7

Quarter 3
Lesson Exemplar Lesson

for English 1
Lesson Exemplar for English Grade 7
Quarter 3: Lesson 1 of 8 (Week 2)
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)
Validators:
• Nimfa G. Dimaculangan, PhD (Laguna State Polytechnic University)
• Ryan G. de la Torre, MALing (Bicol University)
• PNU-RITQ Development Team

Management Team
Philippine Normal University
Research Center 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 Learning Competency

Competencies
and Objectives EN7INF-III-4 Extract significant information.
EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts.
EN7INF-III-8 Draw inferences and conclusions to formulate sound judgment:
• author’s purpose and meaning
• target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
EN7INF-III-11 Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, and
summarizing

D. Content • Drawing inferences about the author’s purpose and target audience
• Analyzing real-world issues presented
• Analyzing how textual evidence supports arguments by summarizing, paraphrasing, and quoting
• Analyzing how non-linear texts summarize and/or represent information
• Synthesizing significant information

E. Integration Local, regional, and national celebrations/holidays

SDG 10. Reduced Inequalities
SDG 16. Peace, Justice, and Strong Institutions

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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

Knowledge Ask students to read the short text about renewable energy and answer the
questions that follow.
After reading the short passage
Text you can discuss the questions
The world's demand for energy is constantly growing. As our population increases with your students. Call some
and technology advances, we need more ways to power our homes, businesses, and students to share their answers
transportation. Fossil fuels like coal and oil have been the main source of energy to the questions.
for many years, but they contribute to pollution and climate change.

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Renewable energy sources, like solar, wind, and geothermal power, offer a cleaner
and more sustainable alternative. Solar panels convert sunlight into electricity,
wind turbines capture the power of the wind, and geothermal energy harnesses the
heat from the Earth's core. These renewable resources can be replenished naturally You can assign this review
and produce minimal greenhouse gas emissions. activity as group work.
However, there are also challenges associated with renewable energy. Solar panels
can be expensive to install, and wind turbines can sometimes disrupt wildlife
habitats. Despite these challenges, many countries are investing in renewable
energy sources to reduce their reliance on fossil fuels and create a cleaner future.

Taken from https://www.energy.gov/eere/office-energy-efficiency-renewable-energy

1. What is the author's main goal in writing this text?

a. Do they want to inform readers about a new technology?
b. Persuade them to use renewable energy?
c. Entertain them with a story about energy sources?
d. Explain something else? Note that the first set of
questions address the author's
2. Who do you think this text is written for? main goal in writing the text.
a. What clues can you find in the language or content that helps you
identify the target audience? The second question is to
3. Does the text mention any real-world issues or problems? identify the Target Audience.
a. Briefly explain what they are. While the third question give
the Real-World Issues in Focus
2. Feedback

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B. Establishing 1. Lesson Purpose
Lesson Purpose
Have the students work in pairs or small groups. Ask them to read the short
passage and answer the questions. Facilitate a class discussion
where each group shares their
Monarch butterflies, with their vibrant orange and black wings, are a familiar sight. work. What clues did they find
But their life cycle hides a fascinating secret – a superpower no other butterfly that support their
possesses. They begin their lives as tiny eggs laid on milkweed plants. These eggs interpretation of the author's
hatch into hungry caterpillars that munch on milkweed leaves. But here's the twist: purpose?
milkweed contains a toxin that's poisonous to most creatures. However, monarch
caterpillars have a remarkable adaptation – they can store the toxin in their bodies.

As the caterpillar grows, it forms a chrysalis, a hard shell where an incredible

transformation takes place. Inside, the caterpillar's body dissolves and rebuilds
itself entirely. When the chrysalis breaks open, a magnificent adult butterfly
emerges, complete with the stolen toxin from the milkweed. This stolen toxin
becomes a weapon for the adult butterfly. Predators that try to eat a monarch will
get a mouthful of the toxin and quickly learn to avoid these brightly colored
butterflies in the future. It's a clever survival strategy that allows monarchs to
migrate long distances without fear of being eaten.

Questions:
1. Does the author intend the reading text to a particular group of people? Who do
you think is the text for?
2. Are the sentences mostly short and direct, delivering information efficiently
(informative), or are they more varied and descriptive, helping you visualize the
events (entertaining)?
3. Does the text feel serious and focused on providing information (informative), or
is it lighthearted and fun (entertaining)?
4. What specific details from the text helped you understand the author's purpose
(to inform, persuade, or entertain)?
5. In addition to the author's purpose, does the text seem written for a particular
group of people? Who do you think the text is intended for?

