, ensuring the class discussion will not be disrupted.
8. Always follow the rules and always be ready to lend a helping hand.

The students will also be reminded of these coded gestures and instructions to communicate during
class discussions and group activities:
Code 0: Tidy your area and arrange your chairs
Code 1: Sit and listen
Code 2: Go to your group
Code 3: Free talk (one at a time)
Code 4: Fix your ID, your uniform, your hair
Code 5: Personal Need

Reminders for learner’s participation:

1 LIKE------- 10 points (LOTS)
1 HEART--- 20 points (HOTS)

d. Checking of Assignment
e. Simple Recall of the Previous Lesson
f. Presentation of Objectives for the Day- Let the students recite the objectives.

II. Motivation: MAN OR WOMAN?

The teacher will instruct the students to take a seat. This will be a one-on-one task. The teacher will
paste a piece of paper with the words 'Man' and 'Woman' to the front. The 'Man' area will be on the
right side, and the 'Woman' area will be on the left side. The instructor will present a scenario or a
situation. They will have 5 seconds to formulate their answers. They will then proceed to the area
where they believe the correct answer is located. There will be no changing of answers in a count
of five. Afterwards, the teacher will select a random student to explain based on their choices.
Following that, the teacher will check the students' answers; if they are correct, they will receive a
like emoji worth 10 points.

Situation No. 1: Doing household chores like washing, cooking and cleaning.

Situation No. 2: Providing food and basic necessities for the family

Situation No. 3: Building houses, high rise buildings, and bridges

Situation No. 4: Taking care of children

 (The teacher then connects the introductory activity to the lesson)

4. 2 Activity I. Lesson Proper

(35 mins) Interrogative Sentence
- A sentence which asks for information that states a question and requires a response. It
ends with a questions mark (?).
- WH-questions are examples of interrogatives. It begins with questions like what, who,
when, where, why, and how. These questions require specific information.

Thought-Provoking Questions
- These are questions that causes people to think deeply and meaningfully about a certain
topic. These questions entail a serious conversation.
1. Who do you sometimes compare yourself to?
2. If a doctor gave you five years to live, what would you try to accomplish?
3. What does it mean to live a good life?

Non-Thought-Provoking Questions
1. What is your name?
2. What is your favourite color?
3. Who is your favourite anime character?

Panel Discussions
- Also known as modern conference involves conversation between experts and thought
leaders, so that the audience can learn from their interaction.

Panel discussion: The West Philippine Sea on the 3rd Year of President Duterte

PH convenes panel discussion in support of UN efforts to advance children's protection

(The teacher will play a video of an example of a panel discussion about Teenage Pregnancy
performed by the students at New Era University.)

Public Forum
- It is also known as public debate involves two opposing teams, one taking the affirmative
(PRO) side and one taking the negative (CON) side, debating for a topic. These topics
include controversial issues mostly current events.
 Public Forum on the Philippine Competition Act (PCA)

Gender equality forum targets issues, SOGIE misconceptions – The LaSallian

(The teacher will play a video of an example of a public forum about Prejudice performed by high
school students from India, Pakistan, UK, and the Philippines.)

What are the similarities and the differences of the two?

Similarities Differences
Panel Discussion Experts share their ideas and Everybody is equal. Both sides are
opinions on certain topics for the on same footing.
audience to learn.
Public Forum Participants rebut their ideas and One side must win.
opinions on certain topics for the
audience to learn also.

The teacher will ask the students to respond to the lesson based on their understanding. They must
use gestures such as thumbs up, double thumbs up, thumbs down, and shrugs. Learners who
responded with a thumbs down and a shrug will tell the class about the part that confused them.
The teacher will clarify points until all students respond with thumbs up or double thumbs up.

II. Group Reading

Following the discussion, the teacher will inform the students that they will read a short story. The
students will then be divided into five groups. The teacher will distribute a copy of "Why Women
Wash The Dishes" by Filomena N. Colendrino. Each group requires a leader and a secretary. The
leader will read the literary text, and the secretary will keep track of students doing unnecessary
business.

III. Unlocking of Difficult Words

Before that, the teacher and students will work together to decipher some difficult terms from the
story that will be read by group. The teacher will paste the jumbled words on the board and provide
a hint by presenting the meaning and a sentence. The jumbled letters will be arranged by the
students. Students who participate will be rewarded with a like emoji.

