Daily Lesson Plan

School Calabanga National High School Grade Grade 7

Level
Demonstration BELINDA T. NELLASCA Learning English 7
Teacher Area
Time & Date 10:00-11:00 A.M. Quarter Fourth Quarter
March 11, 2019 Week 7, Day 2
I. OBJECTIVES
A. Content The learner demonstrates understanding of pre-colonial
Standard 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 The learner transfers learning by; showing appreciation for the
Standard 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/O EN7SS-I-g-1.2-Give the meaning of the given signs and
bjectives symbols (road signs, prohibited signs etc.)
EN7VC-I-g-9 – Organize information from a material viewed.

II. CONTENT Road Signs and Symbols

III. LEARNING
RESOURCES
A. References
1. Teacher’s English 7 Teacher’s Guide(new), 2017-First Edition, p. 53
Guide page
2. Learner’s English 7 Learner’s Material(new), 2017-First Edition, pp. 70-71
Materials pages
3. Textbook English Arts I, pp. 150-151
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Traffic Rules and Signs for Kids
Learning https://www.youtube.com/watch?v=bUwPNVEBZxA
Resources
IV. Advanced Learners Average Learners
PROCEDURE
A. Reviewing Call somebody to give a recap The teacher will ask this
previous lesson of the previous discussion. question: What was our
or presenting the previous topic? What have you
new lesson learned from it?

B. Establishing a Ask these questions to the students:

purpose for the Have you experienced difficulty in crossing the streets (in
lesson cities)? Why?
What/who helped you overcome this difficult situation?

Tell the learners that today they will study road signs, prohibited
signs and other signs. This lesson aims to achieve the following
objectives:
1. Give the meaning of the given signs and symbols (road
signs, prohibited signs etc.)
2. Organize information from a material viewed.

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 Daily Lesson Plan
3. Adhere to traffic signs and symbols for one’s safety.

C. Presenting Let the learners watch a video Let the learners watch a video
examples/instanc on Traffic Rules and Signs for on Traffic Rules and Signs for
es of the new Kids. Kids.
lesson https://www.youtube.com/watch?v=bUwP https://www.youtube.com/watch?v=bUwP
NVEBZxA NVEBZxA

Task 7: Let Me See Task 7: Let Me See

(Suggested Activity) (Suggested Activity)
The learners watch the video The learners watch the video
on Traffic Rules and Signs for on Traffic Rules and Signs for
Kids and take notes. Kids and take notes.

Process Questions: (to be Process Questions: (to be

answered individually) answered by group)
1. What is the video all 1. What is the video all
about? about?
2. What are the traffic signs 2. What are the traffic signs
that can be found along the that can be found along the
road? road?
3. What are the traffic 3. What are the traffic
symbols found along symbols found along
pathways? pathways?
D. Discussing • Ask learners this question: What help the students cross the
new concepts school safely?
and practicing • Discuss the meaning and purpose of the identified road
new skills #1 signs through power point presentation or pictures.

Task 8: Let Us Discover Task 8: Let Us Discover

(Suggested Activity)
The teacher divides the class
into three groups. Each group
shall be allotted a space on the
chalk board. The group
members take turn in writing
road signs and meaning they
recalled from the video/ppt
they watched. The group with
the highest point will be
declared as the winner.
(Suggested Activity)
The teacher divides the class
into three groups. Each group
shall be allotted a space on the
chalk board. The group
members take turn in writing
road signs they recalled from
the video/ppt they watched.
The group with the highest
point will be declared as the
winner.

E. Discussing Introduce the different types of Introduce the different types of

new concepts signs as to informative, signs as to informative,
and practicing danger-warning, prohibitive danger-warning, prohibitive
new skills #2 and restrictive signs. and restrictive signs.
(The teacher prepares the (The teacher prepares the
picture/slide of the signs to aid picture/slide of the signs to aid
his/her discussion. Look at the his/her discussion. Look at the
attachment for reference.) attachment for reference.)
Task 9: You Can Draw It Task 9: Treasure on Ladder
(Suggested Activity) (Suggested Activity)
Group into five, then ask the Group into five, then ask the
learners to choose road signs learners to accomplish the
from the video that they ladder board using various
watched (Traffic Rules and road signs. Put a START and
Signs For Kids) and draw at FINISH line. Follow the ladder
least one informative, danger- as if you are hunting treasure.
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 Daily Lesson Plan
warning, prohibitive and Put the treasure sign/picture at
restrictive signs on a bond the Finish line/box.
paper. Post the drawings on Identify the road signs as
the classroom’s walls. informative, danger-warning,
prohibitive and restrictive
signs.

