School Nueva Ecija High School Grade Level Grade 7
Teacher April Ann D. Valdez Learning Area English
Time and Date 9:00 am – 10:00 am/ Monday - Wednesday Quarter First Quarter ENGLISH 8 I. OBJECTIVE The learner demonstrates understanding of: pre-colonial Philippine literature as a A. Content means of connecting to the past; various reading styles; ways of determining word Standards meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement. The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in B. Performance conversations using appropriate context-dependent expressions; producing Standards English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement EN7G-I-a-11: Observe correct subject-verb agreement EN7LT-I-a-2: Describe the different literary genres during the pre-colonial period C. Learning At the end of the lesson, the students should be able to: Competencies identify the use active and passive voice statements in different contexts; value the voices of verbs by…; and construct sentences using active voice, and passive voice. II. CONTENT Subject-Verb Agreement References: 1. Philippine Folktales. (1916). Philippine Literature, Pre-Colonial Period. The Sun and The Moon. Retrieved from: III. LEARNING https://www.worldoftales.com/Asian_folktales/Filipino_folktale_9.html#gsc.tab=0 RESOURCES 2. Department of Education, (2016). K to 12 Basic Education Curriculum- K to 12 English Curriculum Guide, pp. 151. Retrieved from: http://lrmds.deped.gov.ph/
IV. PROCEDURES Greetings A. Preliminary Classroom management Activities Checking of attendance Review (Provide a springboard, then explain how to utilize the IMs , 3 motive questions) Activity: Word Watch The class will be divided into five groups. Each group will receive three paper strips with a jumbled sentence written in it. Each strip has a sentence excerpted from “The Sun and The Moon.” Each group will fall in line and they are tasked to read and arrange what is written in the paper strip, write it on the board and read it aloud in front of the class. The fastest group who will finish the task correctly wins. Motivation Additional points will be given in the quiz. Motive questions: • How did you find the activity? • What have you learned from it? • What have you noticed in each sentence? Additional questions will be asked in the discussion.
The teacher will discuss the rules in Subject-Verb Agreement.
• Singular subjects take singular verbs and plural subjects take plural verbs. • If there is more than one noun/pronoun in the subject, you need to work B. Discussion: out which one the verb refers to. This is the head noun and the verb must agree with it. It will not always be the noun or pronoun directly in front of the verb.
• If two nouns are joined by and you use a plural verb.
• If two nouns are joined by or or nor, you generally use a singular verb. • Words like each, every and neither take singular verbs. • Words like several, many and few take plural verbs. • Words like all, most, any and some take a singular verb with non- count nouns, but a plural verb with plural nouns.
• Collective nouns like family, community and majority take a singular verb if their focus is on the whole entity. However, they take a plural verb if the focus is on individual members of the entity. • Some words appear to be plural but are actually singular, so they take a singular verb (e.g. politics, athletics, news). • You cannot make plurals out of some commonly used academic words (e.g. evidence, information).
Activity:
Using the same group, the students will be given a copy of the pre-colonial Philippine folktale entitled, “The Sun and The Moon.” Each group has to brainstorm ideas as to what the story talks about, and observe the relationship of the subject and verb of the sentences in the story. Thereafter, the teacher will monitor and guide each group’s participation and guide students by responding to their questions. ART-ehan Mo! The students will be asked to tell whether the presented sentences on the board are constructed correctly with respect to the subject-verb agreement rule.
1. C. Application: 2. 3. 4. 5. Note: The students must consider the rules in subject-verb agreement in devising a script. Identify the values and traditions of Filipino that you can infer from the selection, The Sun and The Moon. Cite supporting detail or details in the story to prove your claim. Then answer the questions provided below. 1. Do you find some incorrect use of subject-verb agreement in the D. Generalization: selection? Explain briefly. 2. How can we say that a sentence do not use the correct usage of subject-verb agreement? Explain your answer. 3. Can you give similarities of the themes and the moral that the author used in the selection to modern folk tales/ stories that you have already read? Each group will perform their role play for the maximum time of five minutes each group. The teacher will then comment his comments, suggestions, and violent reactions to what the students performed. The analytic rubric will be used to grade E. Evaluation the students’ performances. (Using the same group)
Note: The students should use appropriate usage of subject-verb agreement even in delivering their script lines. To strengthen the grasp of the lesson, the students will be tasked to list down at F. Assignment least 3 unfamiliar words from the story they read which still confuse them and have them write their own understanding of those.
