GAD-based iC CEBU

Lesson Exemplar
Grade Level: 7 Learning Area: English
Quarter: Third Duration: 60 mins
Learning Area/s Integrated: Araling Panlipunan, Music, Science, and Math
Integration Approach Used:
Multidisciplinary Interdisciplinary Transdisciplinary
I. st
21 Century Skills to be developed (Please tick.)
Communication Learning and Innovation Problem Solving
Critical Thinking Information Media and Technology Life and Career
II. Focused Learning Competencies (LC): Cite evidence to support a general statement
III. Focused GAD principle/s to be integrated: Supportive of Self-Determination and Actualization of
Human Potentials
IV. Intended Learning Outcomes
Knowledge  distinguish between text evidence, general statement and specific statement;
Skills  cite textual evidence to support a general statement in a text;

Attitude  show self-reliance when working independently;

Values  support one another in the understanding the use of text evidence in supporting
a general statement and its useful benefits to the English language;
DRRE  inculcate safety precautionary measurements thru drills and statements.

V. Learning
Content/s Citing evidences to support a general statement

Concept Citing evidences to support a general statement

Reference/s 1. SLM for English 7
2. Youtube Educational Videos
(1) https://www.youtube.com/watch?v=Sbf0yTsYiwg
(2) https://www.youtube.com/watch?v=BEFT9BwDCK8
Theme “Always surround yourself with people who lift you up, rather than hold you down.”
― Donald L. Hicks
IMs  Sheet of Paper
 Cartolina
 Pool of Letters
 Pentel Pen
 Printed Materials
 Laptop
 Television for PowerPoint Presentation
VI. Learning Experiences (5 Es)
1. Engage Opening Preliminaries
(5 mins)  Prayer
 Ice Breaker
 Checking of Attendance
 Classroom Rules
 Safety Precautionary Measurements
 The teacher mounts five terms on the board and selects five students from the class. A
couple of letters are put in a table that forms five different words synonymous to the given
terms. The students arrange it accordingly, paste it in a cartolina, and mount it on the
board.
 Evidence - proof
 Cite - specify
 General - overall
 Support - assist
 Specific- particular

The teacher asks the following:

1. What can you observe from the words you have formed out of our activity?
Possible Answer:
 I can see that the words formed are common words we use in English.
2. What can you infer from the activity?
Possible Answer:
 I can infer that the words from our activity are somewhat related to each other and
they are related to our topic for today.
2. Explore The teacher groups the students into four groups. The teacher mounts four pictures on
(15 mins) the board. Each group brainstorms and writes a three-sentence paragraph out of each
picture on the board.

The teacher asks the following:

1. What have you observed on the sentences you’ve constructed?
Answer:
 The sentences are different from each other. Each talk about a general topic and
each has its own supporting statements.
2. Do you have some idea of what could be our topic for today?
Answer:
 Citing evidences to support a general statement
3.Explain The teacher asks:
(15 mins) 1. Based on the activities, what do you think are statements?
Possible Answer: Statements are sentences that express a particular fact,
opinion or idea. These sentences are combined to form a paragraph.

The teacher discusses the following terminologies:

General Statement- is usually the topic sentence or the main idea of a paragraph.
Specific Statement- is the supporting information for the topic sentence or main idea.
Text evidence- is a piece of information that an author or content creator uses to support
their idea or opinion.

Example:
Gender sensitivity and inclusivity should be prioritized in school. Schools that
prioritize gender sensitivity and inclusivity are not only doing the right thing, but
they are also creating a more positive and supportive environment for all students.
Schools that prioritize these values create an environment where all students feel
valued and supported, regardless of their gender or other factors.

Steps in Finding Evidences from a Passage, Statement or Text:

1. Read and understand the question or claim.

2. Closely read the text to find the answer.
3. Note inferences and quotations from the passage that support the answer or claim.
4. Cite the evidence by including quotations of the excerpted text or by using these
phrases: according to "name of the character", paragraph number _________
states that . . ., the author stated that . . .