(See the attachment for the

sample format of the ladder
board.)

F. Developing Task 10: Guess What? Task 10: Guess What?

mastery(Leads to (Suggested Activity)
formative Divide the class into two
assessment 3) groups. The teacher
shows/flashes pictures of road
signs/symbols. The learners
guess/give the name and
meaning of the road signs.
Assign points to determine the
winner.
(Suggested Activity)
Divide the class into two
groups. The teacher
shows/flashes pictures of road
signs/symbols. The learners
guess/give the name of the
road signs. Assign points to
determine the winner.

G. Finding Ask the learners:

practical 1. What are the signs that you can find along the road while
applications of going to school?
concepts and 2. How did these signs help you as a student?
skills in daily
living
H. Making Why is it important to follow What are the importance of
generalizations traffic signs and symbols? traffic signs and symbols?
and abstractions
about the lesson
I. Evaluating Task 11: Let’s Play Bingo Task 11: Find The Match
learning (Suggested Activity) (Suggested Activity)
Ask the learners to do Ask the learners to answer
Worksheet 2 – Play the Safety Worksheet 1 – Matching
Signs Bingo (Write the names Signs. Students are ask to
of the signs below the picture. match the words to the picture
sign.
See attached worksheet
See attached worksheet.

J. Additional Task 12: Travel Galore! Task 12: Reading in Real

activities for (Suggested Activity) Life
application or Choose five or more road (Suggested Activity)
remediation signs, then write a story using
Ask the learners to read the
your chosen sign. picture story. As they read,
You can make a linear story or
decode the meaning and fill in
a picture story. the blank with an appropriate
road sign.
(The teacher shows samples (Look at the attached copy of
of the above output.) the story. The teacher can
contextualize a text suited in
his/her area.)

V. REMARKS
VI. REFLECTION The learners understood the lesson with the use of powerpoint
presentation and pictures on road signs and symbols.
A. No. of learners who earned 80% in the evaluation 37/46
B. No. of learners who require additional activities for remediation 9
C. No. of learners who continue to require remediation 0
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 Daily Lesson Plan

D. Did the remedial lessons work? No. of learners who have caught N/A
up with the lesson
E. Which of my teaching Use of visual aids like powerpoint point presentation
strategies worked well? Why and picture. Also introducing the task through a
did these work? game/contest. These strategies worked well
because the students were able to interact with the
lesson.
F. What difficulties did I The only difficulty was the preparation of the
encounter which my principal instructional materials. This could be solved if
or supervisor can help me teacher would be given ample time to prepare IMs,
solve? instead of doing clerical tasks.
G. What innovation or I would be willing to share the powerpoint
localized materials did I presentation lesson and the pictures I downloaded
use/discover which I wish to and printed for this lesson.
share with other teachers?
Marife M. Mendoza, Calabanga NHS

Demonstrated by:

BELINDA T. NELLASCA
Master Teacher I

Observed and Rated by:

PABLO A. VALENCIA
English Department Head

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 Daily Lesson Plan
School Calabanga National Grade Grade 7
Grades 7 High School Level
Daily Teacher Belinda T. Nellasca Learning English
Lesson Log Area
Teaching 8:20-9:40 A.M. Quarter Fourth Quarter
Dates & Time March 8, 2019 Week 7, Day 1

I. OBJECTIVES
A. Content Standards 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 The learner transfers learning by: showing appreciation for the
Standards 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 EN7LC-I-g-5.1: Listen for important points signaled by volume,
Competencies/ projection, pitch, stress, intonation, juncture, and rate of speech.
Objectives EN7LC-I-g-5.2: Note the changes in volume, projection, pitch, stress,
intonation, juncture, and rate of speech that affect meaning.
EN7OL-I-g1.14.4: Use the rising intonation pattern with Yes-No and
tag questions; the rising-falling intonation with information- seeking
questions, option questions and with statements.
II. CONTENT Rate of Speech
Intonations Used in Questions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Grade 7 K to 12 Learning Package (old), pp. 21-22
pages English 7 Learners’ Material (new), pp. 80-81
3. Textbook pages
4. Additional Materials Project EASE , pp. 13-15
from Learning
Resource (LR) portal
B. Other Learning https://eslyes.com/easydialogs/ec/safety09.htm
https://connected-crossroads.weebly.com/poems.html
Resources https://eslyes.com/easydialogs/ec/safety09.htm
IV. PROCEDURES
A. Reviewing previous Advanced Learners Average Learners
lesson or presenting Review the learners on As a review, the teacher will ask
the lesson previously discussed prosodic the learners the following
features. questions:
• What are prosodic features? • What is volume? projection?
• What are the examples of pitch? stress? intonation?
prosodic features? juncture?
• Why are they important in • What are the functions of
oral communication? these prosodic features?
B. Establishing a Another oral feature is rate of speech. In order to be fully
purpose for the understood, one has to adapt different rate of speech depending on
lesson the location, age, position, culture and feeling of the listener/s or
audience.
Hence, the learner shall be studying about rate of speech and
the intonations used in asking different type of questions. Learners

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 Daily Lesson Plan
shall take note of the following objectives for the lesson:
1. Listen and note for important points signalled by rate of
speech and intonation.
2. Use rate of speech and intonations in different situations.
3. Value the use of speech rate and intonations in appropriate
situations.
C. Presenting Advanced Learners Average Learners
examples/instances Task 1: Like the Road (English 7 Task 1: Like the Road (English
of the new lesson Learners’ Material , pp. 80-81) 7 Learners’ Material , pp. 80-81)
Situation: Imagine your speech Situation: Imagine your speech
as a road. You are taking your as a road. You are taking your
listeners on a journey. Your listeners on a journey. Your
speech (the content) is the speech (the content) is the
vehicle carrying along the ideas vehicle carrying along the ideas
and your mouth (how you deliver) and your mouth (how you
is the driver. deliver) is the driver.
This will be read by two This will be read by two
learners acting as driver 1 learners acting as driver 1
(reading the selection fast) and (reading the selection fast) and
driver 2 (reading the selection driver 2 (reading the selection
slow and moderate). Other slow and moderate). Other
learners in the class listen. learners in the class listen.
The teacher will process the The teacher will process
activity. the activity.
Advanced learners: answer the Average learners: answer the
process questions individually. process questions by group of 4
(SGD).

Process Questions:
1. To whom is the first driver compared? How about the second
one?
2. Which one are you? Why?
3. Why do speakers need to vary their rate of speech?

D. Discussing new Faster speaking signals urgency, excitement, passion or raw

concepts and emotion.
practicing new skills Slower speaking rate signals seriousness or significant ideas. A
#1 new concept or complex information may need to be delivered slowly
to give the audience time to grasp its meaning. Slow is for
summarizing ideas.
Moderate speed, combination of slow and fast, makes the speech
easier to listen to.
The learners shall read these sets of tongue twister with their
group mates (8-10 members).

Advanced Learners Average Learners

Task 2. Let’s Twist
Say each of the following
sentences out loud three times
(slow, moderate and fast) each,
fully enunciating the words.
1) If Peter Piper picked a peck
of pickled peppers where's the
peck of pickled peppers Peter
Piper picked?
2. How much wood would a
woodchuck chuck if a
woodchuck could chuck wood?
3. Fuzzy Wuzzy was a bear.
Task 2. Let’s Twist
Say each of the following
sentences out loud three times
(slow, moderate and fast) each,
fully enunciating the words.
1) Bigger business isn’t
better business, but better
business brings bigger
rewards.
2) Wanting won’t win;
winning ways are active
ways.
3) Keeping customers’
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 Daily Lesson Plan
Fuzzy Wuzzy had no hair. Fuzzy content creates kingly
Wuzzy wasn't fuzzy, was he? profits.
Process Questions:
• What is the activity all Process Questions:
about? • What did you do in the
• How would the activity activity?
develop your speech rate? • Did reading it slow and
moderate speed help you
prepare for faster reading?
E. Discussing new The combination of pitch levels and the final or end pause results in
concepts and the rise and fall of the voice which is called intonation.
practicing new skills
#2 Rising intonation pattern when asking yes-no questions. Your voice
begins with a normal pitch then rises in the strongly stressed syllable
of the sentence and stays high until the end.
Task 3a. Rising Up (by class, then by groups)
The learners practice saying these sentences by following the rising
intonation pattern above:
1. Are you familiar with traffic rules?
2. Do you follow traffic rules?
3. Should we use pedestrian lanes?
4. Would you pass the pedestrian when the stop
light is red?

Falling intonation when asking wh-questions. Wh-questions are

information questions which begin with what, who, when, when, why
and how.
Task 3b. Rising or Falling? (by class, then by groups)
The learners practice saying these sentences:
1. Which traffic light means GO?
2. What traffic light means stop?
3. Why do we have to follow traffic rules?
4. How do we follow them?
Rising-falling intonation is used when asking alternative questions
or questions asking for options and tag questions. For
Alternative questions, rising intonation is used on the first option
while the falling intonation is used for the second option. For tag
question, falling intonation is used with introductory statement, while
rising intonation is used with tag question.
Task 3c. Rising and Falling (by class, then by groups)
The learners practice saying the following sentences using the rising
and falling Intonation:
1. Am I bashful or outspoken?
2. Am I passive or 7outgoing?
3. She is patient, isn’t she?
4. Some road users aren’t following traffic rules, do they?
Note: Differentiate presentations with advanced and average
learners.
F. Developing mastery Advanced Learners Average Learners
(Leads to Formative Task 4. Time to Voice Task 4. Time to Voice
Assessment 3) With the same grouping of 8-10 With the same grouping of 8-10
members, the learners read the members, the learners read the
poem with proper speech rate poem with proper speech rate
and intonation. and intonation.
Formulate 5 different questions (See attached worksheet)
(yes-no, Wh-, alternate and tag
question) then be able to read
each properly.
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 Daily Lesson Plan
(See attached worksheet)
G. Finding practical Task 5. Over Dinner
application of Situation: You are eating dinner
concepts and skills with your parents and siblings
in daily living and talking about the day’s
activities.
In group of 5, the learners
create short dialogue with
questions and be able to read
this with proper rate of speech
and intonation.
H. Making The learners answer the
generalizations and following questions:
abstractions about
1. Why is necessary to vary
the lesson
the rate of speech?
2. Why is there a need to
use appropriate
intonation pattern?
I. Evaluating learning The learners shall read each
question following proper
speech rate and intonation. Be
able to answer orally each
question. Each correct speech
rate and intonation shall be
given two points.
1. Am I an enthusiastic to enhance my self-cónfidence?
pérson?
2. Is Rene consíderate or
unféeling?
3. Which do you like the most
of the many pósitive traits I 5. Would you choose to live in the
have?
4. They are receptive, aren’t
they?
5. What seems to be your
greatest fear?
6. Additional activities Task 6. Choral Recitation
for application or (memorized, class in two
remediation groups)
The learners shall be able to
recite before the class the poem
“Crossroads” observing proper
speech rate and intonation.
REMARKS
REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who
scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching  .Ensuring learners’ active participation
strategies worked well?  Allowing learners to express their ideas/opinions
Task 5. Double-check All
Be able to read the dialogue with
proper rate of speech and
intonation.
Boys will take the lines of A, while
girls will read the lines of B.
(See attached worksheet)
https://eslyes.com/easydialogs/ec/safety0
9.htm
The learners answer the following
questions:
1. When should we speak
fast, moderate or slow?
2. When is rising intonation
used? falling intonation?
rising-falling intonation?
The learners shall read each
question following proper speech
rate and intonation. Each correct
speech rate and intonation shall
be given two points.
1. Are you ready for the test?
2. What do you think should I do
3. Men don't have babies, do
they?
4. The English alphabet doesn't
have 40 letters, does it?
city or in the province?
Task 6. Choral Recitation (with
notes, class in two groups)
The learners shall be able to
recite before the class the poem
“Crossroads” observing proper
speech rate and intonation.
https://connected-
crossroads.weebly.com/poems.html
42/47
4
Yes.
4
0
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 Daily Lesson Plan
Why did these work?  Giving equal opportunities to learners

F. What difficulties did I None so far

encounter which my
principal or supervisor can
help me solve?
G. What innovation or I would be willing to share this DLP to other teachers.
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared and Demonstrated by:

BELINDA T. NELLASCA
Master Teacher I

Observed and Rated by:

PABLO A. VALENCIA
English Department Head