Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
DIVISION OF CITY OF SAN FERNANDO (P)

Detailed Lesson Plan in: ENGLISH for Grades 7 – 10 (Quarter 1- SY 2020-2021)

Learning Competencies:

a. using appropriate reading styles (scanning, skimming, speed reading,

intensive reading) for one’s specific purpose
b. using context clues to find the meaning of unfamiliar words
c. transcoding orally or in writing information presented in diagrams, charts
and graphs, etc.
d. summarizing the content of the materials viewed/reviewed
e. inferring thoughts and intentions in the material viewed/reviewed
f. expressing insights based on the ideas presented in the materials
reviewed
g. determining the tone, mood and purpose of the author
h. drawing of generalizations and conclusions on the materials
viewed/reviewed
i. arranging and presenting notes/ideas in a variety of graphic organizers
j. judging/evaluating the relevance and worth of ideas presented in the
materials viewed/reviewed
k. composing a three-paragraph informative/persuasive speech and/or
development of a campaign poster or poem as the final output

I. Objectives:
Charting the course of your journey in this lesson, you are expected to:
• share prior knowledge about the topic
• process information mentioned in the text you have heard
• perform tasks by following instructions
• infer thoughts, feelings, and intentions in the material to view
• provide words or expressions appropriate for a given situation
• analyse literature as a means of discovering the self
• point out the distinguishing features of a poem
• determine the features of informative writing
• use the appropriate stress in delivering lines of poetry and prose
• use capitalization and punctuations correctly
• present a well-prepared Community Services Brochure
II. Content:
a. Concepts:

WEE MOST ESSENTIAL LEARNING COMPETNCY MELC REMARKS/

K NO. (MELC) NUMBER NOTES
1 Arrive at the meanings of words through word functions Q1-1
(clipping, blending, acronym, compounding &
etymology)
Determine the vocabulary or jargons expected of a Q1-2
communicative style
2 Employ the appropriate communicative styles for Q1-3
various situations
-(intimate, casual, conversational, consultative, frozen)
3 Distinguish between and among informative, Q1-4
journalistic and literary writing
Infer thoughts, feelings and intentions of the speakers Q1-5
4 Assess the relevance and worth of ideas Q1-6
Share prior knowledge about a topic Q1-7
Identify types of poetry Q1-8
Determine the tone, mood, techniques and purpose of Q1-9
the author
5 Express permission, arguments, obligations and Q1-10
prohibitions using modals
Use conditionals in expressing arguments Q1-11
6 Use appropriate punctuation marks and capitalization Q1-12
to convey meaning
Paraphrase the text listened to. Q1-13
7 Use normal and inverted word order in creative writing Q1-14
Use interjections to convey meaning Q1-15
8 Exam Week N/A

NOTE Q1 -1 means: Q1- Quarter 1 1- MELC No. 1

a) References: https://depedclub.com/grade-9-learners-materials-lm-1st-quarter-deped-club/

b) Instructional Materials: pictures/illustrations, graphs,

III. Procedure:

 DAY 1
Class Orientation on class rules and regulations and school policies

 DAY 2

A. Reviewing of Previous Lesson or Presenting the New Lesson

Teacher Facilitated Activity:

 Semantic Mapping/Webbing

 Learners are to think of words/ideas associated with COVID-19 and latest

information about the disease. (Ideas and concepts are to be recorded using
the graphic organizer.)

China

COVID-19
ground zero

China

 The teacher facilitates a brief discussion about their answers and links it
with the graph to be presented.

Note: Orient that the graph presents the summary of the COVID-19 cases
as of May 10, 2020 and mention that it is based on the World Health
Organization official report.
 Number of Days
Source: https://www.worldometers.info/coronavirus/worldwide-graphs/

Suggested Questions for Discussion:

- What kind of graph is presented?
- What is the title of the graph?
- From what source was the graph taken?
- What data are presented in the line graph?
- What do the multi-colored lines represent?
- What does each axis represent?
- Looking at the graph, which country has the least number of cases
over the 60 days period?
- Which country tops the rank on the number of cases?
- Which 2 countries have almost the same number of cases?
- What conclusion/s or generalization/s could we draw out from these
data?
 - What inferences could we make on the rising number of cases
worldwide?
- If you are to formulate a sentence summary of this report, what
could it be?

Summary/Conclusion:

- What implications can we formulate from these data?

