Scribd
Upload
58 views6 pages

28 Performance Task Panel Discussion

JOHN PAUL B. BACALSO Pre-Service Teacher

Uploaded by

Jodelyn Mae Singco Cangrejo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
58 views6 pages

28 Performance Task Panel Discussion

JOHN PAUL B. BACALSO Pre-Service Teacher

Uploaded by

Jodelyn Mae Singco Cangrejo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

Southern Christian College

United Church of Christ in the Philippines


Poblacion 5, Midsayap, Cotabato
COLLEGE OF TEACHER EDUCATION

A Detailed Lesson Plan in English 7


March 19, 2024

Content Standard:
The learner demonstrates understanding of: Philippine literature in 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 Standards:
The learner transfers learning by:
a. showing ways of asserting one’s identity;
b. comprehending informative and short narrative texts using schema and
appropriate listening and viewing strategies;
c. expressing ideas, opinions, and feelings through various formats; and
d. enriching written and spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
Learning Competency:
The learner:
a. raise sensible, challenging thought provoking questions in public
forums/panel discussions, etc. EN7OL-III-h-1.3.1

I. OBJECTIVES:
At least 80% of the students should be able to:
a. raise sensible, challenging thought provoking questions in public
forums/panel discussions, etc.;
b. demonstrate empathy and open-mindedness by actively engaging in
discussions; and
c. actively participate in the roleplay activity by portraying assigned roles and
scenarios.

II. SUBJECT MATTER

1. Topic: Performance Task: Panel Discussion


2. Reference: English 7 Quarter 3 Module 10
3. Materials: Laptop, Smart TV, Powerpoint Presentation, Visual Aids, and Printed
Materials
III. PROCEDURE
Teacher Activity Student Activity
A. PREPARATION
1. Greetings
“ Good Morning/Afternoon, “Good morning/afternoon, Ma’am.”
class! Requesting everyone to The students proceed to follow the
please settle down in a count of 5, instructions.
4, 3, 2, and 1.”

2. Prayer
“Before we begin our class today, “Let us pray…”
let us first have a prayer. May I
“Amen.”
request someone to lead us in
prayer.”

“Please take your seats.” “Thank you, Ma’am.”

3. Checking of Attendance
The teacher will call the surnames The learner says, “I’m here.” when he/she
of each learner. is in the classroom

4. Reminders
“Please be reminded of your
assignments.”
“Do you have any assignments? “Yes, Ma’am”
Please pass/let’s check.”

5. Setting of Rules
“Let’s review our rules. Again, what
are the 5 set of classroom rules that “No using of mobile phones.”
I want you to follow?” “No talking with seatmates.”
"Greet your teachers as they enter the
room”
"Raise your hand if you want to be
recognized.”
“If you want to go to the comfort room,
raise your hand to ask for permission and
answer a question from the teacher’s Pouch
of Questions.”
“Very good! Do you have any more ground
rules to add?” “Yes/None, Ma’am”

If the students suggest additional ground


rules, the teacher will only accept those that
are pertinent.

B. Review
“Before we proceed to our new topic, let us
first go over what we discussed last meeting.
“What story did we discuss last meeting?”
“The 6 Types of Thought-Provoking
Questions”
“What are the 6 Types of Thought-
Provoking Questions? Give me one.” The students enumerate the 6 Types of
Thought-Provoking Questions
“Are there clarifications or questions
regarding our previous topic?”
“Yes/None, Ma’am.”
The teacher will only cater relevant
questions from the students.

C. Activity
DIRECTIONS: In the rubrics sheet, write
the members of your group and the
questions that will be asked during the
presentation.

“Are the instructions, clear?


“Okay, please begin.” “Yes, Ma’am”
The learners participate in the activity.
Activity Time limit: 5 minutes
D. ANALYSIS
After the activity, the teacher will ask three
students to share their reflection with the
class.

"What are the questions that you decided to The students share their thought-provoking
include in your presentation? Do you think questions to the class.
these are thought-provoking?
“Yes/No, Ma’am”
“Was it easy to form thought-provoking
questions?” “No/Yes, Ma’am”

“Good Job, class! I hope you will deliver


these questions effectively today during your
presentation.”

E. ABSTRACTION
The teacher will present the objectives to the The students’ listen attentively.
class.

“These are the objectives for today's session,


class. These are the goals I expect you to
meet during this time frame. Please read. ” The students read the Behavioral
OBJECTIVES: Objectives.
At least 80% of the students should be able
to:
a. raise sensible, challenging thought
provoking questions in public
forums/panel discussions, etc.;
b. demonstrate empathy and open-
mindedness by actively engaging in
discussions; and
c. actively participate in the roleplay
activity by portraying assigned roles and
scenarios.

“Today, you will be performing a Panel


Discussion which will serve as your 2 nd
performance task for 3 rd Quarter. Before we
start our activity, I will give you 10 minutes
to prepare.”

“To decide on which group performs first,


each group must choose a paper with a
hidden number.”
The students participate in the activity.
F. APPLICATION

“Please perform your Roleplaying Activity


now.”

Time Limit: 5- 10 minutes each

Rubrics:

G. GENERALIZATION
The students will reflect on their
performance.

"Excellent performance, class!”

“Why are thought-provoking questions “Thank you, Ma’am”


important during panel discussions?”
“To dig deeper into the topic, to make the
discussion meaningful. Thought-provoking
questions stimulate critical thinking,
deepen engagement, and encourage
diverse perspectives, enriching the
"Very good! Let us give ourselves a good discourse in panel discussions.”
job clap!
The students perform the good job clap.
“Do you have any questions?”
H. EVALUATION
Directions: “What are the Thought- Each student give a thought-provoking
Provoking Questions presented during your question used by the class in their
performance? Identify their types.” performance and identify its type.

“Give me one _____”

I. ASSIGNMENT
Directions: Study your notes on the following topics:

1. Culture
2. Identifying the Main Idea and Supporting Details
3. Assertion & Types of Assertion
4. Panel Discussion
5. Creating Questions
6. Open and close-ended questions
7. Thought-provoking questions.

We will have a Summative Test tomorrow.

REMARKS

REFLECTION
No. of learners who earned 80% in the evaluation.

No. of learners who required additional activities for remediation.

Did the remedial lessons work? No. of learners who have caught up with the
lesson.

No. of learners who continue to require remediation.

Which of my teaching strategies work well? Why did this work?

What difficulties did I encounter which my principal or supervisor can help


me solve?
What innovations or localized materials did I use/discover which I wish to
share with another teacher.

Prepared by:

JODELYN MAE S. CANGREJO


Pre-Service Teacher

Checked: Noted:

CECILLE T. BANGGOS, T-III JANET D. TAYONG, P-I


Cooperating Teacher School Head

You might also like