School Negros Oriental State University Grade Level 7

DAILY LESSON Teacher Nerie S. Omison lll Learning Area Science

PLAN
Teaching Dates and Time March 5, 2019 / 8:30-10:00 am Quarter 2nd

At the end of the lesson, the learners will be able to:

1. Differentiate renewable from non-renewable resources
I. OBJECTIVES
2. Perceive the importance of the natural resources to
everyday life

The learner demonstrates understanding of renewable resources and non- renewable resources.
A. Content Standards

The learner transfers learning by: explaining the need to be cooperative and responsible in today’s
B. Performance Standards global village; using appropriate strategies to comprehend extended text types; using lexical and
contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions,
and appropriate and polite oral language, stance and behavior in various information-sharing
formats.
C. Learning Competencies/ Grammar Awareness (EN7G-IV-f-6.2: Formulate who, what, when, where, why, and how
Objectives questions).
Write the LC code for
each
Formulating Who, What, Where, When, Why, and How (WH) Questions
II. CONTENT

Internet (Google)
III. LEARNING RESOURCES

A. References grammar.reverso.net
1. Teacher’s Guide pages N/A
2. Learner’s Materials Answer sheets and pen
3. Textbook pages N/A
 4. Additional Materials from Visual Aids, Activity or Instructional Materials
Learning Resource (LR)
portal

IV. PROCEDURES Teacher’s Activity Learners’ Activity

A. Reviewing previous “Good morning, class!” “Good morning, Sir!”

lesson or presenting the
new lesson “Let’s start our class with a review. Miles, Last meeting, we have discussed about the
what have we discussed last meeting?” Formulation of Meaningful Expressions, where in
we use lexical and contextual clues to understand
unfamiliar words and expressions.”

B. Establishing a purpose for “Thank you for that Miles. Today, we have a “Yes, Sir!”
the lesson new topic. This new topic is very important in
our everyday life, specifically when starting a
conversation. So, are you excited to know
what our new topic is?”
C. Presenting “I’m glad that you’re excited and eager to “Yes, Sir!”
examples/instances of know the new topic. But before that, let’s have
the new lesson an activity first. Are you in?”

“Okay, before we start with our activity, I want

you to group yourselves into six groups.”
“Yes, Sir!”
“Done?”
“Yes, Sir!”
“Very good! Okay, so our activity for today is
called Q & A. But, instead of giving you
questions, I will be giving you the answers
and you will be the one to formulate the
questions. Once we’re done, you are going to
post your questions on the board, in its
corresponding type. By the way, there will
only be 6 numbers. You will write your
formulated questions in these strips that I will
distribute later. Are you ready?”

“Then, let the activity begins!”

D. Discussing new concepts After 5 minutes.
and practicing new skills
#1 “Okay class, what have you notice with the “Sir, the questions that we have formulated are all
questions that you have formulated?” started with WH and can’t be answered with Yes or
No.”

“Very good! So, what do you think will be our “Sir, I think our topic for today will be about
topic for today?” formulating questions, specifically WH questions.”

“Very good! And that’s right; our topic for “The WH questions are: What, Where, When, Why,
today will be about Formulating WH and How.”
Questions. So, what are those WH
questions?”

“Very good!

E. Discussing new concepts “As what I’ve said, our topic today will be all
and practicing new skills about WH questions. And these WH
#2 questions are different from each other. They
have their own characteristics and usage.

“When do we use these questions? These

questions are used to gather information. The
speaker gets their information by asking WH
questions.

“SO, how do you know what WH question to
use? Or what possible answers can we get if
we ask these questions? Anyone?”
“If the answer that we are looking is a person or
people, then we should use WHO; if thing, idea,
event, or action, we should use WHAT; if it’s a
place, WHERE; if it’s time, WHEN; if it’s a reason,
WHY; and if it’s a way or quality/quantity, we
should use HOW.”

“Very good! “
F. Making generalizations “Again, WH questions are used if we want to
and abstractions about get information from someone. These WH
the lesson questions are WHO, WHAT, WHERE, WHY,
WHEN, and HOW. We use WHO when we
want information about a person. Example:
“Who is your father?” We use WHAT when
we want information about a thing. Example:
“What did you do last night?” We use WHEN
when you want information about the time
something happens. Example: “When are
you going to do your homework?” We use
WHERE when you want information about a
place. Example: “Where do you live?” We
use WHY when you want to know the reason
for something. Example: “Why do you want to
be a teacher?” And we use HOW when you
want to know the way in which something is
done OR when you want to know the “Yes, Sir!”
quality/quantity.”
“So far, none Sir.”
“Are you still with me?”

“Do you have questions, clarification about

our lesson?”
G. Additional activities for “Okay, so to end our lesson, we will have “Yes, Sir!”
application or another activity with the same group. I will be
remediation showing you a picture. And through that Example:
picture, you are going to formulate questions
using WHO, WHAT, WHERE, WHEN, WHY,
and HOW. After that, you are going to
answer those questions that you have
formulated. Are we clear?”
 H. Assignment “I guess you have already mastered our
lesson today. So, to ensure that, I will give an
assignment for you to work.

“I want you to read the story on page 115 and

answer the following questions:

Who is the protagonist of the story? What

did she do that made her mother angry?
Why did she run away?
Where did she go?
When did it happen?
How did the story resolve the problem?

Write your answers in a ½ crosswise.”

“That’s it for today. Class dismissed. “Goodbye and thank you, Sir!”
Goodbye class!”
The lesson was delivered successfully. No need to re-teach, just a sort of review and checking of
V. REMARKS assignments.

If I am to ask, I guess there’s no need for remediation since the lesson was delivered successfully
VI. REFLECTION and 90% of the learners have mastered the lesson.

A. No. of learners who earned 4 out of 30. The rest 26 students got 100 % in the evaluation.
80% in the evaluation

B. No. of learners who None

require additional
activities for remediation
C. Did the remedial lessons N/A
work? No. of learners who
have caught up with
the lesson
D. No. of learners who None
continue to require
remediation
E. Which of my teaching Almost all. The learners participated well in the activities and in the class discussion.
strategies worked well?
Why did these work?
F. What difficulties did I None
encounter which my
principal or supervisor
can help me solve?
G. What innovation or N/A
localized materials did I
use/discover which I wish
to share with other
teachers?
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