- What is the probable message of this report to us? Or What could
we learn from this report?
- How could data presented through graphs or illustration help us
understand the report better?
- What other types of graphs have you studied about?

B. Establishing a Purpose for the Lesson

Teacher Facilitated Activities:

 For this lesson, you will read a short news excerpt taken online.

 As we discuss its content and message, you will also learn how to take note of
important details using your own reading strategy, to identify the
purpose/intention of the writer, to express your insights, to draw conclusion
and generalization, to summarize contents of material reviewed, to discover
meanings of unfamiliar words through context clues and to transcode
information (orally and in writing) presented in graphs, charts and diagrams.

 With all these skills, you will also learn the values of self-care, compassion for
others, obedience to authorities and judgement of the relevance and worth of
ideas.

 UNLOCKING OF DIFFICULTIES
Teacher Activity:

 Let’s read the following sentences and try to identify the meaning of each
underlined word according to how it was used in the statement.
Choices are given to help you discover the meaning of each word.

 If there are still some world that appear to be unfamiliar to the children, the
teacher has to include them in the list.

1. Heads of state/countries and global a. individual

health leaders agreed to support the
fight against COVID-19. b. worldwide
c. single
2 The main topic for the meeting of a. to speed up
global leaders is to accelerate the
development and production of new b.to stop
vaccines that could put an end to this
world crisis. c.to slow down

3 The main topic for the meeting of a. a set of guidelines to be

global leaders is to accelerate the followed for protection
development and production of new against a disease
vaccines that would protect people
from this disease. b. a substance used to produce
antibodies that could provide
immunity or protection
against one or several
diseases

c. an anti-virus program that

protects computer units from
shutting down

4 World Health Organization has a. an outbreak of disease that

declared COVID-19 a pandemic occurs over a wide range of
because it has affected a high countries with high proportion
population in many countries. of the population contracting
a disease
b. an outbreak of disease that
occurs to few countries with
high proportion of the
population contracting a
disease
c. an outbreak of disease that
 occurs to a few countries with
low proportion of the
population contracting a
disease

5 According to WHO Director-General-Dr a. selfishly

Tedros Adhanom Ghebreyesus, the
virus could only be stopped if countries b. unity
act together in solidarity.
c. strength

6. There is an urgent need, therefore, to a. common

test and track all contacts of people
who test positive, for innovative b. new
COVID-19 vaccines, diagnostics and
treatments. c. deadly

7 Unprecedented gathering of heads of a. unconventional

government, institutions and industry
worldwide commit themselves to b. common
accelerate development and delivery of
a new vaccine for all populations. c. traditional

8. There is an urgent need to test and track a. immediate

all contacts of people who test positive, for
innovative COVID-19 vaccines, b. noncritical
diagnostics and treatments.
c. unimportant
9. To eventually develop the perfect a. advancement
vaccine for this infectious disease will
give its final halt to its devastating b. continuation
effect of killing people.
c. end
10 To eventually develop the perfect a. nondestructive
vaccine for this infectious disease will
give its final halt to its devastating b. disastrous
effects of killing people and damaging
countries’ economic growth. c. beneficial

 Have the learners read the news article.

Set the mood. Ask for the standards on silent reading activity.

Ask: After reading the article, what is main topic of the news?
 NOTE: Discussion of the news article will be conducted the next day/next
meeting.

 DAY 3

 Reading of the News Article

Learners are to read the article silently.

 NEWS ARTICLE: April 24, 2020

Global leaders unite to ensure everyone everywhere can access new

vaccines, tests and treatments for COVID-19
(24 April 2020/ News release)

Unprecedented gathering of heads of government, institutions and industry

cements commitment to accelerate development and delivery for all
populations

Heads of state and global health leaders today made an unprecedented commitment to
work together to accelerate the development and production of new vaccines, tests and
treatments for COVID-19 and assure equitable access worldwide.

The COVID-19 pandemic has already affected more than 2.4 million people, killing over
160,000. It is taking a huge toll on families, societies, health systems and economies around
the world, and for as long as this virus threatens any country, the entire world is at risk. 

There is an urgent need, therefore, while following existing measures to keep people
physically distanced and to test and track all contacts of people who test positive, for
innovative COVID-19 vaccines, diagnostics and treatments.

