Content Standard The learner demonstrates understanding of: pre-colonial Philippine literature as a means
of connecting to the past; various reading styles; ways of determining word meaning; the
sounds of English and the prosodic features of speech; and correct subject-verb
agreement.
Performance Standard The learner transfers learning by observing correct subject-verb agreement.
Learning Competencies The learner should observe correct subject-verb agreement. EN7G-I-a-11
c. Presenting Our lesson for today is about observing correct subject-verb agreement.
examples/instances of the
new lesson A singular subject demands a singular verb; a plural subject demands a plural verb. That is
the simple principle behind subject-verb agreement.
Rules.
1. Two [or more] singular nouns joined by and make a plural subject.
Ex. The chicken wing and pork rib sit untouched on Ruth’s plate.
2. When each or every precedes two [or more] singular nouns joined by and, you have a
singular subject.
Ex. Every chicken wing and pork rib sits untouched on Ruth’s plate.
▪ In this situation, no matter how many singular nouns you join with and, the
subject is still singular.
Ex. Every chicken wing, pork rib, slice of pepperoni pizza, hotdog, hamburger, steak, and
fried shrimp sits untouched on Ruth’s plate.
d. Discussing new concept 3. Use caution with these three conjunctions: either … or, neither … nor, and not only …
but also.
Ex. Not only the boss but also her employees wish the shift would end.
4. These indefinite pronouns are always singular [even when they seem plural].
▪ Each, either, neither
▪ Anyone, anybody, anything
▪ Everyone, everybody, everything
▪ No one, nobody, nothing
▪ Someone, somebody, something
Everyone on Earth = more than one person—billions of people, in fact.
The word everyone, however, is still singular
e. Continuation of the 5. Beware interrupting phrases.
discussion of new concept ▪ As well as
▪ Along with
▪ Together with
▪ Including
▪ In addition to
▪ Especially
Ex. The squirrel as well as the pigeons keeps an eye on Sammy, the sneaky cat.
https://www.youtube.com/watch?v=yEVhUEq6P1w
since the learners are able to watch the video clip twice, the learners will share what they
have learned on the clip.
j. Additional Activities for Give at least two examples of sentences that shows subject-verb agreement. Write on a ½
enrichment or crosswise sheet of paper.
remediation
Remarks
Reflection
a. No. of learners for 0/33 of Learners who require additional activities for remediation
application or
remediation
b. No. of learners who 33/33 of Learners who earned 80% above
require additional
activities for remediation
who scored below 80%
c. Did the remedial ___Yes ___No
lessons work? ____ of Learners who caught up the lesson
No. of learners who have
caught up with the lesson
d. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
e. Which of my teaching Strategies used that work well:
strategies worked well? _ _ Group collaboration
Why did these works? _X_ Games
_X_ Power Point Presentation
___ Answering preliminary activities/exercises
_X_ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
_X_ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
_X_ Complete IMs
___ Availability of Materials
_X_ Pupils’ eagerness to learn
_X_ Group member’s Cooperation in doing their tasks
f. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs
can help me solve? __ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
g. What innovation or Planned Innovations:
localized materials did I __ Localized Videos
use/discover which I wish __ Making use big books from views of the locality
to share with other __ Recycling of plastics to be used as Instructional Materials
teachers?
__ local poetical composition
Prepared by:
ELENA D. ACORDON
Head Teacher III / OIC