Antipolo City

TEACHER EDUCATION DEPARTMENT

3rd Term, SY 2023-2024

A DETAILED LESSON PLAN IN ENGLISH 7

Practice Teacher Laurence Samuel Sarte

Jomarie Bustarde
Seleste Yvonne P. Abad

Cooperating School Sumulong Memorial High School

Cooperating Teacher Ms. Malou S. Placido

Learning Delivery Modality Face-To-Face

Teaching Date 5-27-24 Grade Grade 7

Level/Sec.

Teaching Time 60 Minutes Lesson Duration 60 Minutes

I. OBJECTIVES

The learners will explore more about sentences but this

content will be focusing on past perfect tense. The
A. Content Standard learners will demonstrate their ability to write sentences
and communicate well using the rules of past perfect
tense.

The learners will study the information needed to

B. Performance Standard understand the past perfect tense and will actively
participate in different activities such as interviews,
groupings, and a short test which make use of Past
Perfect Tense in everyday communication. In the
interview, the students will be graded based on the
given criteria: Grammar, Organization, Timeliness,
Originality, and Impact.

At the end of the lesson the students will be able to:

1. Analyze the difference between simple past tense and past

C. Learning Objectives perfect tense.
2. Construct their own sentences using the past perfect tense.
3. Create an interview about the usage of past perfect tense in
communication of decisions and relationships.
II. SUBJECT MATTER

A. Topic Past Perfect Tense

Sub-topic (if any)

B. References Navor, T. C., (2020). Quarter 1 — Module 5: Past Perfect Tense.

Department of Education.
https://depedtambayan.net/english-7-quarter-1-module-5-past-perfe
ct-tense/?fbclid=IwAR2SBD1sC34x7rbDCr6zh-OIUtBNl71MzAVl8B
OpPBnUBLWj0eAGYoo45aI

C. Materials 1. Canva Presentation

2. Laptop
3. Printed Images of Developmental Activity
4. Colored papers and oslo papers

III. PROCEDURES

LESSON PARTS TEACHER’S ACTIVITY STUDENT’S ACTIVITY

(Prayer)
A. PRELIMINARY
ACTIVITIES Everyone, please stand for our morning
prayer to be lead by Ashley
(Students will stand)
Ashley, please come here in front.
Ashley:
Let us bow heads and pray,
Let us remember that we are in
the most Holy presence of God.

Our Lasallian Prayer, I will

continue Oh My God to do all thy
action for the love of you

Mary, Our Lady of the star,

Saint John Baptist De La Salle,
Saint Benilde Romancon,
Live Jesus in our hearts!

In the name of the Father, the

Son and the Holy Spirit, Amen.
Students respond:
Pray for us
Forever

Thank you, for leading the prayer Ashley,

Good morning everyone!
Students respond:
Good morning, teacher!

Before taking your seats, please pick up

the pieces of trash near you, and check
the alignment of your seats. Also, please (Students start to pick up all
remove the unnecessary objects on your the trash and arrange the
table for our subject. You can now take chairs.)
your seats.
(Students sat down)

(Check Attendance)
None, Teacher.
Are there any absences today,
Secretary?
We are good Sir
Good, that’s good to hear. Alright, So,
how is everybody? Did you enjoy your
weekend?

Good to hear. So I want you to look at

the person beside you and say I’m so (Students turned to their left
happy you're here, thank you for and right, tapping their
attending the class today. Okay, give shoulders and saying I’m so
yourselves a round of applause. happy you’re here.)
(Students clap their hands.)

B. INTRODUCTION Now, let us do some short recall about

(RECALL) our past discussion. So, students, what
was our discussion all about in our
previous meeting? Does anyone still
remember?
(Students raise their hands.)
Yes?

In the previous meeting, we

discussed the simple tenses and
how to use them properly.
That’s right, thank you! We discussed the
simple tenses and the ways to form it.
Alright, so simple tenses are categorized
in different parts, what are those?
Anyone? Those are, past, present, and
future tense.

That is right, those are simple past,

present, and future tenses. So, can
anyone tell me the different functions of
the simple tenses?
(students raising their hands)
Yes?

We also discussed the functions

of each of the tenses, the past
tense is about the actions that’s
done in the past, the present
tense shows the action
happening now and the future
tense shows the action
continuing now to the future.
That is correct, simple past is about the
actions that’s done in the past, the
present tense shows actions happening
in the present, and the future tense
shows the action that will be done in the
future.

So, as your classmate mentioned, we The usage of verbs in the simple

also discussed the ways to form it, so past tense mostly ended with -d,
what are the signs in the verb that we -ed, and -ied, depending on the
can see to differentiate, simple past, spelling of the word.
present, and future?

That’s right, thank you. If it is a past The usage of the verbs in simple
simple tense, the usage of the verb present tense mostly end with -s,
oftenly ends with either -d, -ed, or -ied, -es, or -ies, depending also on
depending on the spelling of the main the spelling of the main verb.
verb. How about Simple present tense?

The usage of the verbs in simple

Good, it is a simple present tense if the future tense mostly start with
verb ends with either s, es, or ies, either will or shall depending on
depending on the spelling of the main the context of the sentence
verb. And for our simple future tense?
Very good, we can observe in the future
tense the use of words such as will and
shall before the main verb as it indicates
that it will happen in the future. Alright,

So, what do you think is the importance It is important because it will help
of learning to write the simple tenses? us to deliver our message
properly and with correct context
.
Very good, it is important for others to By telling the time of my arrival in
understand our message. Give me some school, we can use simple past
example scenarios where we can use tense. Example is “I arrived as
simple tenses? Yes?

Good job, by telling the time when we By describing the food we just
arrived we have to use simple past taste
tense. How about simple present tense?
You sounds like a cat
Impressive, by describing the food you
just taste. So if I created a very delicious It tastes so delicious
cake, and I let you taste it, what would
you say? Yes, Mica?

Yes, it tastes delicious

And lastly, for our future tense? Yes, When I am asking for my mom’s
Jerick? permission when I want to play
with my friends.
Asking your mom’s permission to play
with friends? Can you give me an Mom, me and friends will play
example on how you would use it? basketball on the court.

Mom, me and my friends will play

basketball on the court. That is right,
very good. (Students cheered ‘yes’ and
applauded the person beside
Alright, it looks like you really understood them and themselves.)
our past lesson. Give yourselves a round
of applause.. Now, let us move on to our
next lesson. But, before that, let us have
a game. Ok, Children please sit properly (Students sit properly and put all
and prepare yourselves to enjoy our the unnecessary things away.)
game.
C. DEVELOPMENT Okay, class, so before we begin I have a
(MOTIVATION) game planned for you!
Oh, my! Is it like a guessing
game?
You guessed it right, it’s a guessing
game but with pictures!
Oh… umm… (Predicted got
bored immediately)

I know, it’s predictable but bear with me

for a second because teacher Laurence
will give a prize to the student with the
highest score! So let’s get to it
What is the prize?

The prize is a Frootie lollipop. Anyone

who guesses right gets one!
Deal, Teacher!

So first round, what word can you guess

based on this picture?

Communication!

That’s correct!, next picture.

Time!

That’s correct! Another one!

Finish

That’s correct! Last one. This time,

however, is a picture of a jumbled word.
Guess what word it is.

Perfect

Congratulations (Student Names), here

are your lollipops for guessing correctly!

Student: Yes! Thank you,

teacher!

D. LESSON PROPER A. BEFORE LESSON

Thank you for everyone's
▪ Discussing new participation. Now, I would like to ask
concepts and
you, what have you noticed in the
practicing new
skills game? (Students raised their hands)
▪ Finding practical I think it is about
applications of communication.
concepts and
skills in daily
living That is a great idea! Thank you
Jayson. And when we communicate, Words.
what do we usually form?

Thank you, Sheena. Correct! Words,

and when we combine words we can Sentences.
form?

Very good, Cassandra. Yes, we can

form sentences! Now, that is connected
to our lesson for today. So, students, we
will be focusing on our topic knowing
what is Past Perfect Tense and applying
it in real life scenarios. So, are you
ready? Yes we are!

With our next discussion, we should

know our learning objectives for us to be (Students will read the
guided. Everyone please read our objectives)
objectives. At the end of the lesson the
students will be able to…

1. Analyze the difference

between simple past
tense and past perfect
tense.
2. Construct their own
sentences using the past
perfect tense.
3. Create an interview about
the usage of past perfect
tense in communication
of decisions and
relationships.

Thank you everyone! Before that, let us

play another very short activity to lighten
our mood. This activity will act as a
springboard for today’s lesson. What do
you think is the reason why we should
do this activity? Anyone? (Students raise their hands)
So that we can tell what past
perfect tense looks like
Thank you, Jade, very well said.
We’ll be playing “Perfect One Out”. So I
will be handing you some index cards
that will serve as your guide. Now can
anyone read the instructions on the
slide?
(Students will read the
instruction)
Instruction:
1. The teacher will divide the
class into 5 groups.
2. Each group will identify which
sentences on their index card
use past perfect tense.
3. The students will write their
answers on the board after
choosing.
4. Each correct answer will
award the group with
one point.
5. The group with the most
points will receive a
prize.

Thank you for reading, so, are we clear

for the instruction?
Yes, teacher!
All right, let us start our short activity.

(The game will now commence.)

Alright, congratulations to our winner,

you will receive a pack of cupcakes as a
reward, you can share this to your
classmates. So, everyone, what can you
say about our game? Students: It is fun!

All right, it seems that you are already

prepared to proceed to our next lesson.
I hope you will also have fun with our
discussion that will focus on Past
Perfect Tense.

B. DURING LESSON
Now that we’re all caught up, let us
proceed to the topic at hand: Past
Perfect Tense.
So what is a Past Perfect Tense?
The Past Perfect Tense tells us about a
past action completed before another
past action started.

In using Past Perfect Tense, a helping

verb had is added before the past
participle. The helping verb had is the
past form of has and have.

Examples:
Had worked
Had slept
Had smiled
Had gone

There are several situations where the

Past Perfect Tense is used. It is
appropriate to use in some other ways.
Alina: To show that an action
Could you please read, Alina? happened before something
else in the past.
- She stayed up all night
because she had
suffered from insomnia.
- They lost many of the
games because they
had not practiced
enough.
- Ann had met Roy before
you introduced him to us
at the party.

Thank you, Alina!

Now the second number. Yes, Chihiro? Chihiro: To show that an action
happened before a specific time
in the past.
- She had transferred
residence before 2018
- He had never played
soccer until last week
- They had gotten married
before last year
- I had fallen asleep
before ten o’clock

Thanks a lot, Chichi! Now onto the third

part, to be read by Kendall.
Kendall: Conditional perfect is
used for something that might
have happened in the past.
- If Karen had trained
harder, she would have
won the marathon.
- If Marlon had studied
harder, he would have
passed the board exam.
- If they had run faster,
they would have gotten
there on time.
- She would have met him
if she got there earlier.
Marvelous, Kendall! Now onto the fourth
part. Yes, Charles?
Charles: Reported speech is
when we talk about what
somebody else said.
- She said that she had
taken English lessons
before.
- Harold mentioned that
he had won a spelling
bee contest several
years ago.
- The teenager said he
had spaghetti for lunch.
- Aunt Mary said that she
had not received any
email.
Very nice, Charles! Now onto the last
part to be read by Erik.
Erik: Show dissatisfaction in the
past.
- Sharon wished that she
had returned the
package
- Billy regretted that he
had forgotten his wallet.
- We hoped that we had
bought a first class
plane ticket.
Thank you Erik, and to those who read
the rules. A little note: always remember
that the past perfect tense makes it
clear that one thing happened in the
past. The order of the events does not
matter since the tense makes it clear
which event happened first. Did you all
get it?
All: Yes, teacher.
C. AFTER LESSON

Now that we are done with our

discussion, I hope you learned enough
about Past Perfect Tense. So why do
you think there has to be a difference
between Past Tense and Past Perfect
Tense?

Student 1: So that there is a

different meaning in our
sentences
That’s right, class. Okay, now that we’ve Student 2: To avoid confusion
talked about past perfect tense and its and miscommunication!
usage. Give one adjective that could
perhaps describe this lesson that we
had today. Yes, Malessica?

It is quite enlightening if I do say so

myself. How about you, Sersi? Malessica: Enlightening

Alright, yes William?

Sersi: Wonderful:

Is that so? Do you think I did good William: I’d say it’s quite new.
explaining it, children? Since this is the first time we’ve
talked about this.
I’m glad you understand very much
everything I’ve explained.
Very much so, teacher!

E. Generalization (in a To wrap up today’s lesson, would any of

form of short you like to write your own sentences
activity) using Past Perfect Tense in the contexts
provided earlier?
(Students raise hands)

Okay, Jane, Ronald, Winona, Gwen,

and Aeron. Make sure you indicate
which context you’re writing and don’t
just repeat contexts, okay?
Yes teacher
(Students proceed to write on
the board)
Alright, thank you for writing. All of your
examples are correct. Everyone, please
let us give them five claps.
(Students start clapping)

IV. EVALUATION

All right students, are you having fun?

Yes!
What you just did is just our warm up for
our final assessment for today’s
discussion. In order to test the level of
your understanding, I will be giving you a
short evaluation. All right, for our final
activity, each of you will receive a piece
of paper containing ten sentences where
you need to analyze the proper verb that
corresponds with the sentence. You will
be given 15 minutes, after that, everyone
is expected to be done. Once done, you
will pass the paper here on my table and
I will be the one who will check it. Is that
clear?
Yes, teacher!

But before we begin our short test, I want

to ask if you have any further questions,
objections, and clarifications on our
discussion, so that we can address it for
you to answer the test with ease. I will
give you two (2) minutes to formulate
your questions.

(The teacher's response will vary

depending on the students' response, if a
question is asked, the teacher should
address it. But if not, the teacher will
proceed to the short test)
None, teacher.

(This is the paper to be given to the

students. This paper is taken directly
from DepEd Resources, Grade 7)

Alright students, is everybody done?

Please pass your paper per row here on
my table.

Students: Yes, teacher!

(Students will pass their papers

per row on the teacher’s table,)

V. ASSIGNMENT

Interview Dispute: An Affiliate Interview Justification Video

Directions: Listen carefully to the instructions

1.) The class will be divided into 6 groups, in each group will have 4 to 5 members.
2.) The group leader will assign each member a role, like 1 will be the director, editor, cameraman
and 1 or 2 hosts to interview.
3.) Topic of the interview is all about the ‘The Jurisdiction of the Tense and the kind of
condition it brings to the language, communication, and every life aspect’.
4.) The interviewees can be anyone including classmates (not a member of their group), teacher,
staff, sibling, and parents.
5.) The students are free to formulate personal appropriate questions for as long as it shows
connection to the topic and opens discussion.
6.) The video will be at least 10 (minimum) to 15 (maximum) minutes.

Criteria Outstanding (4) Great (3) Fair (2) Improvement

Needed (1)

Originality and The Interview was The Interview The Interview had Plain plagiarism.
Creativity done well and was done well, similarities from The editing is not
there’s no though there are other groups and good.
distinction that it some similarities the editing is way
was ripped off from other too simplistic
from somewhere groups’ podcasts,
with outstanding the amount of
editing originality
majored the
amount of
similarity. The
project was very
creative with
great editing

Content and The innovation The innovation There wasn’t that The interview has
Organization and argument and argument much zero organization
was orderly were clear, but organization and and content.
organized and the the content could the content was
content was still be improved. disordered.
stated well. It has
a clear message.

Participation All members The members There are The members

and Association participated and performed well, members who didn’t participate
performed but there wasn’t didn’t participate well at all. There
amazingly well. too much well. There was was zero
The interaction interaction little interaction interaction with
with the between the with the the interviewees.
interviewees was interviewees. interviewees.
nice to watch.

Timeliness The interview was The interview The interview The interview was
submitted on was submitted 4 was submitted an overdue after a
time. mins after the hour after the day.
deadline. deadline.

Overall Impact The interview was The interview The interview The interview has
and performed was uniquely wasn’t uniquely or neither
Performance creatively and performed, but creatively creativeness nor
uniquely. The there was little performed. And uniqueness. The
whole argument creativity. There the arguments arguments was’t
was answered are some were unclear. specified at all.
and specified. arguments that
weren’t clear.

Total: 20/20 15/20 10/20 5/20