DATE: June 1

Opal
DAY 1- Monday

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself
Sub-Theme

Selected
Philippine
Proverbs
Dialogues

Valuing Our Elders Parallel Selection/s

Wisdom
Program
The learner demonstrates communicative competence through
Standard
his/her understanding of literature and other text types for a
deeper appreciation of Philippine Culture and those of other
countries.
Grade Level The learner demonstrates communicative competence through
Standard
his/her understanding of Philippine Literature and other text
types for a deeper appreciation of Philippine Culture.
Domain of Literacy
Listening Comprehension (ENG7LC-a-5)
Content Standard
The learner demonstrate understanding
of how stress, intonation, phrasing,
pacing, tone, and non-verbal cues serve
as carriers of meaning that may aid or
interfere in the message of the text
listened to.
Performance Standard
The learner accurately produces a matrix
of comparison using non-verbal cues to
determine the meaning of the message
listened to.
Objectives
Focus Skill:
Recognize prosodic features: volume, projection, pitch, juncture and
speech rate that serves as carriers of meaning (ENG7LC-a-5)
Support Skills
Express whether a statement is true or false based on what you know
Determine words or expression in a selection that are similar or
opposite
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. a. Materials

A GLORIOUS PAST (To be given on the

last day)
LM pp. 3-4

b. Reference
2. Equipment

TG pp
Laptop

D. ACTIVITIES
INTRODUCTION
Task 1 True or False
a. Have the students express if
the statements in Task 1 are true
or false
based on what they know.
b. Ask students to find a partner
to exchange ideas.
c. Discuss some of the responses.
d. Introduce the coverage of the
lesson.

YOUR INITIAL TASK

Task 1 TRUE OR FALSE? (15 minutes)
On a half sheet of paper, write T if the
statement is true according to what you
know and F if it is false.
_____ 1. Philippine literature existed even
before the Spaniards came.
_____ 2. Proverbs express the unending
wisdom of the old.
_____ 3. Proverbs communicate only
traditional beliefs and values.
_____ 4. The form of proverbs is chiefly
poetic.
_____ 5. It is difficult to preserve
proverbs.

Task 2 What did they say

a. Have the students listen to YOUR INITIAL TASK
three descriptions of Philippine Task 2 What did they say?
folk
Readings
Description
literature twice.
Scholar: Folk literature consists of the rich
s of the
beliefs, songs, sayings, and tales of how
Speakers
things began
Voice
or why events happened. It presents several
ideas about the cultural past of the Filipino
1
people. It
is important for young people to study them
so they may develop pride in our glorious
past.

Newscaster: We are here at the launch of

a new book of Philippine folk literature.
Hundreds of
scholars and students are gathered here at
the National Library for this event. The
phenomenal

2
3

Description
of
the
Speakers
Message

book
was
written
by
renowned
anthropologist Dr. Ishmael Santos who
believes that we need to
preserve the poems and stories of our
ancestors as part of our cultural identity.
The book is
available
at
all
leading
bookstores
nationwide for a reasonable price of one
thousand three hundred
forty five pesos only. Hurry and get your
copies now!
Student: I believe that young people should
continue to read the sayings and stories crafted by
our ancestors and passed on to generations of
citizens. It is our gateway to appreciating their
lifestyle, aspirations, and vision. I am not sure if we
would grow up to become good citizens if we do
not have an appreciation and valuing of these
national treasures.

b. Ask students to make inferences

about what was listened to using the
grid.
c. Elicit student generalizations that
differences in voice levels and speech
patterns affect our understanding of
what we listen to.
Task 3 Similar or Opposite
a. Have the students accomplish the
task.
b. Validate the responses of students
by referring them to how the words
were used in the selection.
c. The correct answers are the
following:

YOUR INITIAL TASK

Task 3 Similar or Opposite?
In terms of meaning, a word may be
synonymous (similar) or antonymous
(opposite) to another. From the correct
pairs of synonyms and antonyms used in
the selection.
compiles
comprehensive
elders

native
limited
simple

ancestors
complex
lengthy

gathered
brief
indigenous

Synonyms

Antonyms

d. Ask students to locate other

synonymous or antonymous words in
the text Words of Wisdom.

E. AGREEMENT/HOMEWORK

Make a list of synonymous words and

opposite words. Use grid below for your

answer.
Synonyms

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST I
DATE: June 2
Opal
DAY 2- Tuesday

Antonyms

JUAN PEA CABRERA

Principal I
GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself

Selected
Philippine
Proverbs

Sub-Theme

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Reading Comprehension/Literature
Objectives:
Use appropriate reading style-intensive reading (EN7RCI-a-7)
(use information presented in a reading or viewing selection to infer, to
evaluate, and to express critical ideas)
Discover literature as a means of connecting to significant past (EN7
LT-I-a-1)
(show understanding and appreciation of literary type (proverbs)
Identify distinguishing features of proverbs. (EN7LT-I-a-2.1)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. a. Materials
b. References
2. Equipment
D. ACTIVITIES

A GLORIOUS PAST (To be given on the

last day)
LM pp. 4-7
TG
Laptop

Three-Minute Recall
Have them recall the
activities yesterday for 3
minutes and call some VISUAL THESAURUS (5 minutes)
students to talk about
these.
Checking of assignment
PRESENTATION
VISUAL THESAURUS (5 minutes)
a. Explore their awareness of a thesaurus
as a helpful tool in learning synonyms
and antonyms.
b. Show the following visual thesaurus for
the key concept in their reading
selection.
c. Ask for students awareness of the
words in the visual thesaurus

YOUR TEXT
Call volunteers to read on the
text
Have students write on their
notebooks three questions
about the selection that they
want to be answered during
class discussion.
YOUR DISCOVERY TASKS
Task 1Locate, Reflect, Evaluate
Have the students accomplish
the task in pairs.
Call on students to prove the
correctness of their responses.
Probe into students value
judgments concerning the
issues they forward or imply.

YOUR TEXT
Words of Wisdom

YOUR DISCOVERY TASKS

Task 1Locate, Reflect, Evaluate
Locate information in the selection to determine
whether each statement is true (T) 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
guideposts for upright living.
_____ 4. All proverbs are poetic and 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 messages.
_____ 8. If proverbs can instruct, they can
definitely prescribe.
_____ 9. It is impossible to classify and

categorize our numerous proverbs.

_____ 10. Our proverbs reflect a lot of
things about our culture and identity.

Ask students to use Damiana

Eugenios system to classify
the proverbs.
Discuss the students
responses and the meanings
of the proverbs.
In cases of differing answers,
explain why proverbs may fall
under more than one category.
This is an opportunity for
students to think aloud.
The following are the answers:
1. T 3. T 5. V 7. G 9. T
2. E 4. E 6. V 8. G/V 10. H

Summarize the days

discussion.

Task 2. Classify!
Identify distinguishing features of
proverbs. Use Damiana Eugenios system to
classify the following proverbs. Use the given
codes.
G proverbs expressing a general attitude towards life
and the laws that govern life
E ethical proverbs recommending certain virtues and
condemning certain vices
V proverbs expressing a system of values
T proverbs 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 bunga.
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
pinagtutulungan. A heavy burden is lightened if
everyone participates in carrying it.
____ 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.

