Lesson Plan in English 7

Lesson Plan in English 7
Date: November 7,2022
I. Objectives:
MELCs: Use phrases, clauses, and sentences appropriately and meaningfully.

EN7G-II-a-1
 Define phrase
 Construct sentences using phrase
II. Subject Matter:

A. Topic: Phrases
B. Instructional Materials: Modules, chalk board, chalk
C. Reference: QUARTER1 -MODULE 6
III. Procedures:
Activity:
The teacher will let the student to answer the pre-test in their modules. To know
if the students have already a knowledge about the topics.
Analysis:
Based on the pre-test the teacher will present the topic to the class. The
teacher will let the student to correct their answer after the discussion of the
lesson.
Abstraction:
The students will be asks to give the definition of a phrases. Students also
asked by the teacher to give examples.
Application:
Students will identify the phrases in the sentences provided by the teacher.
IV. Evaluation:
Students will identify the phrases in the sentences. They will also construct 5
sentences using phrase.
V. Assignment:
In their notebook they will define the clause. And the different types of clauses.

Date: November 8, 2022
I. Objectives:

EN7G-II-a-1
 Define phrase
 Construct sentences using phrase
II. Subject Matter:

A. Topic: Phrases
C. Reference: QUARTER1 -MODULE 6
III. Procedures:
Review:
Teacher will ask questions about the topic they discussed.
Activity:
The teacher will post sentences on the board. The teacher will encourage
students to underline the phrases in the sentences.
Analysis:
Based on the answers of the students, the teacher will present the topic to the
class. The teacher will let the student to correct their answer after the discussion
of the lesson.
Abstraction:
The students will be asks to give the definition of a phrases. Students also asked
by the teacher to give examples.
Application:
Students will identify the phrases in the sentences provided by the teacher.
Students will give their own sentences using the given phrase.
 on the table * crawling down the stairs
 to the classroom * praying the rosary
IV. Evaluation:
Students will identify the kinds of phrases in the sentences. They will also
construct 2 sentences each types of phrases.
V. Assignment:
In their notebook they will define the clause. And the different types of clauses.

I. Objectives:
MELCs: Use phrases, clauses, and sentences appropriately and meaningfully. EN7G-II-
a-1
 Define clause
 Differentiate phrase, clause
 Construct sentences using clauses and phrases
II. Subject Matter:

A. Topic: Phrases, clauses and sentences
C. Reference: QUARTER 1- MODULE 6
III. Procedures:
Review:
Teacher will ask questions about the discussion yesterday.
 What is a phrase?
 What are the different phrases that we discussed?
Activity:
The teacher will post a sentence in the board. Teacher will let the students to
observe the sentences on the board
Analysis:
Based on the activity the teacher will present the topic to the class. The teacher
will let the student to correct their answer after the discussion of the lesson.
Abstraction:
The students will be asked to give the definition of a clause and its types.
Students will differentiate the phrase and clause.
Application
Students will the identity the clauses in the given sentences.
IV. Evaluation:
Students will be given a short quiz about the topic.
Students will make 5 sentences using clause,
V. Assignment:
In their notebook they will define the sentence. And the different types of sentences.

I. Objectives:
MELCs: Use phrases, clauses, and sentences appropriately and meaningfully. EN7G-
II-a-1
 Define clause
 Differentiate phrase, clause
II. Subject Matter:

C. Reference: QUARTER 1- MODULE 6
III. Procedures:
Review:
Activity:
The teacher will give a new set of sentences in the board. Teacher will let the
students describe the sentences. Students will share it to the class.
Analysis:
will let the student shares some examples of clause.
Abstraction:
The students will be asked to give the definition of a clause and its types.
Students will differentiate the phrase and clause.
Application
Students will the identity the clauses in the given sentences.
IV. Evaluation:
Students will make 5 sentences using clause,
V. Assignment:
I. Objectives:
 Correct the misspelled words

 Use the words in the sentence
 Develop spelling skills
II. Subject Matter:

A. Topic: SPELLING
B. Instructional Materials: chalk board, chalk
C. Reference: MODULES
III. Procedures:
Review:
Activity:
The teacher will give scramble words wherein the students will arrange it.
Analysis:
will give words to students and give the definition.
Abstraction:
The students will be asked to give the definition of the words based on how it
use in the sentence.
Application
Students will the write the correct spelling of the words that being read by the
teacher.
IV. Evaluation:
Students will be given a short quiz about the topic. They will write the correct
spelling of the words after that they will use it in the sentence.
V. Assignment:
I. Objectives:

EN7G-II-a-1
 Define sentence
 Differentiate phrase, clause and sentence from one another
II. Subject Matter:

C. Reference: Q1- MODULE 6
III. Procedures:
Review:
 What is a clause?
 What are the different clauses?
Activity:
observe the sentences on the board
Analysis:
Abstraction:
The students will be asked to give the definition of a sentence and its types.
Application
Students will the give the difference that they observe about the phrase, clause
and sentences.
IV. Evaluation:
V. Assignment:
In their notebook they will make 5 sentences using a phrase and clause.

