Semi-Detailed Lesson Plan

Date March 04, 2024

Practice Teacher Aprilyn E. Bala
Learning Area English
Grade Level 7
Quarter 3rd Quarter

Program Standard The learner demonstrates communicative competence through

his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other
countries.
Grade Level Standard The learner demonstrates communicative competence through
his/ her understanding of Philippine Literature and other texts
types for a deeper appreciation of Philippine Culture.

Content Standard The learner demonstrates understanding of: Philippine literature

during the Period of Emergence as a tool to assert one’s identity;
strategies in listening to and viewing of informative and short
narrative texts; word relationships and associations; informative
speech forms; and use of direct/reported speech, passive/active
voice, simple past and past perfect tenses, and sentence
connectors.
Performance Standard The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.

I. Learning Objectives At the end of the lesson, learners should be able to:
1. identify the purpose and message of the material viewed;
2. differentiate belief from conviction;
3. familiarize with expressions in stating beliefs/convictions; and
4. appreciating the importance of viewing materials in daily
living.

II. Contents

A. Subject Matter Expressing One’s Beliefs/Convictions Based on a Material

Viewed
 B. References SLM Third Quarter Module 4

C. Learning Materials
 Message Bowl
 Viewing Materials (video, images, and signs)
 Activity Worksheets
 Powerpoint presentation

III. Procedure

A. Daily Routine The teacher starts the class with a short prayer, greetings
(Magandang Buhay Greetings), checking of attendance, and
reminders of the things that they should do during class hour.

B. Motivation Message Relay: Guess it RIGHT!

The teacher will start the lesson with a short viewing activity
called “Message Relay: Guess it RIGHT” that will be
participated by all the students.
The teacher will tell the students that this activity has
something to do with the new lesson to be tackled during class
discussion that focuses on finding the purpose and message of
different viewing materials, as well as belief and conviction.
The students will be grouped into 3, then will play pass the
message/message relay. The first person in line will pick a
picture in a message bowl and he\she will make guess what is
the picture all about, and he/she will pass the meaning/purpose
of the picture to the members until it reaches the last member in
the line/ group whom he\she will be reiterating the statement to
the teacher and his/her statement should start with “I believe/In
my view _____”. Then they will write their answer on the
board.
Each picture has equivalent points. The group who “Guess it
RIGHT” and have the highest points will win.

The following questions will be asked to the students regarding

the prior activity:
1. What are the different purposes of viewing materials?
2. What are beliefs and conviction?
3. What words, phrases or expressions do we usually use in
expressing our beliefs and convictions?
C. Lesson Development The teacher will present a picture about beliefs and conviction
which will have example statements regarding the topic.
 EXAMPLE:
 In my view Jeepney modernization is good but then is not
timely.
 I believe that Jeep reflects the culture of the Philippines.
 I feel like, inflation rates must be the priority during this time
than the Jeepney modernization.
The teacher will briefly discuss the example above.

The teacher will give a discussion about the meaning and

difference of belief and conviction.
BELIEF
- is something that an individual considers as the truth. It is
shaped by the individual’s background experiences and is
based on one’s cultural or personal faith, morality, or
values.
CONVICTION
- is a firm belief on something that an individual is convinced
of?
- to be convinced you need to obtain all related information
like statistical data - based on analysis of statistics,
observation, fact, and experience.

A conviction remains the same even with new experiences

and even after long periods of time because it is built in
concrete information.
Basic Signal Phrases in Expressing Beliefs or Convictions
 I feel…  In my view…
 I think…  I really feel that…
 I believe that…  Personally, I think…
 In my opinion…  Personally speaking…
 From my point of view…  My point of view is that…

D. Application The teacher will ask the students.

How did the different viewing materials such as videos/music

videos, news, signs, images, and others help you in your daily
living?

Cite some instances wherein your beliefs and convictions had

been relevant in your studies?
The teacher will ask the students the following questions:
E. Generalization
a. What are the purpose of viewing materials such as print,
digital, on-line and TV Broadcast?
b. What is belief and conviction?
c. What is the difference between belief and conviction?
d. What are the basic signal in expressing belief and conviction?
 ASSESSMENT
IV. Evaluation Directions: Read carefully the short conversation. Copy the
sentences that state a belief/conviction and underlined the
expressions used.

V. Homework/Reflection The teacher ends the session with a reflection in order to retain
the lesson to the students’ memory.

This will be written on ½ crosswise.

“In your own words tell the differences and similarities between
belief and conviction using the Venn Diagram.”

Prepared by: Checked by: Noted by:

APRILYN E. BALA MYLENE D. JUAN SONIA F. ABRAGON, PhD

Practice Teacher Cooperating Teacher Head Teacher-English Department