Daily Lesson Plan

(Stress)
(Based on DepEd Order No. 42, s. 2016 (POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC EDUCATION PROGRAM)

DAY ONE

I. OBJECTIVES

A. Content Standard

 The learner demonstrates understanding of: pre - colonial

Philippine literature as a means connecting to the past; various
reading styles; ways of determining word meaning; the sounds of
English and prosodic features of speech; and correct subject –
verb agreement.

B. Performance Standard

 The learner transfers learning by: showing appreciation for the

literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate
context – dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject – verb
agreement.

C. Learning Competencies/Objectives (with code)

LEARNING COMPETENCIES CODE

Listen for important stress ENG7VC-1-h-5.1

 OBJECTIVES
o At the end of the lesson, the learners will be able to:
 Analytical thinking by listening for important stress,
intonation and juncture;
 Appreciatively apply the word stress, intonation
and juncture in reading conversation.
 Retell a story following the proper uses of word
stress, intonation and juncture.

II. CONTENT

 Stress
III. LEARNING RESOURCES

 Comic Pictures
 Chalk/Board

IV. PROCEDURES

A. Before the Lesson

 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
 Review of Past Lesson

Motivation:

Start the lesson by writing the word “object” on the board. Assign
students to pronounce the word and explain what it means.

After the learners able to answer, the teacher will write two
sentences on the board this time showing sample pictures.

• The ball OBject is round. (NOUN)

• The jurors in the court obJECT the statement of the victim.
(VERB)

Have the students turn to a partner and read both sentences

aloud. Ask them what 'object' means in each sentence.

Was there any difference in how the words stressed?

Did the meaning change when stressed the different words?

B. During the Lesson

Word stress is the emphasis a speaker places on a specific syllable.

Rules about word stress

1. Put stress on the FIRST syllable for:

2-syllable Nouns (ex. TAble)
2-syllable adjectives (ex. HAPpy)

2. Put stress on the SECOND syllable for:

2-syllable verbs (ex. deCIDE)

The teacher will model the enhance understanding of stress by

doing the following exercises Using the right stress to distinguish the
following heteronyms or words with the same spelling but with different
 pronunciations. Apply the right stress on the syllable written in capital
letters.

NOUN: PROject (“a particular plan, task, assignment, or

undertaking”)
VERB: proJECT (“to estimate, plan, or calculate” or “to throw or thrust
forward”)

 The Clean and Green PROject signifies the cooperation of

Filipino in loving the environment. (NOUN)

 The contestant proJECT a confident image while

entertaining the judges. (VERB)

NOUN : PREsent (“the time occurring at this instant” or “a gift”)

VERB : preSENT (“to give, introduce, offer, or furnish”)

 The birthday celebrant receives a PREsent from her

friend.
 Students preSENT their ideas creatively on
recitation.

C. After the Lesson

Initial Activity:

Listen to the teacher say each word. Then underline the

stressed syllable in an answer sheet.

1. mother
2. paper
3. about
4. desert
5. contest
6. permit
7. record
8. refuse
9. subject
10. record

Final Activity: Form atleast 5-6 groups and compose a four-line

dialogue script expressing proper word stress.

V. ASSIGNMENT

Search five two-syllable words using proper stress and express in a

sentence.
VI. REMARKS

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VII. REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

PREPARED BY:

 Norma R. Tomas
 Mary Ann F. Tuazon
 Ruth Klaribelle C. Villaceran
 Daily Lesson Plan
(Intonation and Juncture)
(Based on DepEd Order No. 42, s. 2016 (POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC EDUCATION PROGRAM)

DAY TWO

I. OBJECTIVES

A. Content Standard

 The learner demonstrates understanding of: pre - colonial

Philippine literature as a means connecting to the past; various
reading styles; ways of determining word meaning; the sounds of
English and prosodic features of speech; and correct subject –
verb agreement.

B. Performance Standard

 The learner transfers learning by: showing appreciation for the

literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate
context – dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject – verb
agreement.

C. Learning Competencies / Objectives (with code)

LEARNING COMPETENCIES CODE

o Listen for important points o EN7LC-I-f-5.1
signaled by volume, projection,
pitch, stress, intonation,
juncture and rate of speech.
o Note the changes in volume,
projection, pitch, stress, o EN7LC – I- f- 5.2
intonation, juncture and rate of
speech that affect meaning.
o Use the rising and falling o EN7OL-I-f-1.14.4
intonation pattern with Yes –
No and tag questions; the rising
and falling intonation with
information seeking questions,
option statement and with
statements.
 OBJECTIVES

o Analytical thinking by listening for important stress,

intonation and juncture;
o Appreciatively apply the word stress, intonation and
juncture in reading conversation.
o Retell a story following the proper uses of word stress,
intonation and juncture.

II. CONTENT

 Intonation and Juncture

III. LEARNING RESOURCES

 https://study.com/academy/lesson/intonation-esl-lesson-
plan.html
 VIDEO CLIP: https://www.youtube.com/watch?v=SNmEeNmIxNI
 Grade 7 Learner’s Material

IV. PROCEDURES

A. Before the Lesson

 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
 Review of Past Lesson

o What is stress?

