DAILY

LESSON ENGLISH 10
PLAN
JESSA C. SOLANO
 School Culian Integrated School Grade Level 10 ANNOTATIONS

Learning
Teacher JESSA C. SOLANO ENGLISH
Area
June 23, 2023 4th
Teaching Date Quarter
DAILY LESSON PLAN Friday 10:45-11:45 PM
Objectives At the end of the session students are expected to:
The stated objectives focus
on enhancing students' grasp
 understand the rules of subject-verb agreement;
of subject-verb agreement
 apply these rules correctly both in written and oral exercises; rules and their ability to apply
 observe correct grammar in making definition; and these rules accurately in
 tell the importance of observing correct grammar in day-to-day conversation. various contexts.
Additionally, the objectives
aim to cultivate proper
A. Content Standard The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve
grammar usage, particularly
social conflicts, also how to use the language of research, campaigns and advocacies. when constructing
B. Performance Standard The learner competently presents a research report on a relevant socio-cultural issue. definitions. Lastly, the
objectives highlight the
C. Learning Competency / significance of maintaining
Observe correct grammar in making definitions EN10G-IIa-29
Objectives correct grammar during
I. CONTENT Subject Verb Agreement everyday conversations. By
achieving these objectives,
II. LEARNING  Learning Module
students are expected to
RESOURCES  Quipper develop stronger language
 Canva.com skills, enabling them to
 https://academicguides.waldenu.edu/writingcenter/grammar/subjectverbagreement communicate more
A. References effectively and confidently.
1. Teacher’s Guide pages DepEd Self Learning Module/ Quarter 4 Module 4
2. Learner’s Materials Quarter 4 Module 4 pages 7-9
pages
3. Textbook pages Pages 35-39
B. Other Learning Resource
 Canva Presentation
 Internet
 Module
 https://academicguides.waldenu.edu/writingcenter/grammar/subjectverbagreement
 These preparatory activities
III. PROCEDURES A. PREPARATORY ACTIVITIES collectively aim to establish a
positive, organized, and
engaging atmosphere for the
1. Prayer upcoming lesson on subject-
verb agreement and
2. Greetings grammar. They also
Note: Teacher will show different images which will describe learners’ feelings/ emotion contribute to building a sense
of community among the
3. Checking of Attendance learners and emphasize the
importance of routines and
accountability in the
4. Remind learners with Routinary Classroom task
classroom.
Recall previous lesson through answering these questions: The teacher's plan to
randomly call students
adds an interactive and
1. What is the other word for term in expanding definition of words? participatory dimension
A. class B. genus C. concept D. differentia to the lesson. It
encourages active
engagement and ensures
2. What word means the same with class in expanding definition of words? that all students have an
A. term B. word C. genus D. concept opportunity to contribute
A. Review of the past
and demonstrate their
lesson knowledge. This approach
3. Which observes the correct structure of expanded definition of words?
also supports the
A. Friendship is the state of being friends. objectives of the lesson by
B. Friendship is a relationship between two or more friends. fostering a classroom
C. Friendship is referring to a friendly relation, or attachment. environment that values
D. Friendship is when you love someone with every ounce of your being. communication skills and
effective use of language.

Note: The teacher will call random students

B. Establishing the  Motivation – Show in the class pictures of needle and thread and cellphone with its charger. Then, ask the The teacher starts by
Purpose of the following questions: presenting images then poses
Lesson questions related to the
1. What can you see on the television?
images to encourage critical

Do you think you can still use one of *No, thinking and class
participation. By asking
whether one object can be

Ma’am used without the other, the

teacher prompts students to
consider the relationship
between subject and verb in
language construction.
those without the other one
Do you think you can still use one of *No,
Ma’am
those without the other one
2. Do you think you can still use one of those without the other one?
3. What made you say such?

The teacher will ask the students to

construct sentences out of the given
pictures.
1. Both the needle and thread are in the
sewing box.
2. Anna buys a spoon and fork
3. The cellphone and the charger are in my
bag.
The teacher will ask the students to
construct sentences out of the given
pictures.
1. Both the needle and thread are in the
sewing box.
2. Anna buys a spoon and fork
3. The cellphone and the charger are in my
bag.
The teacher will ask the students to
construct sentences out of the given
pictures.
1. Both the needle and thread are in the
sewing box.
2. Anna buys a spoon and fork
3. The cellphone and the charger are in my
 bag.
 After that, ask the student to construct sentences out of the given pictures.

