LESSON PLAN Draft

Republic of the Philippines
Department of Education
REGION IV–A CALABARZON
SCHOOLS DIVISION OF GENERAL TRIAS CITY
GOVERNOR LUIS A. FERRER JR. EAST NATIONAL HIGH SCHOOL
SAN FRANCISCO, GENERAL TRIAS CITY, CAVITE
School CAVITE STATE UNIVERSITY -

Grade level 7
CCAT CAMPUS
Teacher MACHETE, HANNAH NHICA
DAILY
MAGBANUA, ANGELA MAAN
LESSON Learning Area English
SUMAYA, ALDRIN
LOG
VALLEGA, ANGEL KATE
Teaching Dates
SEPTEMEBER 01, 2024 Quarter 2nd Quarter
and Time
I. OBJECTIVES INDICATORS
A. Grade Level  The learner demonstrates communicative competence
Standard through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine
Culture.
B. Content  The learner demonstrates understanding of: contemporary
Standards Philippine literature as a means of responding to the
demands of the global village; various extended text types;
lexical and contextual cues; appropriate and polite oral
language, stance, and behavior; and use of imperatives,
prepositions, verbs, and wh-question.
C. Performance  The learner transfers learning by: explaining the need to be
Standards cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types;
using lexical and contextual clues to understand unfamiliar
words and expressions; using imperatives, prepositions, and
appropriate and polite oral language, stance and behavior in
various information-sharing formats.
D. Most Essential
 Raise sensible, challenging thought provoking questions in
Learning
public forums/panel discussions, etc.
Competency
E. Learning at the end of the lesson, the learners are expected to be able to:
Competencies/  recognize the different types of questions from the
Objectives literature Dead Stars by Paz Marquez Benitez
 integrate proper ways of asking questions through
collaborative activities
 assess the importance of relevant questions in an
everyday life
II. LEARNING CONTENT
A. Topic RAISING QUESTIONS
Address: Brookside Lane, Arnaldo Hi-way, San Francisco, City of General Trias, Cavite
Telephone no.: (046) 423-8361
Email Address: 307812@deped.gov.ph
Facebook Page: www.facebook.com/DepEd Tayo Governor Luis A. Ferrer Jr. East
NHS - General Trias City
B. Materials Visual Aids, PPT

C. References  DIVISION OF GEN. TRIAS CITY Project ISuLAT –
ACTIVITY SHEETS in ENGLISH 7 (Intensified Support to
Learning Alternatives Through Activity Sheets)
 https://www.aswangproject.com/indarapatra-and-sulayman/
D. Strategies Information-based Approach
E. Integration Mathematics
III. LEARNING PROCEDURE
A. Preliminaries a. Prayer
b. Greetings
c. Classroom Management
d. Checking of Attendance
e. House Rules
To foster a positive and conducive learning environment:
S - showcase your talents, ideas, and capabilities 6. Maintained learning
L - listen attentively environments that promote
fairness, respect, and care to
A - appreciate encourage learning.
Y - yield relevant outputs
f. Health Protocols
Telephone no.: (046) 423-8361
B. Activity PRE-TEST
Directions: Read each question carefully and choose the best 1. Applied knowledge of
content across curriculum
answer from the choices. teaching areas.
___1. “Did she clean her room before leaving?” (C) Integration: Ecosystems,
A. “No. She did clean her room.” Water Cycle, Human
Impact on the
B. “Yes, she did not clean her room.” Environment, Cells, and
C. “No, she did not clean her room.” Forces and Motion.
D. “Yes. She did not cleaned her room.”
___2. “Have you eaten your breakfast?” (D)

A. “No, I did not.”
B. “Yes, I did.”
C. “Yes, I have not.”
D. “No, I haven’t”
___3. “You aren’t going to attend the party, are you?” (B)
A. “Yes, I will attend the party.”
B. “No, I am not going to attend the party.”
C. “No, I will not attend the party.”
D. “No, I will attend the party.”
___4. “Did he buy you a souvenir from his trip to Japan?” (A)
A. “No, he did not. He just sent me some pictures.”
B. “No, he did. I received chocolates from him.”
C. “Yes, he did not buy me at all. Just pictures.”
D. “Yes, he did bought me chocolates and shirts from Japan.”
___5. “Would you like to participate on our company’s survey?”

