Q3 Lesson Exemplar for English 7, Lesson 2, Week 4, 2024-2025 (PDF)

7 Quarter 3 Lesson Exemplar Lesson for English 7 2 Lesson Exemplar for English Grade 7 Quarter 3: Lesson 2 (for Week 4) SY 2024-2025 This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculu...

7 Quarter 3 Lesson Exemplar Lesson for English 7 2 Lesson Exemplar for English Grade 7 Quarter 3: Lesson 2 (for Week 4) SY 2024-2025 This material is intended exclusively for the use of teachers participating 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 Writer: Robertgie L. Piañar, ME (Leyte Normal University) Validator: Nimfa Dimaculangan, PhD (Laguna State Polytechnic) Ryan G. de la Torre, Maling (Bicol University) 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 in order 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 and context (Indigenous People and regional celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language. C. Learning Learning Competency Competencies Examine the quality and structure of a news article as a journalistic text. and Objectives Learning Objectives a. Analyze the text’s diction and writing style at a sentence level. b. Distinguish varied techniques of quoting, paraphrasing, and summarizing words and statements. C. Content Journalistic text (News) Diction and writing style in journalistic articles Quoting, paraphrasing, and summarizing words and statements D. Integration Recognition of and appreciation for Philippine indigenous games 1 II. LEARNING RESOURCES Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2009). Handbook of technical writing. Macmillan. DepEd Press Release. (2023, July 21). DepEd to feature Larong Pinoy, Para-Games, weightlifting, and other exhibition games in Palaro 2023 in Marikina. https://www.deped.gov.ph/2023/07/21/deped-to-feature-larong-pinoy-para-games-weightlifting-other-exhibition-games-in-palaro-2023-in- marikina/ Duterte, R. R. (2019, July 22). 4th State of the Nation Address. https://www.officialgazette.gov.ph/2019/07/22/rodrigo-roa-duterte-fourth-state-of-the- nation-address-july-22-2019/ Gerson, S. M. (2015). Writing that works. A teacher’s guide to technical writing, 22-23. Laid, J. (2021, July-September). Honoring our Tokyo Olympics heroes. The Podium. Malanum, J. (2023, November 17). Palawan to host PSC’s IP Games on November 18-19. Palawan News. https://palawan-news.com/palawan-to-host-pscs- indigenous-peoples-games-on-november-18- 19/#:~:text=The%20Philippine%20Sports%20Commission%20(PSC,Complex%20in%20Puerto%20Princesa%2C%20Palawan. Mallare, A. (2020, July-September). Hero with a heart of gold. The Podium. Manila Standard Sports. (2023, November 16). IP games return to Palawan. https://manilastandard.net/sports/314390440/ip-games-return-to- palawan.html Philstar Global. (2023, November 16). Indigenous Peoples Games set for return in Palawan. https://www.philstar.com/sports/2023/11/16/2311963/indigenous-peoples-games-set-return-palawan?fbclid=IwAR3Mz- 1Cen_5UjruIaGI5lHJuD1tAT18CdAFAXBiGYPYCLcKIqAE9qqLK4g Ricanor, J. D. (2020, April-June). Wais magpapawis: A PSC-DOH collaboration. The Podium. https://www.psc.gov.ph/digital-library/wp- content/uploads/2022/06/the-podium-2020-quarter-2-v8_spread_compressed.pdf Sabalo, W. (2023, January 7). Fiesta Señor and Sinulog Festival: What’s the difference? Cebu Daily News. https://cebudailynews.inquirer.net/483132/fiesta-senor-and-sinulog-festival-whats-the-difference Talabucon, H. C. (2023, November 20). Palawan hosts Indigenous Peoples Games 2023. Palawan Daily News. https://palawandailynews.com/provincial- news/palawan-hosts-indigenous-peoples-games-2023/ University of New England Academic Skills Office. (2020). Paraphrasing and summarizing. https://www.une.edu.au/__data/assets/pdf_file/0010/392167/WE_Paraphrasing-and-summarising.pdf 2 3 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior 1. Short Review (Days 1 and 2 within 55 Knowledge minutes each) Pair and Recall The teacher may review the class with the previous lesson on the structure and elements of non-journalistic texts. The students look for a partner and read the In this worksheet, students texts Fiesta Señor and Sinulog Festival: What’s the difference? As they read the work in pairs to recall their article, they complete the worksheet Pair and Recall. knowledge of comparison and contrast methods, such as block Fiesta Señor and Sinulog Festival: What’s the difference? and point-by-point, by analyzing by Wenilyn Sabalo (Cebu Daily News Digital; January 07, 2023) the text and answering the guide questions. In less than two weeks, local and foreign spectators will gather anew in the Queen City of the South which celebrates the comeback of the most anticipated in-person The teacher should give the Sinulog