 Motivation:

o Write the word 'produce' on the board.

o Ask the students what the word means.
o After the discussion, write or display these two sentences:
 'I will produce the movie because I think it will be a
hit.'
 'At the grocery store, I bought apples and lettuce
and other produce.'

B. During the Lesson

o Ask the learners to read the following sentences with a partner:

o Kurita is a terrible monster, isn’t it?

o The monsters live in the mountains, don’t they?
o Mindanao was covered with water, wasn’t it?
o Indarapatra and Sulayman were heroes, weren’t they?
 o The people don’t want to fight the monsters, do they?

o Ask the learners to study the following notes on intonation.

o Falling intonation is the most common type of standard

unemphatic intonation in English. It is used for asking and
giving information in normal, quiet, unemphatic style.
Sounds more categorical, confident and convincing than
rising intonation.
o Rising intonation in English is a pretty complicated
phenomenon. It can express a number of various emotions
such as: non-finality, surprise, doubt, politeness, interest,
lack of confidence. Standard rising intonation in English first
goes down a little and then up.

o Present examples of sentences to the class.

o Tarabusaw is a very huge and scary monster, isn’t it?

o The monsters kill a lot of people, don’t they?
o Mindanao is a very prosperous land, isn’t it?
o Indrapatra was a very brave hero, wasn’t he?
o The people were very scared with the monsters, weren’t
they?

o Ask the learners to read the sentences with the proper intonation
pattern.
o Discuss intonation to the class.

C. After the Lesson

o GUIDED PRACTICE. Present the following sentences to the class

and ask the learners to identify the proper intonation pattern to
be used.

1. You already!
2. You shouldn't have.
3. It's unbelievable!
4. That's not very nice!
5. I don't think I will.

o Once students have shown mastery of the topic, give the

following activity to the learners.

How could you ? You know best, don't you ?

Why should I tell you ?
You must be joking !
So what ?
Well, I never !
How do you do?
How long have you been
building flutes?
Can I see one of your flutes?
Is this your flute?
 o Ask the class: Is intonation and juncture important in speech?
Why do you say so?

V. ASSIGNMENT

o What is a narrative paragraph?

o What are the parts of a narrative paragraph?

VI. REMARKS

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VII. REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

PREPARED BY:

 Norma R. Tomas
 Mary Ann F. Tuazon
 Ruth Klaribelle C. Villaceran
 Daily Lesson Plan
(Writing a Narrative Paragraph)
(Based on DepEd Order No. 42, s. 2016 (POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC EDUCATION PROGRAM)

DAY THREE

I. OBJECTIVES

A. Content Standard

 The learner demonstrates understanding of: pre - colonial

Philippine literature as a means connecting to the past; various
reading styles; ways of determining word meaning; the sounds of
English and prosodic features of speech; and correct subject –
verb agreement.

B. Performance Standard

 The learner transfers learning by: showing appreciation for the

literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate
context – dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject – verb
agreement.

C. Learning Competencies/Objectives (with code)

LEARNING COMPETENCIES CODE

o Transcode orally and in o EN7SS-I-f-1.2
writing the information
presented in diagrams,
charts, table, graphs, etc.
o Recognize the parts of a o EN7WC-I-f-2.8.1
simple paragraph.

OBJECTIVES:

o Appreciatively apply the word stress, intonation and

juncture in reading conversation.
o Retell a story following the proper uses of word stress,
intonation and juncture.

II. CONTENT

 Writing a Narrative Paragraph

III. LEARNING RESOURCES

 VIDEO CLIP:
https://www.youtube.com/watch?v=JRoFOwQ9nVY
 PARAGRAPH HAMBURGER:
http://www.readingrockets.org/sites/default/files/strategy_para
graphhamburger.jpg
 Grade 7 Learner’s Module

IV. PROCEDURES

A. Before the Lesson

 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
 Review of Past Lesson

o The teacher will review the past lesson in Intonation and

juncture.

 Motivation

o The learners will watch a short video clip

(https://www.youtube.com/watch?v=JRoFOwQ9nVY).

B. During the Lesson

 The teacher will ask the learners about the video clip that they
have watched.
 Discuss narrative paragraphs to the learners.

 Narrative paragraph tells a story or an event. It could be a

tale, novel, an account of one’s life, natural phenomena
or social events. The story / event in a narrative paragraph
should be arranged chronologically (time order) that is in
the order in which they have happened.
 A narrative paragraph must have:
o a central idea (what the story / event is about),
o setting (when and where the story happens),
o characters (who is it about)
o a plot (conflict, complication, climax and resolution
of the story / event)
o and an adequate description,
 A good narrative paragraph normally requires three
necessary components:
o background information,
o the story / event (a summary),
o and the conclusion.
  EXAMPLE OF A NARRATIVE PARAGRAPH

Grandpa, Chaz, and Me

It was a few months before my brother was born. My

grandpa was perfectly fine, but then he went to the
doctor for a checkup. The doctors found something
wrong. They said they had to run some tests. Then they said
he had colon cancer. The doctors wanted to run more
tests, so Grandpa had to stay in the hospital for a while.

After he got home, I played with him. He would always

play with me and do all sorts of stuff. I loved my grandpa.
I liked to hear him play his harmonica. He even tried to
teach me how to play it.

Then he had to go back to the hospital for surgery. He

stayed there for a while. When he went back home, we
went to his house. When we got there, my grandpa was
lying on the couch. A couple of hours later, he died. I was
scared, but I was only three years old. I was glad that I
could see him and say good-bye. My grandpa died
August 27, 2009.

Four months later, on December 31, 2009, my brother Chaz

was born. I wish Grandpa could have lived to see my
brother. I really miss Grandpa, and so does my brother,
even though he never met him. My grandpa did know that
the new baby would be a boy because the doctor
secretly gave him a note, and it made Grandpa smile.

C. After the Lesson

o Present a graphic organizer to the learners.

o Explain the mechanics of the worksheet to the learners.
 o Ask the learners to think of a myth that they have learned and
to retell it using the given graphic organizer.

V. ASSIGNMENT

o Study the narrative paragraph that you have written and

prepare to retell the story tomorrow.

VI. REMARKS

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VII. REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

PREPARED BY:
 Norma R. Tomas
 Mary Ann F. Tuazon
 Ruth Klaribelle C. Villaceran
 Daily Lesson Plan
(Retelling a Story)
(Based on DepEd Order No. 42, s. 2016 (POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC EDUCATION PROGRAM)

DAY FOUR

I. OBJECTIVES

A. Content Standard

 The learner demonstrates understanding of: pre - colonial

Philippine literature as a means connecting to the past; various
reading styles; ways of determining word meaning; the sounds of
English and prosodic features of speech; and correct subject –
verb agreement.

B. Performance Standard

 The learner transfers learning by: showing appreciation for the

literature of the past; comprehending texts using appropriate
reading styles; participating in conversations using appropriate
context – dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject – verb
agreement.

C. Learning Competencies/Objectives (with code)

LEARNING COMPETENCIES CODE

o Listen for important points o EN7LC-I-f-5.1
signaled by volume,
projection, pitch, stress,
intonation, juncture and
rate of speech.
o Note the changes in o EN7LC – I- f- 5.2
volume, projection, pitch,
stress, intonation, juncture
and rate of speech that o EN7OL-I-f-1.14.4
affect meaning.
o Use the rising and falling
intonation pattern with Yes –
No and tag questions; the
rising and falling intonation
with information seeking
questions, option statement
and with statements.
 TERMINAL OBJECTIVE:

 Retell a story following the proper uses of word stress, intonation

and juncture.

II. CONTENT

 Retelling a Story (Performance)

III. LEARNING RESOURCES

 VIDEO CLIP:
https://www.youtube.com/watch?v=YCGzUPPwUWo
 Grade 7 Learner’s Module

IV. PROCEDURES

A. Before the Lesson

 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
 Review of Past Lesson

o What is a narrative paragraph?

o What are the three components of a narrative
paragraph?

 Motivation

o The teacher will show a video of storytelling to the class.

(https://www.youtube.com/watch?v=YCGzUPPwUWo)

B. During the Lesson

o Discuss the video to the students.

o SAMPLE QUESTIONS:

 What story did the student perform?

 How will you describe his performance?
 If you were to give a grade to his performance,
what would it be and why?

o After the review, the teacher will explain to the learners what the
mechanics to the performance are.
o The learners will be graded based on the following rubric:
 RUBRICS FOR CREATIVE STORYTELLING

CRITERIA 10 8 6 4
VOICE Variations Variations Variations No
PROJECTION or or or variations
changes changes changes or
in volume, in volume, in volume, changes
projection projection projection in volume,
, pitch, , pitch, , pitch, projection
stress, stress, stress, , pitch,
intonation intonation intonation stress,
, juncture , juncture , juncture intonation
and rate and rate and rate and rate
of speech of speech of speech of
are are not are speech.
extremely extremely evident.
evident. evident.
ORGANIZATI All of the Most of Some of Important
ON OF IDEAS important the the ideas and
ideas and important important points are
points are ideas and ideas and not
well – points are points are properly
organized well – organized organized
. organized . .
.
PROPER USE Applicati Applicati Applicati Applicati
OF on of the on of the on of the on of the
LANGUAGE language language language language
skills skills skills skills
learned is learned is learned is learned is
most more more not so
effective. effective. attractive effective.
.
CONTENT Content is Content Content Content
AND THEME clearly has has little has no
relevant relevance relevance relevance
to the to the to the to the
topic and topic and topic and topic and
the the the there is no
message message message message.
is very is very is not so
clear. clear. clear.
USE OF All of the Most of Some of No
MODERN important the the pictures
TECHNOLOG pictures important important were
Y are pictures pictures presented
presented are are using TV
through presented presented or
TV or through through projector.
projector. TV or TV or
projector. projector.
 C. After the Lesson

o The learners retell the story to the class.

V. ASSIGNMENT

o NONE GIVEN

VI. REMARKS

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VII. REFLECTION

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

PREPARED BY:
 Norma R. Tomas
 Mary Ann F. Tuazon
 Ruth Klaribelle C. Villaceran