Detailed Lesson Plan in English 7

I. OBJECTIVES
A. Content Standards : The learner demonstrates understanding of: Philippine
literature the Period of Apprenticeship as means of
examining conflicts various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; and types of
phrases and sentences.

B. Performance Standards : The learner transfers learning by: resolving conflicts

presented in literary selection; using tools and
mechanism in locating library resources; extracting
information and noting details from text to write
precis, summary, or paraphrases; distinguishing
between using literal and figurative language and
verbal and non verbal cues; use phrases clauses and
sentences meaningfully and appropriately.

C. Learning Competencies : At the end of the 60-minute lesson, 75% of the students are
/Objectives expected to :
(Write the LC code for Distinguish between literal and figurative language.
each)
Quarter: Week: Day: Date: _______________________

II. CONTENT
Subject Matter: Matter: Literal and figurative language
Integration:
Strategies:

III. LEARNING RESOURCES

A.References
Teacher’s Guide pages,153-154
Learner’s Material pages, 166-168
Textbook pages - None
Additional Materials from LR Portal - None

B.Other Learning Resources - None

IV. Procedures

Before the Lesson

Prayer
Greetings
Mood Setting
Attendance Check
Presentation of Objective

During the lesson

Introduce to the class the background information of literal and figurative language.

This is Good to know!

Literal language has basic meaning or no other meaning.

Example: Eddie and Delia fight all the time ( very direct - they always fight)
Eddie and Delia are siblings. (direct- Eddie is Delia’s brother)
Figurative language has hidden or underlying meaning.
Example: Eddie and Delia are words apart. (indirect- there is a gap between the two)
There is blood between Eddie and Delia (indirect- negative relationship between
them)

Work in triads and in a general information; categorize statements from the story to be read
by your teacher. Assign members for possible answers and another to write LIT for literal or
FIG for figurative on the small boards provided.

Statement Literal Figurative

1. Berto was tasked by Delia to kill Berto’s adopted dog.
2. Centipede often scare people because of how they
look.
3. Delia’s resentment towards Eddie could be traced
back from their mother’s death.
4. Eddie saw his sister as a thorn on his side- something
which should be plucked.
5. Eddie’s feelings toward his sister could be compared
to that of an overheated kettle.
6. Eddie’s sister was stunned when she saw the
centipede.
7. Even as a young boy, Eddie already had the instincts
of a hunter.
8. For most of the story, Eddie and Delia were like oil
and water.
9. Once, Eddie thought that Delia was extending the
olive branch for him.
10. Their father often told Eddie and Delia to keep
peace.
Answers:

1. LIT 6. LIT

2. LIT 7. FIG

3. LIT 8. FIG

4. FIG 9. FIG

5. FIG 10. FIG

Process questions:

1. How would you know if a sentence is using literal or figurative language?

2. Why is this kind or type of language is considered important?

After the Lesson

Evaluation

Task 12: FIGure the LIT. Identify, by putting a check mark, if the statement is under literal
or figurative language.

Sentence Literal Figurative

Language Language

1. My mother gave me a tongue lashing when

she found out I lost the camera.

2. I have ton of essay to write before the week

ends.

3. The varsity player is so tall that his head

could almost touch the ceiling.

4. The guidance counselor was determined to

get to the bottom of the problem.

5. My father cried tears of joy when he saw

the baby.

6. Our classmate snorted like a pig when he

saw the baby.

7. Her mother’s cooking works like a charm on

her father.

8. His friend is good in cracking jokes.

9. The cheeks of the baby are pinkish.

10. We seldom fight like cats and dogs with my

cousins.

V. REMARKS
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. REFLECTION

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

______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
_______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
________________________________________________________________________

Prepared by: Approved by:

JONALYN S. CARTEL ROBERT N. CARILLO

 Detailed Lesson Plan in English 7

I. OBJECTIVES
A. Content Standards : The learner demonstrates understanding of: Philippine
literature the Period of Apprenticeshio as means of
examining conflicts various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; and types of
phrases and sentences.

