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Quarter 1-Week 6 - Day 4.revised

1) The document provides a detailed lesson plan for a 7th grade English class on using rising and falling intonation patterns in questions and statements. 2) The lesson plan includes learning competencies, objectives, content, learning resources, procedures including introductory activities, guided practice, independent practice, and assessment. 3) The assessment involves having students work in groups to orally ask questions using the correct intonation patterns and completing a written assignment practicing rising and falling intonation.

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Jigz Famulagan
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628 views

Quarter 1-Week 6 - Day 4.revised

1) The document provides a detailed lesson plan for a 7th grade English class on using rising and falling intonation patterns in questions and statements. 2) The lesson plan includes learning competencies, objectives, content, learning resources, procedures including introductory activities, guided practice, independent practice, and assessment. 3) The assessment involves having students work in groups to orally ask questions using the correct intonation patterns and completing a written assignment practicing rising and falling intonation.

Uploaded by

Jigz Famulagan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as XLS, PDF, TXT or read online on Scribd
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Instructional Planning

(The process of systematically planning, developing, evaluating and managing


the instructional process by using principles of teaching and learning - D.O. 42,
s. 2016)
Learning Area: Detailed Lesson Plan (DLP) Format
DLP Grade Level:
Quarter: Duration: Date:
No.:
English 7 1 2 hours July 16, 2019
Learning Competency/ies: Use the rising intonation pattern with Yes-No and Code:
tag questions; the rising-falling intonation with
information- seeking questions, option questions and EN7OL-I-f-1.14.4:
(Taken from the with statements
Curriculum Guide) EN7G-I-f-11:
Observe correct subject-verb agreement

Using the rising intonation pattern with Yes-No and tag questions; the rising-falling
Key Concepts /
intonation with information- seeking questions, option questions and with statements
Understandings to be
Developed
Observing correct subject-verb agreement

Adapted Cognitive
OBJECTIVES: Using varried type of questions, learners are expected
Domain Process Dimensions
(D.O. No. 8, s. 2015) to do the following with 85% mastery:
Knowledge
The fact or Remembering Recognize the difference between a rising and a rising-falling intonation;
condition of knowing
something with
familiarity gained
through experience or Understanding Classify types of questions and/or statements that require such intonation;
association

Execute proper reading of questions/statements applying appropriate


Skills Applying
The intonation;
ability and capacity
acquired through
deliberate, systematic, Analyzing Differentiate the two basic intonation patterns;
and sustained effort to
smoothly and adaptively
carryout complex activities
or the ability, coming from Evaluating
one's knowledge,
practice, aptitude, etc., to
do something
Creating

Responding to
Attitude Read with interest the assigned questions and statements; and
Phenomena
Work on with their task manifesting the value of cooperation to achieve
Values Valuing
success.
2. Content Rising & Falling Intonation
Learning Package 1st Quarter Grade 7
Teaching Guide 1st
3. Learning Resources
Quarter Grade 7
Notes on Rising & Falling Intonation
4. Procedures
4.1 Introductory
A brief review on the previous day's lesson is made.
Activity
5 minutes
4.2 Activity The teacher presents varried questions on the board (Yes-No, Tag Question, Open
Ended). She'll ask volunteers to read the said questions. The rest of the class are to
observe for any changes in the rise and fall of their voices as they read the said
7 minutes
questions. Their observations are based on guide questions provided by the
teacher.
4.3 Analysis The class will have a discussion on the observations made during the listening
activity using the guide questions. Learners are then asked to categorize the 3
10 minutes questions into RISING or FALLING based on the way their classmate's voice raise
at the end of every question as they read them.

4.4 Abstraction Here, the teacher asks the class to give more questions that may belong to a
certain category and ask them to name this specific type of question. The teacher
crystalizes learning through a brief yet intensive discussion on the types of
12 minutes intonation through given handouts. Learners are to take down notes during
discussion.

4.5 Application By pair, the teacher gives 10 questions and asks the learners to categorize the
8 minutes following as to Rising or Rising-Falling Intonation. Checking follows.
4.6 Assessment Using the given questions in the Application Phase, learners
Tests in groups of 5 are to say one question orally following the
12 minutes necesaary intonation . A correct intonation is worth 5 points.
4.7 Assignment Learners write 5 questions having rising intonation pattern
Reinforcing / and 5 questions having falling intonation pattern on a
strengthening the current issue. The sentences should observe correct
3 minutes day’s lesson subject-verb agreement.

4.8 Concluding Activity


A learner is asked to share his/her insights in the day's topic.
3 minutes
5.      Remarks

6.      Reflections
A.  No. of learners who C.   Did the remedial lessons work? No. of
earned 80% in the learners who have caught up with the
evaluation. lesson.
B.   No. of learners who
D.  No. of learners who continue to require
require additional activities
remediation.
for remediation.
E.   Which of my learning
strategies worked well?
WhyWhat
F.   did these work?did I
difficulties
encounter which my
principal or supervisor can
G. 
helpWhat innovation or
me solve?
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

Name: School:
GRETHEL ROY V. CABALLERO ARGAO NATIONAL HIGH SCHOOL
Position/
Designa Division:
tion: TEACHER I CEBU PROVINCE
Contact Email
Number: 9662156594 address: [email protected]
attitude
Receiving Phenomena
Responding to
Phenomena
Valuing
Organization
Internalizing values
assignment
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving the
day’s lesson
Preparing for the new
lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners'
Products
Tests

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