I. Objectives:
MELCs: Use phrases, clauses, and sentences appropriately and meaningfully. EN7G-II-a-
1
 Define sentence
II. Subject Matter:

III. Procedures:
Review:
Activity:
describe the sentences on the board.
Analysis:
Abstraction:
Application
and sentences.
IV. Evaluation:
V. Assignment:

I. Objectives:
MELCs: Use phrases, clauses, and sentences appropriately and meaningfully. EN7G-II-a-
1
 Define sentence
II. Subject Matter:

III. Procedures:
Review:
Activity:
The teacher will write sentences using the scramble words posted on the board.
Analysis:
Abstraction:
Application
and sentences.
IV. Evaluation:
V. Assignment:

I. Objectives:
MELCs: Use learning reading styles for one purpose. EN7RC-IV-b-10
 Define skimming and scanning;

 Use reading styles; and
 Practice scanning and skimming texts for information.
II. Subject Matter:

A. Topic: Reading Styles (Skimming and Scanning)
C. Reference: QUARTER 1 -MODULE 7
III. Procedures:
Review:
- Teacher will ask questions to the students.
Activity:
The teacher will let the students to guess the hidden words in the sentence
provided on the board.
Analysis:
Based on the activity the teacher will present the topic to the class.
Abstraction:
The students will answer give the definition of scanning and skimming.
Teacher asks questions about the different styles of reading.
Application:
Students will answer the What’s I Can Do (p16) in their modules.
IV. Evaluation:

V. Assignment:
Students will read the text about Mr. Magicman and will answer the question in
their English notebook.
LESSON PLAN IN ENGLISH 7

I. OBJECTIVE:
MELC’S : Use learning reading styles for one purpose. EN7RC-IV-b-10
1..Answer questions of content, key ideas, details and opinions
2. Show effective, active listener behavior
3. listen effectively
4. note down the gist of the text.
II. SUBJECT MATTER:
A. Topic: Lesson 1 (Use Listening Strategies based on purpose of the short text listened)
B. Materials: Chalk, chalkboard, speaker
C. Reference: Module Q2-module 1
III. Procedures:
Review:
- Teacher will review the students about the last topic that they discussed based on the
skimming and scanning.
Activity:
- Teacher will read a passage about the Covid-19. Teacher will give an activity to the
students before the reading.
- Students will list down important details and they will answer the activity.
Analysis:
- Teacher will asked some inputs from the students answers.
- Teacher will present the different listening strategies and the important of it.
Abstraction:
- Teacher will asked students to share their learnings about the discussions.
* “Give one listening technique and explain.”
*”Why do you think listening is important?”
Application:
- Teacher will let the student answer the “TEN STEPS ON HOW TO DEVELOP
EFFECTTIVE LISTENING”.
IV. Evaluation:
- The teacher will read the story entitles “ THE BIG SISTER” by Consorcio Borjeto. Teacher
will read it thrice while the teacher is reading students will fill in the performance
checklist given to them.
IV. Assignment:
PAIR Works: The students will look for a pair who was their neighbor. They will pretend as an
applicant and a manager. The manager will fill-out the bio data based on the answer of his/her
applicant.

I. Objectives:
- Use listening strategies based on purpose, familiarity with the topic and
levels of difficulty of short texts listened to EN7LC-II-a-6
II. Subject Matter:

A. Topic: Listening Strategies ( I Don’t Want You To Go)
B. Instructional Materials: Modules, chalk board, chalk, speaker
C. Reference: Quarter 2 Module 1
III. Procedures:
Review:
- Teacher ask questions about the importance of listening.
Activity:
The teacher will let the student listen to the song entitles “I Don’t Want You To
Go”. Before they will listen the song they will predict what is the song all about.
Then, while the song has play students should take down words that catch their
attentions. They also need to write the words that express emotions in song.
Analysis:
The teachers will ask the students to share their answer to the class. Then the
teacher will present the different strategies in listening.
Abstraction:
The students will be asked to enumerate the different listening strategies.
Application:
Students will listen another song entitles “Dance With My Father” and answer
the guide questions provided.
IV. Evaluation:
- In their English notebook students will answer the following questions. They will be rated
according to the following rubrics below.
1. How would you improve your listening skills?
2. Why do we need to improve and develop our listening skills?
3. What will happen if we have poor listening skills?
V. Assignment:
Listening Step-by-Step
At your home, ask your mother or any member of your family who knows how to cook
“Adobo” recipe. Ask him or her to share to you the steps on how to cook adobo. While
listening to him or her, take note the procedure and answer the following questions on your
English notebook.

I. Objectives:
- Use listening strategies based on purpose, familiarity with the topic and
levels of difficulty of short texts listened to EN7LC-II-a-6
II. Subject Matter:

A. Topic: Listening Strategies ( I Don’t Want You To Go)
B. Instructional Materials: Modules, chalk board, chalk, speaker
C. Reference: Quarter 2 Module 1
III. Procedures:
Review:
- Teacher ask questions about the importance of listening.
Activity:
The teacher will post pictures about letting go. The students will describe the
pictures and share their ideas in the class.
Analysis:
The teachers will ask the students to share their answer to the class. Then the
teacher will present the different strategies in listening.
Abstraction:
The students will be asked to enumerate the different listening strategies.
Application:
Students will listen another song entitles “Dance With My Father” and answer
the guide questions provided.
IV. Evaluation:
- In their English notebook students will answer the following questions. They will be rated
according to the following rubrics below.
1. How would you improve your listening skills?
2. Why do we need to improve and develop our listening skills?
3. What will happen if we have poor listening skills?
V. Assignment:
Listening Step-by-Step
At your home, ask your mother or any member of your family who knows how to cook
“Adobo” recipe. Ask him or her to share to you the steps on how to cook adobo. While
listening to him or her, take note the procedure and answer the following questions on your
English notebook.

2nd Grading 1st Summative Test
I. Objectives:
MELCs : Use a search engine to conduct a guided search on a given topic EN7SS-II-c-1.5.3
 Define search engine;

 Enumerate the different search engines commonly used:
 Use search engine in finding information and resources
II. Subject Matter:
A. Topic: Search Engines

B. Instructional Materials: Modules, chalk board, chalk, pictures
III. Procedures:
Review:
 Teacher will ask questions to the students about the last topic that they
discussed.
Activity:
The teacher will let the students to observe the pictures and they will write the
similarities and difference that they observed.
Analysis:
Abstraction:
The students will answer give the definition of search engine. They will also
enumerate the different search engines.
Application:
Students will answer the What’s More (p8) in their modules.
IV. Evaluation:
 Students will answer the written test of the teacher.
V. Assignment:
In their English notebook students will use search engine and list down 20 to
companies in the Philippines.

I.Objectives:
MELCs : Use a search engine to conduct a guided search on a given topic EN7SS-II-c-1.5.3
 Enumerate the steps in using a search engine: and

 Use a search engine and finding information.
II. Subject Matter:
D. Topic: Search Engines

E. Instructional Materials: Modules, chalk board, chalk, pictures
F. Reference: QUARTER 2 -MODULE 2
III. Procedures:
Review:
discussed.
 Recall about the web-searching using the common search engines
Activity:
The teacher will let the students to complete the KWL chart to check their prior
learning.
Analysis:
Abstraction:
The students will answer give the identify the different parts of search engine.
They will also enumerate the basic steps in finding information using search
engines.
Application:
Students will answer the Search Engine Challenge (p17) in their modules.
IV. Evaluation:
 Students will answer complete the city challenge. (Using the search, research
about the beautiful places in our town TOBOSO and list down the information in the
chart provided.
V. Assignment:
In their English notebook students will use search engine and list down 20
common misspelled words.

I. Objectives:
MELCs : Research a topic with support using two or three sources provided, eg,
newspaper, website, video, images, podcast, print based material.
 Recognize and use different information sources

 Search a topic using the sources provided.
II. Subject Matter:

A. Topic: Information Sources
III. Procedures:
Review:
discussed.
 Recall about the different search engines.
Activity:
The teacher will let the students to answer the questions.
 Why do we need information?
 How do you find the right information you need?
Analysis:
Abstraction:
The students will answer the NAA says.
 Based on the topic students will complete the Newspaper Article Analysis.
Application:
Students will answer the Think and Discuss.
 Why is information important in our daily life?
 How do you see information in your daily life?
 Is it important to get correct information? Why?
IV. Evaluation:
 Students will answer the YOUR TURN activity. They will choose the best
resources for the information needed. Then, they will complete the RESEARCH
ORGANIZER.
V. Assignment:
In their English notebook students will complete the Research Round-up
Graphic Organizer by reading at least four articles about the COVID 19.
Research Round-Up
Topic: __________________Question:____________________
Source Source Source Source
Facts____________ Facts Facts Facts
Summary

I. Objectives:
MELCs : Research a topic with support using two or three sources provided, eg,
newspaper, website, video, images, podcast, print based material.
 Recognize and use different information sources

 Search a topic using the sources provided.
II. Subject Matter:
A. Topic: Information Sources

III. Procedures:
Review:
discussed.
Activity:
The teacher will let the students to answer the questions.
 How important information to us?
 What will happen if we disseminated wrong information?
Analysis:
Abstraction:
The students will answer the NAA says.
 Based on the topic students will complete the Newspaper Article Analysis.
Application:
Students will answer the Think and Discuss.
 Why is information important in our daily life?
 How do you see information in your daily life?
 Is it important to get correct information? Why?
IV. Evaluation:
 Students will answer the YOUR TURN activity. They will choose the best
resources for the information needed. Then, they will complete the RESEARCH
ORGANIZER.
V. Assignment:
In their English notebook students will complete the Research Round-up
Graphic Organizer by reading at least four articles about the COVID 19.
Research Round-Up
Topic: __________________Question:____________________
Source Source Source Source
Facts____________ Facts Facts Facts
Summary
Note: November 30, 2022

 No Class ( Bonifacio Day)
Date: December 1, 2022
I. Objectives:
MELCs : Summarize key information from a text EN6OL-IVj-3.6
 Discuss the process in the summarizing

 Summarize a certain text
II. Subject Matter:
A. Topic: Extracting Information Using a Summary

III. Procedures:
Review:
 Teacher will ask questions about the different sources of information.
 Students will also give some examples of sources information.
Activity:
The teacher will post a summarize passage and the students will choice the
best summarizes.
Analysis:
Based on the activity the teacher will present the topic to the class. Teacher
also will give examples of summarizing. Then, teacher will discuss the different
steps in writing a summary.
Abstraction:
The students will read a passage and then they will answer the questions.
They will choose important details to be included in the summarize.
Application:
Students will answer the What’s More (p8-9) in their modules.
IV. Evaluation:
 Students will read a story entitled “DODGEDOG” By Mabel Cook Cole. While
reading they will take notes important points that they will use in answering the graphic
organizer.
V. Assignment:
In their English notebook students will read a passage and they will create a
summary.

I. Objectives:
 Extract details from a text using precis
II. Subject Matter:
A. Topic: Extracting Information Using a Precis

III. Procedures:
Review:
 Teacher will ask questions about the summary.
 How can we make a summary?
 What is a summary?
Activity:
The teacher will post a reading text and they will answer the question “ What
makes us a human?”
 What is the message of the text?
 What are the things that you understand from the text?
Analysis:
Based on the activity the teacher will present the topic to the class. Teacher also
will give examples of Precis. Then, the rules in writing a Precis.
Abstraction:
The teacher ask question about the discussion.
Application:
Students will answer the What’s More (p8-9) in their modules.
IV. Evaluation:
 Students will read a story entitled “DODGEDOG” By Mabel Cook Cole.
While reading they will take notes important points that they will use in
answering the graphic organizer.
V. Assignment:
In their English notebook students will read a passage and they will create a summary.

