School ALAGAO NATIONAL HIGH SCHOOL Grade Level 9

Teacher LHYN ROSE A. REGINO Learning Area ENGLISH

DAILY Teaching Date & Time / Quarter THIRD
Grade & Sections 9 –DUHAT / 1:45-2:45
LESSON LOG

March 12-13, 2024

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(Write the LC code for each)
II. CONTENT
At the end of the lesson, the learners should be able to:
a. Identify the subject and verb errors in sentences correctly;
b. Determine the rules applied for each sentence base on the given subjects and
verbs; and
c. Construct sentences using different subject-verb agreements.
The learner demonstrates understanding of how Anglo-American literature and other text types
serve as means of connecting to the world; also how to use ways of analyzing one-act play and
different forms of verbals for him/her to skilfully perform in a one-act play.
The learner competently performs in a full-length play through applying effective verbal and non-
verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and
Dramatic Conventions.
Observe subject verb agreement (EN7G-I-d-11)
Quarter 3, Module 2 Topic: Subject Verb Agreement

III. LEARNING RESOURCES Video Reference: ICT | Subject Verb Agreement Subject Verb Agreement (singular and
plural noun + action verb)

A. References
1. Teacher’s Guide
pages
2. Learners’ Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by the students’ demonstration of learning, which you
can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning
process, and draw conclusions about what they learned in relation to their experiences and
previous knowledge. Indicate the time allotment for each step.
A. PRELIMINARIES Prayer
Greetings
Checking of Attendance
A. Motivation
The teacher will review the previous lesson to judge the validity of the
evidence listened to Presented in a Material Viewed
The teacher will group the students into five and let them Identify the picture
given.
 Needle and Thread

Shoes and Socks

Pencil and Paper

B. Motive questions
The The teacher will ask the student´s thoughts about the pictures given
before.
What is Subject?
- It is the person or thing being discussed.
What is Verb?
- A word describes an action.

C. Presentation of objectives lesson

Have students read the objectives.

B. ACTIVITY Activity 1:

The teacher will connect the previous activity.

The teacher will present a paragraph and let the students find the wrong word
used.
FIND TO CORRECT ME!

1.Where does the deer and the antelope play? One place is Yellowstone
National Park. 2. It were created in 1872. 3. Parts of the park is in Wyoming,
Montana, and Idaho. 4. The park are a safe place for many animals. 5. Bears,
moose, buffalo, deer and antelope lives there. Beavers, otters, fish and eagles
also enjoys the park. For them, Yellowstone is “home sweet home”.

Answer key:
Do
was
are
is
live
enjoy

C. ANALYSIS Have students answer questions to form ideas.

 1. How do you feel about the activity?
2. Does this activity have an impact on you as a reader? Why?
3. Is applying subject verb agreement necessary? Why?

D. ABSTRACTION The teacher will let the students define the subject verb agreement.
What is a subject? (The subject is who or what the sentence is about.)
A compound subject is two or more nouns or pronouns joined with the conjunction and.
Ex.
The students take notes in class.
The teachers and students work hard.
Subject-Verb Agreement Rules

1. When the subject is singular, use a singular verb. Most singular verbs end in –s.
Ex. Julie dances at the party.

2. When the subject is plural, use a plural verb. Plural verbs are NOT formed by
adding –s or –es like plural nouns.
Ex. Julie and Jan dance at the party.

The students study hard for the test.

3. Two singular subjects connected by or or nor require a singular verb.

Jack or Jonathan dances at the party.

4. When a singular subject is connected by or or nor to a plural subject, put the

plural subject last and use a plural verb.
The serving bowl or the plates go on that shelf .

5. Use a plural verb with two or more subjects when they are connected by and.
The dog and the cat fight with each other.

6. Collective nouns are words that imply more than one person but that are
considered singular and take a singular verb, such as: group, team, committee,
class, and family.
Ex. The class works on their homework

7. The words each, each one, either, neither, everyone, everybody, anybody,
anyone, nobody, somebody, someone, and no one are singular and require
a singular verb.

Ex. Everybody knows Mr. Jones.

8. Do not be misled by a phrase that comes between the subject and the verb.
The verb agrees with the subject, not with a noun or pronoun in the
phrase.
 Ex. The team captain, as well as his players, is anxious.

9. Doesn't is a contraction of does not and should be used only with a singular
subject. Don't is a contraction of do not and should be used only with a
plural subject. The exception to this rule appears in the case of the first
person and second person pronouns I and you. With these pronouns, the
contraction shouldn't be used.

Ex. He doesn’t want to study.

They don’t eat pizza.

I don’t talk on the phone.

E. APPLICATION Activity 2: By pair. Determine the subject and verb eros in the sentences.

1. Jon, along with the other students, (think, thinks) of pursuing a science career.

2. There is a good chance of thunderstorms in Metro Manila today.

3. Hannah is one of the office workers who still (attend, attends) classes.

4. Annie and her brothers (is, are) at school.

5. Either my mother or my father (is, are) coming to the meeting.

6. Benito (doesn’t, don’t) know the answer.

7. Either answer (is, are) acceptable.

8. Every one of those books (is, are) fiction.

9. Here (come, comes) Mr. Javier and his students in ENGLISH4.

10. Athletics (have, has) occupied most of his time.

F. GENERALIZATION/ Review:
VALUING
1. What are the rules applied in the subject verb agreement?
2. How can we apply subject verb agreement?
3. Is it necessary to know the subject verb agreement?
V. EVALUATION On 1 whole sheet of paper, create a 150 – 200 word essay using the rules of
Subject-Verb Agreement with the subject/topic “ A Day in the Life.” Track
your life over one day, then state what you did starting in the morning over a
typical day.

RUBRIC:

3 2 1

Well written and very Writes fairly clear. Good Minimal effort. Minimal grammar
organized. Excellent grammar mechanics. mechanics.
grammar mechanics. Good presentation and Fair presentation.
Clear and concise organization. Few supporting details
statements. Sufficient effort and detail.
Excellent effort and
presentation with detail.
 Demonstrates a thorough
understanding of the topic.

VI. ADDITIONAL In a ½ crosswise. Make 10 sentences applying the rule of subject verb agreement.
ACTIVITIES
V. REMARKS
VI. REFLECTION

Prepared by:

LHYN ROSE A. REGINO

PRE-SERVICE Teacher

Checked by:

AVA BLESS B. BALDOZA

COOPERATING TEACHER