2. Unlocking Content Vocabulary

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A. Match the following vocabulary words from the text with their definitions:

a. Fascinating (Paragraph 1):

a) tiny b) very interesting c)
poisonous
b. Adaptation (Paragraph 2):
a) a special ability b) a bright color c) a hard
shell
c. Dissolves (Paragraph 3):
a) breaks down b) rebuilds itself c) emerges
d. Migrates (Paragraph 3):
a) travels long distances b) changes color c) becomes a
butterfly
e. Captivating (Paragraph 4):
a) interesting and engaging b) poisonous c) long-distance

B. Discuss your answers with your partner. Can you use any of these words in a
sentence about monarch butterflies.

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C. Developing and 1. Explicitation
Deepening Understanding the author's purpose and intended audience helps you grasp the
Understanding message's meaning. This ability enables you to tackle real-world issues, form
opinions, and critically evaluate information. Analyzing how evidence supports
arguments teaches you to identify bias and assess the validity of information.
Similarly, interpreting non-linear texts, such as charts and graphs, enhances your
skills in understanding visual data. Synthesizing information from different sources
helps you comprehensively understand a topic. These skills are crucial for
navigating our information-rich world and becoming a thoughtful and independent
thinker.

2. Worked Example
Activity 1. Have students read a text and draw inferences about the author's
purpose and target audience based on textual clues. Also, have them analyze the
information presented in a text about a real-world issue (ocean acidification).

Our Oceans in Peril: The Silent Threat of Acidification

Have you ever poured vinegar on baking soda? The fizzing reaction is caused by a
chemical process called acidification. This same process is happening in our
oceans, but at a much slower rate. The culprit? Excess carbon dioxide (CO2) in
the atmosphere.

As human activities like burning fossil fuels release more CO2, some of it gets
absorbed by the oceans. While this helps regulate atmospheric CO2 levels, it has a
negative consequence. The ocean water becomes more acidic, which disrupts the
delicate balance of marine ecosystems.

The shells and skeletons of many sea creatures, like coral reefs and shellfish, are
made of calcium carbonate. Acidic water makes it harder for these organisms to
build and maintain their shells, making them weaker and more vulnerable. This
can disrupt entire food chains in the ocean.

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Ocean acidification is a complex issue with far-reaching consequences. Scientists
are still researching its full impact, but it's clear that it poses a serious threat to
the health of our oceans and the marine life that depends on them.

Discuss the following questions with groupmates:

1. What is the main topic or issue discussed in the text?

2. What kind of language is used? Is it complex and scientific, or clearer and
easier to understand? (Consider vocabulary and sentence structure)
3. Decide on the author's purpose (Inform, Persuade, Entertain) based on the
clues you found in the text (language and sentence structure). List specific
examples from the text that support your choice.
4. Who do you think this text is written for? Consider the age-appropriateness
of the language, the level of detail provided, and the overall tone of the text.
Write your answer in the graphic organizer.

Activity 2. Analyzing Real-World Issues. Choose one of the following graphic

organizers to help you analyze the previous text (Our Oceans in Peril: The Silent
Threat of Acidification) and its connection to the world around us.

Cause-and-Effect Chart

Cause Effect
Increased CO2 in the (List effects on the ocean environment - e.g., more acidic
atmosphere water)
More acidic ocean water (List consequences for marine life - e.g., weaker shells)
Weaker shells in marine (List potential impacts on food chains) See Worksheet 2 for the
life complete activity on Ocean
Acidification
T-Chart (Real-World Issue & Our Connection)
Real-World Issue How Does It Affect Us?
Ocean Acidification (List consequences for marine ecosystems)
(Explain how a healthy ocean benefits us -
e.g., food source, oxygen production)
(Identify potential consequences of a
disrupted ocean)

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Activity 3. Decoding Author’s Message. Ask students to read a short expository
text about artificial intelligence. Guide them through identifying clues within the
text that reveal the author's purpose (inform, persuade, entertain).

Students can work in pairs or small groups to discuss these clues and complete a
graphic organizer identifying the author's purpose and supporting evidence from
the text. Then, facilitate a class discussion where each group shares their analysis
of the author's purpose and the textual evidence they found.

