Q3 Lesson Exemplar for English Grade 7 (2024-2025) PDF

7 Quarter 3 Lesson Exemplar Lesson for English 1 Lesson Exemplar for English Grade 7 Quarter 3: Lesson 1 of 8 (Week 1) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during...

7 Quarter 3 Lesson Exemplar Lesson for English 1 Lesson Exemplar for English Grade 7 Quarter 3: Lesson 1 of 8 (Week 1) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024- 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writers: Gina F. Bonior, PhD (Silliman University) Bea Mara L. Zamora (Silliman University) Validator: Nimfa G. Dimaculangan, PhD (Laguna State Polytechnic University) Ryan G. de la Torre (Bicol University) PNU-RITQ Development Team Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. ENGLISH/QUARTER 3/ GRADE 7 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical Standards structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on one’s purpose, context, and target audience. B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- Standards based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language. C. Learning EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and purpose: Competencies comparison and contrast and Objectives EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts: transition devices EN7INF-III-4 Extract significant information. EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing Lesson Objectives 1. Analyze the text structure of different types of expository texts by noting purpose and organization of ideas. 2. Identify the meaning and use of different transitional devices in expository texts. 3. Note important details to summarize information presented in expository texts. D. Content Text structures of Expository Texts Transition markers Extracting significant information to summarize E. Integration Local, regional, and national celebrations/holidays 1 II. LEARNING RESOURCES Bicknell, M. Compare and Contrast: Explanations and Examples. Houston Community College Learning Web. https://cpb-ca- c1.wpmucdn.com/myriverside.sd43.bc.ca/dist/9/678/files/2014/09/Compare-and-Contrast-Explanations-and-Examples-1sy13za.pdf Eye in the sky. (2009, April 11). Songkran Festival and the Water-Splashing Revelry of Thailand. https://eye-in-the-blue- sky.blogspot.com/2009/04/songkran-festival-and-water-splashing.html Festival Masks of the Philippines. http://www.philippinestamps.net/RP2014-Masks.htm Health Sciences Center Kuwait University. Comparison and Contrast Essay: Block method. http://www.hsc.edu.kw/vpo/ELU/EFLLAB/Writing/e182/Sample_Block_Method_Essay.htm Heart 2 Teach. Writing Process Posters. Pinterest. https://www.pinterest.ph/pin/333829391133356011/ Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions. https://www.hilldale.k12.ok.us/vimages/shared/vnews/stories/5b7b01e8417ae/Authors%20Purpose%20Notes.pdf Illinois State University. Text Structure Resources. https://education.illinoisstate.edu/downloads/casei/3-01-04- handout%20TextStructureResources%201.pdf Kapwa Travel. Filipino Fiestas, Festivals, and Holidays. https://kapwatravel.com/filipino-fiestas-festivals-holidays/ Leal, L. (2023). Interactive Notebook Lesson for Comparing and Contrasting Paleo Indians and Archaic People. https://www.lumoslearning.com/llwp/resources/pinterest_listings.html?id=1447950 Rappler. (2013, January 19). #PHTravel: Sinulog, Ati-Atihan, and Dinagyang. https://www.rappler.com/life-and-style/20016-phtravel-festival- facts-sinulog-ati-atihan-dinagyang/ Saratsiotis, G. Organizational Patterns for the Comparison/Contrast Essay. San Jose State University Writing Center. https://www.sjsu.edu/people/saul.cohn/courses/100W/s1/Organization_CompareContrast.pdf III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior 1. Short Review To make this game-like, the Knowledge Students recall their experience writing a short story by arranging the five boxes teacher may have four to six showing the various stages of writing. groups of students (depending on the class size) compete on which group could first post/paste the printed boxes in the correct order. To prepare for the game, the teacher must 1.) print four to six sets of cards/printed boxes, depending on the number of groups, and 2.) prepare them on 2  recycled newspaper/ calendars or manila paper the template (See Figure 1) where each group will paste their output. The groupings could be composed of the same students who worked Image source: https://www.pinterest.ph/pin/333829391133356011/ together on the final writing task in Quarter 2. Figure 1. The Writing Process The teacher may use Think-Triad- Share so that each student can share their experience with two others. While the students share their experiences, they complete the Feedback Table A.1. and submit it as their output. (The Feedback table must be 2. Feedback completed by the students as they Students share with two seatmates what they did in each of the five stages of writing share their writing experience during the final writing activity in Quarter 2. Students’ sharing will be guided by the because “writing pushes thinking.” Feedback Table A.1 below. By noting their groupmates' answers, Students focus on sharing and “noticing” the What did your group do in each stage? strategies they use in each of the Stage five stages of writing.) Student 1 Student 2 Student 3 Pre-writing Drafting Revising Editing Publishing 3 B. Establishing 1. Lesson Purpose Lesson Purpose Suggested Lesson Introduction: In your final writing task in Quarter 2, you used a story map as a pre-writing activity. This is because you used narration as a method of paragraph development. In this quarter, we will learn about another method: Exposition. The main difference between narrative and expository methods