DLP - English 7 - Reaction and Assertion
DLP - English 7 - Reaction and Assertion
DLP - English 7 - Reaction and Assertion
DEPARTMENT OF EDUCATION
Region III
I. OBJECTIVES
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
Content Standards
relationships and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple past and past
perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting one’s
identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing
Performance Standards ideas, opinions, and feelings through various formats; and enriching
written and spoken communication using direct/reported speech,
active/passive voice, simple past and past perfect tenses and connectors
correctly and appropriately.
Learning , EN7RC-IIIe-2.1.7
Competencies/
Objectives Learning Objectives
Write the LC code for
each After going through this lesson, students are expected to:
Other Learning
PowerPoint Presentation
Resources
IV. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities
1. Prayer
Good morning (7-Section), please stand and let us Good morning, Ma’am.
pray. May I request your class president (name) to
come forward and lead us in a prayer? (The class president will come forward and lead the
prayer.)
2. Greetings
Yes, Ma’am!
Good morning, (7- Section) Good morning Ma’am, Good morning classmates
have a blessed morning to everyone. (Performing it
with actions.)
Very Good! How are you today? We’re doing good, Ma’am!
3. Classroom Management
Before you take your seat, kindly pick up any (The students will arrange their chairs and pick up
piece of paper or trash and arrange your chair any pieces of paper.)
properly.
2. Be on time!
None, Ma’am.
Do you have something to add to our rules?
Okay, if none, I will inform you of that during our
class discussion. If I say clear, you will respond,
Yes na yes ma’am!
Excellent!
1. Citing textual evidence requires students to look (The students will participate)
back into the text for evidence to support an idea,
answer a question or make a claim.
Through the graphic organizer below, you will (The student will read.)
learn more on how to assert and how to identify
assertive communications.
Is everything clear?
Yes na yes ma’am!
Are you sure?
Class kindly read the direction (Learners will read the direction)
Clear?
Good job!
Very Good!
Last question: why do you think your reaction is Students will answer
important to a certain statement?
Truth Navigation
Ready?
Nice answer!
G. Evaluating learning
QUIZ
Multiple Choice
Assessment B
A. Assertive Communication 1. C
B. Passive Communication 2. B
C. Aggressive Communication 3. C
A. I feel judged.
.
H. Additional activities for application or
remediation
Assignment
None, Ma’am.
If none that conclude our discussion, Goodbye
class!
Prepared:
NORIEL D. MIGUEL
Teacher Intern