LESSON PLAN IN ENGLISH 7 (Q3 CLASSROOM OBSERVATION)

Grade 7 Grade level

DAILY LESSON School Villasol National High School VII
LOG
Teacher JUVELYN A. LIFANA Learning Area English
Teaching Dates Quarter 3
and Time

I. OBJECTIVES (ANNOTATIONS)
-PPST INDICATORS/RPMS/KRA TO BE
OBSERVED DURING THE
DEMONSTRATION
A. Content Standard 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 Competencies/ Knowledge: Discover by analyzing how culture, history, and environment may influence a PPST Indicator 1.1.2
Objectives literary piece. -Applied knowledge of content within and a
cross curriculum teaching areas.
Skills: Express ideas and beliefs about the material read. PPST Indicator 4.1.2
-Plans, manages, and implements
Attitude: Appreciate the uniqueness of the Filipino’s identity. developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various contexts.
MOV- Knowledge, skill, attitude, and values or
 KSAV is applied in lesson planning objectives
to meet curriculum requirements based on the
Curriculum Guide/CG, Parts of the DLP are
based on the PPST Modules.
RPMS/KRA 1: Content Knowledge and
Pedagogy
Objective 1: Applied knowledge of content
within and across curriculum teaching areas.
MOV- Following the MELC in Health, teachers
will follow the curriculum suggested. Math
skills is integrated through problem solving,
English language/vocabulary skills is integrated
in some activities and use in explaining the
lesson. Values/ESP is integrated in doing the
activity in group with care, respect, and
teamwork to achieve the common goals.
II. CONTENT The Literary Influence of Culture, History and Environment

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
Portal
B. Other Learning PPST Indicator 4.5.2
Resources -Selects, develops, organizes, and uses
Activity sheets, assessment cards, pictures, Smart TV, laptop, PowerPoint presentation appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV- The lesson is delivered using
Youtube PowerPoint presentation, laptop, and Smart TV.
Pliant like the bamboo by Ismael V. Mallari - YouTube - Printed materials like activity sheets,
assessment card is given on clear sheets of meta
cards for the students to see clearly and the
" The Filipino Culture & Values " - YouTube activity using realia.
RPMS KRA 2: Learning Environment
“Pagbangon” Objective 8: Applied a range of successful
https://www.youtube.com/watch?v=NN3sEG7AA7o strategies that maintain learning environments
that motivate learners to work productively by
 assuming responsibility for their own learning.

IV. PROCEDURES

A. Reviewing previous lesson Wake up, make up your bed, eat breakfast, and get ready for an awesome day! PPST Indicator 2.6.2
or presenting the new lesson  Prayer -Manages learner behavior constructively by
 Greetings applying positive and non-violent discipline to
 Checking of ensure learning-focused environment.
attendance MOV- to avoid and prevent misbehavior, house
(Integration of positive rules/standards/guidelines are set before the
and non- violent class starts or before doing an activity.
discipline)
Presenting the classroom PPST Indicator 1.1.2/ RPMS KRA 1:
rules, policies, Content Knowledge and Pedagogy
guidelines, and Objective 1: Applied knowledge of content
procedures. within and across curriculum teaching areas.
a. Arrive on - ESP has been integrated in this part of the
time. lesson.
b. Raise your
hand before PPST Indicator 1.4.2/ RPMS KRA 1:
speaking. Content Knowledge and Pedagogy
c. Listen to Objective 2: Use range of teaching strategies
others and that enhance learner achievement in literacy
participate in and numeracy skills. (PPST 1.4.2)
class discussions.
d. Be respectful of classmates, teachers, and property.
e. Come to class prepared to learn. (Pencils sharpened, pen, paper, and notebooks) MOV- Asking HOTS questions for the students
f. Respect all property. (School property, personal property, and other's property) to critically think the importance of the topic.
g. Respect all ideas given in class and do not criticize anybody's ideas or thoughts. Diagnostic questions are raised to learners to
h. Do your very best! diagnose if they have background information
about the topic of the day.
ACTIVITY 1
Students will watch a video clip entitled “Pliant Like a Bamboo”
 Questions:
1. If you were one of the trees in the story, which one will you choose? Why?