of paragraph development is that in the narrative, you tell a story about a certain character/s in a specific time and place. This means you present a sequence of events leading to the climax (the story's most important, often highest point). On the other hand, expository essays explain or inform the reader about a certain topic or idea. For example, in the Rappler article which you are about to read, the writer describes the Sinulog, Ati-Atihan, and Dinagyang Festivals to inform the reader and encourage them to join or learn more about them. There are four most commonly used expository methods of paragraph development: 1.) sequence/process, 2.) comparison and contrast, 3.) cause and effect, and 4.) problem and solution. The expository essay that we will read, #PHTravel: Sinulog, Ati-Atihan, and Dinagyang, describes the similarities and differences between these three festivals. At the end of this lesson, you will be able to write your comparison and contrast expository essay. We may use translanguaging if 2. Unlocking Content Area Vocabulary students find it difficult to guess Using context clues, students think about the possible meaning of the following the meaning based on the context unfamiliar words from the article #PHTravel: Sinulog, Ati-Atihan, and Dinagyang. An clue or explain their example is provided below. understanding of the word in The Sinulog dance mimics the back-and-forth movement English. of water currents. Dancers sway to the left and the right like the waters moving toward a specific direction. Translanguaging is “a natural Clue: sway to the left and the right like the waters phenomenon that multilingual Possible Meaning based on the clue: to follow or imitate students engage in when using multiple language practices. In a 1. Cebuanos used to dance the Sinulog for their pagan multilingual context, students and idols, whom they worshipped with singing and dancing. teachers strategically use their full Clue: _________________________________________________________________ linguistic repertoire Possible Meaning: ____________________________________________________ Canagarajah, 2011). 2. After their conversion from paganism to Catholicism, they continued to dance the For example, teachers could Sinulog, but this time, in honor of the Santo Niño. encourage students to explain Clue: ________________________________________________________________ their understanding of the Possible Meaning: ___________________________________________________ identified vocabulary in their first 4  language by giving an example or 3. A major event during the festival is a re-enactment of Magellan baptizing the rajah through direct translation. Then, and his wife and bequeathing the statue to Hara Amihan, who, thereafter, was called s/he may call other students to Queen Juana. restate the correct explanation in Clue: ________________________________________________________________ their first language to English. Possible Meaning: ___________________________________________________ 1. The Ati-Atihan dancers emulate the Atis' dark skin by covering their skin with soot, a black powdery substance consisting of carbon, to make it dark, and dressing up in the tribe’s traditional costume. Clue: ________________________________________________________________ Possible Meaning: ___________________________________________________ 2. The Atis were hostile to the foreigners or Maraynons. Seeing the Maraynons as enemies, they engaged in bloody battles. Clue: ________________________________________________________________ Possible Meaning: ___________________________________________________ 3. The Maraynons or foreigners-initiated peace talks with the aboriginal tribe or people from the earliest times before the arrival of the Spaniards. Clue: ________________________________________________________________ Possible Meaning: ___________________________________________________ 5 C. Developing and Structure of Expository Texts To emphasize the importance of Deepening 1. Explicitation composing a well-written text, Understanding Students answer the question: Which of the two versions is easier to understand, is students are asked to compare the more organized, and is well-written? Why? two texts in Table B.1. Table B.1. The teacher may ask students to work with the same groupmates Text A Text B from the previous activity. They need to compare these texts and Filipinos are among the happiest people Filipinos are among the happiest people choose which is better based on in the world. It is hard not to be when in the world. It’s hard not to be, right? the clarity in meaning and the you live in a place with countless fiestas, We live in a place where there are organization in terms of unity, festivals, and holidays all year round. No countless fiestas, festivals, and holidays coherence, and cohesion. occasion is ever ordinary because all year round. No occasion is ever Filipinos will find a way to make it ordinary coz Filipinos will find a way to The teacher guides students to special. make it special. notice the diction/word choice used in writing Text A. Students In this lesson, we will be learning about We will be learning about the three are made to realize that a formal the three Philippine festivals which are Philippine festivals. Exciting, huh? writing style is observed in held in January. These are the Sinulog That’s in January. These are the Sinulog expository texts. Thus, it does not in Cebu, Ati-Atihan in Aklan, and in Cebu, Ati-Atihan in Aklan, and use a conversational and more Dinagyang in Iloilo. Dinagyang in Iloilo. personal tone or language. Suggested Content Input: We know that a text is well-written if it is well-organized in terms of unity, cohesion, and