School : SAN DIONISIO INTEGRATED GRADE LEVEL : 7

DETAILED LESSON SCHOOL

PLAN Teacher : Carmela Jane B. LEARNING Music 7
Baldosano2016 AREA :
Date & time JUNE 3, 2O19 QUARTER : 1ST QUARTER
: MONDAY

I. OBJECTIVES
A. Content Standards The learner demontrates understanding og the musical characteristics of
refresentataive music from the lowlands of luzon.
B. Performance The learner identifies the music of the lowlands with appropriate pitch, rhythm,
Standards expression and style.
C. Learning MU7LU-Ia-1
Competencies The learner identifies the musical characteristics of representative music selections
from the lowlands of luzon after listening.
Lesson 1: Music of Luzon (Lowlands)
Geographical and culture Background
II. CONTENT
1. Vocal Music
2. Instrumental Music
LEARNING
III.
RESOURCES
A. References
1 Teacher's Guide pages Pages 6-11
Learner's Materials Pages 248-250
2
pages
3 Textbook pages
Materials from LR
4
portal
Other Learning
B.
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting The student will give atleast 3 songs from the lowlands of luzon.
the new lesson
B. Establishing a purpose Students will listen the different kinds of music from the
for the lesson

C. Presenting examples / Reading of the selection intitled, “ Words of Wisdom”.

instances of the new
lesson
D. Discussing new In terms of meaning, a word may be synonymous (similar) or anthonymous
concepts & practicing (opposite) to another. Form the correct pairs of synonyms and anthonyms used in
new skills #1 the selection.

compiled native ancestors gathered

comprehensive limited complex brief
elders simple lengthy indigenous

Synonyms Anthonyms

E. Discussing new
concepts & practicing
new skills #2
F. Developing mastery
G. Finding practical
applications of
concepts
H. Making
generalizations &
 abstractions about the
lesson
I. Evaluating Learning
J. Additional activities a. Assign reading selection for home reading. (Words of Wisdom)
for application or b. Have students write on their notebooks three questions about the selection
remediation that they want to be answered during class discussion.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
score below 80%.
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 these
work?
F. What difficulties did I
encounter which my
principal / supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 School : SAN DIONISIO INTEGRATED GRADE LEVEL : 7
DETAILED LESSON SCHOOL
PLAN Teacher : PRINCESS MARIE A. PAMA LEARNING ENGLISH 7
AREA :
Date & time JUNE 4, 2O19 QUARTER : 1ST QUARTER
: TUESDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine Literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
B. Performance The learner transfers learning by: showing appreciation for literature of the past;
Standards comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations;
and observing correct subject-verb agreement.
C. Learning EN7LT-A-1: Discover literature as a means of connecting to a significant past
Competencies EN7LT-A-2.1: Identifying the distinguishing features of proverbs, myths, and legends.

Module 1
II. CONTENT Lesson 1: Valuing our Elder’s Wisdom
Literature: (Continuation) Words of Wisdom
LEARNING
III.
RESOURCES
A. References
1 Teacher's Guide pages Page 7
Learner's Materials Pages 4-8
2
pages
3 Textbook pages
Materials from LR
4
portal
Other Learning
B.
Resources
IV. PROCEDURES
A. Reviewing previous Checking students assignment.
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples / Reading the selection (Words of Wisdom)
instances of the new
lesson
D. Discussing new a. Have the students accomplish the task in pairs.
concepts & practicing Locate information in the selection to determine whether each statement is true (T)
new skills #1 or false (F).
____1. Only a few people work on compiling folk literature.
____2. Proverbs and other forms of folk literature were introduced by the
Spaniards.
____3. Our ancestors’ proverbs served as guidposts for upright living.
____4. All proverbs are poetic aand figurative in nature.
____5. Proverbs may have geographical origins.
____6. People react to the meaning of proverbs quite quickly.
____7. Proverbs are more superior than other literary forms in expressing message.
____8. If provebs can instruct, they can definitely prescribe.
____9. It is imposible to classify and categorize our numerous provebs.
____10. Our provebs reflect a lot of things about our culture and identity.
E. Discussing new (continuation)
concepts & practicing Call on students to probe the correctness of their responses.
new skills #2 Probe into students’ value judgments concerning the issues they forwarded or
imply.
F. Developing mastery
G. Finding practical Use the Eugenio’s system to classify the following proverbs. Use the following
applications of codes.
concepts G – proverbs expressing a general attitude towards life and the laws that govern life
E – ethical proverbs recommending certain vertues and condemning certain vices
V – proverbs expressing a system of values
T – provebs expressing general truths/observations about life and human nature
 H – humorous proverbs
M – miscellaneous proverbs

