SEBITANAN

GRADES 1 TO SCHOOL GRADE LEVEL TEN

INTEGRATED SCHOOL
12 DETAILED
TEACHER RANZEL PAULINO SUBJECT ENGLISH
LESSON
DATE GRADING PERIOD FIRST QUARTER
PLAN
TIME 11:00-12:00 WEEK 1

Content Standard The learner demonstrates understanding of: pre-colonial Philippine literature as a means
of connecting to the past; various reading styles; ways of determining word meaning; the
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.
Performance Standard The learner transfers learning by observing correct subject-verb agreement.
Learning Competencies The learner should observe correct subject-verb agreement. EN7G-I-a-11

Lesson Objectives The learners should be able to;

1. Recall the definition of verb by listening to the “Verb Rap Song”
2. Understand and explain the general rule of Subject-Verb agreement;
3. Construct sentences observing the Subject-Verb agreement; and
4. Voluntarily participate in the classroom activities.

Subject Matter Subject-verb agreement

Learning Resources https://www.youtube.com/watch?v=ineCCpqpZrM
Power Point Presentation
Procedure
a. Reviewing previous KNOWLEDGE
lesson/s or presenting the “Uncopyrightable”
new lesson The longest word in the English language with NO repeated letters.
Students will listen to the song. Then, act the instructions stated in the song.
https://www.youtube.com/watch?v=ineCCpqpZrM
b. Establishing a purpose EXPLORE
for the lesson Questions:
1. What idea does the song wanted to tell? Ans. The song tells about verbs, definition and
examples of verbs.
2. Give an example of a verb.
clap, jump, shake,

c. Presenting Our lesson for today is about observing correct subject-verb agreement.
examples/instances of the
new lesson A singular subject demands a singular verb; a plural subject demands a plural verb. That is
the simple principle behind subject-verb agreement.

Rules.

1. Two [or more] singular nouns joined by and make a plural subject.
Ex. The chicken wing and pork rib sit untouched on Ruth’s plate.

2. When each or every precedes two [or more] singular nouns joined by and, you have a
singular subject.
Ex. Every chicken wing and pork rib sits untouched on Ruth’s plate.
▪ In this situation, no matter how many singular nouns you join with and, the
subject is still singular.
Ex. Every chicken wing, pork rib, slice of pepperoni pizza, hotdog, hamburger, steak, and
fried shrimp sits untouched on Ruth’s plate.

d. Discussing new concept 3. Use caution with these three conjunctions: either … or, neither … nor, and not only …
but also.
Ex. Not only the boss but also her employees wish the shift would end.

4. These indefinite pronouns are always singular [even when they seem plural].
▪ Each, either, neither
▪ Anyone, anybody, anything
▪ Everyone, everybody, everything
▪ No one, nobody, nothing
▪ Someone, somebody, something
Everyone on Earth = more than one person—billions of people, in fact.
The word everyone, however, is still singular
e. Continuation of the 5. Beware interrupting phrases.
discussion of new concept ▪ As well as
▪ Along with
▪ Together with
▪ Including
▪ In addition to
▪ Especially
Ex. The squirrel as well as the pigeons keeps an eye on Sammy, the sneaky cat.

6. Beware inverted word order.

Here are the onions you need for the chili. In the refrigerator are the jalapeño peppers you
might want to add.

f. Developing Mastery PROCESS

A. WATCH and play the FAST TALK

https://www.youtube.com/watch?v=yEVhUEq6P1w
since the learners are able to watch the video clip twice, the learners will share what they
have learned on the clip.

g. Finding practical GROUP ACTIVITY

application of concepts
and skills in daily living With all the rules that we have learned, create a short story that has an application of the
6 rules. They will be given 10 mins. Each group will present the story in the class.
h. Making generalizations ELABORATE
and abstractions about
the lesson So, again what are the 6 rules that we have learned today?
The learners should mention rules.
How about citing examples of what you have learned?

i. Evaluating learning EVALUATE

1. In the cabinet is the tools that you will need to

A
unclog the bathroom sink; I have found that a
B
plunger and a prayer often do the trick.
C
A. are
B. has
C. does
D. No change is necessary.
2. Here are the books that Thomas and Darlene
A
need for their research, and here is the earplugs
B
that you’ll require once they both doze off in
C
boredom and start snoring.
A. is
B. are
C. dozes
D. No change is necessary.
3. Jasmine and Rodney have decided to double the
A
number of cupcakes that they are baking since
B
everyone love moist cake and chocolate frosting.
C
A. has
B. is
C. loves
D. No change is necessary.
4. Not only those students but also their professor
look forward to the final exam; everyone has
A B
exciting vacation plans that start next Monday.
C
A. looks
B. have
C. starts
D. No change is necessary.
 5. At the pet store, each iguana, mouse, and gerbil
try to climb the walls of its glass cage while
A
humans hover outside like giant predators who are
B C
ready to strike.
A. tries
B. hovers
C. is
D. No change is necessary.
6. Tyrone, as well as his cousins, hope that Grandma
A
brings her famous brownies and peach pie that
B
drip with generous scoops of vanilla ice cream.
C
A. hopes
B. bring
C. drips
D. No change is necessary.
7. Either the dogs or the cat sleep on the bed while
A
everyone is out; Lorraine always finds an
B C
indentation in the center of her comforter.
A. sleeps
B. are
C. find
D. No change is necessary.
8. Meryl, together with her friends Beatrice and Laverne,
plans a daily trip for ice cream, for these women
A
have discovered that the calories is worth seeing
B C
Theo scoop their servings with his muscular arms.
A. plan
B. has
C. are
D. No change is necessary.
9. The scissors are sharp, so neither the cousins nor
A
Timmy is allowed to play with them, even when the
B
boys needs to finish a school project.
C
A. is
B. are
C. need
D. No change is necessary.
10. Each fork, spoon, and knife are scarred from the
A
disposal since Drew refuses to check the drain
B
before he throws the switch.
C
A. is
B. refuse
C. throw
D. No change is necessary.

j. Additional Activities for Give at least two examples of sentences that shows subject-verb agreement. Write on a ½
enrichment or crosswise sheet of paper.
remediation
Remarks
Reflection
a. No. of learners for 0/33 of Learners who require additional activities for remediation
application or
remediation
b. No. of learners who 33/33 of Learners who earned 80% above
require additional
activities for remediation
who scored below 80%
c. Did the remedial ___Yes ___No
lessons work? ____ of Learners who caught up the lesson
 No. of learners who have
caught up with the lesson
d. No. of learners who
continue to require
remediation
e. Which of my teaching
strategies worked well?
Why did these works?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Noted:
ELENA D. ACORDON
Head Teacher III / OIC
___ of Learners who continue to require remediation
Strategies used that work well:
_ _ Group collaboration
_X_ Games
_X_ Power Point Presentation
___ Answering preliminary activities/exercises
_X_ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
_X_ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
_X_ Complete IMs
___ Availability of Materials
_X_ Pupils’ eagerness to learn
_X_ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
Prepared by:
RANZEL SHEILA Y. PAULINO
Teacher I