I.Objectives:
 Extract details from a text using Paraphrase
II. Subject Matter:
A. Topic: Extracting Information Using a Paraphrase

III. Procedures:
Review:
 Teacher will ask questions about the summary and precis
 Can you recall the importance of being able to write a summary and a
precis?
Activity:
The teacher will post a reading text and they will read and they will try to say it
in another way. Then, the teacher will ask questions.
 What did you notice while we changed the terms?
 What is the similarity of the original text and the other one?
Analysis:
will give examples of paraphrase then, the rules in writing a paraphrase.
Abstraction:
Application:
IV. Evaluation:
 Students will make their own paraphrase using the chart.
 The student requested that the teacher excuse her absence, but the teacher
refused.
V. Assignment:
In their English notebook students will read an original text and they will highlight the
words that should not be changes when paraphrasing.

The United States, Germany, Japan, and other economies are being dramatically changed from
industrial economies to knowledge and information-based service economies as manufacturing
shifts to countries where the wages are low cost. In a knowledge and information- based
economies, knowledge and information are the focus in economic growth.

I.Objectives:
 Extract details from a text using Paraphrase
II. Subject Matter:
A. Topic: Extracting Information Using a Paraphrase
III. Procedures:
Review:
 Teacher will ask questions about the summary and precis
 Can you recall the importance of being able to write a summary and a
precis?
Activity:
The teacher will post a short passage student will read and they will try to say it
in another way. Then, the teacher will ask questions.
 What did you notice while we changed the terms?
 What is the similarity of the original text and the other one?
 What is the difference of the two passage?
Analysis:
will give examples of paraphrase then, the rules in writing a paraphrase.
Abstraction:

Application:
IV. Evaluation:
 Students will make their own paraphrase using the chart.
 The student requested that the teacher excuse her absence, but the teacher
refused.
V. Assignment:
In their English notebook students will read an original text and they will highlight the
words that should not be changes when paraphrasing.
The United States, Germany, Japan, and other economies are being dramatically changed from
industrial economies to knowledge and information-based service economies as manufacturing
shifts to countries where the wages are low cost. In a knowledge and information- based economies,
knowledge and information are the focus in economic growth.

I. Objectives:
MELCs : Use analogy to describe or make a point
 Define analogy
 Analyze the given pair and words
 Identify the relationship between words
II. Subject Matter:
A. Topic: Building Relationships Through Analogies (Lesson 1 – Features of Word
Analogies
III. Procedures:
Activity:
The teacher will post words on the board. Students will observe it and they will
group the words according to the similarity and differences of it. Teacher ask a
volunteer to share his/her answer. After that the teacher will ask question
 How did you come up with the answer?
Analysis:
will give examples of analogy and different relationships.
Abstraction:
 Based on your own understanding what is an analogy?
 How can you identify the relationship of the words?
Application:
Students will list down ten (10) word analogies related to their life and explain the
relationship.
Example: cold:hot ; wet:dry The two pairs of words shows opposite relationship (Antonym)
IV. Evaluation:
 Teacher will give a paper and pencil test.
V. Assignment:
In their English notebook students will answer the given activity

A. 1) Think of people you consider as your friends and in a short bond paper, draw an
object that you can associate with them. Be creative in presenting your output.
Note: December 8: 2022
No class (Feast of the Immaculate Conception)

I. Objectives:
 Define analogy
II. Subject Matter:
Analogies
III. Procedures:
Review:
Teacher ask questions about the topic yesterday.
Activity:
The teacher will post words on the board. Students will answer the missing
words from the posted words.
 What do you think is the relationship of those words?
Analysis:
Abstraction:
Application:
Students will list down ten (10) word analogies related to their life and explain
the relationship.
IV. Evaluation:
V. Assignment:
A. 1) Think of people you consider as your friends and in a short bond paper, draw an
object that you can associate with them. Be creative in presenting your output.
December 12, 2022
 Teacher give time students to practice for their performance task. (Habits)
December 13, 2022
 Teacher let the students to perform the task.
December 14, 2022
 Student’s Christmas Party
December 15, 2022
 Teacher’s Christmas Party
December 16, 2022- January 3, 2023
 Part of Christmas Break

Date: January 4, 2023
I. Objectives:
 Define analogy
II. Subject Matter:
Analogies
III. Procedures:
Review:
Teacher ask questions about the topic last December.
Activity:
The teacher will give words and ask student to give the pair of the words.
What do you think is the relationship of those words?
Analysis:
Abstraction:
Application:
Students will list down ten (10) word analogies related to their life and explain
the relationship.
IV. Evaluation:
V. Assignment:
1) Think of people you consider as your friends and in a short bond paper, draw an object
that you can associate with them. Be creative in presenting your output.
I. Objectives:

 identify the types of analogies;
 fill in the pair with an appropriate word; and
 create analogies based on the identified relationships.
II. Subject Matter:
A. Topic: Building Relationships Through Analogies (Lesson 2 –Types of
Analogies
D. Instructional Materials: Modules, chalk board, chalk, pictures
E. Reference: QUARTER 2 -MODULE 6
III. Procedures:
Review:
Teacher ask questions about the lesson yesterday.

