Curriculum Area & Grade Level: English 7 Teacher: Mrs. Juliet M.

Cruz

Time Required: 50 minutes Instructional Groupings: (Y for yes; NA for Not

Date: _______________________________________ Applicable)
Whole Y Partners Y Homogenous NA
Group
Small Y Quads NA Heterogeneous Y
Group
I. LESSON OBJECTIVES
Learning Objectives:
a.Know and familiarize the correct rules of Subject-Verb agreement.
b.Identify the correct form of verb used in the given sentences .EN7G-I-a- 11
c. Participate actively in the group/pair activity.
II. CONTENT
Module 1-Appreciating Myself
Lesson # 1- Searching for My Beginnings
Topic: Subject-Verb Agreement
III. LEARNING MATERIALS
Reference: English 7 Learner’s Material pp. 29-31
Authors: Department of Education
URL Reference :www.google.com; www.youtube.com
Audio-Visual Materials: Speaker, Laptop,Projector
Printed Visual Aids
IV. METHODOLOGY
A. Preliminary Activities
Daily Routines
 Opening Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Review
Words of Wisdom

C. Motivation/Mind Conditioning
Language Connections: Do You See What I See. Read and study the following sentences.

 Our ancestors were value-oriented people.

 God helps those who help themselves.
 A proverb which teaches simple living is my favourite.
 The people during the Pre- Colonial period were assertive.

Process Questions:
1. What do you notice about the underlined words?
2. How do you call the underlined words?
3. What do you notice about the encircled words?
4. Which of these words are singular? Which are plural?
5. What do you need to remember about subjects and verbs in sentences?
6. Which rule applicable in each of the given sentences?

D. Discussion
Task 1: This is Good To Know!
 Rules on Subject- Verb Agreement
 Subjects and Verbs must agree in number.
Example: Laziness is the sibling of starvation.

 Who, that, and which are considered singular or plural according to the noun directly in
front of them. Do not get confused by the words that come between the subject and the
verb; they do not affect agreement.
Example: One who spends too much time choosing ends up with cracked wares.
Those who act tough are really coward.
 Prepositional phrases between the subject and the verb do not affect agreement.
Example: Faith in God brings us success in life.
A friend in need is a friend indeed.

Task 2: More Of Verbs: With a partner, read the following proverbs and choose the correct form of the verb
inside the parentheses.

1. A stitch in time ( saves, save) nine.

2. Noisy is the can that ( contain, contains) nothing.
3. He who speaks too much (works, work) too little.
4. A desperate person (holds, hold) on to a knife edge.
5. Whatever you (does, do) think about it seven times.
6. A monkey, which is dressed up, (is, are) still a monkey.
7. When the blanket (is, are) short, learn to curl up under it.
8. A person who is outwardly calm (has, have) anger ranging inside his stomach.
9. He who does not love his native language (is, are) worse than a beast or a rotten fish.
10. A heavy burden is lightened if everyone (participates, participate) in carrying it.

E. Evaluation:
Paragraph: Read the paragraph below and fill in the blanks with the correct form of the verb given inside the
parentheses. Copy and complete the paragraph in one whole sheet of paper. Do this activity on your own.

Barking Dogs Seldom Bite

We know that dogs ___________ (bark) when they _______(see) strange people. But dogs that
_______ (grow) rarely ________ (bite) strangers. So those who ________ (be) talkative _______ (need) not be
always practical. They ________ (be) simply boasting. Containers which ______ (be) full of water ______
(make) less noise. Educated people ______ (not brag) themselves very much. Great men _______ (act) and
their actions _______ (speak) for themselves. His worth ______ (be ) readily recognized by others. So _______
(talk less) and _______ (do) more must be our motto.

F. Assignment
 Read the story entitled “ Maria Makiling” pp. 53-54
IV. REMARKS & REFLECTION
Remarks/Reflection
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Curriculum Area & Grade Level: English 7 Teacher: Ms. Merlan N. Pellosis

Time Required: Instructional Groupings: (Y for yes; NA for Not

January 25,2019 Applicable)
Whole Y Partners Y Homogenous NA
Group
Small Y Quads NA Heterogeneous Y
Group
I. LESSON OBJECTIVES

1. Share insights and opinions on material viewed.

2. Arrive at the meaning of the word using the given clues.
3. Narrate the events of the story chronologically.
4. Share views about oneself through graphic organizer.
5. Show understanding of the selection through differentiated activities.
6. Perform differentiated tasks to highlight appreciation of the selection.
II. CONTENT
Module 2 – Building Relationships
Lesson # 3–Befriending Others

III. LEARNING MATERIALS

1. Reference: English 7 Learner’s Material pp. 202-205
Authors: Department of Education
2. URL Reference : www.google.com ; www.youtube.com
3. Audio-Visual Materials: Speaker, Laptop,Projector
4. Printed Visual Aids
IV. METHODOLOGY
 A. Preliminary Activities
Daily Routines
 Opening Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Review
- What are the kinds of graphs?

