KAUNLARAN HIGH SCHOOL Grade Level: Seven 7

DAILY
Phase I, Kaunlaran Village North Learning Area: English 7
LEARNING
Bay Boulevard South City of
PLAN
Navotas Grading: Second Grading
(DLP)

DELIA G. TRINIDAD
TEACHER:
DATE DAY SECTION/S TIME
Matiyaga (13) 6:00-7:00
February
Maaasahan (3) 7:00-8:00
Maunawain (19) 8:20-9:20
Mapanalig (7) 9:20-10:20
Module 4
Lesson 2-Keeping Abreast with Changes

I-OBJECTIVES
A. React critically as a reader of the story
B. Complete the Reader’s Response Organizer

The learner demonstrates understanding of how contemporary Philippine

literature and various text types through using reading, listening, and viewing
A. Content strategies, lexical and contextual cues, action verbs, WH questions, imperatives
Standards and prepositions, giving clear, precise, and concise information orally,
composing simple informative text serve as means to respond to the demands
of the global village.
B. Performance The learner actively performs in a multimedia informational presentation of
Standards multi-cultural highlights
C. Learning EN7OL-IV-b-1.7: Orally narrate events in factual and personal recounts
Competencies using verbal and non-verbal cues
II-CONTENT
A. Topic Reader’s Response Theory
B. Level Deepen
C. Domain Writing
D. Learning
Resources
1. References Grade 7 Learner’s Material pp. 443
2. Other Learning https://www.scholastic.com/content/dam/teachers/blogs/genia-
Resources connell/migrated-files/grab_and_go_instant_reading_lesson_plans.pdf
III-PROCEDURE
A. Routine Prayer, Checking of Attendance/ Cleanliness of the room

B. Recalling previous
5 Words I care
Learning
 A Shawl for Anita

(Lolita M. Andrada)
C. Establishing a Word Contrast
purpose for
the lesson Column A Column B

1. Giving her reason to live a. pampered

2. She never showed many pain
Mother didn’t mind b. wasting away
3. Woman so frail, dealing with 3 adolescents
Children, but she managed c. herculean
4. Lack of concern d. agony
5. Prepares to live her life working e. cooped up

What is the Reader’s Response Theory?

A theory, which gained prominence in the late 1960s, that focuses on the reader
or audience reaction to a particular text, perhaps more than the text itself.
About the Reader’s Response Theory

1. Presenting the  Exhibits an essential role of the reader when it comes to creating the
new lesson meaning of text
 While critically reading the reader needs to explore
- The theme and purpose of the author
- Explain why or why not you like the text
- Flaws in the plot
- Explain if you agree with the writer’s perspective or if you disagree
with it

Reference Story-“A Shawl for Anita”

Divide the class into 5 groups
Group 1 Group 2

Reading Response Reading Response

Book Title:
Author:
2. Discussing new
If you could talk to one of the
concepts and
characters in the story, what
practicing new
advice would you want to give
skills
her? What questions, would you
want to ask this character? Why
you want to know that?
Advice: ___________________
Questions with Reasoning: ____
_________________________
Book Title:
Author:
Pretend you are one of the
characters in the story. Write
diary entry that retells the story
from your point of view.
Remember to tell what has
happened and how you felt
about it.
Date__________
Dear Diary,
 Group 3 Group 4

Reading Response
Book Title:
Author:
Write a sentence directly from
the book that you were able
to visualize, then draw a
picture of what you imagined
in the space below. The page
number of this sentence was
on page _____
Reading Response
Book Title:
Author:
Write a three questions
comprehension quiz for the
story. Ask open-response
questions about events,
characters, thee or author’s
purpose. Begin the questions
with the words Why, How,
Describe or Explain. After you
have written the quiz, answer
the questions!
Question 1: _________________
Answer: ____________________

Question 2: _________________
Answer: ____________________

Question 3: _________________
Answer: ____________________

Group 5

Reading Response

Book Title:
Author:

Write a 5-6 sentence summary that retells

what you read. The reader should know who
was in the story, where the story took lace,
and what happened at the beginning, middle
and end.
___________________________________
___________________________________
___________________________________
_______________________
I.Developing
Presentation of the groups
mastery

F. Making
generalizations and
abstractions about the
lesson
Multiple Choice:
1. The kind of change happened to the narrator’s attitude
H. Evaluation
a. Positive b. Negative c. Neutral
2. The most exciting part of the story
 a. Resolution b. Climax c. Setting
3. If the narrator did not change, what will happen to their mother
a. Died b. became strong c. left the house
4. The mother showed this Kind of attitude to her siblings
a. Favoritism b. Unfairness c. Fairness
5. “A Shawl for Anita” is a kind of ______essay
a. Expository b. Narrative c. Descriptive
Assignment: Text Type Blast
V. REMARKS
VI. REFLECTION
SECTION/S
MATIYAGA MAAASAHAN MAUNAWAIN MAPANALIG

Attendance: Attendance: Attendance: Attendance:

A. No. of learners who
5- _____
earned a score of 1 to 5- _____ 5- _____ 5- _____
4- _____
5 in the evaluation? 4- _____ 4- _____ 4- _____
3- _____
3- _____ 3- _____ 3- _____
2- _____
2- _____ 2- _____ 2- _____
1- _____
1- _____ 1- _____ 1- _____
0- _____
0- _____ 0- _____ 0- _____
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson 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 this work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

MARIA WELMA B. SONGALING

Checked by:
English Department Head
Date: ____________