Festival and Fiesta Señor. However, as these related occasions draw near, students enough time to read some are confused about the distinction between these two important celebrations. the text and answer the questions. Then, some pairs CDN Digital interviewed Rev. Fr. John Ion Miranda, OSA, Fiesta Señor 2023 Head may be called to share their Secretariat and Chair of the Health, Safety, and Security Committee, for a quick answers with the class. As the recap about the essence of the Fiesta Señor, now on its 458th year, and of the teacher processes the answers, Sinulog Festival. they must point out to the students that the text follows Fiesta Señor the block method of comparison and contrast. As a Miranda started by explaining the Fiesta Señor celebration which is spearheaded review, the class may further by the Order of the Augustinian Friars at the Basilica Minore del Sto. Niño de Cebu. recall the elements of writing a comparison and contrast essay. The essence of the celebration of the Fiesta Señor, he said, goes way back from the beginning of the country’s Christian Faith during the arrival of the image of Sto. Niño in 1521. The formal evangelization of the country, however, began in 1565 with the Augustinian friars as the first missionaries of the Christian Faith in the Philippines; thus the 458th Fiesta Señor celebration this year. 4  The annual Fiesta Señor covers all the religious activities of the Basilica in honor of the Holy Child Señor Sto. Niño. These activities include the nine-day novena masses, the foot, and fluvial processions, and even the traditional “Hubo” mass held on the Friday after the Feast Day of the Señor Sto. Niño. Sinulog Sinulog, on the other hand, is the cultural aspect of the Fiesta Señor. “Although before, Sinulog is part of the ritual of devotion to Sto. Niño. Since na- capture siya sa city government for tourism, ilang gipalambo ni siya, ang ritual aspect of the devotion to Sto. Niño,” he said. “Without the Sto. Niño, of course, the Sinulog Festival is impossible. That’s why we are thankful to the City of Cebu that they really emphasized the religious aspect of the celebration. It’s not only a fanfare or a Mardi Gras celebration of the Sinulog Festival, but they made it to the point that this is mainly a religious celebration in honor of the Holy Child,” he added. The Sinulog Festival, which covers various competitions ranging from the grand parade, and a ritual showdown on a new and bigger venue this year, is handled by the Sinulog Foundation Inc., spearheaded by the city government through Mayor Michael Rama. The SFI expects to gather at least 2 million spectators in the in-person festival this year, while the Basilica expects to accommodate about 300,000 devotees daily, considering the different mass schedules for the novena. B. Establishing 1. Lesson Purpose Lesson Purpose Guess the Indigenous Game! Option 1 The teacher groups the class into two. Each group sends three (3) representatives who will act out the indigenous game provided by the teacher without speaking. The teacher has to consider the Meanwhile, the other group members guess what is being acted out by saying the cognitive levels of the students about the Philippine indigenous 5 word/phrase loudly to the actors. The group that guesses the correct word/phrase games. If the teacher sees that first gets the point. the students lack knowledge about the indigenous games, Sample word prompts: they may employ the second 1. Sipa 4. Kadang-kadang 8. Taguan activity. 2. Trumpo 5. Santik 9. Pana 3. Palo sebo 6. Patintero 10. Karera ng Baong Sangko 7. Yoyo The teacher should call students to share their answers Option 2 to the questions. The teacher The teacher shows the following pictures to the students. Then, the students guess may also employ small group the Philippine indigenous game portrayed in each picture by supplying the missing discussions (SGDs) in which letters of the word/phrase beside each picture. the students could talk about their experiences with the local or indigenous games. This time, 1. 2. 3. the teacher may already connect the students’ answers to the lesson on writing journalistic articles, such as news, to document and ___a t_____ __d___-_____ represent indigenous g knowledge and practices and why writing news is important 4. 