B. Performance Standards : The learner transfers learning by: resolving conflicts

presented in literary selection; using tools and
mechanism in locating library resources; extracting
information and noting details from text to write
precis, summary, or paraphrases; distinguishing
between using literal and figurative language and
verbal and non verbal cues; use phrases clauses and
sentences meaningfully and appropriately.

C. Learning Competencies : At the end of the 60-minute lesson, 75% of the students are
/Objectives expected to :
(Write the LC code for Use the phrase, clauses and sentences appropriately and
meaningfully.
each)

Quarter: Week: Day: Date: _______________________

II. CONTENT
Subject Matter: Matter:Use the phrase, clauses and sentences appropriately and
meaningfully.

Integration:
Strategies: paired work, group work

III. LEARNING RESOURCES

A.References
Teacher’s Guide pages,155
Learner’s Material pages, 169-170
Textbook pages - None
Additional Materials from LR Portal - None

B.Other Learning Resources - None

IV. Procedures
Before the Lesson
Prayer
Greetings
Mood Setting
Attendance Check
Presentation of Objective

During the lesson

TASK 13: Notes and Phrases, The teacher will provide an overview of phrases.

This is Good to Know!

Phrases
A phrases is a group of related words (within sentence ) without both subject and
verb.
Example: They are clapping for Pope.
A noun phrase consists of a noun and other related words (usually modifiers and
determiners) which modify the noun. It functions like a noun in a sentence.
Example: Delia had a weak heart.
The phrases a weak heart is considered a noun phrase, heart is the noun and weak is
a modifier.
A verb phrase is a combination of main verb and its auxillary (helping verb) in a
sentence. Some examples of helping verbs are the following am, is, are, be, has,have ,
do, does, may might, must, can shall and will.
Example: The shot did not scare Biryuk.
The phrase did not scare is a verb phrase, scare is a main verb and did is the
helping verb.
Source: Types of Phrases-Study Skills/ student News www.studyandexam.com/

B. NV (Noun Verb) Your Phrases. In triads and with your members. Differentiate a noun
phrase from a verb phrase. Underline the phrases in the sentences from the story read,
and write NP on the lines provided if noun phrase and VP for the verb phrase.
1. Father had told me that hunters always spat for luck. VP
2. Eddie had passed that phase.
3. I saw three pigeons fall to the ground.
4. I offered him my bloody palm.
5. My sister was the meanest creature.
6. Biryuk’s eye had been pierced.
7. The flimsy wall collapsed.
8. Delia was embroidering a strip of white cloth.
9. It was a big centipede.
10. I was engulfed bu a sudden feeling of pity and guilt.
Answers:
1. Had told-VP
2. Had passed- VP
3. Three pigeons, to the ground-NP
4. Bloody palm-NP
5. Meanest creature-NP
6. Had been pierced- VP
7. Flimsy wall- NP
8. A strip of white cloth- NP
9. Big centipede- NP
10. Sudden feeling of pity and guilt- NP
Process Questions:
How are phrases used in sentence?
What is the significance of phrases?

Evaluation
TASK 14: Phrase to Phrase. Encircle the phrases in each sentence and write if it is a
noun phrase or a verb phrase before the number.
1. Rose could have worked on that project today.
2. I tried on a beautiful red dress during the drama rehearsal.
3. My teacher is a true hero.
4. David and Rex have been chosen as finalist in the contest.
5. Mary is not going to prom.
6. She baked tasty chocolate cookies for fund raising.
7. Anthony will be playing his guitar at the recital.
8. The parent answered the questions of all the kids.
9. The hardworking teacher received phrases.
10. Our principal would probably leave for Manila on Monday.
.

