LESSON PLAN IN ENGLISH GRADE 7

DATE: January 09, 2019

I. OBJECTIVES:
At the end of the lesson the students will be able to;
a. Discover Literature as a tool to assert one’s unique identity and to better
understand other people;
b. Create a graphic organizer showcasing the character traits of a Filipino and of
the westerners;
c. Appreciate the Filipino’s gastronomic language through promoting the local or
“tatak pinoy” dishes in a form of advertisement.

II. SUBJECT MATTER:

Topic: Where’s the Patis by Carmen Guerero-Nakpil
Subject Integration: TLE, AP, ESP
References: Teacher’s Guide, Learners Module, Curriculum Guide
Materials: Visual Aids

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III. PROCEDURE: eH w
A. PRELIMINARY ACTIVITIES:

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1. Morning Prayer
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2. Recitation of the 10 Classroom Commandments and Classroom Management
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3. Attendance
4. Motivation
- Do you know some local delicacies in your town or province?
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- What type of food is it? How is it prepared?

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B. LESSON PROPER:
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ACTIVITY :
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The teacher will divide the class into three (3) groups. Each group will be
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given a task card which contains the instruction for their activity. They will choose
a reporter to report their answers after a 20 minutes time frame.
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- Group 1: Pinoy on Foreign Land

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Scan the selection again. Look for hints about the things the Filipino
changed in his character and appearance in order to fit in the culture of
country he visits. Write your answers around the Pinoy ako Diagram.
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- Group 2: Waiter! Waiter!

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 Describe the waiter in the restaurant based on the selection. Make a
character Sketch of the Westerners based on the image or appearance of the
waiter. Use the graphic organizer.

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Group 3: Setting the Table.

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Complete the graphic organizer by enumerating the food, country and
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Filipino counterpart of the delicacies found in the story. Write your answers in
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the graphic organizer.

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ANALYSIS
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The teacher will ask the students the following questions;

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1. What is the first thing you do in order to identify which verb should be
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used in the sentence?

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2. How did you identify which words are to be classified as singular?

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plural? singular/plural?
3. What SVA rule governs “indefinite pronouns as subjects”?
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ABSTRACTION
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The teacher will discuss the rules when using “indefinite pronouns as 

subjects”. 
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APPLICATION

Board Work Applying the rules discussed in every sentence.

IV. EVALUATION:

Underline the subject and encircle the verb in the parenthesis that will make the
sentence correct. Write your answers on a ½ sheet of paper crosswise.

1. Each of the group members (is,are) responsible for the wrong decision.
2. Everybody (loathe, loathes) it, but everybody does it.

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 3. Both of the brothers (like, likes) playing tennis.
4. Some of the movies on TV Pearl (was, were) funny.
5. Most of my friends (is,are) helpful.
6. None of the students (has, have) finished their homework.
7. Niether of the two computers (work, works).
8. (Do, Does) someone owe you money?
9. Both the professor and her students (is, are) going to attend the conference.
10. A few of the members (was, were) enthusiastic.

V. AGREEMENT:
Read in advance about the following subject-verb agreement rules listed
below;

 i. compound subjects joined by an compound subject
ii. every or each preceding a compound subject
ii. subjects joined by or or nor

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