Learning Area English

Learning Delivery Modality Face to Face

Tanza National Comprehensive 8

School Grade Level
High School

Teacher Denn Timothy G. Barrot Learning Area English

LESSON Teaching Date December 14, 2022 Quarter Second

EXEMPLAR

Teaching Time 4:00 pm – 5:00 pm No. of Days 1

I. Objectives
At the end of the lesson, the learners are expected to:

A.) Compare and contrast opinion with those presented in

familiar texts
B.) Identify the grammatical markers use in sentences.

A. Most Essential
Learning Compare and contrast opinions with those presented in familiar texts.
Competencies
(MELC)
B. Enabling N/A
Competencies
C. Content The learner demonstrates understanding of: East Asian literature as an art form inspired and
Standards influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts; value of literal and
figurative language; and appropriate grammatical
signals or expressions suitable to patterns of idea development.
D. Performance The learner transfers learning by composing and delivering a brief and creative entertainment
Standards speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions
in topic development, and appropriate prosodic
features, stance, and behavior.
E. Learning Theories
Behaviorism,Constructivism
II. Content Comparing and Contrasting Opinions
III. Learning Resources
A. References
a. Teacher’s Guide (2020) PIVOT 4A Learner’s Material Quarter 2. Pp 25 – 31
Pages
b. Learner’s Material
Pages (2020) PIVOT 4A Learner’s Material Quarter 2. Pp 25 – 31
c. Textbook Pages
d. Additional Materials from PPT, Manila Paper, Chalk, Black Board and Pictures
Learning Resources
B. List of Learning Power point, Manila paper/Cartolina.
Resources for
Development and Tiny Tap link: https://www.tinytap.com/activities/g1v84/play/compare-and-contrast
Engagement Activities
Santiago & Morris. (2022).Comparing and Contrasting Information and Forming an Opinion.
https://www.pbslearningmedia.org/resource/vtl07.la.ws.research.lpformop/comparing-and-
contrasting-information-and-forming-an-opinion-santiago-and-morris

Compare and contrast chart:https://www.readwritethink.org/classroom-resources/printouts/compare-contrast-

chart
 IV. Procedure

A. Introduction - Greetings
- Checking of Attendance
- Classroom Management

What I need to know

The teacher will state the Most Essential Learning Competencies and Objectives

What is new

The teacher will ask the students to play a game entitled “Tinytap” and answer the
questions that follows.

1. How are a duck and chicken the same? / How are a duck and a chicken different?
2. How are an apple and a banana the same? / How are a banana and apple different?
3. How is a carrot and celery the same? / How is a carrot and celery different?

Guide Question:

1. How did you answer the questions?

2. Is it difficult? Why or why not.
3. Did comparing and contrasting helps you to answer the questions?

What I know

B. Development Learning Task 1 (General Knowledge Edition)

Direction: Read each sentence carefully. Identify whether the statements are
COMPARE or CONTRAST ideas. Answers only.

1. That bike has the same color as our car–Compare

2. I was hungry, but I was reluctant to eat, since I did not like what was
offer.- Contrast

3. Math is hard. However, not all math problems are complex, it only
needs commonsense. - Contrast
 4. Hank is six-feet tall, although his brother is only five feet- Contrast
5. Big Bang theory gives us idea about creation similar to Genesis which
is also about creation in the bible. -Compare
What is In

Learning Task 2:

The teacher will ask the students what are the word or phrases that
helped learners to identify whether the statement is comparing or
Contrasting and use in a sentence.

What is It
Discussion of the lesson

Comparing and Contrasting Opinions

In writing and speaking, formulating opinions could be challenging. Evaluating

the validity and credibility of evidences in an argumentation alone, it needs a lot skill.
However, as mentioned on the beginning of this lesson, learning how other writers and
speakers construct their arguments can help you develop your own style of convincing
your audience by having a sound ideas.
Comparing this is a method or a form of comparison, or by comparing
the similarities of an object or ideas with the use of proper grammatical
or transition markers.

Contrasting this is a process where in it focuses on looking at the

differences between an object or ideas, still with the use of proper
grammatical or transition markers.

Grammatical Markers are the words or short phrases you used as a

clue to see if the objects or statement falls under comparing or
contrasting ideas.
These are the following transition words or grammatical signals/markers that
is use to compare two items or ideas:

Like As well as Both

Likewise Also Resemble
Same as Similar to

There are also transition words or grammatical signals/markers that are often
use when showing differences items or ideas:

Unlike But on the other hand

However in contrast to on contrary
Although different from

What is more?
 Learning Task 3: To Pineapple or Not to Pineapple.
C. Engagement Directions: The teacher will call volunteer and have the class to answer the
questions that follows.

Reina, Karen and Cecilia were in a pizza parlor, one afternoon. While they were at
the counter, Reina and Cecilia got into a discussion.

Cecilia: I like pineapple in my pizza. It balances the salty taste.

Reina: I honestly do not prefer pineapple on my pizza.
Cecilia: How come?
Reina: I just do not want pineapple on my pizza. Period. How did you love pineapple
on pizza anyway Cecilia?
Cecilia: As I have said, it balances the taste. It even gives texture to the food. This is
according to Chef Emily of Emily and Emmy Squared. Which Chef Louise, a veteran
chef and NYC pizza consultant agrees with, as well.
Karen: Actually, you are both correct. As long as the pizza satisfies your hunger, it is
still a pizza. So what pizza flavor do you want us to order?
Cecilia and Reina: Pepperoni!

Guide questions:

1. What were Cecilia and Reina arguing about?

2. Whose opinion do you agree with? Explain your answer?
3. Do you agree with Karen’s statement that both Reina and Cecilia were correct?
Why or why not?

What I Can Do

Learning Task 4 (Groupings)

Direction: The student will compare and contrast the pictures of two special programs
below using one whole sheet of paper. Then the teacher will call students to share their
ideas in class.

Special
SPECIAL
Program
SCIENCE
for
CLASS
Foreign
Language

D. Assimilation
What I have learned

Generalization of the lesson, the teacher will call a random student to show what they
have learned from the lesson.
 What I can achieve

Fill in the blanks with the correct terms relevant to what you have learned in this lesson.
Choose from the word pool below. Write your answers in ¼ sheet of paper.

Claims speaker persuasive

Contrasting reflective fact

Comparing and (1)_____________ other’s ideas are skills that can help you to be a
critical and (2)________________ on the kind of information you will feed yourself.
One way to evaluate other’s opinion is by identifying the (3) _______strategies used by
the writer or (4)______________ knowing these strategies not only helps you formulate
strong (5) _______________, but also helps you to identify the weak ones.

Prepared by: Checked by: Noted by:

Denn Timothy G, Barrot Mary Rose C. Calleja Ramon L. Rivas

Student Teacher Teacher I I Head Teacher IV