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Detailed Lesson Plan in English 7

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 Competency : At the end of the 60-minute lesson, 75% of the students
are expected to identify basic features and kinds of
paragraph. (EN7WC-I-d-4.3)

Quarter: 1 Week: ____ Day: ____ Date: _______________________

II. Content
Subject Matter: Parts of a Simple Paragraph
Integration: Science, History
Strategies: Collaborative learning; Peer buddy, Brainstorming
Materials: Handouts, Visual aids

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages, None
2.Learner’s Material pages, 82-83
3.Textbook pages - None
4.Additional Materials from LR Portal - None
IV. Procedures
A. Before the Lesson
- Prayer
- Greetings
- Mood Setting
- Attendance Check
- Presentation of Objective

Pre-activity. The class will be shown a picture of a burger. Then. the teacher will ask different
questions about it.
 Have you eaten a burger?
 What it tastes like?
 We all know that the patty or the meat is a beef right? So why don't we call it a
"beefburger" instead of hamburger?? (The name “hamburger" actually came from
Hamburg, the second largest city in Germany. In the late 1700s, sailors who traveled
between Hamburg and New York City often ate hard slabs of salted minced beef,
which they called “Hamburg steak.")
 If you are fond of eating burgers, remember this: “A hamburger does provide some
nutritional value. It is a good source of protein, iron, phosphorus, and several other
nutrients. But eating a hamburger will boost your saturated fat intake. Saturated fat is
linked to a higher risk of cardiovascular disease.”

B. During the lesson

 Class, do you want to become writers or do you want make stories? If so, you must be
familiar with a paragraph.
 But what is paragraph? A paragraph is a group of sentences that fleshes out a single idea.
 This time, the class will be shown again with a burger.
 Class, how many parts does a burger have? (3- The upper bun, patty, and lower bun)
 Now, as you connect it in a paragraph, how many parts that paragraph also have? (3-topic
sentence, supporting details, and concluding sentence) So basically, a simple sentence
has 5 sentences on every paragraph.
 Discussion of the 3 parts of a paragraph will
follow.
 Now class, we have here an example of a
paragraph:

Dogs are good protectors. To begin, they will


watch when you are asleep. If a burglar breaks in,
you dog will bark to wake you. If the burglar tries to
attack, your dog will defend you. Truly, a dog will
always protect you.

 Anyone of you can recognize which is the topic sentence, supporting details and the
concluding sentence? (The teacher will then ask for volunteers.)
 Since we are done with the parts, let us proceed to the types of paragraphs.

 Class, what do you see in the picture?


 Now, can you describe it?
 What do you think is the first kind of a
paragraph?
 Discussion of descriptive paragraph will follow.

 What do you see again in this second picture?


 Now, can you tell me who is he?
 Can you tell us with what happened to him and his crabs?
 What do you think is the second kind of a paragraph?
 Discussion of narrative paragraph will follow.

 Are you familiar with him? (He is Jose Rizal but his
real name is Jose Protasio Rizal Mercado y Alonso
Realonda. He was bor on on June 1, 1861 and died on
December 30, 1896. He is our national hero.)
 What do you think is the third kind of a paragraph?
 Discussion of expository paragraph will follow.
 Class, which is beautiful? The Gumamela or Santan?
 Why do you say so that it is Gumamela or why it is Santan?
 What do you think is the fourth kind of a
paragraph?
 Discussion of persuasive paragraph will
follow.

Group Activity. The class will group themselves into 3 groups. Each group will be provided
with a big hamburger containing a simple paragraph. Each group must recognize the basic
parts of a paragraph by pasting it on the hamburger. Then, they will identify the given
paragraph by its kind. Reporting will follow.

C.After the Lesson

Evaluation
The teacher will provide a paper to be answered by the students. The evaluation will
be divided into two tasks.

Assignment
Read and study in advance the steps in a writing a simple paragraph in the box on page
113-115 in the Learner’s Material.

V. REMARKS
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. REFLECTION
1. No. of learners who earned 75% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below
75%
______________________________________________________________________
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?
______________________________________________________________________

Prepared by:

Charity Anne Camille P. Lamama


Teacher 1