5. to be studied. Answer Key: 1. sipa 2. trumpo 3. kadang-kadang __n_ 4. pana 5. palo sebo Photo Sources: Image 1: https://steemit.com/philippines/@watersnake101/street- games-sipa ___o ___o Image 2: http://artpictures.club/autumn-2023.html Image 3: https://devcomcreatives.wordpress.com/2012/08/15/ex ploring-the-kadang-kadang/ Image 4: 6 https://tnt.abante.com.ph/2018/08/20/ikatlong- indigenous-peoples-games-sisimulan-na/sports/ Image 5: https://moncadatarlac.gov.ph/palarong-pinoy- 2. Unlocking Content Area Vocabulary Mix and Match The students answer the worksheet Mix and Match. In this worksheet, the letters of the words are jumbled inside a rectangular box. The students must reorder the Answer Key: letters of each word to find the correct answer, guided by the definition provided for 1. opinion each item. This activity helps students recognize the qualities of a journalistic text, 2. simplicity particularly news, and it will also scaffold their analysis of the linguistic features 3. fact prevalent in the sample texts later. 4. precision 5. quoting After the activity, the teacher asks the following questions to the students: 6. brevity 1. Are you familiar with these Philippine local or indigenous games? 2. Where do you usually see, hear, or read about these games? After answering the 6-item 3. Do you have any experience playing these games? vocabulary test, the teacher 4. Why do we need to know about these games? may call some students to 5. In what ways can we support the preservation of these games as part of our culture and identity? share their answers to the 6. Can journalistic articles, such as news stories, be a way to inform the public about local or synthesis questions. The indigenous games? teacher may also give the students an idea about the lesson and the sample texts that they will read. 7 C. Developing and SUB-TOPIC 1: DICTION AND STYLE OF NEWS ARTICLES (Simplicity, The teacher gives a copy of the Deepening Precision, and Brevity) article with numbered Understanding paragraphs for easy reference 1. Explicitation so that it is easy for the students to identify which Read and Survey paragraph shows or illustrates The students read the news article IP Games Return to Palawan published by the qualities of journalistic Manila Standard Sports. After reading the article, they look for a partner and answer articles. In IP Games' Return the worksheet. Read and Survey in pairs. This worksheet is an initial activity to to Palawan, there are 10 identify simplicity, precision, and brevity as qualities of a news article. paragraphs. The teacher may use this rubric in scoring this formative activity. 10-7 6-4 3-1 The teacher has to guide the The ideas are relevant, The ideas are relevant, but the The ideas are relevant, but no students in annotating amount of information is information, most especially on complete, and comprehensive. explanation is provided. inadequate. the distinction of the three: The ideas are somewhat The ideas are logically and The ideas are not logically and simplicity, precision, and logically and coherently coherently explained. coherently explained. brevity. explained. 2. Worked Example This activity can be done in pairs or small groups. Activity A: Highlight and Analyze This time, the students answer the worksheet, Highlight and Analyze. This The teacher may call some worksheet allows the students to take note of the words, phrases, or sentences that students to share their answers show simplicity, precision, and brevity. to the synthesis questions with the class. Activity B: Point and Compare As a reinforcement activity, the students complete the worksheet Point and Compare. This activity draws the student’s attention to the diction and style of the The teacher may also invite the sample news article, working on simplicity, brevity, and precision. students to recall their knowledge of diction and style in The teacher may use the rubric in scoring this formative activity. non-journalistic texts. This time, the students can compare Points for Discussion (Teacher’s Guide) and contrast diction and style in Style in writing refers to the writer’s way of expressing their thoughts and ideas non-journalistic and journalistic through words. texts. The writer’s style shows how they use language in a particular context or situation (Alred, Brusaw, & Oliu, 2009). For example, a Facebook messenger chat The teacher may use the sample with a friend would be more informal and 8relaxed than a job application letter, news article to highlight and point out the writing style and which is rather formal and controlled. Simply put, writing style pertains to how characteristics of a journalistic a writer delivers a piece of information. text, particularly news. It is  D. Making 1. Learners’ Takeaways Generalizations List on My Fingers For this activity, the students answer the worksheet List on My fingers. They list After the students complete the down considerations in conveying information in journalistic texts by using worksheet, the teacher may appropriate style and diction and in quoting, paraphrasing, and summarizing. encourage them to share their work with a partner in a group. 