2. What specific characteristic are you proud of being a Filipino? Why?

3. As a Filipino, do you agree with the writer’s statement that says, “The
Filipino is like the bamboo tree.”? Why? Why not?

4. Enumerate some of the Filipino traits that you have observed within us Filipinos in
times of calamities in our lives?

Students will be asked the following question.

From the video we just watched, do you have any idea what our topic would be?

B. Establishing a purpose for PPST Indicator 1.6.2 / RPMS KRA 1:

the ACTIVITY 2 Content Knowledge and Pedagogy
lesson/Motivation/Motive Objective 3: Applied range of teaching
Questions Students shall be divided into 4 groups and tell something from the given pictures strategies to develop critical and creative
assigned to them. thinking, as well as other higher order thinking
Students shall be given images from the different parts of the City. skills.
(PPST 1.5.2)

Group 1 - MOV- The instructions/questions given to the

students are well instructed in English
language. If the students cannot understand
(using Mother Tongue) may applied.
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills
E. Developing mastery (leads
to Formative Assessment)
PPST Indicator 1.1.2/ RPMS KRA 1:
Content Knowledge and Pedagogy
Objective 1: Applied knowledge of content
within and across curriculum teaching areas.
MOV- Students are given a chance to try doing
the activity. (Follow IATF protocol).
Asking question to the students and let them try
their best that promote fairness.
PPST Indicator 2.3.2/ RPMS KRA 2:
Learning Environment & Diversity of
Learners
Objective 4: Managed classroom structure to
engage learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments. (PPST 2.3.2)
MOV- Students are eager to learn and be
productive by doing their best in answering the
given problems.
Do board work to encourage participation,
cooperation, and collaboration with the
classmates. No one will be left behind.
PPST Indicator 3.1.2 / RPMS KRA 2:
Learning Environment & Diversity of
Learners
Objective 6: Used differentiated,
developmentally appropriate learning
experiences to address learners’ gender, needs,
strengths, interests, and experiences.
MOV- Learners are given utmost recognition in
the task they are presented.
PPST Indicator 4.5.2 / RPMS KRA 3:
Curriculum and Planning
Objective 9: Selected, developed, organized
and used appropriate teaching and learning
resources, including ICT, to address learning
goals.
F. Finding practical
applications of concepts and
skills in daily living
G. Making generalization and
abstraction about the lesson
PPST Indicator 4.1.2/RPMS KRA 3:
Curriculum and Planning
Objective 7: Planned, managed, and
implemented developmentally sequenced
teaching and learning processes to meet
curriculum requirements and varied teaching
contexts.
MOV- Acknowledge the students upon
answering the question. Teachers need to work
to build relationships with their students to
ensure they feel respected, valued, and seen for
who they are. 
Put Emphasis: PPST Indicator 4.1.2/ RPMS KRA 3:
The real cause of a problem may not be immediately apparent. It may be a function of a social Curriculum and Planning
or political system or may be rooted in a behavior or situation that may at first glance seem Objective 7: Planned, managed, and
unrelated to it. To find the underlying cause, you may have to use one or more analytical implemented developmentally sequenced
methods, including critical thinking and the “But Why?” technique. teaching and learning processes to meet
Communicable diseases, alone or in combination with malnutrition, account for most deaths in curriculum requirements and varied teaching
complex emergencies. Factors promoting disease transmission interact synergistically leading to contexts.
high incidence rates of diarrhea, respiratory infection, malaria, and measles. This excess MOV- Students will be the one who will give
morbidity and mortality are avoidable as effective interventions are available. Adequate shelter, the generalization/abstraction of the topic. It
water, food, and sanitation linked to effective case management, immunization, health shows that they understand the lesson.
education, and disease surveillance are crucial. However, delivery mechanisms are often
compromised by loss of health staff, damage to infrastructure, insecurity, and poor co-
ordination. Although progress has been made in the control of specific communicable diseases
in camp settings, complex emergencies affecting large geographical areas or entire countries
pose a greater challenge. Available interventions need to be implemented more systematically
in complex emergencies with higher levels of coordination between governments, UN agencies,
and non-governmental organizations. In addition, further research is needed to adapt and
simplify interventions, and to explore novel diagnostics, vaccines, and therapies.
CHAIN OF INFECTION
a. Causative Agent/Infectious Agent
-A microbial organism with the ability to cause disease. Infectious agents are bacteria, virus,
fungi and parasites.
b. Reservoir
-A place where microorganisms can thrive and reproduce. Microorganisms thrive in human
beings, animals and inanimate objects such as water, table tops and doorknobs.
c. Portal of Exits
-Place of Exit providing a way for a microorganism to leave the reservoir. Microorganisms may
 leave the reservoir through the nose or mouth when someone sneezes or coughs.
Microorganisms, carried away from the body by feces, may also leave the reservoir of an
infected bowel.
d. Mode of Transmission
-The method of transfer by which the organism moves or carried from one place to another or
from the reservoir to susceptible hosts.
e. Portal of Entry
-Any opening allowing the microorganisms to enter the host. It is within the same system of
portals of exits like digestive to digestive, respiratory to respiratory, and reproductive to
reproductive.
f. Susceptible Host
-An individual who cannot resist a microorganism invading the body, multiplying and resulting
in infection.

