Semi-Detailed Lesson Plan

Date March 06, 2024

Practice Teacher Aprilyn E. Bala
Learning Area English
Grade Level 7
Quarter 3rd Quarter

Program Standard The learner demonstrates communicative competence through

his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other
countries.
Grade Level Standard The learner demonstrates communicative competence through
his/ her understanding of Philippine Literature and other texts
types for a deeper appreciation of Philippine Culture.

Content Standard The learner demonstrates understanding of: Philippine literature

during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
and ways to extract and condense information based on library
sources.

Performance Standard The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.

I. Learning Objectives At the end of the lesson, learners should be able to:
1. identify different viewing comprehension strategies;
2. apply appropriate viewing comprehension strategies based on
material viewed; and
3. express ideas, beliefs, or convictions based on a viewed
material.

II. Contents

A. Subject Matter Expressing One’s Beliefs/Convictions Based on a Material

Viewed
  SLM Third Quarter Module 4: Lesson 1 - Viewing
B. References
Comprehension Strategies”
 English Learning Portals: Assessing Language Skills though
Philippine Literature, page 365.
 www.google.com
 www.youtube.com

C. Learning Materials  Powerpoint presentation

 Activity Worksheets
 YouTube video: ICT Huawei commercial

III. Procedure

A. Daily Routine The teacher starts the class with a short prayer, greetings
(Magandang Buhay Greetings), checking of attendance, and
reminders of the things that they should do during class hour.

B. Review The teacher will start the lesson by a short review of the past
lesson, about the different viewing comprehension strategies.

The teacher will give an example scenario and the students will
tell what viewing comprehension strategy is applicable.

Scenarios:
1. You are going to list viewed materials that remind you of a
specific genre or situation. (Literal Comprehension)
2. You are going to give your prediction about what could
possibly be the next episode of a certain drama series.
(Infer)
3. You are asking to describe each character. (Literal
Comprehension)
4. You are asking to watch a news and give your opinion
based on your beliefs and convictions. (Evaluate)
5. You are asking to give a recommendation of the best movie
that you already watched. (Appreciate)
6. You are asking to classify the objects based on their
properties. (Reorganize)

C. Lesson Development The teacher will give thorough explanation about the difference
between beliefs and conviction.
BELIEF
- is something that an individual considers as the truth. It is
shaped by the individual’s background experiences and is
based on one’s cultural or personal faith, morality, or
values.
 CONVICTION
- is a firm belief on something that an individual is convinced
of.
- to be convinced you need to obtain all related information
like statistical data - based on analysis of statistics,
observation, fact, and experience.

A conviction remains the same even with new experiences and

even after long periods of time because it is built in concrete
information.

Basic Signal Phrases in Expressing Beliefs or Convictions

 I feel…  In my view…
 I think…  I really feel that…
 I believe that…  Personally, I think…
 In my opinion…  Personally speaking…
 From my point of view…  My point of view is that

D. Application The teacher will show an infographic and they will answer the
following questions:

1. What is the infographic all about?

2. Are these effective ways of fighting viruses and germs?
How?
3. Why is it important to wash our hands specially during
this time?

E. Generalization The teacher will ask the following questions:

a. What is belief/conviction?
b. What are their similarities and differences?

ASSESSMENT
IV. Evaluation
The teacher will let the student express their opinion through
their belief and convictions.
 The student will watch a short video about how future is very
promising with the collaboration of technology, nature, and
human. The student will express their own belief or conviction
regarding the material viewed.

Direction: Watch the video clip about the collaboration of

technology, nature, and human to create a promising future for
everyone. Express your opinion through your beliefs and
convictions.

You will be graded according to this rubric.

CATEGORIES CRITERIA
5- Advance 4 - Proficient 2 – Developing 1 - Beginning
Main Ideas The main ideas The main ideas There are attempts The main ideas
are stated clearly are correctly to identify the are written
and accurately. stated and show main ideas; ambiguously and
They give direct the stand the however, the main do not clearly
statements of the writer is taking on ideas may be reveal the stand of
writer’s stand on the issue. stated incorrectly the writer
the issue. or too vague. regarding the
issue.
Supporting The supporting The supporting Some of the Most, if not all of
Details details are details are on- supporting details the supporting
obviously on- point and are off-point and details are
point and clearly elaborate the quite indirect. irrelevant to the
enhance or provided main topic.
expound the ideas.
provided main
ideas.
Overall Content The stand that the The stand that the The stand that the There is no
and Structure writer took is writer took is writer took is obvious stand
sound and well- sound. Points, unclear. Lacks stated in the
judged. Points, reasons and more effective outline.
reasons and arguments are reasons or details Arguments and
arguments are presented to support his/her reasons presented
presented correctly. claim. are illogical,
logically and inconsistent and
realistically. too biased.

V. Reflection The teacher ends the session with a reflection that the student
may ponder at home.

-end-

Prepared by: Checked by: Noted by:

APRILYN E. BALA MYLENE D. JUAN SONIA F. ABRAGON, PhD

Practice Teacher Cooperating Teacher Head Teacher-English Department