 Present the lesson objectives: At the end of the lesson learners are expected to:
 understand the rules of subject-verb agreement;
 apply these rules correctly both in written and oral exercises;
 observe correct grammar in making definition; and
 tell the importance of observing correct grammar in day-to-day conversation.
Discussion: The teacher presents a
systematic approach to
1.Discuss the “Rules of Subject-verb agreement” and “the exceptions of the rule”. teaching subject-verb
agreement, encompassing
2.Ask them to give examples during discussions. interactive discussions,
3. After the discussion, they will answer the short drill. practical examples, and an
evaluative drill. By addressing
Directions: Choose the correct form of the verb that agrees with the subject. both the "Rules of Subject-
1. Annie and her brothers (is, are) at school. Verb Agreement" and the
2. Mathematics (is, are) John’s favorite subject, while Civis (is, are) Andrea’s favorite subject. "exceptions of the rule," the
3. There (was, were) fifteen candies in that bag. Now there (is, are) only one left! plan recognizes the
C. Activity complexity of language
4. The speaker says that he (dig, digs) with his pen.
usage. Encouraging students
5. There (is, are) are many essays on student workload. to contribute examples
during discussions enhances
Answer Keys: their engagement and critical
1. are thinking.
2. is, is
3. were, is
4. digs
5. are

Group Activity: In this aspect of learning

Analysis 1. Form a group of 3 in the class. engagement, Cooperative
2. Each group shall prepare a two-part tableau. Learning Strategy is used and
3. Assign one member to read a 3-sentence description of the scenario depicted. applied. A kind of strategy
4. Each group will be given 5 minutes to prepare and construct their sentences. that uses small group tasks
5. The group must observe the correct SVA in the 3-sentence description that will be used. and activities as a learning
The groups can choose from the following situations: experience. Each member is
● Trapped in the elevator responsible for learning new
 information and skills, and at
● Running late for class the same time, assisting
● Our favorite spot in school teammates in learning.
● At the amusement park

After the group discussion and sharing, ask the following questions;

D. Abstraction  Why is SVA important to the English language?

 How did you identify the correct verbs to use in a sentence?
 Was it difficult to follow the correct SVA? Why or why not?

E. Application The student will answer the given question.

Directions: Each item contains Definition 1 and Definition 2. Analyze each carefully. Choose the best one that
describes the definitions given.

1. Definition 1: Homonym are words which have the same spelling or pronunciation as another, but different meaning
or origin.
Definition 2: Homophones are words which have the same sound as another but different meaning or different spelling
A. Only definition 1 observes correct grammar.
B. Only definition 2 observes correct grammar.
C. Both definition 1 and Definition 2 observe correct grammar.
D. Both definition 1 and Definition 2 do not observe correct grammar.
Answer: B
2. Definition 1: Taste buds are receptors for taste that are located around the upper surface of the tongue, soft palate,
and throat.
Definition 2: Pulley system are a simple machine, consisting of a wheel with a groove in which a rope can run to
change the direction, or point of application of a force applied to the rope
A. Only definition 1 observes correct grammar.
B. Only definition 2 observes correct grammar.
C. Both definition 1 and Definition 2 observe correct grammar.
 D. Both definition 1 and Definition 2 do not observe correct grammar.
Answer: A

Generalization

 Ask the following questions;

1. What are the rules in SVA?
2. Give sentence examples observing SVA.

Values Integration:
Subjects and verbs should agree in order to make a sentence sensible and clear. When the subject and the verb
in the sentence do not agree, this may cause confusion for the readers. In life, there are bound to be
times when you do not agree with someone. When this happens, what do you think you should do?

The teacher used the

Student will answer a 5- item quiz. individual assessment
Directions: Determine whether the correct subject-verb agreement is employed in the following sentences. Write NE if through a short quiz.
the sentence does not have an error. Otherwise, supply the correct form of the underlined verb. Write your answer in a
¼ sheet of paper.

1. The wartime tragedies is remembered by Mr. Frank.

2. He nearly refuses to take the diary of Anne with him.
3. Anne’s father was forced out of business by the Nazis.
Assessment/Evaluation
4. Peter was teased by Anne because he was shy and reserved.
5. Miep get the ration books on the other side of town.

ANSWER’S KEY:
1. are
2. NE
3. NE
4. NE
5. gets

Assignment/Agreement Directions: Cut out from a newspaper or get from the Internet a copy of a feature article that is appealing to you.
 Choose and write down 10 sentences from the article and identify the subject and verb in it. Try to spot any subject-
verb agreement error! Write this in a ½ crosswise.

III. 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
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Approved by/ Rater:

JESSA C. SOLANO RACHEL B. INTING

JHS Teacher PRINCIPAL I