___1. Matibay ang walis,palibhasa’y magkabigkis.

A broom is sturdy because its strands are tightly bound.
___2. Sa taong walang takot,walang mataas na bakod.
To a fearless person,no fence is high enough.
___3. Kung ano ang puno,siya ang bung.
Whatever the tree,so is the fruit.
___4. Aanhin pa ang damo,kung patay na ang kabayo.
What good is the grass if the horse is already dead.
___5. Kung may isinuksok,may madudukot.
If you save,you have something to withdraw.
___6. Ang magalang na sagot,nakakapawi ng pagod.
A respectful retort wipes away weariness.
___7. Ang hindi marunong magmahal sa sariling wika,daig pa ang malangsang isda.
He who does not love the national language is worse than a smelly fish.
___8. Ang mabigat ay gumagaan,kung pinagtutulongan.
A heavy burden is lightened if everyone paticipates in carryingit.
___9. Ang buhay ay parang gulong,minsang nasa ibabaw,minsang nasa ilalim.
Life is like a wheel;sometimes you are on top,sometimes you are in the
bottom.
___10. Ang pili ng pili,natatapat sa bungi.
One who is choosy ends up with the least attractive choice.

H. Making
generalizations &
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
score below 80%.
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 these
work?
F. What difficulties did I
encounter which my
principal / supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 School : SAN DIONISIO INTEGRATED GRADE LEVEL : 7
DETAILED LESSON SCHOOL
PLAN Teacher : PRINCESS MARIE A. PAMA LEARNING ENGLISH 7
AREA :
Date & time JUNE 5, 2O19 QUARTER : 1ST QUARTER
: WEDNESDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine Literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
B. Performance The learner transfers learning by: showing appreciation for literature of the past;
Standards comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations;
and observing correct subject-verb agreement.
C. Learning EN7G-I-a-11: Observe correct subject-verb agreement
Competencies
Module 1
II. CONTENT Lesson 1: Valuing our Elder’s Wisdom
Grammar: Subjec-verb agreement
LEARNING
III.
RESOURCES
A. References
1 Teacher's Guide pages Pages 7-10
Learner's Materials Page 8
2
pages
3 Textbook pages
Materials from LR
4
portal
Other Learning
B.
Resources
IV. PROCEDURES
A. Reviewing previous Reading of passages in fast at regular speaking volume and slowly and softly.
lesson or presenting
the new lesson a. Assign students into pairs. Each pair should be given a set of different
passages the contents of which should not be divulged immediately.
b. Have each student read quitely his/her assigned passage and formulate
three question to ask his/her partner after reading it aloud.
c. During the post-activity processing,fucos on the influence of volume and
enunciation to understanding the messaege.
Probing questions can focus on what must be done by a speaker when she or he has
a bigger audince and when there are disturbances in listening.
B. Establishing a purpose Listening to a dialogue
for the lesson a. Before the students listen,ask students about the important
considerations when listening to people who are speaking. List them
down on the board.
b. Instruct the students to take note of the characteristics of the
speakers’voices and their conversation.
Have the students listen to the taped dialogue between an elderly and a students
about proverbs.
Write observations and notes under the appropriate columns as you listen to a
short dialogue.

