DAILY KAUNLARAN HIGH SCHOOL Grade Level: Seven 7

LEARNING Phase I, Kaunlaran Village North Bay Learning Area: English 7

PLAN Boulevard South City of Navotas
(DLP) Grading: Second Grading

Miss Maria May N. Sevilla

TEACHER:
DATE DAY SECTION/S TIME
Matapat (2) 12:30-1:30
Mapagbigay (18) 2:50-3:50
November
Masayahin (8) 3:50-4:50
Masigasig (10) 4:50-5:50
Module 3: Blending Well in a Diverse Society
Lesson 2: Setting Aside Differences
I-OBJECTIVES
A. Use experiences to better understand the text
B. Note details of the text through listening

The learner demonstrate understanding of how Philippine Literature under the Period of
Emergence and other text types through using different reading, listening, and viewing
strategies, word relationships and associations, direct and reported speech,
C. Content
passive/active voice, simple past and past perfect tenses, and sentence connectors;
Standards
employing the appropriate oral language and stance in informative speech forms to
express ideas, opinions, feelings, and emotions, serve as tools to assert one’s identity in
a diverse society.
D. Performance
The learner proficiently participates in a simple debate about identity in a diverse society.
Standards

E. Learning
EN7LC-III-a-2.1/3.1: Note specific details of the text listened to
Competencies

II-CONTENT

A. Topic Elements of a Narrative Text

B. Level Know
C. Domain Reading, Writing
D. Learning
Textbook
Resources
1. References Grade 7 Learner’s Material p. 325
2. Other Learning
Resources
III-PROCEDURE
A. Routine Prayer, Checking of Attendance/ Cleanliness of the room

B. Recalling previous EN7WC-III-a-2.2: Compose simple narrative texts

Learning EN7WC-III-a-2.2.12: Identify features of narrative writing

C. Establishing a What is your favorite story? What is in the story that made it your
purpose for the
lesson favorite?

1. Tell-a-Tale
Each group will be given five random words. With the help of their group mates,
D. Presenting the new each group will try to create a short story with a minimum of three sentences.
lesson Write your story in a bond paper and be ready to tell your story in class.
Group 1: poor boy, old house, anger and pain, success
Group 2: broken family, Disneyland, enjoyment, accident
 Group 3: rich and famous girl, casino, fear, soul mate
Group 4: lovers, road accident, bloodshed, moving on

2. Rate your Write

Each group will be given sets of questions to rate other group’s work. If the
answer to the question is yes, that’s equivalent to 2 points, if no, the point will
only be one. The questions are the following:
1. Is there a time or a place mentioned in the story?
2. Is there any character in the story?
3. Is the story arranged in a logical time order?
4. Have you felt any emotion from the story?
5. Does the story relate a concept about life?

The groups on the right will be the raters of the groups on the left:
Group 1: Group 2
Group 2: Group 4
Group 3: Group 1
Group 4: Group 3
When a writer writes a story, he/she is making a narrative text. There
are two kinds of narrative text:
 Fictional Narrative: a narrative taken from the writer’s imagination
 Nonfiction Narrative: a narrative that actually happened in real life
such as history or a biography
There are elements for both kinds of narrative texts. These are:
 Setting: the time, place, and culture of the text
E. Discussing new
 Character: the people, animal, or any animated object
concepts and
practicing new skills  Time Order: the logical arrangement of a story
 Mood: the emotion or atmosphere of the text
 Theme: the concept or idea that the text is all about

1. Explain to the students that what they made is a narrative text and the
questions that they used to rate each other tried to see if the texts
contained the elements of a narrative text.
2. Emphasize that narrative texts used the simple past tense of the verb.
1. Have someone from the class to read this narrative excerpt entitled The Magic
of Harry.

F. Developing
mastery

Reference: California Standards Test, English-Language Arts Grade 7

 2. Prepare the students for their group activity by giving them these tasks:

Group 1. Using a blank map, locate the places where Ehrich went using dots.
Connect the dots afterwards. After that, put your answer to this question below
the map: Why do you think Ehrich had to go to different places?

Group 2: Using different items that you have, choose a member and made him
look like what you imagined Ehrich to look like. On a short bond paper, put your
answer to this question: As told by the narrative text, what trait(s) as a person
did Ehrich show?

Group 3: Using the words FIRST, NEXT, THEN, AFTER THAT, FINALLY, write the
five important events in the text in a short bond paper.

Group 4: Identify the emotion(s) that the text about Ehrich have made you feel
by presenting a tableau. Be ready to mention lines from the text that justify the
emotion(s).

Group 5: Determine the concept about life that the text showed by drawing it on
a short bond paper. Be prepared to explain why the text is about the concept
you drew.
F. Making
What do you call a text that tells you a story?
generalizations and
What are the elements of a narrative text?
abstractions about the
lesson What tense of the verb is used when writing a narrative text?
Directions: Write the letter of your answer.

G. Evaluation

Reference: California Standards Test, English-Language Arts Grade 7

1. Where did the pilot crash his airplane according to the text?
a. ocean b. desert c. beach
2. What happened after the pilot had woken up?
a. He realized that he was very far away from humans
b. He saw a little man asking him to draw a sheep
c. He wished himself to be a sailor
3. Who are the characters in text?
a. a sailor and a little man b. a pilot and a sheep
c. a pilot and a little man
4. What emotion(s) did the author make the readers feel when he narrated that
the pilot had crashed his airplane and suddenly saw a little man out of nowhere?
 a. happiness and excitement b. loneliness and amazement
c. sadness and disappointment
5. What concept about life has been featured by the excerpt of the Little Prince?
a. trials and challenges b. love and acceptance
c. death and grieving
IV. A. AGREEMENT
ASSIGNMENT: What are the different transitional devices?

V. REMARKS
VI. REFLECTION
SECTION/S

MATIYAGA MAAASAHAN MAUNAWAIN MAPANALIG

Attendance: Attendance: Attendance: Attendance:

A. No. of learners who
earned a score of 1 to 5 in 5- _____
5- _____ 5- _____ 5- _____
the evaluation? 4- _____
4- _____ 4- _____ 4- _____
3- _____
3- _____ 3- _____ 3- _____
2- _____
2- _____ 2- _____ 2- _____
1- _____
1- _____ 1- _____ 1- _____
0- _____
0- _____ 0- _____ 0- _____
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson 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
this 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?

MARIA WELMA B. SONGALING

Checked by:
English Department Head
Date: ____________