- What is an analogy?
- Give examples of analogy.
Activity:
The teacher will give students activity test. They will choice their answer in the
choices provided.
Analysis:
will give examples of analogy and its types.
Abstraction:
- The teacher asks students to write down their valuable insights about the
relevance of understanding various relationships of words. Then teacher ask
volunteer to share their insights in the class.
Application:
- Students will make a word web about their Family. They will think of many
words that can relate and associate to it.
My Family
IV. Evaluation:
- Teacher will give a paper and pencil test. Students will identify the type or category of
analogy used in the word pairs. Then determine the meaning of the underlined word by
analyzing the word pairs.
1. Right: correct:: shout : scream
2. Transparent: opaque:: give: receive
3. Canine wolf::bird: vulture
4. Multitude: Crowd:: Throng: Group
5. Parched: drained::bright: luminous
V. Assignment:
In their English notebook students will write an analogy paragraph highlighting their
Experience in life.
Note: January 6, 2023
- No class
I. Objectives:

 identify the types of analogies;
 fill in the pair with an appropriate word; and
 create analogies based on the identified relationships.
II. Subject Matter:
A. Topic: Building Relationships Through Analogies (Lesson 2 –Types of
Analogies
III. Procedures:
Review:
- What is an analogy?
- Give examples of analogy.
Activity:
The teacher will give students sets of words. They will choice the pair of in the
words inside the box
Analysis:
will give examples of analogy and its types.
Abstraction:
- The teacher asks students to write down their valuable insights about the
relevance of understanding various relationships of words. Then teacher ask
volunteer to share their insights in the class.
Application:
- Students will make a word web about their Family. They will think of many
words that can relate and associate to it.
My Family
IV. Evaluation:
- Teacher will give a paper and pencil test. Students will identify the type or category of
analogy used in the word pairs. Then determine the meaning of the underlined word by
analyzing the word pairs.
1. Right: correct:: shout : scream

2. Transparent: opaque:: give: receive
3. Canine wolf::bird: vulture
4. Multitude: Crowd:: Throng: Group
5. Parched: drained::bright: luminous
V.Assignment:
In their English notebook students will write an analogy paragraph highlighting their
Experience in life.
January 10, 2023
- Teacher conduct the 2nd summative test for 2nd quarter.

I. Objectives:
MELCs : Transcode information from linear to non-linear texts and vice-versa EN8RC-IIe-11
 identify linear and non- linear texts

 differentiate linear text from non-linear texts;
 interpret data in non-linear texts;
II. Subject Matter:
A. Topic: Linear and Non-Linear Texts
III. Procedures:
Review:
Activity:
Teacher post a picture on the board then, she let her students to arrange it
accordingly.
Analysis:
Based on the activity the teacher will present the topic to the class. Teacher also will
correct their answers.
Abstraction:
- The teacher asks students to define linear and non-linear based on the
discussion.
- What is the different of linear and non-linear?
- How do you interpret non0linear texts?
Application:
- Teacher will post a graph and student will interpret it.
CAR SALES
100%
80%
60%
40%
20%
0%
MONDAY TUESDAY WEDNESDAY THURSDAY
Series 1 Series 2 Series 3
 How many percent cars were sold in Thursday?

 Which day had a minimum sales of cars?
 On which day were the maximum number of cars sold?
IV. Evaluation:
-Teacher let the students interpret the data. Answer must be written in a ½ crosswise.
Student's Favorite Fruits

6
5
4
3
2
1
0
Orange Banana Pear Apples
 How many kids like apples?

 Which fruits did like the least?
 How many kids likes apples?
 How many kids like pears?
 How many kids like banana?
V. Assignment:
Study your lesson.
NOTE: January 12 & 13, 2023
-Class Suspension due to weather condition.
I. Objectives:
 identify linear and non- linear texts

 differentiate linear text from non-linear texts;
 interpret data in non-linear texts;
II. Subject Matter:
D. Topic: Linear and Non-Linear Texts
E. Instructional Materials: Modules, chalk board, chalk, pictures
F. Reference: QUARTER 2 -MODULE 7
III. Procedures:
Review:
Activity:
Teacher post a picture on the board then, she let her students to arrange it
accordingly.
Analysis:
Based on the activity the teacher will present the topic to the class. Teacher also will
correct their answers.
Abstraction:
- The teacher asks students to define linear and non-linear based on the
discussion.
- What is the different of linear and non-linear?
- How do you interpret non0linear texts?
Application:
- Teacher will post a graph and student will interpret it.
CAR SALES
100%
80%
60%
40%
20%
0%
MONDAY TUESDAY WEDNESDAY THURSDAY
 How many percent cars were sold in Thursday?

 Which day had a minimum sales of cars?
 On which day were the maximum number of cars sold?
IV. Evaluation:
-Teacher let the students interpret the data. Answer must be written in a ½ crosswise.
Student's Favorite Fruits
6
5
4
3
2
1
0
Orange Banana Pear Apples
 How many kids like apples?

 Which fruits did like the least?
 How many kids likes apples?
 How many kids like pears?
 How many kids like banana?
V. Assignment:
Study your lesson.
Note: January 17, 2023
- Teacher Conduct a GST for PHIL-IRI Report.
I. Objectives:
 Draw data from linear and non- linear texts and

 Transcode information from linear to non-linear and vice versa.
II. Subject Matter:
A. Topic: Linear and Non-Linear Texts

III. Procedures:
Review:
 How can you interpret the data in the non-linear texts?
 How about in a linear texts?
Activity:
Teacher post a picture of a pie chart. They students will analyze the chart by
answering the questions. Their answer must be written in a short paragraph.
 How much time a day do your parents spend on the activities listed in
the graph?
 Compare your parents daily time activities to those time listed in the
pie chart?
Analysis:
Teacher also give ways in transcoding.
Abstraction:
Teacher will ask question based on the topic that they discussed.
 How did you come up with your answers?