Characteristic of Characteristic of Quality of Difficulties in

Student’s Voice Elderly’s Voice Conversation Listening of the
Speakers
 C. Presenting examples /
instances of the new
lesson
D. Discussing new
concepts & practicing
new skills #1

E. Discussing new
concepts & practicing
new skills #2
F. Developing mastery
G. Finding practical
applications of
concepts
H. Making
generalizations &
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities EXAMINING A PARAGRAPH a.
for application or Have the students copy the short paragraph below.It contains sentences with
remediation common errors in subjects-verb agreement.
The number of recorded proverbs are unknown. A number of them are from
the Tagalog regions.Threre’s many scholars who proveb that other regions also have
their proverbs.Still, there are those who think many proverbs have not yet been
recorded.prof. Jose, as well as Prof,Lacsamana have the same beleif. One of their
findings are important to many folk literature scholars. Prof. Ruiz,who studied their
findings are very much interested in such finding.
b. Require students to study if the sentences in the paragraph were written
correctly.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
score below 80%.
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 these
work?
F. What difficulties did I
encounter which my
principal / supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 School : SAN DIONISIO INTEGRATED GRADE LEVEL : 7
DETAILED LESSON SCHOOL
PLAN Teacher : PRINCESS MARIE A. PAMA LEARNING ENGLISH 7
AREA :
Date & time JUNE 6, 2O19 QUARTER : 1ST QUARTER
: THURSDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: pre-colonial Philippine Literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
B. Performance The learner transfers learning by: showing appreciation for literature of the past;
Standards comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations;
and observing correct subject-verb agreement.
C. Learning EN7G-I-a-11: Observe correct subject-verb agreement
Competencies
Module 1
Lesson 1: Valuing our Elder’s Wisdom
II. CONTENT
Grammar: Subjec-verb agreement
(Continuation)
LEARNING
III.
RESOURCES
A. References
1 Teacher's Guide pages Pages 10-11
Learner's Materials Pages 9-10
2
pages
3 Textbook pages
Materials from LR
4
portal
Other Learning
B.
Resources
IV. PROCEDURES
A. Reviewing previous EXAMINING A PARAGRAPH ( checking students homework)
lesson or presenting a. Allow students to work in pairs to discuss if the sentences were written
the new lesson correctly.
b. Elicit from the students their observation,with particular focus on the
subjects and verbs of the sentences.
c. Present the version of the paragraph thet shows grammatically correct
sentences.

B. Establishing a purpose
for the lesson
C. Presenting examples /
instances of the new
lesson
D. Discussing new
concepts & practicing
new skills #1

E. Discussing new
concepts & practicing
new skills #2
F. Developing mastery
G. Finding practical Study each sentence below.If Leo,a student, said it is grammatical and you are sure
applications of it is true ‘correct’.If he said ungrammatical and it is indeed true,rewrite the
concepts sentence.Do the same if Leo said it is grammatical but actually,it is not.
Sentence Leo said, it is... Your
analysis
1 .Folk literary forms our regions are varried. grammatical
2. The researcher with all this assistants explain ungrammatical
such claim to be true.
3 .It wa emphasized that the number of folk ungrammatical
literary forms have increased.
 4 .The research center with published related grammatical
reports supports the observation.
5 .The researcher, accompanied by local translator grammatical
were able to gather proverbs.
6 .There are still many question about folk grammatical
literature that need to be answered.
7. Folk literature,including oral forms remain a ungrammatical
source of ethnic knowledge.
8 .The transrations of folk literature helps us grammatical
overcome difficulties in understanding.
9. A compilation that contain folk literature has to ungrammatical
be given recognition.
10.The goverment with the help of private groups grammatical
promotes folk literature research.
H. Making
generalizations &
abstractions about the
lesson
I. Evaluating Learning a. Ask each student to write a1/4sheet of paper two ideas;
i. Are proverbs just a thing of the past?
ii. Why should our proverbs be preserved?
J. Additional activities A Glorious Past
for application or Locate the items found in the list in the appropriete section/s of our library.Provide
remediation the other needed information. Complete the ststements that follow the grid. Write
your answer on a whole sheet of paper.

I looked for... I discovered... I locoted the information

in the...
A unique non-Tagalog
proverb
Information about the
indigenous group or
region where the
proverb is form
a news report or feature
article about the chosen
group or region

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
score below 80%.
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 these
work?
F. What difficulties did I
encounter which my
principal / supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?