COGNITIVE-COMMUNICATIVE GRAMMAR LESSON

integrated into DEPED Lesson Plan

School ILOILO NATIONAL

Grade Level 7
HIGH SCHOOL

Teacher ------ Learning Area English

Teaching
Dates and ------ Quarter I
Time

SECTIONS

I. OBJECTIVES

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
A. Content Standard 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 conversations using
appropriate context-dependent expressions; producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
B. Performance Standard agreement.

C. Learning Competencies/
Objectives
II. Content
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learner's Materials ages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. Procedures
1. Orientation of Activities
At the end of five class meetings, the learners should have:
1. observed correct subject-verb agreement in sentence writing
(EN7G-I-a-11… EN7G-I-i-11);
2. identified and corrected errors in subject-verb agreement in sentences; and
3. conducted a survey inside the classroom;
SUBJECT-VERB AGREEMENT
http://webapps.towson.edu/ows/sub-verb.htm
Description Developmental Activity
Presents the list of activities The teacher provides an overview and orientation of the topic to be
of the day; their purpose; discussed by providing his expectations and the by listening to the
and the procedure of the expectations of the learners. The teacher provides a handout
task which shows an overview of all the activities in the course of the
lesson.
<<Check Overview of Activities>>

2. Reviewing previous lesson
presenting the new lesson
3. Establishing a purpose for the
lesson
4. Presenting examples/
instances of the new lesson
(Elicit)
5.Discussing New Concept using
Advanced Organizer and
practicing new skills #1
The teacher starts the discussion by asking the learners to
accomplish Activity I. They are going to connect the words in
Column A with the other set of words in Column B in order to have
Connects the lesson with come up with a sentence that a picture. <<Activity I on p.1>>
learner’s prior knowledge.
On the board, write:
The two parts of a sentence are
1. S _ _ _ E _ _
2. _R _ _ I_ _TE
Ask them what they remember about these two parts.
Motivates the learners to Before starting the discussion of the rules of subject verb
learn a new lesson agreement, the teacher will have a fun game of finding verbs. Let
them answer Activity II. Make the activity a Board Activity.
<<Activity II on p.2>>
Knowing SVA helps us express our idea correctly.
Shows instances of the The teacher presents general examples of how all the rules of
content and competencies subject-verb agreement are applied. <<See Part IV on p.4>>
Lesson is introduced using The teacher then discusses the ten rules of subject-verb
an organizer that student agreement.
may link their prior
knowledge to the new (Part V. p 5 : Activities III to XIX)
lesson. Teachers prepare
 good questions for this part

6.Discussing New Concept and Leads to the second The teacher will hand over activity sheet and ask the student to go
practicing new skills #2 through formative assessment that over them. The activity is a listening activity wherein they have to
Structure-based Communicative deepens the lesson and answer a set of questions. The question requires the students to
task shows learners new ways answer while observing the rule of subject verb agreement. To
of applying learning. lessen the fear of students in participating in this activity, they
Students work in pairs or in could work in pairs. The teacher will do a trial before starting.
groups and perform a There are two passages to be read.
structured task (Part VI. Activity XX p. 25)
More examples of the Students will do an individual task. They will look for the right verb
Teacher review
target grammar point are in the provided sentence and will write 10 sentences while
students’
asked from the students. observing subject-verb agreement
7. examples and
Can be done through more
Developing generation of
individual work activities (Part VII. Activity XXI p. 27)
mastery more examples
(Leads to
Practice may include Students will be divided into 35 groups or pairs. Each of the group
Formative
activities such as reading or pair will be given a survey question. The results of this survey
Assessment
Communicative and listening materials will be written down in percentages. Learners will be required to
#3 (Explain)
practice exercise containing the target use the present tense in discussing the results. The teacher will
grammar structure pick the top 5 best written output which will be presented to the
class. (Part VII. Activity XXII p. 28)
8. Finding practical application of Establishes relevance in Learning the rule of subject-verb agreement helps develop in us:
concepts and skills in daily living the lesson
(Elaborate) DILIGENCE, EXCELLENCE, and CRITICAL THINKING
(Part VIII p.31)
 Concludes the lesson by Ask the student the basic concept of subject-verb agreement and
asking learners good try to help them refresh themselves all the rules.
9. Making generalization and
questions that will help
abstractions about the lesson (Part IX p.32)
them crystalize their
learning
A way of assessing (See attached 40-item Long Quiz)
10. Evaluating learning learners and whether the
(Evaluate) learning objectives have
been met
11. Additional Activities for Based on formative Note: Throughout the course of the lesson, the teacher may
application or remediation assessments and will require the student to answer some activities at home.
(Extend) provide learners with
enrichment or remedial
activities
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 8% on the formative
assessment

B. No. of learners who require additional activites

for remediation

C. Did the remedial lessons work? 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 they work?

F. What difficulties did I encounter which my

principal or suervisor can help me solve?
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers.