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I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature
as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.
C. Learning Competencies EN7G-I-f-11: Observe correct subject-verb agreement
Sub-Skill: Agreement with the use of indefinite pronouns, correlative
conjunctions, compound subjects taken as one (referring to the same person,
place, or thing).
II. CONTENT Module 1: Lesson 3 Connecting to My Past
Subject-Verb Agreement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 57, 88-89
2. Learner’s Material pages 80, 223-113
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
A. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Interactive Review: Have the students answer the drill.
presenting the new lesson
1. Prince Madali and Prince Bantugan (is, are) brothers of the old king.
2. The good king and his sister, princess Datimbang (rescues, rescue) the
dead body of Prince Bantugan.
3. (Is, Are) Prince Madali a good prince?
4. There (is, are) the royal people from the Kingdom Between Two Seas.
5. Here (come, comes) the beautiful bride of Prince Bantugan.
3. Plural indefinite pronouns such as several, few, both, require plural verbs.
Examples:
Many are called but few are chosen.
Both kings are kind to their people.
5. If two subjects are joined by or, nor, neither nor, either not, not only…but
also, the verb agrees to the nearest subject.
Examples:
Either the teacher or the students participate to the program.
Not the plates but the glass is broken.
Practice #1
Observe correct subject-verb agreement. Pick out the subject and choose the
correct verb that agrees with the subject.
The good and brave prince (is, are) Prince Bantugan. Everyone
(admire, admires) him because of his bravery and kindness to the people in
the palace. He has a brother named King Baltog. The king is bad, thus, few
people (love, loves) the king. Because of this, the king (hates, hate) his
brother. So, the prince (decide, decides) to leave the palace.
Group 1: Talk about the heroic deed/act of Prince Bantugan. You may add
some details to complete the heroic act of the prince before it leaves
Bumbaran.
Group 3: Provide Q-A on the scene where the dead body of Prince
Bantugan was rescued by the good king of the Kingdom Between Two Sea
and his sister Princess Datimbang. (You may use other rules in S-V
agreement that you know).
Group 4. Talk about the bravery of Prince Madali and the old king.
G. Finding practical applications Where can you use the rules in subject-verb agreement?
of concepts and skills in daily
living
H. Making generalizations and What additional rule did you learn in today’s lesson?
abstractions about the lesson Note: The students will go back to the KWL chart to give answer to the last
column.
How does the knowledge on S-V agreement help you improve your
communication skill? (eg. your speaking and writing skill)
I. Evaluating Learning A. Choose the verb that agrees with each subject.
1. Puto and dinuguan (is, are) my favorite merienda.
2. Everyone (like, likes) the wedding reception.
3. Not only Molly and her mother, but also Blackie, their dog is very angry
when Paulo comes to their house.
4. Not only the mother, but also the children disagree with the father’s
decision to work abroad.
5. Either Ms. Mercado or the students use the classroom computer on a
regular basis.
6. Someone (use, uses) my email account without my consent.
7. Neither the hammer nor the nails (was, were) in the tool box.
8. Her attorney and confidant (is, are) Rosalie.
9. Peanuts and popcorn (is, are) common party snacks.
10. Either an orange or prunes (is, are) healthful for breakfast.
B. Find the error in the following verb and write the correct form of the verb
on the blank.
___________ 1. The teacher-in-charge and English teacher are Mr. John
Pena.
___________ 2. Not the coach but the players needs stamina.
___________ 3. Either the children or their parents attends the party.
___________ 4. Not the plates but the glass are broken.
___________ 5. Not only the students but also the teachers attends the
forum.
J. Additional activities for 1. Neither a letter of recommendation nor good grades (guarantees,
application or remediation guarantee) a scholarship.
2. Neither falling rocks nor icy pavement (keep, keeps) automobiles off the
road.
3. Both rivers and streams (provide, provides) irrigation to farmland.
4. Toast and tea (is, are) my favorite breakfast.
5. Her friend and companion (is, are) George.
6. Either the tortoise or the hare (win, wins) the race.
7. Raisins or an apple (make, makes) good snack.
8. Nobody (agree, agrees) with her idea.
9. Everyone (support, supports) his plans in making some changes in school.
10. Neither Kaye nor her friends (like, likes) winter.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation _______ out of _______ for Gold
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature
as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.
C. Learning Competencies EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-e-2.8.1: Recognize the parts of a simple paragraph
II. CONTENT Module 1: Lesson 3 Connecting to My Past
C. Presenting Present a paragraph. Have the students identify the parts of a paragraph.
examples/instances of the
new lesson Being a hero can be defined in many ways. Several qualities like
courage, respect, and strength can define heroism. A hero is noted for his or
her actions for being brave, powerful, and acting with honor. In the epic
poem, Bantugan, the main character Bantugan shows all of these
characteristics by defending the Bumbaran kingdom, and his people. He is a
true hero by honoring his country and exerting his power and strength to
protect others. Bantugan embodies the qualities of bravery, being powerful,
and demonstrating his honor; therefore, he can be considered a true hero.
1. What is being talked about in the paragraph? What is the main idea?
2. What supports the main idea?
3. How is the paragraph organized? Are all ideas connected to each other?
4. What are the parts of the paragraph?
D. Discussion new concepts and A paragraph contains a group of sentences arranged in a certain order. A
practicing new skills #1 sentence states an idea. A paragraph develops an idea. Paragraph grows out
of sentences.
A paragraph has three basic parts, the introduction which introduces the
topic, the body which presents ideas that support the topic and the
conclusion which ties up all the ideas.
Topic Sentence:_____________________________
Supporting Details: ___________________________
Conclusion: __________________________________
B.
1. This past weekend I had the time of my life. 2. First, Friday night, I had
my best friend over and we made a delicious, mouth-watering pizza. 3.
After we ate, we had a friendly video game competition. 4. On Saturday, my
dad took us out on the boat. 5. The weather was perfect and the water was
warm. It was a great day to go for a swim. 6. Later that night, we went to the
movies. 7. We saw an action packed thriller and ate a lot of popcorn. 8.
Finally, on Sunday, we rode our bikes all over town. 9. By the end of the
day, my legs were very tired. I only hope that next weekend can be as fun as
this one.
Topic Sentence:_____________________________
Supporting Details: ___________________________
Conclusion: __________________________________
E. Discussing new concepts and Discuss the kinds of paragraphs with the students.
practicing new skills # 2 Provide example of each.
Have the students identify the kinds of a paragraph.
H. Making generalizations and Why it is important to know the basic parts and features of a paragraph?
abstractions about the lesson How does your knowledge on this can help you improve your writing skill?
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation _______ out of _______ for Gold
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine literature
as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features
of speech; and correct subject-verb agreement.
B. Performance Standards The learner transfers learning by: showing appreciation for the literature of
the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing
English sounds correctly and using the prosodic features of speech effectively
in various situations; and observing correct subject-verb agreement.
C. Learning Competencies EN7WC-I-e-4.3: Identify basic features and kinds of paragraph
EN7WC-I-e-2.8.1: Recognize the parts of a simple paragraph
II. CONTENT Module 1: Lesson 3 Connecting to My Past
H. Making generalizations and Why it is important to know the basic parts and features of a paragraph?
abstractions about the lesson How does your knowledge on this can help you improve your writing skill?
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation _______ out of _______ for Gold