2. Reflection on Learning How confident am I? As a metacognitive activity, the students accomplish the worksheet How confident The teacher should provide the am I? The students answer the short survey questionnaire honestly by putting a students with enough time to checkmark to indicate the extent of confidence they have in a) style and diction and finish the activity. Then, they b) quoting, paraphrasing, and summarizing words and statements. There are no may call some students to share right or wrong answers. their work with the class. IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating Formative Assessment Answer Key: Learning For the evaluation of learning, the students answer the 10-item test. 1. a 2. c Multiple Choice Test 3. b Instructions: Read the questions/statements and choose the correct answer from the 4. c choices. Write only the letter of your answer on your paper. 5. d 6. c 1. Ana uses plain and straightforward language to make her journalistic article easy to 7. c understand. What aspect of writing style does Ana apply? 8. d a. simplicity b. brevity c. precision d. summarization 9. a 10. b 2. It is a must to use accurate and truthful information in writing a journalistic text, particularly news. What writing style is emphasized in the statement? a. simplicity b. brevity c. precision d. summarization 3. This refers to the kind or choice of words used by a writer according to the context and purpose of writing. a. style b. diction c. quotation d. summarization 9 4. What writing style is not followed by the sentence below? A very long time ago, once city in Davao del Norte hosted the first indigenous peoples’ games participated by many tribes. a. simplicity b. brevity c. precision d. summarization 5. Which of the following describes how brevity can be achieved in writing? a. By using accurate and bias-free information b. By quoting a direct statement to support an argument c. By adding too much-describing words to illustrate an idea d. By explaining an idea concisely, using a few number of words 6. The sentences below follow the correct writing of a direct quotation EXCEPT for one. a. “Mabuhay ang Pilipinong manlalaro!” the Philippine president proudly expressed in his welcome address during the opening of the IP Games. b. The Philippine president proudly expressed in his welcome address during the opening of the IP Games, “Mabuhay ang Pilipinong manlalaro!” c. Mabuhay ang Pilipinong manlalaro! the Philippine president proudly expressed in his welcome address during the opening of the IP Games. d. In his welcome address during the opening of the IP Games, the Philippine president proudly expressed, “Mabuhay ang Pilipinong manlalaro!” 7. Which of the following is NOT a characteristic of paraphrasing? a. Most of the words or phrases are rephrased. b. The meaning of the rewritten text is still the same. c. Citing the source of the information is not necessary. d. The re-written sentence has the same length as the original one. 8. John would like to summarize a piece of information for a journalistic article he is writing. Which among the following should he consider? a. Most of the words or phrases should be retained. b. Citing the source of the information is not necessary. c. The meaning of the summarized idea may be different from the source. 10  d. The sentence should be shorter than the original text. 9. What punctuation mark is used to separate the word/phrase signal and the original text? a. comma b. semi-colon c. period d. quotation marks 10. Which is a paraphrased sentence of the following quoted statements? 2019 SEA Games champion Roger Casugay shared in an interview, “We have a brotherhood in surfing. If someone needs help, you go.” a. 2019 SEA Games winner Roger Casugay said during the interview they established a family in surfing. b. 2019 SEA Games winner Roger Casugay said during the interview they created camaraderie in surfing, and provided aid to the needful. c. 2019 SEA Games winner Roger Casugay shared in an interview: We have a brotherhood in surfing. If someone needs help, you go. d. 2019 SEA Games winner Roger Casugay said during the interview that they created camaraderie in the surfing competition, and they help each other by assisting the ones who need them the most. B. Teacher’s Note observations on any Effective Practices Problems Encountered Remarks of the following areas: strategies explored materials used learner engagement/ interaction others C. Teacher’s Reflection guide or prompt can be on: Reflection ▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I did? 11 ▪ students What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ ways forward What could I have done differently? What can I explore in the next lesson? 12