E. AGREEMENT/HOMEWORK

Prepared by:
JOSENIA P. CONSTANTINO
SST I

DATE: June 3
Opal
DAY 3- Wednesday

Interview family members and ask them

to help you in making (1-5) list of your
proverbs. Classify each proverb. You may
go back to activity Classifying proverbs.
Pick one proverb and write a 3 to 5
sentence about this.
Noted:
JUAN PEA CABRERA
Principal I

GRADE/SECTION: Grade 7- Gold &

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself

Selected
Philippine
Proverbs

Sub-Theme

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Reading Comprehension/Literature
Objectives:
Use appropriate reading style-intensive reading (EN7RCI-a-7)
(use information presented in a reading or viewing selection to infer, to
evaluate, and to express critical ideas)
Discover literature as a means of connecting to significant past (EN7
LT-I-a-1)
(show understanding and appreciation of literary type (proverbs)
Identify distinguishing features of proverbs. (EN7LT-I-a-2.1)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. a. Materials
b. References

A GLORIOUS PAST (To be given on the

last day)
LM pp. 4-7
TG

2. Equipment
D. ACTIVITIES

Laptop

Three-Minute Recall
Have them recall the
activities yesterday for 3
minutes and call some
students to talk about
these.
Checking of assignment

YOUR DISCOVERY TASKS

Task 1Locate, Reflect, Evaluate
Have the students accomplish
the task in pairs.
Call on students to prove the
correctness of their responses.
Probe into students value
YOUR DISCOVERY TASKS
judgments concerning the
Task 1Locate, Reflect, Evaluate
issues they forward or imply.
Locate information in the selection to determine
whether each statement is true (T) 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
guideposts for upright living.
_____ 4. All proverbs are poetic and 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 messages.
_____ 8. If proverbs can instruct, they can
definitely prescribe.
_____ 9. It is impossible to classify and
categorize our numerous proverbs.
_____ 10. Our proverbs reflect a lot of
things about our culture and identity.
Task 2. Classify!

Ask students to use Damiana

Eugenios system to classify
the proverbs.
Discuss the students
responses and the meanings
of the proverbs.
In cases of differing answers,
explain why proverbs may fall
under more than one category.
This is an opportunity for
students to think aloud.
The following are the answers:
1. T 3. T 5. V 7. G 9. T
2. E 4. E 6. V 8. G/V 10. H

Have the students generalize

the concept of the lesson.

Identify distinguishing features of

proverbs. Use Damiana Eugenios system to
classify the following proverbs. Use the given
codes.
G proverbs expressing a general attitude towards life
and the laws that govern life
E ethical proverbs recommending certain virtues and
condemning certain vices
V proverbs expressing a system of values
T proverbs 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 bunga.
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
pinagtutulungan. A heavy burden is lightened if
everyone participates in carrying it.
____ 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.

GROUP WORK
Work in 5 groups. List down at least 5

proverbs for each classification. Be

guided
the
Damina
L.
Eugenio
classification of proverbs
Your GW will be graded using the given
rubrics.

Present your work.

E. AGREEMENT/HOMEWORK

Prepared by:
JOSENIA P. CONSTANTINO
SST I

Interview family members and ask them

to help you in making (1-5) list of your
proverbs. Classify each proverb. You may
go back to activity Classifying proverbs.
Pick one proverb and write a 3 to 5
sentence about this.
Noted:
JUAN PEA CABRERA
Principal I

DATE: June 4
Gold
DAY 4- Wednesday

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating
Primary Selection/s
Myself
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Oral Language Fluency
Objective :
Use appropriate volume and enunciation that meet the needs of an
oral communication situation. (EN7OL-I-b1.14.1)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES
1. Materials/References
2. Equipment
D. ACTIVITIES

A GLORIOUS PAST (To be given on the

last day)
LM 8-9
TG
Laptop

Popcorn
Review
on
Proverbs
Checking and reading of
YOUR DISCOVERY TASK
assignment
Task 3.1 Tune in!
Copy the table below on a half-sheet of paper. As
3. Enrichment

Have the students listen to

a short dialogue and have
them
write
their
observation using the grid
in Task 3 Tune in!

you listen twice to a short dialogue, write your

observations and notes under the appropriate
columns.
Characteristic
s of Students
Voice

Characteristic
s of Elderlys
Voice

Quality
of
Conversation

Difficulties in
Listening
of
the Speakers

Task 3.2 Loud and Clear

Reading of Dialogue
Partner 1: (Read this fast and at your regular
speaking volume.)
There is much to learn from our folk literature.
One important insight from the sayings and
stories of our ancestors is the relationship of
human beings and nature. Many myths and
legends show how natural forces influence or
are influenced by human actions. The
powerfulness of these forces is commonly
seen in creation stories. Across the
archipelago, we
will find creation stories that highlight gods and
goddesses controlling or working with natural
forces. These stories have become part of our
indigenous knowledge.