“We will only halt COVID-19 through solidarity,” said Dr Tedros Adhanom
Ghebreyesus, WHO Director-General. “Countries, health partners, manufacturers, and the
private sector must act together and ensure that the fruits of science and research can benefit
everybody.”

Work has already started. Since January, WHO has been working with researchers
from hundreds of institutions to develop and test vaccines, standardize assays and
standardize regulatory approaches on innovative trial designs and define criteria to prioritize
vaccine candidates.  The Organization has prequalified diagnostics that are being used all
over the world, and more are in the pipeline. And it is coordinating a global trial to assess the
safety and efficacy of four therapeutics against COVID-19.

The challenge is to speed up and harmonize processes to ensure that once products
are deemed safe and effective, they can be brought to the billions of people in the world who
need them. Past experience, in the early days of HIV treatment, for example, and in the
deployment of vaccines against the H1N1 outbreak in 2009, shows that even when tools are
available, they have not been equally available to all.

So today leaders came together at a virtual event, co-hosted by the World Health
Organization, the President of France, the President of the European Commission, and the
Bill & Melinda Gates Foundation. The event was joined by the UN Secretary General, the AU
Commission Chairperson, the G20 President, heads of state of France, South Africa,
Germany, Vietnam, Costa Rica, Italy, Rwanda, Norway, Spain, Malaysia and the UK
(represented by the First Secretary of State).

Health leaders from the Coalition for Epidemic Preparedness Innovations (CEPI),
GAVI-the Vaccine Alliance, the Global Fund, UNITAID, the Wellcome Trust, the International
Red Cross and Red Crescent Movement (IFRC), the International Federation of
Pharmaceutical Manufacturers (IFPMA), the Developing Countries Vaccine Manufacturers’
Network (DCVMN), and the International Generic and Biosimilar Medicines Association
(IGBA) committed to come together, guided by a common vision of a planet protected from
human suffering and the devastating social and economic consequences of COVID-19, to
launch this groundbreaking collaboration. They are joined by two Special Envoys:  Ngozi
Okonjo-Iweala, Gavi Board Chair and Sir Andrew Witty, former CEO of GlaxoSmithKline.

They pledged to work towards equitable global access based on an unprecedented

level of partnership. They agreed to create a strong unified voice, to build on past experience
and to be accountable to the world, to communities and to one another.

“Our shared commitment is to ensure all people have access to all the tools to prevent,
detect, treat and defeat COVID-19,” said Dr Tedros. “No country and no organization can do
this alone. The Access to COVID-19 Tools Accelerator brings together the combined power of
several organizations to work with speed and scale.”

Health leaders called on the global community and political leaders to support
this landmark collaboration and for donors to provide the necessary resources to
accelerate achievement of its objectives, capitalizing on the opportunity provided by a
forthcoming pledging initiative that starts on 4 May 2020. This initiative, spearheaded
by the European Union, aims to mobilize the significant resources needed to
accelerate the work towards protecting the world from COVID-19.

Source: https://www.who.int/news-room/detail/24-04-2020-global-leaders-unite-to-
ensure-everyone-everywhere-can-access-new-vaccines-tests-and-
treatments-for-covid-19

COMPREHENSION CHECK/DISCUSSION

 The teacher facilitates the class discussion.

 Suggested Questions:

a. What is the news article about?

b. What is significant about this article?
c. When was it published?
d. As of April 24, 2020, how many have been infected with the
pandemic?
e. How many of these number have lost their fight from the disease?
f. What were the identified measures to help solve this medical
crisis?
g. What does the statement of World Health Organization Director
General Dr. Tedros Adhanom Ghebreyesus mean?

“We will only halt COVID-19 through solidarity”

“No country and no organization can do this alone. The

Access to COVID-19 Tools Accelerator brings together
the combined power of several organizations to work
with speed and scale.”

h. Give some of the countries present during the virtual event.

i. What is the “common” goal of these nations?
j. In your own understanding, what could be the best solution to solve
this pandemic?
 k. In your own way, how can you help solve this problem?
l. How was the news article helpful to you? What benefit did it serve
you?

m. What may be the purpose of the news writer? (to inform, to inspire,
to give hope)

n. What is the overall tone of the writer/article? (positive, hopeful.

determined)

o. How have you felt after knowing about the details in the news
article? Why?

Discussion/Class Interaction:

 The teacher facilitates the discussion on the following competencies:

noting details, determining the tone, mood and author’s purpose.

