LESSON PLAN IN ENGLISH

GRADE LEVEL: Grade 7 QUARTER/DOMAIN: 3rd QUARTER

I. OBJECTIVES
The learner demonstrates understanding of: Philippine
literature in the Period of Emergence as a tool to assert
one’s identity; strategies in listening and viewing of
A. Content Standards informative and short narrative texts; word relationships
and associations; informative speech forms; and use
direct/reported speech, passive/active voice, simple past
and past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of
asserting one’s identity; comprehending informative and
short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
B. Performance
opinions, and feelings through various formats; and
Standards
enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past
and perfect tenses and connectors correctly and
appropriately.
EN7OL-III-e-3:
Employ the appropriate oral language and stance in an
interview, a panel discussion, in a forum and in a debate.
C. Learning
Competencies/ At the end of the lesson, the students must be able to:
Objectives  Generate effective critical thinking about the topic
Write the LC code for “Where’s the Patis” by comparing the foods of the
each Philippines from the other countries.
 Answer questions related to the topics from the
past lessons.

SETTING ASIDE DIFFERENCES

II. CONTENT Getting to Know My Country Better
LEARNING RESOURCES
A. References
1. Learner’s Materials
LM: Page 322-334
pages
B. Other Learning
Resources
III. PROCEDURES
The teacher will ask:
A. Reviewing previous
lesson or presenting
 What are logic connectors?
the new lesson
 What are the four logic connectors?
The teacher will relate the task to the topic and will
declare the learning objectives or outcomes that the
B. Establishing a students need to perform, demonstrate, and accomplish.
purpose for the
lesson  Generate effective critical thinking about the topic
“Where’s the Patis” by comparing the foods of the
Philippines from the other countries.
 Answer questions related to the topics from the
past lessons.
WHAT DO YOU PREFER? (Time Allotment: 5 minutes)
C. Presenting
Whose food do you prefer the most? The foods from our
examples/instances
country, the Philippines? Or the foods from the other
of the new lesson
country? What country is it? Why?

DEBATE

The teacher will now group the class into two. Each group
will be given a topic to discuss. The first speaker from the
first group will give their first point or statement about their
topic for 45 seconds. Same as with the opposing group.
One from the opposing group will now give their
D. Discussing new
conflicting statement or objections regarding the
concepts and
statement of the first group for 30 seconds. The first
practicing new skills
speaker will now answer the disagreement statement by
#1
giving a rebuttal for 30 seconds also. The other group will
also experience the same situation as with the first group.
Another speaker from the groups will then give their
statements. After the debate, the leader must generalize
their topic.

Topic: Filipino foods vs. Other Countries’ foods

The teacher will now discuss the debate etiquette.

Debate Etiquettes:
 Team members must meet and work together in
preparation for the debate, so they can work
E. Discussing new together as an effective team. Practice, practice,
concepts and and practice!
practicing new skills  All members of each side must participate in the
#2 debate.
 Do not read your materials! You may bring some
brief notes, but you may not read them.
 Maintain good eye contact with the audience.
 Use proper language and be polite in referring to
your opposing team.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
The teacher will ask:
applications of
 What did you learn about the debate? How can you
concepts and skills
apply the debate in your lives?
in daily living
H. Making
generalizations and
abstractions about
the lesson
On a ½ sheet of paper, the students will answer:

1. A narrative that is taken from the author’s

I. Evaluating learning
imaginations. (Fictional narrative)
2. This is where writers show the time, place, and
culture used in writing the article. (Settings)
 3. Writers use words to develop the atmosphere of
the narrative. (Mood)
4. A fictional or a realistic work of prose that is shorter
in length than a novel. (Short story)
5. The common length of a short story. (1,000-20,000
words)
6. Used to link two or more ideas related to one
another. (Logical Connectors)
7. She is the writer of “Where’s the Patis?” (Carmen
Guerrero-Nakpil)
8. These are the people or any animated objects in
the narrative which add to life. (Character)
9. A narrative about events that actually happened
like history or person’s life (Nonfiction Narrative)
10. Writers tell us insights about their life through their
narrative.
J. Additional activities
for application or
remediation
IV. REMARKS

V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 improve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:
Jhun Raniel N. Nieves