Southern Christian College

United Church of Christ in the Philippines

Poblacion 5, Midsayap, Cotabato
COLLEGE OF TEACHER EDUCATION

A Detailed Lesson Plan in English 7

March 18, 2024

Content Standard:
The learner demonstrates understanding of: Philippine literature in the Period of
Emergence as a tool to assert one’s identity; strategies in listening to and viewing
of informative and short narrative texts; word relationships and associations;
informative speech forms; and use of direct/reported speech, passive/ active voice,
simple past and past perfect tenses, and sentence connectors.
Performance Standards:
The learner transfers learning by:
a. showing ways of asserting one’s identity;
b. comprehending informative and short narrative texts using schema and
appropriate listening and viewing strategies;
c. expressing ideas, opinions, and feelings through various formats; and
d. enriching written and spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
Learning Competency:
The learner:
a. raise sensible, challenging thought provoking questions in public
forums/panel discussions, etc. EN7OL-III-h-1.3.1

I. OBJECTIVES:
At least 80% of the students should be able to:
a. identify the 6 types of thought-provoking questions;
b. explain the value of thought-provoking questions during seminars and
symposiums; and
c. create thought-provoking questions.

II. SUBJECT MATTER

1. Topic: The 6 Types of Thought-Provoking Questions

2. Reference: English 7 Quarter 3 Module 10
3. Materials: Laptop, Smart TV, Powerpoint Presentation, Visual Aids, and Printed
Materials

III. PROCEDURE
 Teacher Activity Student Activity
A. PREPARATION
1. Greetings
“ Good Morning/Afternoon, “Good morning/afternoon, Ma’am.”
class! Requesting everyone to The students proceed to follow the
please settle down in a count of 5, instructions.
4, 3, 2, and 1.”

2. Prayer
“Before we begin our class today, “Let us pray…”
let us first have a prayer. May I
“Amen.”
request someone to lead us in
prayer.”

“Please take your seats.” “Thank you, Ma’am.”

3. Checking of Attendance
The teacher will call the surnames The learner says, “I’m here.” when he/she
of each learner. is in the classroom

4. Reminders
“Please be reminded of your
assignments.”
“Do you have any assignments? “Yes, Ma’am”
Please pass/let’s check.”

5. Setting of Rules
“Let’s review our rules. Again, what
are the 5 set of classroom rules that “No using of mobile phones.”
I want you to follow?”
“Very good! Do you have any more ground
rules to add?”
“No talking with seatmates.”
"Greet your teachers as they enter the
room”
"Raise your hand if you want to be
recognized.”
“If you want to go to the comfort room,
raise your hand to ask for permission and
answer a question from the teacher’s Pouch
of Questions.”
“Yes/None, Ma’am”

If the students suggest additional ground

rules, the teacher will only accept those that
are pertinent.

B. Review
“Before we proceed to our new topic, let us
first go over what we discussed last meeting.
“What story did we discuss last meeting?”
“The Legend of the 3 Races”
“What is the Lesson of the story?”
“ We are all created equal, so we must treat
each other equal.”
“Are there clarifications or questions
regarding our previous topic?” “Yes, Ma’am/None, Ma’am.”

The teacher will only cater relevant

questions from the students.

C. Activity
“Question Relay Race”

DIRECTIONS:
1. Form 4 groups.
2. Within 5 minutes, write as many thought-
provoking questions as your group can
in a ½ sheet of paper about
environmental issues such as pollution,
deforestation, and global warming.
3. Once the time is up, each group must
form a line at the center.
4. Within 8 minutes, teams will take turns
racing to the black board to write down
their questions.
5. TWIST: each team member can only
write one word of the question before
passing the chalk to the next teammate.
6. Once a team has completed writing one
question, they race back to their starting
line to tag the next teammate, who then
rushes to add another question to the
board.
7. The team with the most number of
THOUGHT- PROVOKING
QUESTIONS written on the board wins
the game.

“Are the instructions, clear?

“Okay, let’s begin.” “Yes, Ma’am”
The learners participate in the activity.
Activity Time limit: 13 minutes
D. ANALYSIS
After the activity, the class will review their
answers and the teacher will ask students to
share their reflection with the class.

“Let’s check your answers. Do you think

this question of Team ______ is thought- “Yes/No, Ma’am”
provoking?”

“How did you create these questions?” “By working together, Ma;am”

“Was it easy to form thought-provoking

questions?” “No/Yes, Ma’am”

“Very Good! Which team do you think wins

the game?” “Team _____, Ma’am”

“Good Job, class! Let’s give the winning

team a Pakbet Clap.” The students give their classmates a Pakbet
“Today, let’s discuss about the 6 Types of Clap.
Thought-Provoking Questions.”