1. R E R L L Q A U E D
- Definition: An angry disagreement between people, groups, or countries. (Quarrelled)
- Sentence: Every mealtime they ______ over the chore of washing the dishes.

2. P A R D C OM E
- Definition: A way of addressing or referring to a friend or companion. (Compadre)
- Sentence: He would run to the house of his ______ and hide there till his wife’s anger had
passed.

3. R G Z A E
- Definition: Eat grass in a field. (Graze)
- Sentence: “You tie the carabao to the reeds in the field and then you lie down on the grass
to watch it ______.”
 4. R E N C E T E R F E IN
- Definition: To enter or take part in the concerns of others. (Interference)
- Sentence: Ka Maldang was very angry with her Compadre’s _________.

5. B E R H M N A
- Definition: Also known as Albularyo in the Philippines. It is a Filipino term for a witch
doctor, folk healer or medicine man. (Herb Man)
- Sentences: The compadre was very much worried. He ran to the village ______.

4.3 Analysis Students will remain in their respective groups. The teacher will give each group a bond paper. The
(10 mins) teacher will test their understanding of the story. Students will be given two minutes for each
question to formulate their responses. They will raise their papers after answering and have them
checked by
the teacher.

Comprehension Check: Answer the following questions:

1. What was the reason for Ka Ugong and Ka Madlang’s argument?

ANSWER: They always argue on who should wash the dishes.
2. How did they solve their argument?
ANSWER: They had a wager, whoever speaks first will be the one to always do the dishes.
3. Did they settle their argument the right way? Why or Why not?
ANSWER: Unfortunately, no. They even come up with a wager just to resolve their
conflict. People should talk rationally and learn to compromise in order to come one
agreement.
4. If you were to give your opinion, how would you solve their argument?
ANSWER: Students answers will vary.

4.4 Abstraction The teacher will inform the students to form a line in the middle. The teacher will place a bottle
(15 mins) containing a small amount of water and a large number of heart emoji (equivalent to 20 points) on
the table alongside a box containing paper scraps. On the piece of paper, questions are written. The
questions will be about the topic being discussed, including the story that has been presented. The
students will flip the bottle; if it stands, they will return to their place in line; if it falls, they will
picked for a question. If the answer is correct, they will be given a heart emoji.

Possible Questions:
 It is also known as public debate involves two opposing teams, one taking the affirmative
(PRO) side and one taking the negative (CON) side, debating for a topic. (Public Forum)
 Also known as modern conference involves conversation between experts and thought
leaders, so that the audience can learn from their interaction. (Panel Discussion)
 A sentence which asks for information that states a question and requires a response.
(Interrogative Sentence)
 These are questions that causes people to think deeply and meaningfully about a certain
topic. (Though-Provoking Questions)
 What is the topic for today’s discussion? (Raise sensible, challenging thought-provoking
questions in public forums and panel discussions)
 “What is your name?” is an example of a thought-provoking question. True or False?
(False)
 “What is your favourite color?” is an example of a thought-provoking question. True or
False? (False)
 “How old are you?” is an example of a thought-provoking question. True or False? (False)
 “What does it mean to live a good life?” is an example of a thought-provoking questions.
True or False? (True)
 “Who do you sometimes compare yourself to?” is not an example of a thought-provoking
questions. True or False? (False)
 “If a doctor gave you five years to live, what would you try to accomplish?” is an example
of a thought-provoking questions. True or False? (True)
 It begins with questions like what, who, when, where, why, and how. (Interrogative
Sentence)
 Who are the main characters of the story? (Ka Maldang and Ka Ugong)
 Where did the story take place? (In the town of Santa Rosa)
 What was the reason for Ka Ugong and Ka Madlang’s argument? (They always argue on
who should wash the dishes)
  How did they solve their argument? (They had a wager, whoever speaks first will be the
one to always do the dishes)
 Did they settle their argument the right way? Why or Why not? (Unfortunately, no. They
even come up with a wager just to resolve their conflict. People should talk rationally and
learn to compromise in order to come one agreement)

4.5 Application The students will have the following tasks with their groups to strengthen their understanding of the
(10 mins) text.