(B)
A. “Yes, I can participate.”
B. “Yes, I would like to participate.”
C. “No, I do not want to participate.”
D. “No, I cannot participate.”
Telephone no.: (046) 423-8361
ACTIVITY 1: IT’S GIVING

Mechanics:
 The class will be divided into 3 groups. They will need to
select one representative
5. Established safe and
 Each representative will randomly pick a paper from the secure learning
environments to enhance
bowl. Without seeing what they picked, the representative learning through the
consistent
will ask questions to his/her team members implementation of
 The Q-and-A will only last for a minute policies, guidelines, and
procedures.
 Once the timer is up, the representative will need to guess
what is written on the paper they picked based on his/her
team members
Items to guess:
1. Holy Week
2. Ms. Myka Garcia
3. Leni Robredo
4. Women’s Month
5. Einstein
ACTIVITY 2: DECODABLES
Directions: Guess the word by decoding the pictures shown on 2. Used a range of teaching
strategies that enhance
the screen. Afterwards, the students will need to construct a learner achievement in
literacy and numeracy skills.
question related to the word they guessed.
Literacy and
Numeracy
1. DEAD STARS
Telephone no.: (046) 423-8361

secure learning
environments to enhance
learning through the
consistent
implementation of
policies, guidelines, and
procedures.
2.
FORGIVE AND FORGET
3.
FALLING IN LOVE
4.
MOTIVATION/ ACTIVITY 3:
Directions: Listen to the song. Take note of the lyrics that caught
your attention.
***Some lyrics from the song
Telephone no.: (046) 423-8361
Long live the walls we crashed through

How the kingdom lights shined just for me and you
I was screaming, "Long live all the magic we made"
And bring on all the pretenders
One day we will be remembered.
Remind the students to sTAY SWIFT
DEAD STARS
Paz Marquez Benitez
The story of the short story Dead Stars revolves around a man,
Alfred Salazar, and his affairs. Alfred Salazar believes in true
love and optimism to discover ecstasy in its stir. Esperanza is the
first woman he falls in love with. The families of both of them
are acquainted with each other and hence they start a loving
relationship. Both get engaged after three years of their
relationship. Alfredo is a lawyer who has strong desires and
wants warmth and compassion, however, Esperanza is an
dispassionate woman having strong will and principles.
Alfredo’s love for her soon fades away when he meets Julia.
Julia, now, becomes a new object of his desire.
Julia Salas is sister in law of the Judge, who is a friend of

Alfredo’s father. Julia is an optimistic and enthusiastic person
having her own dreams and desires. When Alfredo comes across
her, he is strongly attracted to her. On his visit to her with his
father, he engages himself in conversation with her and is
attracted to her charm. Even he is so passionate that he doesn’t
disclose his engagement to Esperanza. So as to avoid the
discovery of his fiancée, he keeps secrets from Esperanza too.
His eyes are doomed when he learns about Julia’s return to his
native town. With the fear of losing her, Alfredo decides to
declare his true feeling for Julia. When the Church’s function
ends, Alfredo goes to meet her, though his fiancé is waiting for
him. When he reaches there, he learns that Julia has already
known about his engagement to Esperanza. She wishes him for
Telephone no.: (046) 423-8361
his marriage and leaves him.
On his return home, he gets a double blow. He finds Esperanza

talking to her friend about loyalty and faithfulness. Alfredo
senses a desire to communicate. He supports the reason for
craving and choice over dishonesty.
Esperanza soon confesses that she knew about his affair with
Julia. In pursuit of his lust and heart’s content, she encourages
him to cancel the wedding. However, the wedding goes ahead as
scheduled and Alfred surrenders to reason. Near Julia’s native
town, Alfred, after eight years, is sent to some work duty. On his
visit, he feels nostalgic and cannot resist his lust for Julia and
soon finds an excuse to meet her. Julia is still single that forces
Alfred to dream about starting a new life with her; however, he
soon realizes that everything is not the same as it were before.
Moreover, Julia has also changed lost something.
C. Analysis The teacher will utilize the duck race website to randomly select 6. Maintained learning
students who will answer the following questions: environments that promote
fairness, respect and care to
 Why do you think it is entitled as Dead Stars? encourage learning,
 What lines catch your attention? 3. Applied a range of

teaching strategies to
 Do you feel related to the said lyrics? Share your develop critical and creative
thinking, as well as other
experience. higher-order thinking skills.
D. Abstraction Key Points

