Recorded Dialogue:
Pedro:
DAILY LESSON PLAN IN ENGLISH She's
FOR dying. & PROFESSIONAL PURPOSES
ACADEMIC
Date Liam: I haven’t
November 20, 2025seen her for a while! Trust me! I didn’t kill her!
Grade & Section Grade 7
I. Objectives Pedro: Then why are you here? Claiming you’re innocent after we
Thesaw the knife
learner in your hands,
demonstrates huh?! of: Philippine literature during
understanding
the Period of Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing strategies; difference between
A. Content Standard literal and figurative language; ways to extract and condense
information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary
selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a
B. Performance Standard
précis, summary, or paraphrase; distinguishing between and using
literal and figurative language and verbal and non-verbal cues; use
phrases, clauses, and sentences meaningfully and appropriately.
Determine the mood of the speaker or the character in a narrative
listened to.
C. Objectives
Decribe the mood that created by the speaker.
Differentiate mood and tone based on the narrative listened to.
DETERMINING THE TONE AND MOOD OF THE SPEAKER OR THE
II. Subject Matter
CHARACTERS IN THE NARRATIVE LISTENED TO
A. Resources/Materials SLM, LAS, internet, ppts
III. Procedure
In our previous lesson, we tackled the parts of a story. We also watched a
short film and read short stories.
For your review:
A. Reviewing the past lesson
What did you observe in the film we watched yesterday?
Did you notice how the characters delivered their dialogues?
Today, I have here a podcast recording. We will listen to a short voice
drama.
Afterwards, I will ask you:
What mood did you feel while listening?
B. Establishing a purpose for
the lesson How did the speaker’s tone make the voice drama engaging?
This will help us understand how tone influences the mood of what we
hear.
C. Presenting new instance/s
of the new lesson
PLAYING A LYRICS
She’s in the rain,
You wanna hurt yourself, I’ll stay with you,
You wanna make yourself go through the pain,
It’s better to be held than holding on…
1. What tone did you hear in the dialogue?
2. What mood did the song create?
— Tone is important in speaking. It shows the speaker’s emotion or
attitude.
Tone can be happy, angry, sad, excited, nervous, and many more.
It helps the listener understand what the speaker truly feels.
— Mood is the feeling created in the listener.
A tense tone can make the listener feel nervous.
A joyful tone can make the listener feel relaxed or happy.
To make it simple, tone is how the speaker sounds, and mood is how the
listener feels.
These sentences written on the board say:
“I am tired.”
My tone is sad, and the mood that is being created is lonely.
D. Discussing new
concepts/practicing new
“She was getting a new house!”
skills # 1
The speaker is excited, so the listeners will be joyful.
“I loved the way he calls my name.”
The speaker here is happy, so you, listeners, will feel what? Hopeful.
That's the difference between tone and mood.
In the song I played earlier, what did you feel as you listened to the song?
Did you feel lonely, relaxed, hopeful, or joyful?
Even though the singer didn’t exactly create the tone in every single word,
still, the way he delivers it — the overall idea has been given, and the
mood is there. And you feel it, right, class?
E. Practicing new skills # 2 Practice Skills: Tone
Instructions:
Listen carefully to the sentences I will read and choose the correct tone
from the options provided.
Sentences:
1. Help! Somebody call the police!
a) Happy
b) Panicked
c) Calm
2. I passed the exam!
a) Excited
b) Angry
c) Sad
3. Did you just hit me?!
a) Shocked
b) Relaxed
c) Grateful
4. She was trying to be optimist.
a) Hopeful
b) Scared
c) Angry
5. Thank you so much, I appreciate it!
a) Thankful
b) Nervous
c) Frustrated
Mood Activity (with Choices)
Instructions: Listen carefully and choose the mood that the sentence
creates.
1. The house is dark, web is being scattered, then someone played an
eerie song.
a) Scary
b) Joyful
c) Calm
2. The trees were dancing and the flowers are blooming.
a) Cheerful
b) Sad
c) Nervous
3. She jumped and screamed when she received the acceptance in the
college she applied to.
a) Angry
b) Excited
c) Lonely
4. He cried as he ate some cakes remembering his brother’s death
anniversary.
a) Shocked
b) Happy
c) Sad
5. The sound of the sea waves calms her mind.
a) Panicked
b) Peaceful
c) Angry
Sample Answer:
TONE:
1. B
2. A
3. A
4. A
5. A
MODE:
1. A
2. A
3. B
4. C
5. B
What is the importance of tone and mood in speaking and listening? How
do they affect the listeners’ feelings and help preserve the experience
F. Generalization
when listening to audio or watching a video?”
In everyday life, how will you preserve your tone to communicate well in
G. Finding new practical social events or daily interactions with friends and family? How will you
application of the new skill react in every conversation with respect and without breaking
in daily living boundaries?
IV. Evaluating Learning Students give an example of how they will use tone and mood in daily life
V. Assignment
VI. Reflection
No. of Students who earned
80% in the evaluation
No. of Students who need
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
Name: Lara Mae G. Carullo
Course/Major/Block: BSED ENGLISH 2-D