Group 1: Compose a song about gender roles in society, specifically the roles of husband and wife
in a family. Lyrics must contain some thought-provoking questions. (Music Integration) (Musical-
Rhythmical Group)

Group 2: Present a two minute-creative role play on how the characters should resolve the problem.
The play must contain some thought-provoking questions (Value Integration) (Bodily-Kinesthetic
Group)

Group 3: Poster-making about gender roles. It must have a thought-provoking question. (Art
Integration) (Visual-Spatial Group)

Group 4: Public forum discussing Bullying (Dividing the group into two: affirmative and negative
side) (Verbal-Linguistic Group)

Group 5: Talk Show using thought-provoking questions about gender roles. (Verbal-Linguistic
Group)

The group's presentation is graded based on the criteria below.

Criteria Advanced Developing Emerging

(7-10 points) (4-6 points) (1-3 points)
Relevance Everything is related to Most of the presentation The presentation does not
Relation to the topic the topic and makes it relates to the topic and is correlate with the topic.
easier to understand. somewhat easier to
understand.
Presentation Has the ‘wow’ factor. The students were Students are not prepared
Delivery which includes Students are entirely somewhat prepared, but it to present.
preparedness prepared and have was clear that rehearsal
obviously rehearsed. was lacking.
Creativity The presentation reflects Minimal creative detail No details in the visual
Excellent effort made the creative variety and presentation
many details.
Cooperation Members are on task and Members have defined Members do not know
Members are working have defined responsibilities most of the their tasks and have no
together responsibilities at all times. time. Group conflicts are defined responsibilities.
Group conflicts are cooperatively managed Group conflicts have to be
cooperatively managed at most of the time. settled by their teacher.
all times.
Content Information is accurate. The Information is Still require consistent
Shows a full Evidence is presented well. interesting and relevant. information. No evidences
understanding of the topic Presents a few evidences. presented.
Total 50

4.6 Assessment The students will return to their proper seats. The teacher will ask the students to get a ½ crosswise
(25 mins) of paper and fill in the missing words of the sentences.

I. Put a check mark (/) if the questions provoke a thought or an idea and a cross mark (X) if
they don’t.
___X__1. Where are you going?
___/___2. What are you most grateful for?
___/___3. Can you describe yourself in a six-word sentence?
___/___4. What do you love most about yourself?
___X__5. When is your birthday?

II. The class will formulate generalizations by filling in key terms in the statements below:
1. Panel Discussions, also known as modern conference involves _______ between ____ and
thought leaders, so that the audience can learn from their interaction.
ANSWERS: conversation, experts
 2. Public Forum is also known as _______ involves two opposing teams, one taking the
_______ (PRO) side and one taking the ______ (CON) side, debating for a topic. These
topics include controversial issues mostly current events.
ANSWERS: Public debate, affirmative, negative

4.7 Assignment The teacher will ask the students to get their notebooks and copy the questions. The checking of the
(5 mins) assignment will be done next meeting.

I. Creating Questions!

Directions: Complete each box by writing two well-thought, challenging questions on the given
topic. Below is the given example:

Example: COVID-19 Pandemic 1. What causes the covid-19 pandemic?

2. How did the pandemic change the world?

COVID VACCINE GLOBAL WARMING BULLYING

1. 1. 1.

2. 2. 2.

II. Tick the Box!

Directions: Read the following questions and determine whether they are thought-provoking or
not. Tick on the box for your answers.

Thought Not Thought-

Questions Provoking Provoking
Question Question
1. If you had the opportunity to travel to another planet
with no chance of ever coming back to earth, would
you go?
2. What in life, is beautiful to you? Where do you find
inspiration?
3. When did your life change for the better?
4. What do you think would be one of the best steps we
could take toward ending poverty around the
world?
5. What is one mistake that you will never do again?
6. What is your name?
7. If you found out the world was ending in a year; how
would you spend your time?
8. Is suffering an important part of being human?
9. Where did you go last night?
10. Does the Banker really deserve to get paid more
than a street cleaner?

4.8 Concluding The students will write a reflexive journal about the lesson. Observe proper grammar, spelling,
Activity (5 mins) capitalization and punctuation.

Content:
1. What have you learned from today’s discussion?
2. How would you apply this in real life situation?

5. Remarks

6. Reflection
 Prepared by:

CRISTY A. BLASCO
Student Intern

Mentored by:

RYLEN B. OYAO
Teacher III

Checked by: Monitored by:

JUNE KEITH P. RAMIREZ MARINA T. DAPITON

Master Teacher 1 Head Teacher III

Recommending Approval: Approved:

MA. LYMA M. MAGDADARO CIRILA B. DEGOLLACION

Principal II – Curriculum Implementation Secondary School Principal IV