C. Motivation/Mind Conditioning
 Strange Melodic Connection- Listen to the song “Count on Me” by Bruno Mars. Take note of the key
ideas mentioned in the song.

Source: https://www.youtube.com/watch?v=abL9dHtzjjE

Process Question:
 What does the song mean to you?
 What qualities of a friend are reflected in the song?

D. Discussion and Activities 1

TEXT
Task 1: Expressing It in Various Ways
There are many ways to express love to a friend. There are expressions which appeal to the senses. Fill in the
boxes with the correct letters to complete the puzzle. The senses will give you the hint.

1. It makes me warm and secure.

H

2. Let me hear the rhymes in each line.

3. May be dark or white, but sweet.

 A

4. A rose or tulip will do.

R
5. P.S. Write me back.

E. Discussion and Activities 2

Task 2
Author: Ismael V. Mallari
- Was one of the early Filipino writers in English.
- He was primarily an essayist. He is ranked as the leading literary and art critic in the Philippines.

Pre-assigned Reading: “The Stranger”by Ismael V. Mallari pp. 202-205

Processing Questions:
Break That Wall

1. What was the problem 2. Why did the narrator 3. How did the stranger win
encountered by the and his friends find the narrator’s friendship?
characters in the story? David suspicious?

4. What was admirable 5. Why do you 6. What does the story

about David?If you befriend others? teach you on
were in his building a friendly
place,would you do the relationship?
same thing, even if it
 F. Mastery Development with Lesson Application
Task 3:Story’s Chronological Sequence
Directions:The following are the events taken from the story “The Stranger”.Arrange the events
chronologically or in the way they happened in the story.

SET A
_____ At recess David approached his classmates and shared the puto seco with them.
_____ David and his family rented a big house at the end of the road.
_____ None of his classmates like him because he was a stranger to them.
_____One day David took his classmates to his house and gave them good food to eat.
_____ They found David to be very entertaining.

SET B
_____ On a Saturday, the boys went swimming in Dagat-dagatan.
_____ Pendong had swum too far and seemed to be drowning.
_____ They were all fascinated with the skill David showed in rescuing Pendong.
_____ Everyone laughed nervously and was relieved that Pendong was saved.
_____ From then on, David was regarded as a hero.

Task 4: How I View Myself

On a half sheet of paper, complete the visual organizer below by writing at five traits which you believe
you have.

What I Think of
Myself

Task 5: Group Activity:

The teacher will form 3 groups. Then the students will work on their assigned task.

Group 1: What makes a F-R-I-E-N-D?

- Associate words or phrases to the acronym F-R-I-E-N-D. The first word/phrase must start with the first letter
of the word FRIEND. Define the word FRIEND by combining all associated ideas.

Group 2: A Test of Friendship.

- Complete the sentences in the diagram.
 I befriended others by...
The core
of
For me,friendship begins when... friendship
is...

A lasting friendship is achieved through...

Group 3: Sing with a Friend

- Compose a short song about the person whom you considered a true friend. Use any tune of songs to
accompany your lyrics. Practice the song with your group and be ready to present it. Encourage your
classmates to sing with you.

 Be guided accordingly by the given rubrics.

Task
Accomplishment Consideration of Presentation of Time
( Active role; no Others Output Management
reminders (Sensitivity to (Delivery and ( Finished within Total
needed to feeling and Confidence) expected time
complete group learning needs to
goals) others)

5 5 5 5 20 points

G. Evaluation
Task 5: Cheers for Friends.
Work with partner. Think of people you consider as your friends. From the pictures, choose an object that you can
associate with them.

H. Assignment
- What are the major parts of the book?

1. REMARKS & REFLECTION

Remarks
 _____________________________________________________________________________________________
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_____________________________________________________________________________________________
_____________________________________________________________________________________________
 A.

B.