Instructional Planning

(The process of systematically planning, developing, evaluating, and

managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

1 English 7 1 60 mins February 15, 2023
Learning Competency/ies: Code:

Observe correct subject-verb agreement

(Taken from the Curriculum Guide) EN7G-I-a-11:

Subject-verb agreement, also known as "subject-verb concord," is the matching of

a sentence's subject and verb in tense, aspect, and mood, often known as number,
person, and gender (abbreviated as TAM).
Key Concepts /
Understandings to be
Only the verb be alters depending on whether the sentence is in the first, second,
Developed
or third person in English, which does not employ grammatical gender aside from
pronouns. Thus, the majority of subject-verb agreements in English concern
quantity.
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained
through experience or
Understanding Identify the rules on subject-verb agreement
association

Skills Write sentences/paragraphs which conforms to the basic rules on subject-verb

Applying
The ability and capacity agreement
acquired through deliberate,
systematic, and sustained Analyzing
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating  
coming from one's
knowledge, practice,
aptitude, etc., to do Creating
something  

Appreciate the importance of subject-verb agreement in meaningful

Attitude Organization
communication.
Internalizing
Values
values
2. Content Subject-verb agreement
3. Learning Resources Red/Green Flaglets, Manila paper, Cartolina
4. Procedures
4.1 Introductory Activity
1. Prayer,
2. Greeting the class,
3. Attendance and Physical arrangement check, and
4. Review of the previous lesson

Motivation

(5 minutes)   The teacher will present pictures of spoon and fork, needle and thread, and cellphone
and charger.

“Do you think you can still use only one of those with equal satisfaction as you use them
together?

No right because they always go together. “

4.2 Activity
(10 minutes) I'm going to hand you some green and red flags right now.

I'll read the assertions and sentences here. You'll tell whether the sentences are properly
structured or not. You will raise your green flags if the sentence is right. You will raise a
red flag if the sentence is incorrect, and I will call a student to have it corrected. Is it clear?

Yes.

Alright. Let’s start.

First sentence is: Several finds the play unentertaining.
Wrong, it should be Several find the play unentertaining.

Second sentence is: Statistics show that the average person reads 12 books per year.
Correct.
   
Third sentence: Everybody dream to travel around the world.
Wrong, it should be Everybody dreams to travel around the world.

Fourth sentence is: She prefer to ride the train than take the bus.
Wrong, it should be: She prefers to ride the train than take the bus.

Fifth sentence is: Physics is an interesting subject.

Correct.

Sixth/last sentence is: A novel are a relatively long work of narrative fiction
Wrong, it should be: A novel is a relatively long work of narrative fiction

4.3 Analysis
(15 minutes) To expand your understanding, let's talk about the fundamental subject-verb
    agreement rules when creating grammatically sound sentences.

 One of the basic rule is that: A singular subject takes a singular verb, whereas
a plural subject takes a plural verb.

Example: Yohbel and Liza are in love.

Only Yohbel is in love.

 If the subject consists of multiple singular nouns joined by or, treat the subject
as singular.

Example: Penne or rigatoni works fine for the recipe.

However, if the subject consists of multiple plural nouns joined by or, treat the subject
as plural.

Example: Cats or dogs make good friends.

 The verb in an or, either/or, or neither/nor sentence agrees with the noun or
pronoun closest to it.

Examples: Either the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.

 use a plural verb with two or more subjects when they are connected by and.

Example: A car and a bike are my means of transportation.

But note these exceptions:

Exceptions: Breaking and entering is against the law.

The bed and breakfast was charming.

In those sentences, breaking and entering and bed and breakfast are compound
nouns.

 In sentences beginning with here or there, the true subject follows the verb.

Examples: There are four hurdles to jump.

There is a high hurdle to jump.
Here are the keys.

 Use a singular verb with distances, periods of time, sums of money, etc.,
when considered as a unit.

Examples: Three miles is too far to walk.

Five years is the maximum sentence for that offense.
 The word were replaces was in sentences that express a wish or are contrary
 to fact:

Example: If Joe were here, you'd be sorry.

Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't
actually here, so we say were, not was. The sentence demonstrates the subjunctive
mood, which is used to express a hypothetical, wishful, imaginary, or factually
contradictory thought. The subjunctive mood pairs singular subjects with what we
usually think of as plural verbs.

Who will once more explain the fundamental subject-verb agreement principles to me
4.4 Abstraction without having a look at your notes? The guidelines may be stated in your own words.
(5 minutes)

   

4.5 Application
(15 minutes)
I'm going to split the class into two groups right now to have a conversational dialogue.
Each group will be given a situation, and you'll have them write a little script about it. You
have three minutes to get ready for your scripts. The presentation cannot last longer than
three minutes. Be careful how you phrase your sentences and how you combine the verb
with the subject. Is it obvious?
   
Group 1: You will talk about your plan for a beautiful sunny day.
Group 2: You will talk about your plan about the pageant on your school fair.

Analysis of Learners'
4.6 Assessment Products
(10 minutes) Apply the fundamental principles of subject-verb agreement to a
brief paragraph you write about the themes listed below.
    Underline  the subject and encircle the verb. Fill up one entire
sheet of paper with it. 
1.  pollution 
2. Poverty
3. Clean and Green Program
4.7 Assignment
3 minutes
Preparing for the new 1. Look for song lyrics that defy these subject verb-agreement
lesson norms because you believe they are entitled to poetic license.
   
Describe what they did wrong.
2. Learn about additional subject-verb agreement guidelines.
5.      Remarks  
6.      Reflections  

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who
evaluation.   have caught up with the lesson.  
B.   No. of learners who require additional
activities for remediation.   D.  No. of learners who continue to require remediation.  
E.   Which of my learning strategies worked
well? Why did these work?  
F.   What difficulties did I encounter which
my principal or supervisor can help me solve?  
G.  What innovation or localized materials
did I use/discover which I wish to share with  
other teachers?

Prepared by:
Cebu Technological University- Danao
Name: School:
Jiah Nicole Lato Campus
Position/
Division:
Designation: Student Teacher Cebu Province Division
Contact Email
Number: 09151712984 address: Jiahnicolelato@gmail.com