Examples:
 Quoting it directly.
 “Collaboration amongst government agencies, local governments, and the
private sector, and communities is the key to effective and successful disaster
risk reduction and management,” said President Ferdinand Marcos, Jr.
Paraphrasing it.
 According to President Ferdinand Marcos, Jr., Collaboration amongst
government agencies, local governments, and the private sector, and
communities is the key to effective and successful disaster risk reduction and
management.

The acronym CALM can also be used for easy familiarization in finding evidences from
a passage, statement or text, which stands for:
Comprehend the text and question
Answer based on your understanding
Look for evidence
Make explanations
4.Elaborate The teacher chooses three learners and each learner identifies the general statement and
(10 mins) specific statement for the following passages. For the first passage, the student
underlines the general statement twice. For the second passage, the student quotes the
general statement directly. For the third passage, the student paraphrases the general
statement.

~~~~~~~~~~ FIRST PASSAGE ~~~~~~~~~~

David and Phyllis Whitin talk about the value of writing in the mathematics curriculum
in chapter one of Math Is Language Too: Talking and Writing in the Mathematics
Classroom. They state that mathematics and language are both "ways for learners to
make sense of their world" and that "writing and talking are ways that learners can make
their mathematical thinking visible." One of the most concrete examples of mathematics
as language is in the reading and solving of story problems.

~~~~~~~~~~ SECOND PASSAGE ~~~~~~~~~~

Today, as we launch the 2024-2028 PCMH Mental Health Strategic Framework, I am
confident that we can address more mental health concerns in the country. With the
contributions of all partner agencies under the PCMH and the guidance of WHO, we can
achieve all the strategies we are set to do as laid out in the new five-year strategic
framework, said Health Secretary Teodoro J. Herbosa.

~~~~~~~~~~ THIRD PASSAGE ~~~~~~~~~~

“Be the change that you wish to see in the world,” said Mahatma Gandhi. In order for
change to occur, individuals must lead by example and take action to make a difference.
It encourages individuals to be proactive and to strive towards making the world a better
place.

Answers:
First Passage:
David and Phyllis Whitin talk about the value of writing in the mathematics
curriculum in chapter one of Math Is Language Too: Talking and Writing in the
Mathematics Classroom. They state that mathematics and language are both
"ways for learners to make sense of their world" and that "writing and talking are
ways that learners can make their mathematical thinking visible." One of the
most concrete examples of mathematics as language is in the reading and solving
of story problems.
Second Passage:
“Today, as we launch the 2024-2028 PCMH Mental Health Strategic
Framework, I am confident that we can address more mental health concerns in
the country. With the contributions of all partner agencies under the PCMH and
 the guidance of WHO, we can achieve all the strategies we are set to do as laid
out in the new five-year strategic framework,” said Health Secretary Teodoro J.
Herbosa.
Third Passage:
According to Mahatma Gandhi, be the change that you wish to see in the world.
In order for change to occur, individuals must lead by example and take action to
make a difference. It encourages individuals to be proactive and to strive towards
making the world a better place.

1. Based on our lesson today, what can you infer about general statements?
Possible Answer: I can infer that general statements are usually found in the
beginning of a paragraph or passage.
2. Do you consider citing evidences to support a general statement useful in your English
language?
Possible Answer: Yes. It gives proper credit to the authors of the words or ideas that
you incorporated into your paper.

5.Evaluate The teacher asks the students to accomplish the test by pair. Students count from 1 to 2.
(10 mins)
DIRECTION: Make a table for general statement and text evidence in a ½ crosswise
sheet of paper. All number 1 provides the general statement about their partner and all
number 2 supplies the text evidence. Text evidence should have a minimum of 5
sentences all in bullet form.

GENERAL STATEMENT TEXT EVIDENCE







VII. 1. Aside from what we have tackled, what other ways you can use in citing
Learning evidences to support a general statement?
Enablement Answers may Vary
(5 mins)

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

Prepared by:

CHARISSE MARIE S. BACUS

Teacher