Assign students into pairs.

Each pair should be given a
set of different passages the
contents of which should not
be divulged immediately.

Have each student read

quietly
his/her
assigned
passage and formulate three
questions to ask his/her
partner after reading it aloud.

During the post-activity

processing, focus on the
influence of volume and
enunciation to understanding Partner 2: (Read this slowly and softly.)
In recent years, we have seen many books and
the message.
films influenced by folk beliefs, sayings, and
stories. They highlight fairies, mythical
creatures, and events in which they interact
with human beings. They are treated with
great respect to the point of fear. Oftentimes,
such creatures provide human beings with

supernatural powers. Human beings, on the

other hand, use such gifts to perform heroic
acts. However, there are those who end up
using their powers for evil. These creatures
have also been depicted in paintings, dances,
and drama.

ORAL PRACTICE (10 minutes)

Model the proper oral reading
of each of the two passages.
Have the students practice
fundamentals of proper oral
reading.
E. AGREEMENT/HOMEWORK
Prepared by:
JOSENIA P. CONSTANTINO
SST I
DATE: June 8
Gold
DAY 5- Monday

Have them practice oral reading of the

passage with their partner and present in
class.
Noted:
JUAN PEA CABRERA
Principal I
GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating Myself Primary Selection/s
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Listening Comprehension
Objectives:
Listen for important points signalled by volume, projection, pitch,
stress, intonation, and rate of speech. (EN7C-I-a-5.1)
Use appropriate volume and enunciation that meet the needs of an
oral communication.
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment

A GLORIOUS PAST (To be given on the

last day)
C. RESOURCES
1. Materials
2. Equipment
D. ACTIVITIES

Presentation of dialogue

EXPANSION

Before the students listen, ask

students about the important
considerations when listening
to people who are speaking.
List them down on the board.

Instruct the students to take

note of the characteristics of
the speakers voices and their
conversation

Have the students listen to the

dialogue between an elderly
and student about proverbs.
PROCESSING THE DIALOGUE (15
minutes)
Process the listening activity by
focusing on the following:
i. the characteristics of the speakers
voices
ii. the quality of the conversation
iii. the students difficulties in listening
to the elderly
Discuss with the students how
their experience of noting
information would be different if
they were reading a written
material talking about the topic
of the conversation they
listened to.
Summarize the features of oral

LM
TG
Laptop

language using the items

below. They may be written on
the board or projected using a
visual aid.
i. spontaneous
ii. very conversational
iii. allows being indirect
iv. follows cues in taking turns
v. a dynamic transfer of information
vi. includes some cultural expressions
vii. allows shifts in meaning due to
changes in sound-related features
viii. retractable (one can immediately
apologize for a mistake or offer
clarification)
ix. highly subjective

Have the students form a triad

and have them perform a
dialogue on proverbs using
different voice patterns and
observing features of oral
communication language like
volume and enunciation.

Note: Odd number triads

(1,3,5,7,and 9) will be the first
to
perform
and
their
performances will be observed
by the even number triad
(2,4,6,8) and vice versa using
the same chart/matrix.