Give this to students to ponder: Speech – Perfect

If you were given a chance to become the leader of all Nations for a day, and you were asked to
give a 5-minute talk to address your sentiments to the people, what would be the content of your
message?
H. Evaluating Learning Direction: Read each item carefully and choose the best answer from the options PPST Indicator 5.1.2/ RPMS KRA 4:
below. Write the letter of your answers on a ¼ sheet of paper. Assessment and Reporting
Objective 9: Designed, selected, organized, and
used diagnostic, formative, and summative
1. What are the smallest known pathogen infecting cells of biological
assessment strategies consistent with
organisms? curriculum requirements.
A. Bacteria B. Fungi C. Protozoa D. Virus
2. These are tiny single-celled organisms producing toxins.
A. Bacteria B. Fungi C. Protozoa D. Virus
3. Example diseases that we can acquire from bacteria are as follow, Except:
A. Cholera B. Pneumonia C. Tuberculosis D. Typhus
4. These are microbial organisms with the ability to cause diseases. These refer
to bacteria, virus, fungi and parasites.
A. Infectious Agent B. Pathogen C. Portal of Exit D. Reservoir
5. These refer to illnesses sourced from pathogens which spread from living
things to another. Pathogens enter the body through direct or indirect contact
causing illness like influenza.
A. Communicable diseases C. Pathogen
B. Infectious Agent D. Reservoir
6. What do you call an individual who cannot resist a microorganism invading
the body, multiplying and resulting in infection?
A. Portal of Entry C. Reservoir
 B. Portal of Exit D. Susceptible Host

I. Additional activities for Assignment PPST Indicator 5.1.2/ RPMS KRA 4:

application or remediation  Analyze the impact of communicable disease (Covid-19) in your community Assessment and Reporting
by interviewing your local community members. From that create a poster Objective 9: Designed, selected, organized, and
slogan or alike. used diagnostic, formative, and summative
Guide Questions: assessment strategies consistent with
 What are the impacts of the COVID-19 in terms of the society? curriculum requirements.
 How did COVID-19 affect the Philippine economy?
V. REMARKS

VI. REFLECTION PPST Indicator 5.1.2/ RPMS KRA 4:

Despite the Pandemic that we have experience in the past 2 years. How did that moment or Assessment and Reporting
experience change who you are as a student? Objective 9: Designed, selected, organized, and
used diagnostic, formative, and summative
assessment strategies consistent with
curriculum requirements.

A. No. of learners who earned

75% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

Prepared by; Noted by:

MAR KAI SAIR S. ELECTONA VICTOR C. CEA

TEACHER I Principal I