Grade Level/ Section Grade 7 Maingat, Masayahin, &
Teacher ESTELITA E. RIVERA
GRADES 1 TO 12
DAILY LESSON LOG
Date & Time
Day 1
Identify singular subject and
singular verb
I. OBJECTIVES Identify plural subject and plural
verb
Formulate the general rules on
subject verb-agreement
The learner demonstrates
understanding of how pre-colonial
Philippine literature and other text
types lead him/her past, embrace
Filipino culture and identity through
various reading styles, creative
writing compositions, oral language
fluency activities, viewing and
listening texts and observing correct
A. Content subject-verb agreement in order to
Standards appreciate oneself.
June 24-28,2019
Day 2
Formulate the rule on words that
come between the subject and the
verb through given examples
The learner demonstrates
understanding of how pre-colonial
Philippine literature and other text
types lead him/her past, embrace
Filipino culture and identity through
various reading styles, creative
writing compositions, oral language
fluency activities, viewing and
listening texts and observing
correct subject-verb agreement in
order to appreciate oneself.
Magiting
Learning Area
Quarter
Day 3
Formulate the rule on
prepositional phrases between
the subject and the verb
through given examples
The learner demonstrates
understanding of how pre-colonial
Philippine literature and other text
types lead him/her past, embrace
Filipino culture and identity through
various reading styles, creative
writing compositions, oral
language fluency activities, viewing
and listening texts and observing
correct subject-verb agreement in
order to appreciate oneself.
English
First
Day 4
FINAL TASK
SUMMATIVE TEST
ONSUBJECT VERB
AGREEMENT
RULE 1-3
The learner demonstrates
understanding of how pre-colonial
Philippine literature and other text
types lead him/her past, embrace
Filipino culture and identity
through various reading styles,
creative writing compositions, oral
language fluency activities,
viewing and listening texts and
observing correct subject-verb
agreement in order to appreciate
oneself.
 B. Performance The learner creatively tells a story The learner creatively tells a story learner creatively tells a story The learner creatively tells a story
Standards using modern technology using modern technology using modern technology using modern technology

C. Learning
Competencies/Objective
s (Write the LC code for Observe correct subject-verb Observe correct subject-verb Observe correct subject-verb Observe correct subject-verb
each) agreement agreement agreement agreement
(EN7G-1-a-11) (EN7G-1-a-11) (EN7G-1-a-11) (EN7G-1-a-11)

Module 1- Lesson 1 Searching for
My Beginnings
Grammar Focus: Subject-Verb
II. CONTENT Agreement
Number-Singular and Plural
Module 1- Lesson 1 Searching Module 1- Lesson 1 Searching Module 1- Lesson 1 Searching
for My Beginnings for My Beginnings for My Beginnings
Grammar Focus: Subject-Verb Grammar Focus: Subject-Verb Grammar Focus: Subject-Verb
Agreement Agreement Agreement

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
LM p. 29-31 LM p. 29-31 LM p. 29-31
pages

Prentice Hall Grammar and

3. Textbook pages Prentice Hall Grammar and Prentice Hall Grammar and
Composition 1
Composition 1 Composition 1
p. 81-82 p.248-251
p.251 p. 85
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources
IV. PROCEDURES

A. Reviewing pervious
Review how proverbs serve as Review the first rule governing Review the second rule governing
lesson or presenting the
guide posts to our lives. subject-verb agreement subject-verb agreement
new lesson
Activity 1 Activity 1 Activity 1
B. Establishing a Let the students study and Let the students study and
Let the students study and analyze
purpose for the lesson analyze the given words in analyze the given words below.
the given words in Column A and
 Column B. Column A and Column B.
Column A Column B
Column A  The weather on the coast
ant ants appears to be good this
chair chairs  The girl who washes the weekend.
clothes is my cousin.  The center on the basketball
baby babies  The agent who explains the team bounces the ball too high
brush brushes business earns a lot.  Many of the themes in myths
trash trashes  The plant that blooms red were used already in movies.
flower is planted in the garden.  The man standing on the
What do you notice about the The book which consists corner takes the wrong bus.
words listed in Column A? in educational stories is placed in
Column B? the book shelf. What do you notice regarding the
What is common in the words  He who studies his lessons will underlined group of words listed
listed in column A and B? earn high grades. above?
 She who works near the school What do you call these words?
is your aunt.

What do you notice regarding the

underlined words listed in Column
A?
What do you call these words?
Why do these verbs end in s?
Activity 2 Activity 2 Activity 2
Noun Verb Column B
Group A 1. Those employees who work The same examples in Activity 1
lady sings hard receive an award. will be analyzed but the focus will
student studies 2. These students who submit be on the following questions
athlete runs their projects arrived very early.
carpenter builds 3. The parents who attend the Why do these verbs end in s?
Group B meeting proceed to the AVR. others are without s?
ladies sing 4. The women in the pool swim
C. Presenting
students study well. Which sentences from the given
examples/instances of
athletes run  What are the underlined words examples are common in terms of
the new lesson
carpenters build in sentence 1 and 2? number?
 What do you notice about the  What do you call these words?
words listed in Group A? in  Which word in the given
Group B? sentences modified by those
and these?
In what way nouns in Group A  What are the underlined words
differ from Group B? in sentences 3 and 4?
How about verbs in Group A and  How do these words function in
B? the given sentences?

Activity 3: Do You See What I
See (LM p.29-30)
Motivate the students to read
orally and study the given
sentences. Lead them to identify
the functional and form of the
underlined and italicized words as
the subject and predicate and
singular or plural.
1. Our ancestors were value-
oriented people.
2, My friends are ready for the
D. Discussing new
investigations.
concepts and practicing
3. Ann always tells the truth.
new skills # 1
4. He jogs two miles every day.
 What do you notice about the
underlined words?
 How do you call the underlined
words?
 What do you notice about the
italicized words?
 Which of these words are
singular? Which are plural?
E. Discussing new
concepts and practicing Activity 4: Good to Know!
new skills # 2 1. Laziness is the sibling of
starvation.
2. A desperate person holds on to
a knife edge.
3.
 Which is the subject and the
verb in each of the given
sentences above?
 What do you need to remember
about subject and verbs in
sentences?
 What rule is applicable in each
of the given sentences?
 How could you formulate rule
based on the given examples?
Activity 3:
Lead them to identify the
functional and form of the
underlined and italicized words
as the subject and predicate and
singular or plural.
1. The man who sells fruits and
vegetables has moved another
city.
2. Those who follow the rules are
law abiding citizens.
3. The one which taken by the
newcomers is also my choice.
4. God helps those who help
themselves.
 Which is the subject in each of
the given sentences above? the
verb?
 What do you notice about the
underline words?
 How about the italicized words?
What do you notice about
them?
 Which of these words are
singular? Which are plural?
Activity 4: You Need to Know…
One who spends too much time
choosing ends up with cracked
wares.
Those who act tough are really
coward.
That lady who wears the red skirt
comes from other school.
When do we use who, that and
which in a grammatically
correct sentence?
 What do you need to remember
about subject and verbs in
sentences based on the given
examples?
 What rule is applicable in each
Activity 3:
Lead them to identify the
functional and form of the
underlined and italicized words
as the subject and predicate and
singular or plural.
1. A proverb which teaches simple
living is my favorite.
2. The people during the Pre-
colonial period, were assertive.
3. The insects on the rubber plant
were sprayed.
4. The managers in our office are
holding a meeting.
 Which is the subject in each of
the given sentences above? the
verb?
 What do you notice about the
underline words?
 How about the italicized words?
What do you notice about
them?
 Which of these words are
singular? Which are plural?
Activity 4
1. Faith in God brings us success
in life.
2. A friend in need is a friend
indeed.
3. The house in the mountains is
spectacular.
4. The price of the car was much
too high.
5. The shapes of the two objects
are very similar.
 Which is the subject and the
verb in each of the given
sentences above?
 What do you need to remember
about subject and verbs in
sentences?

Activity 5: More of Verbs:
(Pair Work)
Let them read the sentences and
underline the correct form of the
verb given inside the parentheses.
1. Grandfather Kim (own, owns) an
art Gallery in Chicago.
2. Noisy is the can that (contains,
contain) nothing.
3. A desperate person (holds,
hold) on to a knife edge.
4. Whatever you (does, do), think
F. Developing Mastery about it seven times.
(Leads to formative 5. Shakespeare’s father (was,
assessment 3) were) a glove maker.
6. Computers (process, processes)
information very quickly.
7. My older brother (has, have) a
telephone shaped like Mickey
Mouse.
8. The evening news (summarize,
summarizes) the day’s events.
9. Mexico City (was, were) built on
a lake.
10. My favorite radio station (play,
plays) all of the hit songs.
Activity 6: Paragraph
G. Finding practical Encourage each student to read
the given paragraph and fill in the
applications of concepts
blanks with the correct form of the
and skills in daily living
verb given inside the parentheses.
LM p. 31
of the given sentences?
Activity 5: Practice More…
(Work in Triad)
1. He who speaks too much
(works, work) too little.
2. The story that you tell (inspires,
inspire) me a lot.
3. A person who is outwardly calm
(has, have) anger raging inside his
stomach.
4. A monkey which is dressed up,
(is, are) still a monkey.
5. He who does not love his native
language (is, are) worse than a
beast or a rotten fish.
6. The one that you know (is, are)
the one that I (don’t, doesn’t) know.
7. A poet who (composes,
compose) songs (express,
expresses) his feelings or
emotions.
8. Our house which (is, are) the
biggest in the village (was, were)
sold out.
9. Those red roses on the table
(dry, dries) easily because of the
heat.
10. That old woman who (asks,
ask) for food (move, moves)
weakly.
Activity 6:
Think of an appropriate verbs to
complete the thought of the
following unfinished sentences:
1. Your friend in Canada
________________________.
2. The man who holds red roses
________________________.
 What rule is applicable in each
of the given sentences?
Activity 5: Try More
(Pair Work)
Let them read the sentences and
underline the correct form of the
verb given inside the
parentheses.
1. A stitch in time (saves, save)
nine.
2. She (appears, appear) in
movies and on television.
3. All the guests (was, were)
happy for the bride and groom.
4. That author often (write, writes)
about marine life.
5. The committee (is, are) eager
for volunteers.
6. Lightning (hit, hits) the barn
during the storm.
7. The coach( is, are) always
tougher on newcomers.
8. This book (is, are) different
from other mysteries.
9. (Run, Runs) into the backyard
and (take, takes) the lawnmower
out of the rain.
10. Mary (was, were) unhappy
with her job.
Activity 6: Using Fragments to
Make Sentences
Combine each of the ten complete
subjects on the left with one of the
ten complete predicates on the
right to make ten logical
sentences.
 3. Those athletes in the field
_________________________. Pls refer to Grammar and
Composition 1 p. 85 #1-10
4. The big store which located
beside the church
_________________________.
5. A piece of cake that satisfies
myhunger_________________
___.

Rule No. 2 The number of the

subject (singular or plural) is not  Prepositional phrases between
changed by words that come the subject an d the verb do not
between the subject and the affect agreement.
verb.
H. Making
generalizations and  Who, that, and which are
Rule No. 1 Subjects and verbs
considered singular or plural
abstractions about the must agree in number.
according to the noun directly in
lesson
front of them. Do not get
confused by the words that
come between the subject and
the verb; they do not affect
agreement.

Underline the verb in
parentheses that agrees with the
subject of each sentence.
1. A tall tree (stands, stand) in our
front yard.
2. The ships (was, were) passing
the island.
I. Evaluating learning
3. One who is choosy (ends, end)
up with the least attractive choice.
4. He who does not love the
national language (is, are) worse
than a smelly fish.
5. To a fearless person, no fence
(is, are) high enough.
J. Additional activities
for application or
remediation
I. REMARKS
II. REFLECTION
Encircle the verb in parentheses
that agrees with the subject of
each sentence.
1. The football players who (runs,
run) fast win in the game.
2. That red –haired lady in the fur
hat (lives, live) across the street.
3. One of the eggs in the tray (is,
are) broken.
4. Those who (sacrifice, sacrifices)
a lot will be blessed.
5. The coach who (teaches, teach)
new techniques (is, are) newly
graduate.
Do Exercise C on p.252 # 1-10 in
Grammar and Composition 1
Underline the verb in
parentheses that agrees with the
subject of each sentence.
1. A sixteen- year- old girl from
California (gives, give) the best
dramatic interpretation.
2. her friends at school (help,
helps) her get a job.
3. The forward with the knee brace
(make, makes) ten baskets.
4. The weary commuters (was,
were) angry about the delay.
5.The boxes under the sink(is, are)
empty.
Do Exercise C on p.87 # 1-10 in
Grammar and Composition 1
 A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons 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
these 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

Checked: Noted:
LORIELYN A. BULANHAGUI GABRIEL R. ROCO
Head Teacher I- English Principal IV