Text:

Imagine a world where machines can create things just like humans! This is the promise of
Generative AI, a branch of artificial intelligence that focuses on generating entirely new
content. Unlike traditional AI that analyzes existing data, Generative AI takes inspiration
from the world around it and uses that knowledge to produce something entirely new. Think
about it - Generative AI can create realistic images based on a simple text description. It
can compose music that mimics the style of your favorite artist. It can even write stories
You can discuss in class that
that unfold in unexpected ways. The possibilities are truly endless!
these clues can include:
This groundbreaking technology is already making waves in various fields. Fashion
designers are using Generative AI to create unique clothing patterns. Architects are a. Vocabulary choices:
employing it to design buildings that are both functional and aesthetically pleasing. And Formal language for
writers are exploring its potential to help them overcome writer's block or even co-author informing, persuasive
creative pieces. Of course, with any powerful technology, there are questions to consider. language with strong verbs
How will the widespread use of Generative AI impact human creativity? Will it lead to job for persuading, descriptive
displacement in creative industries? These are important discussions that society needs to language for entertaining.
have as this technology continues to evolve. b. Sentence structure:
Short, direct sentences for
Clues and Evidence: informing, persuasive
language with strong verbs,
1. What kind of language is used? Does it focus on technical terms or is it descriptive and varied
more accessible to a general audience? sentences for entertaining.
2. How are the sentences constructed? Are they short and factual, or are they c. Overall tone: Serious and
more varied and engaging? informative, persuasive
and convincing,

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 3. Does the text feel objective and informative, or does it convey a sense of
excitement or wonder about Generative AI? See worksheet for Activity 3.

Key to correction for the

Once students gather the clues, let them discuss within their group. Fill out the worksheet (Please note that
graphic organizer below, identifying the author's purpose and supporting evidence some answers may vary):
from the text. Author's Purpose:
To inform
Lesson Activity
Activity 4. Read again the passage about Generative AI carefully. This time Evidence from the Text
underline or highlight the key points and main ideas you encounter. (Vocabulary):
The text avoids overly technical
Imagine a world where machines can create things just like humans! This is the promise of language and uses words like
Generative AI, a branch of artificial intelligence that focuses on generating entirely new "imagine," "think about it," and
content. Unlike traditional AI that analyzes existing data, Generative AI takes inspiration "groundbreaking" which are
from the world around it and uses that knowledge to produce something entirely new. Think accessible to a general
about it - Generative AI can create realistic images based on a simple text description. It audience.
can compose music that mimics the style of your favorite artist. It can even write stories
that unfold in unexpected ways. The possibilities are truly endless! Evidence from the Text
(Sentence Structure):
This groundbreaking technology is already making waves in various fields. Fashion
designers are using Generative AI to create unique clothing patterns. Architects are
The sentences are varied in
employing it to design buildings that are both functional and aesthetically pleasing. And
writers are exploring its potential to help them overcome writer's block or even co-author length and structure, using
creative pieces. Of course, with any powerful technology, there are questions to consider. engaging questions and
How will the widespread use of Generative AI impact human creativity? Will it lead to job explanations to keep the reader
displacement in creative industries? These are important discussions that society needs to interested.
have as this technology continues to evolve.
Evidence from the Text
Now, condense the information from the text into a concise summary in your own (Overall Tone):
words. Aim for 3-5 sentences that capture the most important points about The overall tone is objective
Generative AI. and informative, presenting the
facts about Generative AI
Remember: without pushing a specific
opinion.
• Include the main idea of Generative AI and its capabilities.
• Briefly mention some potential applications.

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 • Focus on factual information and avoid opinions.
• Use clear and concise language.

Once you have completed your summary, share it in class. Discuss your thought
process and why you chose the specific information to include.

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 identify different visual elements/graphic organizers

used in the different expository text structures.

I can extract information from a given text.

I can compare and contrast informational texts.

I can quote, paraphrase, and summarize a text.

2. Reflection on Learning

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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 Answer Key:
items. Encircle the letter that corresponds to the correct answer. A. Expository Text
Structure
1. What graphic organizer is used to organize information for a comparison and 1. D.
contrast article? 2. D.
A. C. 3. A.
4. C.
5. D.
B. Transition Markers
1. while
B. D. 2. on the other hand
3. unlike
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.

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 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

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.

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 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.

B. 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

C. 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.

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 Why did I teach the lesson the way I did? You may also consider this as an
How did I choose the materials I used for this lesson? input for the LAC/Collab sessions.
▪ 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?

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