 Trivia about the singer.
Localization
 TONE - is the writer’s attitude toward a subject,

character, or audience. It is achieved through word
choice
(diction), sentence construction and word order (syntax),
character’s viewpoint, imagery, figurative language, 1. Applied knowledge of
content within curriculum
and other details. teaching areas.
 In other words, tone is how the author feels about his Integration:
subject, character, or audience, and he shows it through Expressing Opinions
Telephone no.: (046) 423-8361
the words he chooses, and how he puts them together. Explicitly and
Implicitly
 Tone, on the other hand, is less sensual play and more
the attitude of the characters toward the subject at hand.
It is strongly related to the narrator’s point of view,
delivered most reliably through the choice of words,
either explicitly or implicitly.
For example, a dog described as a lovable puppy is

positive, but one described as a fierce fighter is more
frightening.
Example of words to describe tone:
Amused, Angry, Cheerful, Horror, Clear, Formal,
Gloomy, Humorous, Informal, Ironic, Light, Matter-Of-
Fact, Resigned, Optimistic, Pessimistic, Playful, Sad,
Serious, Suspicious
 Mood – is what the reader feels while reading a scene or

story. It is not the reader’s emotions, but the atmosphere
(the vibe) of a scene or story. This could be happiness,
sadness, darkness, anger, suspicion, loneliness, or even .
excitement. You can think of mood as the atmosphere of
the story. It is the overall feeling that the reader or
audience gets.
 (Use the song to determine the different tones and

moods)
Processing Questions:
 What is the message of the song?
3. Applied a range of
 Do you celebrate your achievements? How? teaching strategies to
 Who are the people included in your celebration? Why did develop critical and creative
thinking, as well as other
you choose them to be with you? higher-order thinking skills.
 If you would be given a chance to be born again, would

you choose to experience the same problems or struggles
you have in this lifetime?
 How important is tone or having the right attitude when
communicating with other people?
E. Application Directions: Read the paragraph then as a group, identify the
tone and with the help of words used, and identify the mood as
well.
Group 1: Finally, one of the girls pointed to the grass and
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giggled. “Meow!” A cat sat on the edge of the field and licked
its paw. They did indeed have company. The girls ran over to
the cat and pet his belly. They laughed and the cat sauntered
back to the field.
Group 2: After New Year, the time came to pull all the
decorations away and settle in for so long, cold winter. The
housed seemed to sigh as we boxed up its finery. The tree was
dry and brittle, and now waited sadly by the side of the road to
be picked up.
secure learning
Group 3: “She huddled in the corner, clutching her tattered environments to enhance
learning through the
blanket and shaking convulsively, as she feverishly searched consistent
the room for the unknown dangers that awaited her.” implementation of
procedures.
FEEDBACK:
5 pts. (Cute Face): Excellent! The student has a strong grasp of
tone and mood in a paragraph.
3 pts. (Happy Face): Good job! The student demonstrates
understanding of tone and mood in a paragraph.
1 pt. (Sad Face): Some improvement needed. The student
shows a poor understanding tone and mood in a paragraph.
GENERALIZATION:
One student per group will share his/her takeaways.
F. Assessment Directions: Read the statements carefully and write the word
true if it is correct. Otherwise, write false.
___1. Mood is the reader’s feeling in a written work.
___2. Mood is not the reader’s emotions, but the vibe.
___3. Tone is the overall feeling that the reader or audience gets. 5. Established safe and
secure learning
___4. Tone is how the author feels about his subject, character, environments to enhance
or audience, and he shows it through the words he chooses. learning through the
consistent
___5. You can think of tone as the atmosphere of the story. implementation of
procedures.
G. Assignment Directions: Write the tone and the mood of the passage. Then,
write the context clues that convince you.
Telephone no.: (046) 423-8361
When the young man summoned to the principal’s office he just

shrugged; but as he stood to leave the room, I thought I could
detect the faintest quiver about his lips.
TONE: __________ MOOD:

___________________________
CONTEXT CLUES:
___________________________________
Prepared by:
Observed by:
Teacher I/English Teacher
Head Teacher I/English Key Teacher
Telephone no.: (046) 423-8361
Telephone no.: (046) 423-8361

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Republic of the Philippines

School CAVITE STATE UNIVERSITY -

B. Materials Visual Aids, PPT

Y - yield relevant outputs

___2. “Have you eaten your breakfast?” (D)

___5. “Would you like to participate on our company’s survey?”

ACTIVITY 1: IT’S GIVING

5. Established safe and

Long live the walls we crashed through

Julia Salas is sister in law of the Judge, who is a friend of

his marriage and leaves him.

On his return home, he gets a double blow. He finds Esperanza

 What lines catch your attention? 3. Applied a range of

D. Abstraction Key Points

 TONE - is the writer’s attitude toward a subject,

For example, a dog described as a lovable puppy is

 Mood – is what the reader feels while reading a scene or

 (Use the song to determine the different tones and

 If you would be given a chance to be born again, would

Group 1: Finally, one of the girls pointed to the grass and

Remind the students to sTAY SWIFT

When the young man summoned to the principal’s office he just

TONE: __________ MOOD:

Teacher I/English Teacher

Head Teacher I/English Key Teacher

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