Answers:
1. could have worked- verb phrase
2. a beautiful red dress- noun phrase
3. a true hero- noun phrase
4. have been chosen- verb phrase
5. is not going -verb phrase
6. tasty chocolate cookies- noun phrase
7. will be playing- verb phrase
8. all the kids- noun phrase
9. hardworking teacher - noun phrase
10. would probably leave- verb phrase

REMARKS
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. REFLECTION

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

______________________________________________________________________
8. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
9. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
10. No. of learners who continue to require remediation
______________________________________________________________________
11. Which of my teaching strategies worked well? Why did these work?
_______________________________________________________________________
12. What difficulties did I encounter which my principal or supervisor can help me solve?
________________________________________________________________________

Prepared by: Approved by:

JONALYN S. CARTEL ROBERT N. CARILLO

Detailed Lesson Plan in English 7

I. OBJECTIVES
A. Content Standards : The learner demonstrates understanding of: Philippine
literature the Period of Apprenticeshio as means of
examining conflicts various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; and types of
phrases and sentences.

B. Performance Standards : The learner transfers learning by: resolving conflicts

presented in literary selection; using tools and
mechanism in locating library resources; extracting
information and noting details from text to write
precis, summary, or paraphrases; distinguishing
between using literal and figurative language and
verbal and non verbal cues; use phrases clauses and
sentences meaningfully and appropriately.

C. Learning Competencies : At the end of the 60-minute lesson, 75% of the students are
/Objectives expected to :
(Write the LC code for Identify the kinds/Parts of Card Catalogue
each)
Quarter: Week: Day: Date: _______________________

II. CONTENT
Subject Matter: Matter: Identify the kinds/Parts of Card Catalogue
Integration:
Strategies:

III. LEARNING RESOURCES

A.References
Teacher’s Guide pages,153-154
Learner’s Material pages, 173-176
Textbook pages - None
Additional Materials from LR Portal - None

B.Other Learning Resources - None

IV. Procedures

Before the Lesson

Prayer
Greetings
Mood Setting
Attendance Check
Presentation of Objective

During the lesson

Task 1: In relation to the previous library activity, review on the kinds of library
kinds.

This is Good to Know!

Kinds of Cards

Author Card- name of author or author’s last name printed on the top of the card.
Title Card- title of the book printed on the top of the card.
Subject card- subject of the book printed on the top of the card
Information on the card- author, date of birth, title of the book, edition/revision
statement, imprint (place and date of publication, publisher) collation (physical
description of the book, number of pages, illustration) series note,
notes(bibliographies, appendices), tracing(cards provided for the book )and system
of classification.

Source: English 1 by Gabriel and Martires

Author Card
Call number Author’s name Author’s year of birth and
death(if dead)

Z675 Rossof. Martin, 1910

R68
Using your high school library 2nd ed.
New York H.W. Wilson/1964/
110 p. illus.
1. School libraries (high school)
I. Title

Title of the Book Place and date of publication, publisher

Other cards in catalogue
Number of pages

*Take down important details that you can use for classroom discussion.
Evaluation
Process question: What are the different types of cards?
What information do they usually contain?
How can they help you in research?

REMARKS
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. REFLECTION

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

______________________________________________________________________
14. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
15. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
16. No. of learners who continue to require remediation
______________________________________________________________________
17. Which of my teaching strategies worked well? Why did these work?
_______________________________________________________________________
18. What difficulties did I encounter which my principal or supervisor can help me solve?
________________________________________________________________________

Prepared by: Approved by:

JONALYN S. CARTEL ROBERT N. CARILLO

 Detailed Lesson Plan in English 7

I. OBJECTIVES
A. Content Standards : The learner demonstrates understanding of: Philippine
literature the Period of Apprenticeshio as means of
examining conflicts various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; and types of
phrases and sentences.

B. Performance Standards : The learner transfers learning by: resolving conflicts

presented in literary selection; using tools and
mechanism in locating library resources; extracting
information and noting details from text to write
precis, summary, or paraphrases; distinguishing
between using literal and figurative language and
verbal and non verbal cues; use phrases clauses and
sentences meaningfully and appropriately.

