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 15, 2024

Content Standard:
The learner demonstrates understanding of: contemporary Philippine literature as
a means of responding to the demands of the global village; various extended text
types; lexical and contextual cues; appropriate and polite oral language, stance,
and behavior; and use of imperatives, prepositions, verbs, and wh-questions.
Performance Standards:
The learner transfers learning by:
a. explaining the need to be cooperative and responsible in today’s global
village;
b. using appropriate strategies to comprehend extended text types;
c. using lexical and contextual clues to understand unfamiliar words and
expressions; and
d. using imperatives, prepositions, and appropriate and polite oral language,
stance and behavior in various information-sharing formats.
Learning Competency:
The learner:
a. Explain how a selection may be influenced by culture, history,
environment, or other factors. EN7LT-IV-h-3

I. OBJECTIVES:
At least 80% of the students should be able to:
a. identify specific details from a selection;
b. integrate reading comprehension and spelling skills while reading a text; and
c. answer the comprehension questions of the story.

II. SUBJECT MATTER

1. Topic: The Legend of The Three Races from outline of Philippine Mythology by F.
Landa Jocano
2. References: The Legend of The Three Races. Retrieved from https://rb.gy/kl1ajk
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 first have a prayer. May I
request someone to lead us in “Let us pray…”
prayer.”
“Amen.”
“Please take your seats.” “Thank you, Ma’am.”

3. Checking of Attendance
The teacher will call the names of The learner says, “Present” when he/she is
each learner. in the classroom

4. Reminders
“Please be reminded of your
homework.”
“Do you do your homework? The students will share their knowledge
“Please share to the class what you about the assignment for checking.”
have read.”

5. Setting of Rules
“Let’s review our rules. Again, what
are the 5 set of classroom rules that
I want you to follow?” “No using of mobile phones.”
“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,
“Very good! Do you have any more ground raise your hand to ask for permission.”
rules to add?”
“Yes/None, Ma’am”
B. Review
“Before we proceed to our new topic, let us
first go over what we discussed yesterday. “ Our topic was about Open and Closed-
ended questions.”
“Give me examples of Closed and Open-
ended questions.” The students give examples.
“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
The teacher show pictures of people from
different races (Africans, Europeans, Asians,
etc.) and ask the students to describe what The learners participate in the activity.
they see.
D. ANALYSIS
After the activity, the teacher gets students’
ideas / prior knowledge through asking the
following questions:

a. Describe the people in the pictures. “Skin color are different.”

b. How are they similar?
c. How are they different? “They are similar in origin.”
d. In what ways are you different from “Different in races and skin color..”
them? “I am an Asian.”

E. ABSTRACTION

“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
BEHAVIORAL OBJECTIVES: Objectives.
At least 80% of the students should be able
to:
a. identify specific details from a
selection;
b. integrate reading comprehension and
spelling skills while reading a text; and
c. answer the comprehension questions of
the story.

Storytelling
The teacher, together with the students, will
read an ancient Philippine Creation Myth
entitled, The Legend of The Three Races
from outline of Philippine Mythology by F.
Landa Jocano. The students read the story.

F. APPLICATION
“Pass the Pouch of Questions”

DIRECTIONS: Pass the Pouch of

Questions from your seatmate to another
while the song is playing. If the song stops,
the one who have the pouch will pick a The students participate in the activity and
paper from the pouch and answer the answer the Comprehension Questions.
question.
“Are the instructions, clear?
“Okay, let’s begin.”

Comprehension Questions: “Yes, Ma’am”

1. Who was the creator of the earth and
men?
2. Why did Kabunian created men?
3. What did Kabunian use to form men?
4. How did Kabunian made the black man,
white man, and brown?
5. Why do people have different skin colors?
6. How do you feel being a Filipino?

G. GENERALIZATION

"What was the title of the story that we

read?”

“What is the Valuable Lesson of the Story?” “The Legend of The Three Races”

“Interracial belonging or inclusiveness”

IV. EVALUATION
Directions: Read the questions carefully.
Write the letters of the correct answers in The students answer the evaluation.
your notebook.

1. A long, long time ago, some Filipinos

called their god as ______.
a. Godfather b. Kabunian c. Kabutihan
2. Why did Kabunian make men?
a. he was bored
b. to test his oven ANSWER KEY
c. to have someone who will accompany 1. b
Kabunian 2. c
3. b
3. What kind of man did he do on his first 4. b
try? 5. c
a. brown man b. black man c. white man

4. Which clay was not yet fully baked?

a. first clay b. second clay c. third clay

5. Which clay man did Kabunian loved first?

a. first clay b. second clay c. third clay

II. Spelling
1. charge
2. mold
3. solidify
4. breathe
5. laughter
ASSIGNMENT
Directions: Research and study the 6 Types of Thought Provoking Questions in advance.

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