Name of Teacher: Lopez, Christel Mae S.

Grade/Year Level: Grade 7

Lisondra, Mary May T.
Liman, Jefferson Kelvin S.
Moreno, Christy Joy M.
Obido, Lito M.
Learning Area: English Quarter: 4th Quarter Module No. 6
Competencies: Formulate who, what, when, where, why, and how questions. (EN7G-IV-f-6.2)
iPlan No. 1 Duration: 60 minutes
(minutes/hours)
Learning Objectives Knowledge Give examples of who, what, when, where, why, and how
questions
Skills Construct content questions that emphasize the key points of
wh questions based on the ideas expressed
Attitudes Show cooperation in performing a group activity that answers
"who", "what", "when", where, why, and how questions from
the given story or selection
Resources Need laptop, powerpoint presentation, cartolina, markers, and English Learner’s Material pp.
25-28
Elements of the Plan Methodology
Preparation Introductory 1. Prayer
- How will I make the Activity 2. Checking of attendance
leaners ready? (Serve as a warm-up 3. Review
- How do I prepare activity to give the 4. Show to the class a concept map (graphical organizer)
the learners for the learners zest for the which allow learners to perceive relationships between
new lesson incoming lesson and concepts through diagramming key words representing
- How I will connect idea about what is to those concepts. The teacher will ask if they already
my new lesson with follow) encountered the words and significant data presented in
the past lesson? the concept map. The concept map contains wh
questions and the key points when formulating it. This
serves as a clue for them to guess the lesson for the day
that will guide them throughout the discussion.
Presentation Activity Group Activity: "Read the Story"
- How will I present (This is an Divide the class into 6 groups and let them read a story entitled
the new lesson? interactive strategy "Jody and her Dogs". Each group is tasked to answer the
- What materials will to elicit learners question assigned to them (who, what, when, where, why, and
I use? prior learning how questions). The main goal of this activity is to check the
- What generalization/ experience) students comprehension by asking questions related to the story
concept/ conclusion/ or selection. Let them perform the activity and share their
abstraction should the output in class through reporting.
learners arrive at?
 GROUP 1(WHO)
Question Assigned:
 WHO is the woman in the story?
 Construct 3 sentences using who question applicable in
any situation.

GROUP 2 (WHAT )
 WHAT three activities do the dogs love to do?
 List down 3 possible what questions in relation with the
story.

GROUP 3 (WHEN)
 WHEN does this story take place?
 Give 3 example of sentences that can be asked using
when question.

GROUP 4 (WHERE)
 WHERE does this story take place?
 Compose 3 sentences answerable only by the question
where.

GROUP 5 (WHY)
 WHY is Jody in a panic?
 Formulate 3 why question regarding the story.

GROUP 6 (HOW)
 HOW did Jodi panic when she almost lost poor little
Louie?
 Cite other 3 situations wherein the question how can be
asked.
Analysis 1. How did you find the activity?
(Essential questions 2. Does the event in the passage answerable by wh
are included to serve questions?
as a guide for the 3. What have you observed in the formulated wh
teacher in clarifying questions?
key understandings 4. Does asking wh questions follow a certain rule?
 about the topic at 5. Are this questions important in our day-to-day
hand) communication? Justify.
6. Why is there a need in asking wh questions?
Abstraction 1. What are important key points that is mentioned in
(This outlines the key asking questions?
concepts, important 2. How do the wh questions serve different purposes in
skills that should be asking questions?
enhanced)
Practice Application In a random order the teacher will call a pair of student to write
- What practice (This part is or fill in one (1) of the possible HINTS (key points as to how
exercises/application structured to ensure each question should be answered) and give one (1) example of
activities will I give to the commitment of a wh question to be written on the table pasted in front of the
the learners? the learners to do class. One student is assigned for writing while the other is for
something to apply the reading or explanation. Another pair will be called until
their new learning in whole class is finished and the table is filled with sentences.
their own
environment.)

Assessment Assessment Matrix

(Refer to Levels of Assessment What will I How will I assess? How will I
DepED assess? score?
Order No. Knowledge Formulating Please read the story below titled 2 points per
73, s. 2012 (The facts and information wh-questions "THE UGLY DUCKLING" by question
for the that student acquires) Hans Christian Andersen, always formulated
examples) remember to read with or created.
comprehension. After reading the
story, the students are tasked to
formulate five (5) questions each
with the use of 5 W's and 1 H that
relates with the passage.
Assignment Enhancing the day’s lesson On a short bondpaper, let the students apply their understanding
of the lesson by giving a task to demonstrate their learning. Let
them watch or read a news article. Make sure the article answers
the wh questions and let them write a composition or formulate
short and meaningful expressions out if it.