Characteristics of Voice
Student 1
Student 2
Elderly
Characteristics of Elderly Voice
Quality of Conversation

Difficulties in Listening of the Speakers

Have them report their

observations.
Process students answers.
E. AGREEMENT/HOMEWORK

A. Assign selected students to record a

Prepared by:
JOSENIA P. CONSTANTINO
SST I

DATE: June 9
Gold
DAY 6- Tuesday

dialogue at home with their parents

or grandparents and have them
present in class.
B. Have the rest of the students react on
the taped recorded dialogue using the
same chart.
Noted:
JUAN PEA CABRERA
Principal I

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating Myself Primary Selection/s
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Grammar
Objective:
Observe rules on subject-verb agreement (ENG7G-I-a-11)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)
2. Post Assessment
C. RESOURCES

A GLORIOUS PAST (To be given on the

last day)

1. Materials/References

LM- p. 9
TG-

English Communication Arts and Skills pp-7280

2. Equipment
D. ACTIVITIES
EXPANSION

Allow students to work in pairs

to discuss if the sentences
were written correctly.

Elicit from the students their

observations, with particular
focus on the subjects and
verbs of the sentences.

Present the version of the

paragraph
that
shows
grammatically
correct
sentences.

Have students make

generalizations concerning the
following rules concerning
subject-verb agreement:
i.
ii.
iii.

a/the number
ii. there is, there are
iii. intervening words,
phrases, and clauses
a. with, together with,
including, accompanied
by, in addition to, or as
well
b. prepositional phrase
c. relative clause

Laptop
The number of recorded proverbs is unknown.
A number of them are from the Tagalog
regions. There are many scholars who proved
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 has the same belief. One of
their findings is important to many folk
literature scholars. Prof. Ruiz, who studied their
findings is very much interested in such finding.

Use singular verbs in constructions of the form

the number of (blank) . . .:
Use plural verbs in constructions of the form a
number of (blank) . . .:
Prepositional phrases between the subject and
verb usually do not affect agreement.
When there is used as an expletive in the
sentence, the verb is either singular or plural
depending on the number of the subject that
follows the verb.
Sometimes the subject is separated from the
verb by such words as along with, as well as,
besides, not, etc. These words and phrases are
not part of the subject. Ignore them and use a
singular verb when the subject is singular.

CONTROLLED GRAMMAR
PRACTICE (15 minutes)
Have the students perform
Task 4 in Your Discovery
Tasks.
Process the answers of the
students.

Use verbs that agree with a subject, not with a

noun that is part of a modifying phrase or
clause between verb and subject.
YOUR DISCOVERY TASK
Task 4. Are You Sure?
Study each sentence below. If Leo, a student,
said it is grammatical and you are sure it is
true, write correct. If he said it is ungrammatical
and it is indeed true, rewrite the sentence. Do
the same if Leo said it is grammatical but
actually, it is not.

Agreement

Construct 5 sentences that observe correct

subject-verb agreement.

Prepared by:

Noted:

JOSENIA P. CONSTANTINO
SST I

JUAN PEA CABRERA

Principal I

DATE: June 10
Gold
DAY 7- Wednesday

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating Myself Primary Selection/s
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Grammar
Objective:
Observe rules on subject-verb agreement (ENG7G-I-a-11)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)

2. Post Assessment

A GLORIOUS PAST (To be given on the

last day)

C. RESOURCES
1. Materials/References

LM- 9-10
TG-

English Communication Arts and Skills pp-7280

2. Equipment
D. ACTIVITIES

Laptop

YOUR DISCOVERY TASK

Extended Grammar Practice
EXPANSION
Review the rules on subject- Directions: Observe correct-subject verb
agreement by choosing the correct verb that
verb agreement.
agrees with the subject.

The expression the

requires singular verb.

number

1. The number of people here (boggle, boggles) the

mind.
2. A number of military officers (retire, retires) this
The expression a number year.
requires plural verb.
3. The pot of eggs (is, are) boiling on the stove
4. The politician, along with the newsmen, (is, are)
When there is used as an expected shortly.
expletive in the sentence, the verb 5. Excitement, as well as nervousness, (is, are) the
cause of her shaking.
is either singular or plural 6. There (is, are) a problem with the balance sheet.
depending on the number of the
subject that follows the verb.
Use verbs that agree with a
subject, not with a noun that is
part of a modifying phrase or
clause between verb and subject.