The teacher then gives another sample text where learners are to note
details and identify the tone, mood and author’s purpose.

s get heroes’ tribute

April 14, 2020 (by Ernie B. Esconde)

PILAR, Bataan: The Mount Samat Flagship Tourism Enterprise

Zone (FTEZ) and the Philippine Veterans Affairs Office in coordination
with OGV Lights and Sounds held a one-hour show on Sunday
evening at the giant War Memorial Cross at the Mount Samat Shrine
in this historic town to pay the tribute to frontliners in the war against
coronavirus disease 2019 (Covid-2019).

Carissa Bautista, Mount Samat FTEZ information officer, said the

event “Salute of Lights for Frontliners: We Light as One,

We Heal as One,” which marked the Araw ng Kagitingan (Day of

Valor), was an initiative of the lights and sound industry of the country
to call for solidarity amid the human crisis the whole world was facing.”
 Lights and sounds owners nationwide simultaneously illuminated
the sky from 7 p.m. to 8 p.m. OGV Lights and Sounds held the event
at the 92-meter high cross to make it more visible in Bataan and the
frontliners.

“With the Salute of Lights, we give thanks to our present-day

heroes – those who are risking their lives to fight against this dreaded
disease with utmost courage and valor that match that of our
forefathers,” Mount Samat FTEZ Administrator Francis Theodore
Initorio said.

“As we salute them, we must ensure that their efforts and

sacrifices will not be in vain by doing our part, slowing down the
spread of the infection, flattening the curve,” the administrator added.

Source:
https://www.manilatimes.net/2020/04/14/news/regions/frontliners-get-
heroes-tribute/713576/

Suggested Questions for Discussion:

- What is title of the article?

- Who wrote the article?
- When was it published?
- From what source was it taken?
- Who were given the tribute?
- Why were given a tribute?
- What kind of tribute was conducted?
- Why was it held at War Memorial Cross at the Mount Samat
Shrine?
- What may be the purpose of the writer for this article?
- What is the general mood of the article?
- What tone does the writer conveys?
- What is your personal view on the sacrifices of these frontliners?
 - How do you feel that a lot of doctors, nurses and other frontliners
have acquired COVID-19 and a good number had fallen to the
disease?
- How do you think can we you help fight this pandemic?
NOTE: The teacher expounds on the answers for better
understanding of the lesson.

 GROUP ORAL READING

- Let us read the text orally.

Observe proper phrasing and pronunciation of words.
Now, on a sheet of paper, answer this question. Indicate your name.
 INDIVIDUAL WRITEN ACTIVITY:

Answer each question in 1 to 2 sentences only.

1. How dangerous is COVID-19 to one’s health and life?

2. Why do we need to follow or obey the guidelines set by World Health

Organization/Department of Health?

3. Are the actions of the Philippine government effective in solving and

ending this pandemic? Why or Why not?

DAY 4

C. Presenting Examples/Instances of the Lesson

The teacher presents another graph (bar) for discussion and mastery of the skill.

Daily New Cases in the Philippines

Suggested Questions for Discussion:

- What type of graph is presented?

- What is the title of the graph?
- What data does the graph present?
- What does each of the graph axis present?
- When was the first local COVID-19 transmission recorded?
- In what period wah the highest number of daily cases recorded?
Approximately, how many numbers of cases was recorded that
day?
- From March 10 to May 9, was there any period or day when no
COVID-Case was reported? Justify.
- What is the purpose of this report to us?
 - What is the implication of this in our country’s economy and
education?

Values Integration:

- Why is it important to understand what we read or view?

- Why do we need to take note of important details, identify the tone, mood
and purpose of the author or writer from what we read or view?
- Why is it essential to read or view with understanding?

D. Discussing New Concepts

For this part, have the learners develop relevant outputs with
integration on COVID-19 pandemic concepts.
a. Campaign Poster– Grade 7
b. a three-paragraph informative essay/speech - Grade 8
c. a 4-liner, 3-stanza poem (free-verse or with rhyme
scheme) – Grade 9
d. a three-paragraph persuasive essay/speech- Grade 10

NOTES:

1. The writing activity may be brought home if class time would not
be enough. Submission would be set by the teacher.

2. The teacher must conduct a brief orientation/discussion about each output

depending on the grade level.