coherence. By unity, we mean that the topic sentence (our statement or stand) is supported by details such as examples and reasons. By cohesion and coherence, we mean that appropriate transition markers or signal words such as however, similarly, next are used to connect the ideas logically. Unity, coherence, and cohesion are not exact synonyms but are closely related. Coherence is about the unity of the ideas in a whole composition. It is the composition’s overall structure and quality of being logical and understandable. Cohesion, on the other hand, refers to how the whole composition is formed. It is the glue that holds a composition together, the link that connects ideas and makes the flow of thoughts clear. That is to say; cohesion is achieved when sentences are connected using cohesive or transitional devices, which may be grammatical or lexical (words) devices. Cohesion and coherence go hand in hand to produce a clear and easy-to-understand composition. Cohesive or transitional devices are 6 used to achieve coherence. We will observe how these are used in the Rappler article that follows. 2. Worked Example As mentioned at the beginning of this quarter, four commonly used expository text structures exist. Ask the class to work in groups to recall understanding of expository text structures through a jigsaw activity. Instruction: In your group, each member must be assigned to one of the four expository text structures and your goal is to become an “expert” on it. Read the material about The teacher divides the class into the assigned topic and fill out the table below. Once you finish your part, complete the groups of four. A set of metacards other parts of the table by listening to what the other experts say about their topic. with the definition, transition words and concept maps of each expository text structure is given Structure Definition Transition Words Concept Maps to each group. The teacher may opt to also have the information Sequence posted on each of the four walls of the classroom, and have students go to the area assigned to them to Comparison and get the information they need. Contrast Cause and Effect Problem and Solution The teacher guides the class discussion by asking students to share what they have discussed in their group. 7  Structure Definition Transition Words Concept Maps Sequence describes the o first, second, third order of events, o next or the steps to o finally follow in doing o then, after or making o before, before something. o not long after o while, meanwhile o at the same time Comparison describes how o differs from and Contrast two or more o similar to things are alike o in contrast and/or o alike different. o same as o as well as o on the other hand o either o or o however Cause and explains why or o if….then Effect how something o because of happens or o as a result exists o so o since Cause - what o to made it happen o effects of o caused by Effect - what happened o brought about by 8  Problem and tells the o problem is… Solution problem(s), and o because sometimes why o since it/they exist(s), o this led to and how it can o one possible be solved solution is… o therefore o if…. then, thus The following paragraph frames or templates are presented and classified into different expository text structures. Sequence 1. Here are the steps in _______________. First, _________________________. Then, _________________________. Next, _________________________. Finally, _________________________. Problem and Solution 2. _______________ is a problem because _______________. One possible solution is ________________. Another solution is _________________________. These are good ways to solve the problem because ________________________. As a result, _________________________. Cause and Effect 3. The reason why __________ happened was because of __________. If __________, then __________. In order to __________, __________. Since _______________, _______________. Finally, due to ___________, ____________. This explains why _______________. Comparison and Contrast 4. Both __________ and ________ are alike in some ways. Both _____ and ______ have 9  similar _______. Both also ________ as well as __________. On the other hand, there are differences as well. One way they differ is __________. Another difference is __________. 3. Lesson Activity Ask the students to identify the expository method used to develop each paragraph based on your knowledge of the different expository text structures. 1. The Philippines is home to a variety of festivals, both religious and secular or non- religious. These festivals have benefited the country in some ways. Because of these festivals, Filipinos have strengthened their pride in their cultural heritage. These festivals have also created opportunities for building relationships among Filipinos and even with visitors from other parts of the world. Lastly, since these festivals attract visitors, there is an increase in business activities, and the economy also grows. 2. There are a few steps to planning for a trip around the Philippines and experiencing Philippine festivals on a budget. First, plan your trip budget. Second, choose the places you want to go. Third, decide how long the trip will be and check if the festival date matches your schedule. Fourth, research flights and deals and look for deals. Finally, start saving up. 3. The Songkran Festival and the Wattah Wattah or Basaan Festival are alike in some ways and different in others. Both of these are celebrated in Southeast Asia and are considered religious festivals. However, Songkran is a Buddhist tradition in Thailand, while Basaan is a Catholic celebration in the Philippines in honor of St. John the Baptist. In Songkran and Basaan celebrations, people are allowed to spray water and drench the people joining in the festivity, but this is done for days in Thailand in April, while Basaan is done only on the feast day, June 24th. These celebrations are enjoyed by locals and tourists alike. 