C. Learning Competencies : At the end of the 60-minute lesson, 75% of the students are
/Objectives expected to :
 (Write the LC code for Identify Figure of Speech (Simile, metaphor and personification)
each)

Quarter: Week: Day: Date: _______________________

II. CONTENT
Subject Matter: Matter: Identify Figure of Speech (Simile, metaphor and
personification)
Integration:
Strategies:

III. LEARNING RESOURCES

A.References
Teacher’s Guide pages,169-171
Learner’s Material pages, 187-188
Textbook pages -
Additional Materials from LR Portal -

B.Other Learning Resources -

IV. Procedures

Before the Lesson

Prayer
Greetings
Mood Setting
Attendance Check
Presentation of Objective

During the lesson

Task 1: Poetic Words and Lyric. The teacher will distribute strips of papers, wherein
different words and meanings from poem are written. Match these with each other to
understandthe unfamiliar words.

Words Meanings
magical Knowledge and wise attitude
Sea-gull Stay near
flowering Something wonderful
slender Weapons for shooting arrows
wisdom Emitting or reflecting light
bows Thin or very narrow
kneel Searches or finds
Luminance Process of unfolding
seeks Bend the knee
hover Bird that lives near the ocean
The teacher will explain the parts of speech.

 Simile and metaphor are figure of speech that enhance the meaning and imaginative
quality of poems.
 Simile is a comparison of two unrelated objects with the use of as or like.
Example: The destroyed houses during the storm were like trash scattered around
(destroyed houses were compared to trash)
The tide is high as a mountain. (tide is compared to the mountain)
 Metaphor is a comparison of two unrelated objects without the use of as or like.
Example: The recent typhoon was a monster. (typhoon was compared to a monster
because of its destruction.)
Task 2: Retain groupings and identify the simile and metaphor from the poem.
Some of your members can share these through a question and answer portion and
observing verbal and non-verbal cues.
Example: poem is musical as a sea-gull (simile), poem is brightness moving
(metaphor)
Process question to what is a poem compared to? How do you define a poem?

First Poem Must be Magical

(Lyric 17)
Jose Garcia Villa
First, a poem must be musical,
Then musical as a sea-gull.
It must be a brightness moving
And hold secret a bird’s flowering.
It must be slender as a bell,
And it must hold fire as well
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem’s cover.

Task 3: Read the poem with the class. Afterwards, work in pairs and explain the meanings
of the verses in the poem.
Example: First, a poem must be magical,
Then musical as a sea-gull.
A poem must be magical so that it can make a reader wonder. It can also be musical as
a sea-gull because of the rhythm and rhyme.

REMARKS
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. REFLECTION

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

______________________________________________________________________
20. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
21. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
22. No. of learners who continue to require remediation
______________________________________________________________________
23. Which of my teaching strategies worked well? Why did these work?
_______________________________________________________________________
24. What difficulties did I encounter which my principal or supervisor can help me solve?
________________________________________________________________________

Prepared by:

JONALYN S. CARTEL

Detailed Lesson Plan in English 7

I. OBJECTIVES
A. Content Standards : The learner demonstrates understanding of: Philippine
literature the Period of Apprenticeshio as means of
examining conflicts various purposeful listening and
viewing strategies; difference between literal and
figurative language; ways to extract and condense
information based on library sources; verbal and non-
verbal cues in oral communication; and types of
phrases and sentences.

B. Performance Standards : The learner transfers learning by: resolving conflicts

presented in literary selection; using tools and
mechanism in locating library resources; extracting
information and noting details from text to write
precis, summary, or paraphrases; distinguishing
between using literal and figurative language and
verbal and non verbal cues; use phrases clauses and
sentences meaningfully and appropriately.

C. Learning Competencies : At the end of the 60-minute lesson, 75% of the students are
/Objectives expected to :
(Write the LC code for Use the phrase, clauses and sentences appropriately and
meaningfully.
each)

Quarter: Week: Day: Date: _______________________

II. CONTENT
Subject Matter: Matter:Use the phrase, clauses and sentences appropriately and
meaningfully.

Integration:
Strategies: paired work, group work

III. LEARNING RESOURCES

A.References
Teacher’s Guide pages,155
Learner’s Material pages, 169-170
Textbook pages - None
Additional Materials from LR Portal - None

B.Other Learning Resources - None

IV. Procedures

Before the Lesson

Prayer
Greetings
Mood Setting
Attendance Check
Presentation of Objective

During the lesson