Seme-detailed lesson Plan

1. Republic of the Philippines
Department of Education
Region 1
SCHOOLS DIVISION OF ILOCOS SUR
Lipit National High School
Lipit, Cabugao, Ilocos Sur
A Demonstration Lesson Plan in Teaching English 7
I. OBJECTIVES
A. Learning Competency
1. ENG7VC-IV-c-15: Research a topic with support using two or three sources
provided, e.g. newspapers, website, video, images, podcast, print-based material.
B. Specific Objectives
1. Determine different sources of information;
2. Organize information of a topic using graphic organizer; and
3. Come up with a generalization of the information gathered from two or more sources
II. Subject Matter
A. Topic: Researching a topic using different sources
B. References: Second Quarter/Self Learning Module/Week 4
C. Materials: Laptop, LED Monitor, and printed students’ differentiated activities
D: Values: Valuing the importance of sources of information
Teacher’s Activity Students’ Activity
III. PROCEDURE
A. PRELIMINARY ACTIVITIES
1. Prayer
2. Classroom Management
3. Checking of Attendance
4. Check if the students bring with them
newspapers/magazines or any sources that will
be used in our lesson.
B. MOTIVATION
The teacher says:
 “Eyes on the board! The pictures shown
on the board are some of the things that
people usually do. Examine the following
pictures and answer the questions that
follow.”
The students may answer:
1.
A. Reading Newspaper
B. Listening to Radio
C. Watching Television
D. Interview

2. C. ESTABLISHING THE PURPOSE OF
THE LESSON
Say: “The activity above shows some ways on
how we obtain information. There are a lot of
ways and sources that we can choose from to
get the information that we need. Learn more
about these information sources as we go
through the lesson.
D. DISCUSSING NEW CONCEPTS AND
SKILSS
 The teacher asks what are the sources
they know when obtaining information
aside from the initial task given.
 Continue, “Today, we are going to
identify the three types of information.
These are primary, secondary, and
tertiary sources.
 The teacher discusses the definition of
information as well as its types.
 The teacher gives examples and let the
students review and identify what
specific type of information are the
following examples.
E. DEVELOPING MASTERY
Say “After knowing about what information is
and its different sources you are now ready to
do the following activities. Let’s do this.”
Activity 1- WORD SEARCH
Directions: Search below the different sources
of information by highlighting or underlining
2. They are all sources of information.
(Student’s explanation varies).
Possible answers:
(Magazine, Books, Brochure, and
Encyclopedia)
Possible answers:
(Primary, Secondary, and Tertiary sources)

3. the word. The words can be found
horizontally, vertically, and diagonally.
N E W S P A P E R D
O J E Q H S X T S B
V B N W G B C R K I
Z Y C E F I V Y O P
T R Y R D O B E O L
O A C T W G N D B O
E N L Y E R C U T S
D O O U B A M W X E
I I P I S P L O E R
V T E T I H A C T A
R C D O T Y S P X K
S I I P E A K G A O
V D A L J Z D H R S
S A F K S E G A M I
ACTIVITY 2-CLOSELY EXAMINE
Directions: Read the news regarding the
extreme poverty brought by the pandemic on
the link below then accomplish the chart by
answering in complete sentence regarding the
information read. Please see the rubric for this
activity.
Link:https://news.abs-
cbn.com/business/06/12/20/worlds-extreme-
poor-could-rise-to-11-billion-due-to-
pandemic-researchers
Answers:
N E W S P A P E R D
O J E Q H S X T S B
V B N W G B C R K I
Z Y C E F I V Y O P
T R Y R D O B E O L
O A C T W G N D B O
E N L Y E R C U T S
D O O U B A M W X E
I I P I S P L O E R
V T E T I H A C T A
R C D O T Y S P X K
S I I P E A K G A O
V D A L J Z D H R S
S A F K S E G A M I

4. EXTREME POVERTY BROUGHT BY
PANDEMIC
1. What did the
researchers
found in terms of
poverty?
2. What is the result
of the progress of
poverty
reduction?
3. How many
numbers of
extreme poor
could suffer
under the worst
scenario?
4. From what
countries do the
researchers
seeing this
extreme poverty
mostly likely
affect?
5. Search ways and
means on how
will the
government
address this issue
as what Andy
Sumner suggests
to at least make
the situation of
poverty less
heavy. Cite your
sources after
your answer.
F. FINDING PRACTICAL
APPLICATION OF CONCEPTS AND
SKILLS IN DAILY LIVING.
(Answers may vary.)

5. Say:
“Imagine that you are a blogger and you are
going to write an article about Preventive
Measures on COVID-19 Pandemic. Use two
or three sources, and then cite each after the
article. Write your answer in a one whole sheet
of pad paper”.
G. MAKING GENERALIZATIONS AND
APPLICATIONS
Say:
“Again remember that information is essential
in our everyday life. It comes in varied forms
like newspaper, podcast, videos, images,
websites and print based material. In searching
for information of a certain topic, it is
advisable to at least use two or more sources.
This will make your work more content wise
and reliable.”
H. EVALUATING LEARNING
ASSESSMENT 1- T-CHART
Directions. Fill in the T-chart below of
information about the situation of Filipinos
before and during the pandemic COVID-
19.Use two or three sources, then cite them
below your answer.
(Answers may vary.)
(Answers may vary.)
Before the
Pandemic
During the
Pandemic

6. IV. ASSIGNMENT
Say:
“ Read any newspaper or magazine then cut a
passage then paste it in a short bond paper.
After that, give the correct data source that is
used”.
PREPARED BY: NOTED BY:
RUSSEL M. PAGANAO MA. CHITO B. AGBULOS
TEACHER I HEAD TEACHER II