SCHOOL: CANUMAY WEST GRADE LEVEL: 7

NATIONAL HIGH
SCHOOL
TEACHER: MS. ERICKA C. DOMINGO LEARNING ENGLISH
AREA:
GRADE 7 DATE AND MAR. 06, 2024 QUARTER: 3RD
TIME: 8:00 AM – 2:00 PM

I. OBJECTIVES
A. Content Standards:
The Learners understanding of: Philippine literature in the period of Emerge as a tool to assert one’s
identity strategies in listening to 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.
B. Performance Standards:
The learner transfer 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 and
connectors correctly and appropriately.
C. Learning Competencies/ Objectives:
MELCS
EN7LT-IV-h-3: Explain how a selection may be influenced by culture, history,
environment, or other factors
SUB-SKILLS
EN7LT-I-a-1: Discover literature as a means of connecting to a significant past
EN7LT-II-a-4.11: Identify the distinguishing features of literature during the Period
of Apprenticeship
EN7LT-III-a-5: Discover literature as a tool to assert one’s unique identity and to
better understand other people
II. CONTENT: Expressing One’s Beliefs/Convictions Based on a Material Viewed
III. LEARNING RESOURCES
1. QUARTER 3 – Module in English: Module 1
Topic: Elements of the Short Story and The Wedding Dance by Amador T. Daguio
Pages 73-92
2. Additional Materials
3. Other Learning Resources: PowerPoint
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Routinary Activities
Today’s prayer leader? (The student leads the prayer.)
Let’s bow our head and feel the presence of God

Go back to your proper seats and pick those pieces of

trash under your chairs.

Now, Ms. Secretary, are there any absentees today? There are no absentees for today, ma’am.
None? Well, very good!
B. Motivation
Before we formally go to our topic let us have this warm
up activity.
This activity is called “Sounds Like. “

Now, what is the first picture?

Yes? The first picture is call.

And the second picture? It is a chair.
Adding those words, call + chair what word will be
form? The word is Culture.
Very good!
Next.

Do you know the name of the ship of Luffy?

Alright! How about the second picture? That ship is named Merry or Going Merry.
So, what is the word when you add the word Merry and Age, ma’am?
Age?
The word is Marriage.
Excellent!
Let’s see if you answer the next pictures.
The first picture is dense, and the second picture is
what?

The second picture is sing.

The word is Dancing.

Adding dense and sing is what?

Very good, class!
C. Establishing a Purpose for the Lesson
At the end of this lesson, the learner is expected to:
a. Identify the elements of a short story
b. Summarize the story
c. Adapt learnings from the story
Is that clear class? Yes, ma’am.
D. Discussing New Concepts and Practicing New
Skills #1

E. Discussing New Concepts and Practicing New

Skills #2
Let us watch this video for better understanding.
This video contains a lot of examples that may help you
to understand our topic.
(The teacher played the video.) (The students are watching attentively.)

Alright, let’s try making inference in this picture.

Let’s start with what you see on the picture? The dog looks guilty.
There is a huge mess.
Next, what you know about the dogs based on the
picture? The dog loves shoes.
The dog chews a lot.
That is the background knowledge you already know.
So, your inference is what? The dog chewed up the paper and played
with the shoes.
Alright, very good class!
Before we proceed to the next example. Let us have this
“How should you write an inference?”

So can you write your inference using your answer on I can infer that the dog chewed up the
our first example. paper and played with the shoes, because I
 know the dogs loves shoes and the dog
chews a lot. And I see that the dog looks
guilty and there is a huge mess.
Excellent!
And this is another way on how you write your
inference.

I know the dog loves shoes and the dog chews a lot. And
I see the dog looks guilty and there is a huge mess.
Therefore, I can infer that the dog chewed up the paper
and played with the shoes.

Let’s try it again.

What you see on the picture? The baby has a surprised expression.
The baby is holding a lemon.
Then, what you already know?
Lemons are sour.
Baby put a lot of things in their mouth.
So, your inference is?
My inference is the baby tasted the lemon.
Combine all of your evidence and your inference.
I know that lemons are sour and baby put
lots in their mouth. And I see is the baby
has a surprised expression and the baby is
Very good, class! holding a lemon. Therefore, I can infer
Sometimes you make inferences when you reading too. that the baby tasted the lemon.
So, let’s try with this passage.

Can you write your inference in whole.

I can infer that Joey destroyed Kelly’s
puzzle, because I know siblings bother
each other and people apologize when
they do something wrong. And I read that
Very good! Kelly is mad and the puzzle is in pieces.
F. Developing Mastery (Leads to Formative
Assessment)
Seems that you already know how to make an inference.
Bring out your English notebook.
Answer this activity. Answer only.

Everybody read the directions.

You may now start answering.

1. C. kind-hearted

2. D. obedient

3. A. lazy

4. B. nervous

5. A. proud

Time’s up!
Exchange notebook with your seatmates.

Who got a perfect score?

Very good, class!
Now, settle down were not done yet.
G. Finding Practical Application of Concepts and
Skills in Daily Living
I have here a passage and you have to infer or make an
inference.

Where do you think I put my lesson plan before I go to

school? Maybe you put your lesson plan on the
table in your kitchen.
Alright, so what is your proof?
You said that you read it when you are
eating your breakfast.
Why do you think that my lesson plan is in the kitchen?
Your dining or table is on the kitchen area.
Your whole inference is?
I can infer that you left your lesson plan
on the table in your kitchen, because I
know that eating breakfast is in the
kitchen. And I read that you were reading
Good job! it over breakfast.
H. Making Generalizations and Abstractions about
the Lesson
Always remember this class.

Everybody read.
(do as told)
That’s all for today.
Goodbye, class! Goodbye and thank you, ma’am Ecka.
I. Evaluating Learning

J. Additional Activities for Application or

Remediation