Group Work
Checking/reading
of Task 5. Sentence Writing
Using the information that the chart below
assignment
provides, write 2 sentences that observe the
subject-verb agreement rule for each of the
EXTENDED GRAMMAR PRACTICE cases listed.
(15 minutes)
a. Have the students perform Task 5.
b. Process the answers of the
students.

Agreement

Prepared by:
JOSENIA P. CONSTANTINO
SST I

DATE: June 10
Gold
DAY 7- Wednesday

A. Construct another 5 sentences using the any

of the rules discussed. Be sure to observe
correct subject-verb agreement.
B. Review for a quiz tomorrow.
Noted:
JUAN PEA CABRERA
Principal I

GRADE/SECTION: Grade 7-

A. OVERVIEW OF CONTENTS AND OBJECTIVES

Theme
Appreciating Myself Primary Selection/s
Sub-Theme

Selected
Philippine
Proverbs
Dialogue

Valuing Our Elders Parallel Selection/s

Wisdom
Domains of Literacy
Grammar
Objective:
Observe rules on subject-verb agreement (ENG7G-I-a-11)
B. ASSESSMENT PLAN
1. Pre-assessment
TRUE OR FALSE? (Given on the first day)

2. Post Assessment
C. RESOURCES
1. Materials/References

A GLORIOUS PAST (To be given on the

last day)
LM- 9-10
TG-

English Communication Arts and Skills pp-7280

2. Equipment
D. ACTIVITIES
EXPANSION
Review the rules on subjectverb agreement.

Laptop
Observe the rules on subject and verb
agreement in each of the given sentences.
Underline the correct verb that agrees with
each subject.

1. The mayor together with his two brothers

number (is, are) going to be indicted for accepting
bribes.
2. There (is, are) several reasons why you
The expression a number should reconsider your decision.
3. Howard and Vincent, who run a copy
requires plural verb.
center in town, (has, have) decided to
expand their business.
When there is used as an 4. The results of the election (was, were) not
expletive in the sentence, the verb available for two days.
is either singular or plural 5. When there (is, are) thunderstorms
depending on the number of the approaching, we are always reminded of the
threat of tornadoes.
subject that follows the verb.
6. The issues of inflation and tax reform
(continue, continues) to be on everyone's
Use verbs that agree with a
mind.
subject, not with a noun that is 7. Carlos and his brother Raoul (is, are)
part of a modifying phrase or traveling across the country next summer.
clause between verb and subject. 8. Gold, as well as platinum, (has, have)
recently risen in price.
Checking/reading
of 9. The boss, as well as his colleagues, (has,
have) been robbed by the robber.
assignment
10. Linda (dye, dyes) her hair brown.
11. There (go, goes) my wife!
12. There (are, is) a lovely person over there.
13. Dave always (wear, wears) nice shoes.
14. George and Tamara (doesn't, don't) want
to see that movie.
15. Benito (doesn't, don't) know the answer.
The expression the
requires singular verb.

YOUR FINAL TASK

A Compilation of Philippine Proverbs

SYNTHESIS
Research in the library or browse the
world wide web. Make a compilation
of Philippine proverbs. Provide 10
proverbs per classification.
MY TREASURE
Write three (3) important insights youve
Your output will be graded by the learned from the weeks lesson.
rubrics. (See attached Rubrics)
Deadline of submission: June 15,
2015
Reference: Damiana L. Eugenio Book
of Proverbs.
Accomplish your Treasure
Agreement
Prepared by:
JOSENIA P. CONSTANTINO
SST I
June 12, 2015 Independence Day

Noted:
JUAN PEA CABRERA
Principal I