4. The number of school contenders for the town fiesta’s street dance competition has declined. Schools and the local government units (LGUs) have proposed solutions to this problem. One solution was to ensure that students were excused from Answer Key: 1. cause and effect some school activities or given more time to complete school tasks. Another 2. sequence solution was for the LGU to subsidize the students’ costumes and props. 3. comparison and contrast Lastly, attractive cash prizes are also given to deserving winners. 4. problem and solution 10 D. Making 1. Learners’ Takeaways Generalizations Under the second column, draw the following emojis that represent how you feel about each statement: very confident - not so confident - fairly confident - not confident at all - Learning Targets I feel… I can identify text structures of expository texts. I can use correct transition markers for cohesion and coherence. I can extract information from a given text. I can summarize a text. 2. Reflection on Learning 11 IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating Formative Assessment Learning A. Expository Text Structure. Identify what is asked in each of the following items. Answer Key: Encircle the letter that corresponds to the correct answer. A. Expository Text Structure 1. D. 2. D. 1. What graphic organizer is used to organize information for a comparison and 3. A. contrast article? 4. C. A. C. 5. D. B. Transition Markers 1. while 2. On the other hand 3. Unlike B. D. 4. At the same time 5. Similarly 2. Which expository text structure is used in writing how-to articles? A. cause and effect C. problem and solution B. comparison and contrast D. sequence 3. Read the paragraph below and identify its structure. Though celebrating Philippine festivals benefits the locality where they are celebrated, people may encounter a few problems during these gatherings. One of these is the heavy traffic experienced by motorists. Another is the increase in the demand for products, like food items, which also means an increase in prices. Lastly, prices of hotels and flight tickets tend to be higher. A. cause and effect C. problem and solution B. comparison and contrast D. sequence 4. In your Social Studies class, you were asked to interview people involved in the fiesta celebration preparations (e.g., tourism officers and church officials) and ask about the usual challenges they face during these preparations and their intended plan of action or solution. Once you make a report on the data you gathered, what expository text structure will you use? A. cause and effect C. problem and solution B. comparison and contrast D. sequence 12  5. Below are the titles of articles; which among the following do you think is an expository text that most likely uses the problem and solution structure? A. Steps in the Writing Process B. Expository vs. Narrative Text C. Five Common Mistakes in Writing D. Challenges in Writing and How to Overcome Them B. Transition Markers: Complete each sentence by filling in the blanks with the correct transition marker. Choose your answers from the box below. at the same time in the same way on the other hand unlike besides likewise similarly while The Masskara Festival and Moriones Festival are two Philippine festivals that showcase Filipino creativity and resilience. These festivals are similar in a way, but they have more differences. 1. The Moriones Festival has been celebrated for centuries _______________ the Masskara Festival is more recent. 2. The Masskara Festival is celebrated in Bacolod City, the capital of Negros Occidental, every October. _______________, the Moriones Festival is held on the island of Marinduque every Holy Week. 3. _______________ the Moriones Festival which is a Christian tradition to celebrate the life and passion of Christ, the Masskara Festival is not a religious celebration. 4. The Masskara Festival started in 1980 when a sea vessel, MV Don Juan, and a Tacloban tanker collided, taking away around 700 lives. _______________ the Negrenses experienced a crisis when the price of sugar, the major product of Negros Occidental, dropped. 5. The Masskara Festival is celebrated with street dancers wearing smiling masks. _______________, the Moriones Festival is characterized by penitents wearing masks and intricate costumes, bringing to life the Roman soldiers wearing Morion helmets. 13 C. Teacher’s Note observations on The teacher may take note of some Remarks any of the following Effective Practices Problems Encountered observations related to the effective areas: practices and problems encountered after utilizing the strategies explored different strategies, materials used, learner engagement and materials used other related stuff. learner engagement/ Teachers may also suggest ways to improve the different activities interaction explored/lesson exemplar. others D. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson Reflection ▪ Principles behind the teaching conducted/ facilitated is essential What principles and beliefs informed my lesson? and necessary to improve practice. Why did I teach the lesson the way I did? You may also consider this as an input for the LAC/Collab sessions. How did I choose the materials I used for this lesson? ▪ Students What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ Ways forward What strategies will I continue using which worked well for this lesson? What could I have done differently? What can I explore in the next lesson? 14