Republic of the Philippines

Department of Education
Schools Division Office I Pangasinan
Portic Integrated School
Bugallon, Pangasinan

Teacher: MILDRED A. SARMIENTO Grade Level: 8TH

Teaching Date and Time : July 25, 2019 LearningArea: ENGLISH
Quarter : 1st

A. OBJECTIVE:
B. Content Standard: The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading styles vis-à-vis purposes
of reading; prosodic features that serve as carriers of meaning; ways by which information may
be organized, related, and delivered orally; and parallel structures and the agreement of the
verbs and subjects and cohesive devices in presenting information.
C. Performance Standard: The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and agreement of the verbs and subjects with cohesive devices and
appropriate prosodic features, stance, and behavior.
D. Learning Competency: EN8G-Ih-7
I. LESSON: The Rules of Subject-Verb Agreement
II. LEARNING RESOURCES:
A. REFERENCES
1. Teacher’s Guide pages:
2. Learner’s Materials pages: 215-217
3. Textbook pages:
4. Additional Materials from Learning Resource portal:
PowerPoint presentation, Visual Aids (Pictures), Pentel Pen, cardboard, laptop and
projector.
B. Other Learning Resource: Grammar and Composition Handbook, Exercises in English &
Internet.
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson.
- Ask the students to do the following set of rules:
1. Arranged your chairs properly and sit erect.
2. Before we proceed to our topic, pick up all the pieces around you.
3. Raise your hand if you want to say something.
4. If the teacher is talking, you are not allowed to talk unless you want to recite.
5. Listen to the teacher’s discussion and participate to the given activity.
- What did you notice with the following commands that I asks you to do?
- How important the Rules and Agreement, especially in our school?
- Why do we need to follow some certain rules?
B. Establishing a purpose for the lesson.
- Connect this Rules and Agreement in your topic as the Subject needs to agree with the Verb
in a sentence.
- Explain to them that there are many rules in Subject-Verb Agreement but we’ll focus only to
the following six (6) rules in subject-verb agreement.
C. Presenting examples/instances of the new lesson
- The six (6) hexagon has each rules inside of it.

1 2 3 4 5 6
.
 D. Discussing new concepts and practicing new skills # 1

- Discuss the rules inside the Hexagon. And give examples in each rules.

E. Discussing new concepts and practicing new skills # 2

- Divide the class into six groups. Ask the students to choose among themselves their leader
after they count 1-6.
- Ask their leader to pick numbers in the box and whatever they picked up, it will serves as
their group number.
- Tell them that their number will be their hexagon that was posted on the board.

F. Developing Mastery (leads to Formative Assessment)

- Short Quiz through power point presentation.

G. Finding practical application of concepts and skills in daily living.

Ask the students the following questions:

1. Why is it important to know the rules and agreement in a sentence?
2. How are you going to apply these rules in your lives?
Tell the students to apply these rules through their daily conversation to their classmates
and even to their homes.

H. Making generalizations and abstractions about the lesson.

- Give synthesis and emphasized the importance of Subject-Verb Agreement on their lives
as a student and a citizen.

I. Evaluating learning. (Differentiated Activities)

- Each group needs to answer the following tasks that the teacher distributes after the
discussion.
- They will finish it to the allotted given time.

 FAST LEARNERS (Group 1 & Group 2)

Directions: Make your own sentences about the following pictures using the rules that is
assign to you. One sentence in each pictures.
Group 1
– Rule # 1 Words that intervene between subject and verb
Examples of the intervening word or phrase include: including, like, plus, with, accompanied
by, along with, as well as, in addition to, one of, and together with. Use a singular verb if the
subject is singular.

Group 2
– Rule # 2 - Prepositional phrases between the subject and verb usually do not affect
agreement.
  AVERAGE LEARNERS (Group 3 & Group 4)
Directions: Encircle the indefinite pronouns as subject and underline the verb in each
sentences.

Group 3
– Rule #3 - Indefinite pronouns typically take singular verbs (with some exceptions).

 Someone really needs to come and mow my lawn.

 One of the great things about that cabin is that everything is included.
 Is anyone available to babysit for me on Tuesday?
 After the festivities, everyone was invited back to the house for the after-party.
 My parents always told me that anything is possible.
 Anyone who has ever lived in the city will never take for granted the peace of
the country.
 I was told not to worry and that everything would be taken care of.
 Someone whispered in my ear, but when I turned around, there was not
anybody there.
 Someone should sue the pants off that guy!
 Anything is possible as long as you put your mind to it.

Group 4
– Rule #4 - The exceptions to the above rule include the plural pronouns these always
take the plural form.

 Both are qualified for the job.

 Many went to the beach and got sunburned.
 Few know what it really takes to get ahead.
 Several are already on location.
 Most of the cookies were eaten.
 All are welcome to come to the birthday party tonight.
 Some have the power to coax others to do what they want, while others lack
the power to do anything but follow.
 Few came to the wedding after the bride had a meltdown and lashed out at her
family and friends.
 Some just don't know when to quit while they are ahead.
 All were late to the party.

 SLOW LEARNERS (Group 5 & Group 6)

Directions: Choose the correct form of the verb in the parentheses.

Group 5
- Rule # 5. Sums of money, periods of time or distances etc. (as a unit),

 Ten dollars (is, are) a great deal of money to a child.

 Ten kilometres (is, are) too far to walk.
 Six weeks (is, are) not long enough.
 Three miles (is, are) too far to walk.
 Five years ( is, are) the maximum sentence for that offense.
 Ten dollars ( is, are) a high price to pay.
 Twenty-thousand dollars ( is, are) a lot to spend on a car.
 Sixty-two miles (is, are) all we have left to drive
 500 rupees (is, are) a high price to pay.
 62 years (is, are) the minimum age of retirement.
 Group 6
- Rule # 6. Subjects and verbs must agree in number
 My dog always (growls, growl) at the postal carrier.
 Basketballs (rolls, roll) across the floor.
 I (don't, doesn’t) understand the assignment.
 These clothes (is, are) too small for me.
 Peter (doesn't, don’t) like vegetables.
 My uncle (has, have) bushy eyebrows.
 She (eats, eat) a lot of Belgian chocolate.
 They ( run, runs) down the road.
 The children (has, have) very loving parents.

J. Additional activities for application or remediation.

Assignment:
- Have a research about some of the Subject-Verb Agreement and give examples in each
rules.
IV. REMARKS

V. REFLECTION

Prepared by:

MILDRED A. SARMIENTO
Demonstrating Teacher

Raters:
ELVIRA D. ESPINOZA
Master Teacher II

MARVIN A. RESUELLO
Head Teacher I

IMELDA S. DELA CRUZ

Principal I