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Demo making inferences 012319
Lesson Plan
Course
English Grammar (Eng101)
121 Documents
Students shared 121 documents in this course
Academic year: 2018/2019
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GRADE 7 DAILY LESSON PLAN
School: Culipapa National High School Grade Level: 7
Teacher: Rogelio B. Garinga Jr. Learning
Area:
English
OBJECTIVES
A. Content
Standards:
The learner demonstrates understanding of: contemporary
Philippine literature as a means of responding to the demands
of the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance,
and behavior; and use of imperatives, prepositions, verbs, and
wh-questions.
B. Performance
Standards:
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s 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/Obj
ectives
EN7LC-IV-f-2.
Make simple inferences about thoughts and feelings expressed
in the text
I. CONTENT Making Inferences
II. REFERENCE risd.k12.nm
English for All Times 6. 1999. pp 61-63.
English Expressways II. 2007. pp 12, 98, 140.
III. PROCEDURE
a. Review What to remember in making predictions or predicting
outcome?
Do we use our background knowledge?
b. Activity Activity A: Reading Drill
The teacher presents to the students a text to read. He
models how to say it as each student takes note of the
correct production of sounds and important points
signaled by and changes in volume. The teacher can use
the I Do, We Do, You Do strategy.
A newspaper is better than a magazine and on a
seashore is better than on a street. At first, it is better to
run than to walk. Also you may have to try several times.
It takes some skill but it is easy to learn. Even young
children can enjoy it. Once successful, complications are
minimal. Birds seldom get close. One needs lots of room.
Rain soaks in very fast. Too many people doing the same
thing can also cause problems. If there are no
complications, it can be very peaceful. A rock will serve
as an anchor. If things break loose from it, however, you
will not get a second chance.
Activity B: Discussion
The teacher discusses what is inference, and how to
make inference from the text listened or read.
Activity C: Activity Proper
The teacher divides the class in to 4 cooperating
teams. Each team reads and understands the reading
text, and makes conclusion or judgement about the
text read by answering the given question. Per team
is given 10 minutes to do the task. Afterwards, 10
minute is allotted for presentation.
SET A for Artist Group
Mary carefully looked at her menu trying to find the
cheapest entrée while John gazed lovingly in her eyes. He
was relieved when she ordered the spaghetti.
SET B for News Caster Group
The floor is covered in shreds of newspaper and Lei’s dog
has newsprint on his paws.
SET C for Story Teller Group
Mother prepared chicken adobo for her children. After an
hour, the food was already missing. Only the plate and
the cat were seen on the table.
SET D for Chorale Reader Group
"Larry as boss, I must say it has been very interesting
working with you," Ms. Valdez said. "However, it seems
that our company’s needs and your performance style
are not well matched."
c. Analysis a. Teacher checks every work; everyone reads the text
assigned to the groups;
b. Checks the answer if correct
c. if not let them tell the possible inference or
conclusion;
d. let students identify and tell the evidences from the
text based on their conclusion;
e. and share what they know about it or their
experience.
d. Abstraction a. What is inference?
b. How to make inferences?
e. Application a. Let students make conclusions or inferences from the
text used in the drill.
A newspaper is better than a magazine and on a
seashore is better than on a street. At first, it is better to
run than to walk. Also you may have to try several times.
It takes some skill but it is easy to learn. Even young
children can enjoy it. Once successful, complications are
minimal. Birds seldom get close. One needs lots of room.
Rain soaks in very fast. Too many people doing the same
thing can also cause problems. If there are no
complications, it can be very peaceful. A rock will serve
as an anchor. If things break loose from it, however, you
will not get a second chance.
IV. EVALUATION Listen and understand carefully the passages and
choose from the given options its possible inference.
Write the letter only.
1. Trayvon tried as hard as he could to stay awake.
Everyone had told him that he was real, but he
needed to see for sure. Last year he had tried to
stay awake all night, but fallen asleep around 9:
only to wake-up in the morning surrounded by
presents.
What is Trayvon staying up for?
a. to see Santa Clause
b. to watch a midnight movie
c. to sneak out
d. to eat cookies
REMARKS
M.:
I.:
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Demo making inferences 012319
Course: English Grammar (Eng101)
121 Documents
Students shared 121 documents in this course
University: University of Negros Occidental-Recoletos
Was this document helpful?
GRADE 7 DAILY LESSON PLAN
School: Culipapa National High School Grade Level: 7
Teacher: Rogelio B. Garinga Jr. Learning
Area:
English
OBJECTIVES
A. Content
Standards:
The learner demonstrates understanding of: contemporary
Philippine literature as a means of responding to the demands
of the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance,
and behavior; and use of imperatives, prepositions, verbs, and
wh-questions.
B. Performance
Standards:
The learner transfers learning by: explaining the need to be
cooperative and responsible in today’s 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/Obj
ectives
EN7LC-IV-f-2.8
Make simple inferences about thoughts and feelings expressed
in the text
I. CONTENT Making Inferences
II. REFERENCE www.risd.k12.nm.us
English for All Times 6. 1999. pp 61-63.
English Expressways II. 2007. pp 12, 98, 140.
III. PROCEDURE
a. Review What to remember in making predictions or predicting
outcome?
Do we use our background knowledge?
b. Activity Activity A: Reading Drill
The teacher presents to the students a text to read. He
models how to say it as each student takes note of the
correct production of sounds and important points
signaled by and changes in volume. The teacher can use
the I Do, We Do, You Do strategy.
A newspaper is better than a magazine and on a
seashore is better than on a street. At first, it is better to
run than to walk. Also you may have to try several times.
It takes some skill but it is easy to learn. Even young
children can enjoy it. Once successful, complications are
minimal. Birds seldom get close. One needs lots of room.
Rain soaks in very fast. Too many people doing the same
thing can also cause problems. If there are no
complications, it can be very peaceful. A rock will serve
as an anchor. If things break loose from it, however, you
will not get a second chance.
Activity B: Discussion
The teacher discusses what is inference, and how to
make inference from the text listened or read.
Activity C: Activity Proper
The teacher divides the class in to 4 cooperating
teams. Each team reads and understands the reading
text, and makes conclusion or judgement about the
text read by answering the given question. Per team
is given 10 minutes to do the task. Afterwards, 10
minute is allotted for presentation.
SET A for Artist Group