3. To be included in the discussion is the presentation of a sample campaign

poster, informative essay, poem and a persuasive essay. The topic of
discussion depends upon the expected output and grade level.

DAY 5

e. Making Generalization and Abstractions about the Lesson

What have you learned from our discussions?
How do we note details?
How do we identify the tone, mood and author’s purpose?
How do we formulate generalization, summary and conclusions?
How important are graphs?
Why are news articles important?
Justify why reading with understanding an essential skill to have?

f. Evaluating Learning
WRITTEN TEST

Test I. Read the given sentences. Identify the meaning of each underlined
word based on how it was used in the sentence (context clues). Write
the letter of the correct answer.

1. Lockdown has been declared to some a. a temporary measure

countries worldwide to prevent the spread of that give people freedom
COVID -19. With this, citizens are prohibited to go to specific places,
to report to work as they have to stay and like church, malls and
work home until the declaration is lifted. markets for the purpose of
essential activities

b. an emergency measure
in which people are
temporarily prevented from
entering or leaving specific
areas for the purpose of
safety

c. the government policy

that requires people to
follow social distancing
and use preventive
equipment

2 Because of this pandemic, the government a. badly

was desperately looking for more funds for b. easily
a massive cash and food aid intended to
prevent the poor from starving to death. c. freely

3 Because of this pandemic, the government a. few

was desperately looking for more funds for a
 massive cash and food aid intended to b. large
prevent the 18 million poor families from c. small
starving to death.

4 President Duterte demanded that the aid be a. slower

given more rapidly amid complaints of
delays and confusion over who should get it. b. faster

c. longer

Test II. Read the news article published by “The Mainich” -Japan’s National
Daily, published April 7, 2020 and answer the questions that follow.

Lockdown in Philippines extended to April 30

April 7, 2020 (Mainichi Japan)

MANILA, Philippines (AP) -- The Philippine president has extended by half

a month to April 30 a lockdown that requires millions of people in the country's
main northern region to stay home amid the coronavirus outbreak.

President Rodrigo Duterte said Monday in a late-night TV speech that the

government was desperately looking for more funds for a massive cash and
food aid intended to prevent the poor from starving to death. There have been
appeals for middle-class families to be given emergency aid too, he said.

"If there's nothing to eat, a human being can be violent especially if he

sees his children without food and he's driven to tears," Duterte said, adding he
has ordered the finance secretary to "steal, borrow, I don't care," just to produce
more emergency funds.

The government has targeted 18 million low-income families for economic

rescue under the lockdown with a 275-billion-peso ($5 billion) budget in the next
two months.

Interior Undersecretary Jonathan Malaya told foreign correspondents

Monday 16.3 billion pesos ($320 million) have been distributed so far.

Duterte demanded that the aid be given more rapidly amid complaints of
delays and confusion over who should get it.
 The Philippines has reported 3,660 cases of COVID-19 disease, including
163 deaths.

Source: https://mainichi.jp/english/articles/20200407/p2g/00m/0in/051000c

QUESTION:
a. In 3-5 sentences, write a summary of the news article. (5 pts.)

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Test III. View this video clip and answer the questions that follow.

Source: https://www.youtube.com/watch?v=6p9t6rPExpQ

QUESTIONS:
a. What conclusion/generalization can we formulate the based-on information
acquired from the video clip? Express your assumption in 3-5 sentences. (5
pts.)

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b. How significant or helpful are the information for you? Justify you answer in 3-
5 sentences.

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Test IV. Study the pie graph presenting a report on COVID-19 confirmed
cases in the Philippines from an official report of CLTV 36 and
answer the question/s that follows.
QUESTON:

a. In 3-5 sentences interpret the meaning of these data.

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a. Additional Activities for Application or Remediation

NOTE: Additional activities may be done at home.

 Using the graphic organizer -semantic web, present the ideas expressed in
this illustration. You may only choose 4 of the 8 parts of speech.

Use the example in explaining the task.

SAMPLE SEMANTIC WEB

  Choose one of these illustrations and explain its message in 3 to 5
sentences.

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Prepared and submitted by Checked and Reviewed by:

LIEZL D. DE JESUS ALONA M. BALINGIT

OIC-EPS English PSDS

Illustration by:

______________________

Reviewed for Quality Assurance by:

RODEL D. LINTAG
EPS- LRMS