 How did you interpret graphs, tables and charts?
 What are the steps or ways to be considered in helping transcode
information from linear to non- linear and vice versa?
Application:
- Teacher will post a chart containing of survey results taking from different
classes. Student the data and answer the questions.
1.
Title of Myths/ Legends/ # of students who like it
Epics Grade 7- Camia Grade 7 - Begonia
Male Female Male Female
The Creation 14 20 20 18
Maria Makiling 10 25 13 27
The Good Prince Bantugan 5 10 32
 How many students are there in the section Camia? How about in Begonia?
 Based on the surveyed, what conclusions can you make?
 Write at least 5 sentences about the data.
2. You were given by your parents five hundred pesos as allowance good for a week.
Based on the pie graph shown below, how would you be allotted for each of the
following areas?
Allowance
Food School Projects Transpotation Others
Others
10%
Trans-
potation Food
20% 50%
School
Projects
20%
IV. Evaluation:
-Teacher let the students to transcode the information to the linear text.
A. E-Commerce Activity in the Philippines

E- Commerce Activity
600%
500%
400%
300%
200%
100%
0%
Product Service Retailer Service Devt. Reseller
Column1 Series 2 Series 3
B. Read the following linear text and transcode it to non-linear text.
According to the survey 33% of the students listen to pop music while 29% listen to indie
and rock music, 15% listen to country music, 13% listen to metal and 10 % listen to
classical music.
V. Assignment:
In English notebook create a non-linear text to present information below.
1. The different chores I perform at home
2. The 5 things I will buy if I have three hundred pesos.

Date: January 19-21, 2023
I. Objectives:
To conduct a graded oral recitation as part of the review for the summative test
II. Subject Matter:
Topic: Topics from 2nd grading lessons

Instructional Materials: Questionnaires
Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Students will answer the given questions by the teacher.

I. Objectives:
To conduct a graded oral recitation as part of the review for the summative test
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will answer the given questions by the teacher.
I. Objectives:
To conduct the summative test
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will answer the given summative test
I. Objectives:
To review the lessons for the preparation for the exam
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will answer the questions asks by the teacher.

Date: January 26-27, 2023
I. Objectives:
To conduct the 2nd grading examination
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will answer the questionnaires.

I. Objectives:
To correct the test papers of the 2nd grading examination
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will give the correct their answers.

I. Objectives:
To conduct the item analysis based on the results of the exam
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will raise their hands if they got correct answers in every number.

Date: February 1, 2023
I. Objectives:
To conduct a removal test to those students who have a low score in their
written works.
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will answer the questionnaire.

I. Objectives:
To gather the missing outputs/ performance of the students
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will pass they outputs.

I. Objectives:
To gather the missing outputs/ performance of the students
II. Subject Matter:

Reference:
III. Procedures:
Activity:
Analysis:
Abstraction:
Application:
IV. Evaluation:
Student will pass their outputs.
NOTE:
February 6-10, 2023 (INSET)

I. Objectives:
MELCS: Use correct and appropriate multimedia resources when orally giving
Information, instructions, making explanations, and narrating events in personal or
factual recounts.
o Identify multimedia resources
II. Subject Matter:
Topic: Multimedia Resources Q3, M1
Instructional Materials: Modules, chalkboard, manila paper
Reference: Module Q3, M1
III. Procedures:
Review:
o The teacher reviews the linear and non-linear text.
Activity:
o The teacher will let the student to answer the pre-test about the topic to
know/ check if the students have already a knowledge about the topic.
Analysis:
o Based on the pre-test teacher will discuss the different multimedia and
will gives examples.
Abstraction:
o Teacher ask questions based on the discussion.
o Give the definition of a multimedia in your own words?
o Give examples of multimedia.
Application:
o The students will answer the questions.
o As a student how multimedia resources help you?
IV. Evaluation:
Student will have a paper-pencil test.
Identify the multimedia describe in the following questions.
1. This word means many.
2. This word means middle.
3. This is the most important component of a multimedia.
4. This is a digital representation of a non-text information.
5. This is a flipping through a series of still images.
IV.
V. Assignment:
- Study your lesson
-
I. Objectives:
MELCS: Use correct and appropriate multimedia resources when orally
giving information, instructions, making explanations, and narrating events in
personal or factual recounts.
o Classify different types of multimedia resources
II. Subject Matter:

III. Procedures:
Review:
o The teacher will ask questions about the past lessons.
o What is multimedia?
o Give some examples of multimedia?
Activity:
o Teacher will let the student to complete the concept map of a
multimedia.
Multimedia
Analysis:
o Based on the answer of the student’s teacher will discuss the topics.
Teacher will give different examples of Factual texts.
Abstraction:
o Teacher ask questions about lessons.
o Students give the different factual text.
Application:
o Teacher will ask the students to answer.
o Why factual text is important in making a multimedia?
o What are the considerations will you consider in making a multimedia?
IV. Evaluation:
Student will have to answer the Activity 1 (Classifying Multimedia) in a ¼ sheet
of paper. Classify each multimedia as text, audio, graphics, video or animation.
1. Hypertext 2. Podcast 3. Painting 4. Song 5. Slideshow
IV. Assignment:
Give the advantages and disadvantages of a multimedia.
I. Objectives:
o Classify different types of multimedia resources
II. Subject Matter:

III. Procedures:
Review:
o Give some examples of multimedia?
Activity:
o Teacher will let the student to complete the concept map of a
multimedia.
Multimedia
Analysis:
Abstraction:
Application:
IV. Evaluation:
IV. Assignment:
I. Objectives:
II. Subject Matter:

III. Procedures:
Review:
o Give some factual text.
Activity:
o Teacher will let the student to arrange the different
Analysis:
Abstraction:
Application:
IV. Evaluation:
IV. Assignment:
I. Objectives:
II. Subject Matter:

III. Procedures:
Review:
o What is the different multimedia?
o Give some uses of multimedia?
Activity:
o Teacher will let the student to arrange the different description on the
board.
Analysis:
o Based on the answer of the student’s teacher will discuss the different
advantages and disadvantages of multimedia.
o Teacher will give examples of multimedia being use in different
situation.
Abstraction:
o Students give advantages and disadvantages of multimedia.
o Teacher will ask students to give situation that they will use multimedia.
Application:
o Teacher will ask the students to answer orally.
o Why do we need use multimedia in giving information, instructions,
making explanations, and narrating events in personal or factual
recounts?
o What are the considerations will you consider in choosing the
appropriate multimedia.
o
IV. Evaluation:
Paper- Pencil Test : Complete the table below by writing the most appropriate
media resources to be under a particular text type.
PDF about Coronavirus documentary films travel log
Expedition footage digital photos cooking videos
Text Types
Recount Procedure Explanation Description
V. Assignment:
By Group students will choice one topic and make a multimedia. The output will be
sent to the group chat.
I. Objectives:
MELCS: Use the appropriate oral language, stance and behavior when giving
information, instructions, making explanations, and narrating events in factual
and personal recounts (EN7OL-IV-e3.10)
II. Subject Matter:

Topic: Oral Language Q3, M2
III. Procedures:
Review:
o The teacher will ask question about the last topic.
o What is the importance of a multimedia as a student?
Activity:
o Teacher will let the read a short passage and ask questions.
They will answer by group.
When I was five years old, I took an extreme liking to my sister's toys.
It made little difference that I had a trunk overflowing with dolls and
toys of my own. Her "big girl" treasures were much easier to break, and
much more appealing. Likewise, when I was ten and she was twelve,
thee earrings and make – up that she was slowly permitted to
experiment with held my attention, while my former obsession with
catching bugs seemed to be a distant and fading memory.
1. What is the shared experience all about?
2. How does the girl describe her “big girl” treasures?
3. When reading or speaking in class what should the speaker
observe?
-
Analysis:
o Based on the answer of the student’s teacher will discuss the
definition of an oral language and basic postures in presenting
a speech.
Abstraction:
o What is an oral language?
o Give the different posture in speaking.
Application:
o Why proper posture is important to the speaker?
o As a student why do we need to apply the different stance in
speaking.
IV. Evaluation:
Paper-pencil test:
o Students will read the statements and write TRUE if the
statement is correct and False if otherwise.
o 1. Speaking, facial expression is one of the most important
factors to consider.
o 2. We don’t need to prepare when we give a speech.
o 3. Finger tapping is one of the common faults that we need to
eliminate when giving speech.
o 4. Oral language is a system through which we use spoken
words to express ideas, knowledge and feelings.
o 5. To become an effective speaker, it is essential that you get
of your mannerisms and distractions.
V. Assignment:
o Memorize the poem habit and apply the proper stance is
presenting a speech.
I. Objectives:
II. Subject Matter:

III. Procedures:
Review:
Activity:
o Teacher will ask a volunteer to act out the different stance and
behavior.
o the students will guess the different stance, behavior act by
their classmate.
Analysis:
a speech.
Abstraction:
Application:
speaking.
IV. Evaluation:
Paper-pencil test:
V. Assignment:
I. Objectives:
II. Subject Matter:

III. Procedures:
Review:
o Why do we need to know the different stance in speaking or in
speech?
Activity:
behavior.
o the students will guess the different stance, behavior act by
their classmate.
Analysis:
a speech.
Abstraction:
Application:
speaking.
IV. Evaluation:
Paper-pencil test:
V. Assignment:
I. Objectives:
II. Subject Matter:

III. Procedures:
Review:
o When we will use the proper stance, and behavior?
Activity:
behavior in the different situations.
o The students will guess the different stance, behavior act by
their classmates and the situations.
Analysis:
 Based on the answer of the student’s teacher will
discuss the appropriate oral language, stance and
behavior when giving information, instructions, making
explanations, and narrating events in factual and
personal recounts
Abstraction:
o When we will use the different stands?
.
Application:
o Why we should know the appropriate oral language stance,
behavior as a student’s?
IV. Evaluation:
Students will perform the poem entitled “Habit” by Carol Beachy
Winger using the appropriate oral language stance, behavior.
V. Assignment:
o By group choose 1 activity from Let’s Do It! Make a video or
video clip using appropriate oral language, stance and
behavior. Send output in our GC.
February 24, 2023 – No Class (People Power Anniversary)

I. Objectives:
II. Subject Matter:

III. Procedures:
Review:
o When we will use the proper stance, and behavior?
Activity:
o Teacher will ask 2 volunteers to show the process of
handwashing and the other one will give directions.
Analysis:
 Based on the answer of the student’s teacher will
discuss the appropriate oral language, stance and
behavior when giving information, instructions, making
explanations, and narrating events in factual and
personal recounts
Abstraction:
o When we will use the different stands?
Application:
o Why we should know the appropriate oral language stance,
behavior as a student’s?
IV. Evaluation:
Students will perform the poem entitled “Habit” by Carol Beachy
Winger using the appropriate oral language stance, behavior.
V. Assignment:
By group choose 1 activity from Let’s Do It! Make a video or video clip using
appropriate oral language, stance and behavior. Send output in our GC.
I. Objectives:
MELCS: Use the appropriate oral language, stance and behavior when giving information,
instructions, making explanations, and narrating events in factual and personal recounts
(EN7OL-IV-e3.10)
- Narrate events in factual and personal recounts using the basic
factors of delivery;
II. Subject Matter:
Topic: Basic Factors of Delivery Q3, M2
III. Procedures:
Review:
o The teacher will ask question about the last topic through
pretest.
o The teacher will let the student correct it by checking their
works.
Activity:
o Teacher will ask question to present the topic and ask
volunteers to share their answers in front of the class.
o Who gave you your name? is it your parent or your
grandparent?
o Then, the rest of the class will observe the way the volunteers
present and also share their observation to the class.
Analysis:
 Based on the observation given by the class. The
teacher will discuss the different basic factors of
delivery.
Abstraction:
o What are the different basic factors of delivery?
o What are the different methods of delivery?
.
Application:
o Teacher will show 4 pictures and ask student to choose 1
picture to be use in impromptu.
o From the chosen picture student will give something positive
and negative description to it.
IV. Evaluation:
Students will Fill in the blank the correct word/words to complete the sentence.
Consult a modern dictionary if you have a doubt with your 1_____________.
When a speaker gives a speech without prior planning or preparation, it is
called a/an 2_____________.
Using your whole body to communicate is called 3_____________.
Stand at the center of the front of the room for your opening, move every
4_________minutes or at the start of each new topic.
5.______________ speech can be read word for word.
V. Assignment:
- Now that you know how to deliver a speech, let’s have another
speaking activity. This time, think of an item at home and create a
one-minute commercial about it. You are going to explain by
addressing the guide questions below. Then, when done, deliver a
report using your cellphone’s video camera. Sent the video on our
GC.
Date: March 1, 2023
I. Objectives:
(EN7OL-IV-e3.10)
II. Subject Matter:
III. Procedures:
Review:
o The teacher will ask question about the last topic through
pretest.
o The teacher will let the student correct it by checking their
works.
Activity:
o Who gave you your name? is it your parent or your
grandparent?
Analysis:
delivery.
Abstraction:
.
Application:
IV. Evaluation:
called a/an 2_____________.
V. Assignment:
GC.
Date: March 2, 2023
I. Objectives:
(EN7OL-IV-e3.10)
II. Subject Matter:
III. Procedures:
Review:
Activity:
o How your names was created?
Analysis:
delivery.
Abstraction:
.
Application:
IV. Evaluation:
called a/an 2_____________.
V. Assignment:
GC.