E. ABSTRACTION
The teacher will present the objectives to the
class. The students’ listen attentively.

“These are the objectives for today's session,

class. These are the goals I expect you to
meet during this time frame. Please read. ”
The students read the Behavioral
OBJECTIVES: Objectives.
At least 80% of the students should be able
to:
a. identify the 6 types of thought-provoking
questions;
b. explain the value of thought-provoking
questions during seminars and
symposiums; and
c. create thought-provoking questions.

“Please read and copy the following slide”

Thought-Provoking Question The students read and copy the content of

- a type of question that causes you to think the slides.
seriously about something.
- contains interesting and entertaining
ideas.
- open-ended.
The 6 Types of Thought-Provoking
Questions
1. Moral/Ethical Dilemmas
- Ask questions about moral and ethical
concerns.
Example: Is divorce acceptable to our
society? Why?

2. Assess-Diagnose-Act
- Ask questions through the process of
problem-solving.
Examples:
Assessment: What is the issue or problem
at hand?
Diagnosis: What is the root cause of this
issue or problem?
Action: How can we solve the issue?

3. Compare and Contrast

-Ask questions to identify differences and
similarities between ideas.
Example: Differentiate climate change and
global warming.

4. Interpretive-Evaluative
-Ask questions about the intentions or goals
of the author, creator, character etc. then
ask questions to evaluate the veracity of
these intentions, and finally the
effectiveness of the methods used.
Example: Is it better to use this type of
chart? Why?

5. Conceptual Changes
Ask questions based on their self-reflection.
Example: Which method is the best?

6. Personal Exploration
Ask questions based on one’s personal idea
or exploration.
Example: What does brotherhood mean to
you?

“Any questions so far?”

“I assume you understand our topic today. “Yes/None, Ma’am”
Let’s try this activity.”
F. APPLICATION
“CREATE AND IDENTIFY”
Directions:
1. Form 4 teams.
2. On a sticky note, each team must write
one example of each of the six thought-
provoking questions related to The students participate in the activity.
environmental issues. Once done, post your
questions on the board for checking.

“Are the instructions clear?”

“The 8 minute timer starts now.”

G. GENERALIZATION
The students will reflect on their answers in
relation to the discussion.
“What are thought-provoking questions?”
“a type of question that causes you to think
seriously about something.”
Give me examples.
The students give examples of thought-
provoking question
“What type of thought-provoking question
was that?” The students identify what type of thought-
provoking question that was.
“What is the value of asking thought-
provoking questions during seminars?” “Asking thought-provoking questions
during seminars stimulates critical thinking,
fosters active engagement, promotes
curiosity and inquiry, facilitates meaningful
discussion, encourages reflection and
application, and enhances learning
outcomes.”
“Do you have any questions?”
“I assume you now, understand out topic, let “Yes/None, Ma’am”
us now test your understanding.”

H. EVALUATION
Directions: In a ¼ sheet of paper, read the
following questions then identify the kind of The students follow the instructions.
question. Write the correct answer.

1. What is the cause of climate change? ANSWER KEY

A. Assess-Diagnose-Act 1. A
B. Compare and Contrast 2. B
C. Interpretive- Evaluative 3. C
D. Personal Exploration 4. D
 5. C
2. What is the difference between apple
cider and sukang Iloko?
A. Assess-Diagnose-Act
B. Compare and Contrast
C. Interpretive- Evaluative
D. Personal Exploration

3. What is the best method in solving this

problem?
A. Assess-Diagnose-Act
B. Compare and Contrast
C. Interpretive- Evaluative
D. Personal Exploration

4. What does patriotism mean to you?

A. Assess-Diagnose-Act
B. Compare and Contrast
C. Interpretive- Evaluative
D. Personal Exploration

5. Is patriotism the same with nationalism?

A. Assess-Diagnose-Act
B. Compare and Contrast
C. Interpretive- Evaluative
D. Personal Exploration

I. ASSIGNMENT
Directions: Using the questions you created during the Create and Identify activity,
research for the answers on your questions in preparation for your Roleplay
Activity on Panel Discussion tomorrow.
Rubrics:
 REMARKS

REFLECTION
No. of learners who earned 80% in the evaluation.

No. of learners who required additional activities for remediation.

Did the remedial lessons work? No. of learners who have caught up with the
lesson.

No. of learners who continue to require remediation.

Which of my teaching strategies work well? Why did this work?

What difficulties did I encounter which my principal or supervisor can help

me solve?

What innovations or localized materials did I use/discover which I wish to

share with another teacher.

Prepared by:

JODELYN MAE S. CANGREJO

Pre-Service Teacher

Checked: Noted:

CECILLE T. BANGGOS, T-III JANET D. TAYONG, P-I

Cooperating Teacher School Head