DAILY LESSON PLAN

7 SAPPHIRE 12:15- 1:05 JAN. 24,2019

7 AQUAMARINE 3:05-3:55
I. OBJECTIVE
1. Sequence a series of events mentioned in the text listened to.
II. SUBJECT MATTER
Topic: Sequencing events
References: English Learner’s Materials 7, English Teachers Guide 7
Materials: pictures, Ppt. presentation, TV, Laptop
III. Procedure
Daily Routines
 Prayer
 Greetings
 Checking of Attendance
MOTIVATION

 Mind-boggling game (Group Task)

 Play in the class the recorded story (not arranged chronologically
 Each group must arrange the given set of comic strips with a limited time. (each group
must sequence the events chronologically based on the story listened to)
 When the group is done, they will post their group output on the board for corrections.
 Corrected outputs of the set of comic strips will be shown.
A. ACTIVITY
Sequence the reading text “Blonde and Blue Eyes” by Patricia Evangelista (pls see the
attachment)
a. Reading Activity (the teacher/model student reads the story aloud)
b. Give each group cut-out parts of the listened text.
c. Each group must identify the beginning, middle, and the end of the reading text.
d. Once the sequencing is done, they were to present their output to see if they got the
correct arrangement.
e. Read the corrected sequence

B. ANALYSIS
GUIDED QUESTIONS
1. How was the sequencing of events done?
2. What are the possible reasons why we need to identify the parts into beginning, middle and
end?
3. Does it help you in your daily life encounter?
C. ABSTRACTION
 Sequencing correct events in a story helps the learners understand the story better. If events
are not arranged correctly, the readers will be confused, and the message will not be put
across.

D. APPLICATION
Each students read the given selection. (Individual Task)
Arrange the events in correct sequence. Write numbers 1-5 in the blanks. (Source:
http://www.experienceproject.com/stories/Battle-Depression/349344) or please see the
attachment
______There was once a man who lived in a large city. (1)
______Everything he tried had failed, and he didn't know
what to do anymore.(3)
______The next day, the man continued on in his same way
and fell yet again!  This was terrible. (2)
______ For now, I suppose all I can really do is keep fighting. 
Even if I struggle or falter, that's OK- no one is
perfect. (5)
______The next morning, he got up and walked down a
 different street.  He didn't fall, he made it to work
and he had a great day. (4)

IV. ASSESSMENT
Arrange the events in the evolution of the Philippine Flag. Number it from 1-7.
___The Naic conference of March 17, 1897 authorized a further
modification in the flag by putting a sun in the middle of the
red field. (1)
___ And so the birth of the Filipino flag was very closely entwined
with the foundation and progress of this society. (2)
___ It was hauled down after the signing of the treaty of peace at
Biyak-na-Bato on December 27, 1897. (3)
___ When General Aguinaldo left Hong Kong on May 17, 1898, for
the Philippines, he took with him the flag made by the
Agoncillo family. (4)
___ Under those circumstances, history bears no record of a
common flag among the Filipinos before the Spanish
colonization. (5)
___ The flag made by Marcella Agoncillo was known as the official
flag of the Philippine government. (6)
___ Finally, in the early revolts against Spanish sovereignty, the
flags used by the rebels were without political significance. (7)

Prepared by:

Shelby G. Padohinog

Checked by:

Ms. Shyr B. Laurian

Noted by:

Dr. Esmalia P. Cabalang Ed.D