Date: March 3, 2023
I. Objectives:
(EN7OL-IV-e3.10)
- Deliver a speech using the appropriate oral language, stance and

behavior when making explanations and giving information.
-
II. Subject Matter:
III. Procedures:
Review:
o What are the basic factors of delivery?
Activity:
o Let the student pic a roll of paper (different factors of
delivery)
o Ask some volunteer per group to present in the class.
Analysis:
 Based on the presentation by the class. The teacher will discuss on
how to use those basic factors in the different situations.
Abstraction:
o Give different situation where can present the different factors
of delivery?
.
Application:
o Teacher will show divide the class into 3.
Group 1 - Make an impromptu speech on some topics that concerns you. worried
Listen to your recorded speech and answer the following questions:
1.How do you feel when you listen to your recorded speech?
Group 2 - Interview your group member about the positive and negative
traits/characteristics of a Filipino. Memorize your report so that you will not have to
read your notes.
Group 3 - Narrating a personal recount. Pick one topic and use the given outline
below for the details. Write it in your notebook. You may hold the copy of your
outline while you deliver your manuscript speech. (What is something new about
myself that I discovered in the new normal? )
 Then, the students will present in the class.
IV. Evaluation:
I. Tell whether the following statements are True or False.
________________1. Posture refers to the way you stand and sit.

________________2. Impromptu speech is well prepared and the speaker uses
notes to outline the speech.
________________3. Distribute the weight of your body on your two feet evenly
when delivering a speech.
________________4. For your opening speech, stand in the center of the front of
the room and move every new idea.
________________5. Speak loud enough to be heard especially by the people
at the back.
V. Assignment:
- Watch an evening news in your television. Then, observe the news
anchors and the field reporters. What differences do you observe as
they deliver the news? Write your observation in your notebook.
March 6, 2023 – High School Day

Date: March 7, 2023
I. Objectives:
(EN7OL-IV-e3.10)

-
II. Subject Matter:
III. Procedures:
Review:
Activity:
delivery)
Analysis:
Abstraction:
of delivery?
.
Application:
o Teacher will present a rubric for their presentation.
read your notes.
IV. Evaluation:
II. Tell whether the following statements are True or False.

at the back.
V. Assignment:
Watch an evening news in your television. Then, observe the news anchors and the
field reporters. What differences do you observe as they deliver the news? Write your
observation in your notebook.

Date: March 8, 2023
I. Objectives:
(EN7OL-IV-e3.10)

-
II. Subject Matter:
III. Procedures:
Review:
Activity:
delivery)
Analysis:
Abstraction:
of delivery?
.
Application:
read your notes.
IV. Evaluation:
III. Tell whether the following statements are True or False.

at the back.
V. Assignment:
observation in your notebook.

Date: March 9, 2023
I. Objectives:
(EN7OL-IV-e3.10)
II. Subject Matter:

III. Procedures:
Pre-activity:
o The teacher will give situation and ask students:
o What should you do if were saw a vehicle accident?
o What are the things that you need to do?
o Who are the people who do you call?
Activity:
o Teacher will divide the class into 3 and give them different
situation.
Group 1 – There is an earthquake. Give the different steps that your
classmates should do. (During Earthquake)
Group 2 – Someone ask the location of the library.
Group 3 – Solve a problem solving.
Analysis:
how to give a directions.
Abstraction:
o Why we should give correct information in giving directions?
Application:
o Teacher will ask students to have a group role playing.
o Group 1 – Give steps on how to cook a fried rice.

o Group 2 – Give the ways on how to have a high grades.
o Group 3 – Give directions in going to school.
IV. Evaluation:
V. Tell whether the following statements are True or False.

________________1. In times of emergency, it is necessary to avoid going into panic?
________________2. In giving directions is should not be clear.
________________3. When someone ask you the location, you should give it correctly
and politely.
________________4. It should be
.
at the back.
VI. Assignment:
observation in your notebook

Lesson Plan in English 7

Uploaded by

Copyright:

Available Formats

Lesson Plan in English 7

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan in English 7

Uploaded by

Copyright:

Available Formats

Lesson Plan in English 7

Date: November 7,2022

MELCs: Use phrases, clauses, and sentences appropriately and meaningfully.

II. Subject Matter: