Republic of he Philippines

Department of Education
Region III-Central Luzon
Tarlac City Schools Division
Tarlac east District
AMUCAO NATIONAL HIGH SCHOOL
Amucao, Tarlac City

k-12 DETAILED LESSON PLAN IN MAPEH 8

(D.O. No. 42, s.2016)
of:
Ellaine B. Puno
February 4, 2020

I. Objectives
1. Content Standards
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.

2. Performance Standards
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.
3. Learning Competencies (DAY TWO)
i. Listen for important points signaled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech. (EN7LC-I-e-5.1)
ii. Note the changes in volume, projection, pitch, stress, intonation,
juncture, and rate of speech that affect meaning. (EN7LC-I-e-5.2)

II. Content
SENTENCE STRESS AND INTONATION

III. Learning Resources

A. References
1. Teacher’s Guide pages: 20-22
2. Learner’s Materials pages: 24-25

IV. Procedures
1. Before the lesson
1.1Review
The students will be having a short spelling activity
based on the words they used on their one-sentence
self-reflection of the discussion yesterday (July 2, 2019).
Here are the words misspelled on their reflection:
1. pronounce
2. pronunciation
 3. syllables
4. stress
5. language

 How many syllables the given words have?

 Where is the stress syllable in each word given?
 In the word “pronounce”, where is the stress syllable? What
is its function?

2. During the Lesson

2.1Tell the stressed syllable of the following words by group
activity.
a. accuracy
b. honorable
c. confidential
d. establishment

Directions:
 Each group will be in a straight line facing the class.
 Each word will be divided according to the number of
syllables.
 Each syllable will be pronounced by each member.
 The member with the stressed syllable will move forward
as she/he will pronounce it.

2.2 Study the sentences below. Read and use the right
intonation to achieve the purpose or feeling indicated.
Emphasize the appropriate stress in the italicized words

He is my friend.
He is my friend.
He is my friend.
He is my friend.

 How many words each sentence has?

 What is the purpose of each sentence?
 What is the feeling in each sentence?
 How did you come up with the purpose/feeling in each
sentence?
Another example:
I love mother nature.
I love mother nature.
I love mother nature.
 How many words each sentence has?
 What is the purpose of each sentence?
 Instead of saying it, how will you, as learners, prove your
love to mother nature?
 3. After the lesson
3.1Group Work: Showcase your Skills.
 1 The Artists
Draw two pictures of the sentence “Let’s eat
John”. Meaning may vary among learners.
 2 The Speakers
Read the poem “Hymn to Labor” by Dr. Jose Rizal
with proper stress and intonation. Give a short
explanation.
 3 The Actors/ Actresses
Re-enact the sentence “I am the king of the
Jungle!” in different stressed words with actions
and emotions to tell the meaning of the
sentence.
 4 The Writers
Fill in the concept map with the information
needed by writing the purpose of the stressed
words on the sentence the group will create.
 5 The Singers
Choose an English song where the words uses
possess the stress and intonation in each line.

3.2 Individual Work

 Write a self-reflection of 1 to 2 sentences about our
discussion today.

V. Remarks

VI. Reflection

Prepared by: Reviewed and Checked by:

ELLAINE B. PUNO PERLA C. PALMA

Subject Teacher Principal II