4 As LESSON PLAN

Grade 7 - English

Quarter: Fourth Quarter

Date: February 28, 2017
Program The learner demonstrates communicative competence through his/ her
Standard: understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
Grade level The learner demonstrates communicative competence through his/ her
Standard understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.
Content The learner demonstrates understanding of: contemporary Philippine literature
Standard 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
Performance The learner transfers learning by: explaining the need to be cooperative and
Standard responsible in todays 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.
Domain of
Literacy:
Learning
Competency
Subj. & CC

I Learning objectives

After giving the lesson, the students must have:

1. Created and present a role play about the three types of irony.
2. Shared a sample situation where they experience irony.
3. Determine the difference of the three types of irony.

II Subject matter

Source/s:

Material/s: laptop, projector, pctures, chalk, white cartolina.

III - Learning procedure

 A. ACTIVITY
Daily Routine (attendance, environment, prayer, recall)
Motivation (preliminary activity)
- The teacher will ask the students if there are times that they experience, notice or
see a message that tells an irony or tells the opposite meaning of the text. Then,
the teacher will present and show the pictures that contains all about irony. Then
discussion will proceed. After the discussion the student will now be grouped
into five. Each group will choose one leader to pick one folded paper that
contains a task that will be done while presenting their group activity. The
student will create 2 examples of each types of irony. The student will be given a
15 minute preparation to present.

B. ANALYSIS
The student must have determined the different of the three type of irony and their
differences.

C. ABSTRATION
the teacher will guide the students to see how important the lesson is through the
use of questions.

D. APPLICATION
The teacher will give a 5 item test to see if the student understood the lesson and
for them to apply their learning for the day.

IV ASSESSMENT

The group activity of the students will be graded through the use of the rubrics below:

Criteria 5 4 3 2 1
The presentation of the student The
the student displays displays presentation
Creativity creativity through creativity displays some The Presentation
all aspects of through all creativity presentation displays no
presentation aspects of through all displays little creativity at all
including props or presentation. aspect of creativity
extras to make the presentation
activity life-like
All the members Most of the Half of the Most of the The presentation
Cooperation are cooperative and student student student didnt is isolated and
of the organized participated but participate participate to without
members not all and present. the activity. cooperation.

the audience give a The audience Half of the Most of the No applause
Audience loud round of clapped their class clapped audience didnt happend
impact applause hands clap