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Lesson Exemplar Quarter 3

Lesson

for English 2
Lesson Exemplar for English Grade 7
Quarter 3: Lesson 2 (for Week 5)
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,
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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)
Validators:
Nimfa Dimaculangan, Ph.D. (Laguna State Polytechnic
University)
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 (for Week 5)

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, 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 propaganda techniques in a journalistic text (testimonials vs. plain folks; stereotyping vs. fear appeals).
b. Analyze how non-linear texts represent and/or summarize the contents in a journalistic text.
c. Distinguish facts from claims/opinions.
d. Determine the veracity of the information presented.

C. Content Journalistic text (News/Press Release)

Propaganda types and techniques
Fact versus opinion
Veracity of information

D. Integration Information literacy and integrity

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II. LEARNING RESOURCES

Calub, C., & Calub, F. (2022). Propaganda in journalism, advertising, and politics. Tarlac State University.
https://www.researchgate.net/publication/361039309_PROPAGANDA_IN_JOURNALISM_ADVERTISING_AND_POLITICS
Davao Today. (2022, June 20). FACT CHECK: NCIP’s claims on the terms Igorot, Lumad, Tumandok are false. Davao Today. https://davaotoday.com/human-
rights/fact-check-ncips-claims-on-the-terms-igorot-lumad-tumandok-are-false/
GMA News. (2020, July 30). ADVISORY: President Duterte declares July 31, Friday, a regular holiday to mark Eid’l Adha or the Feast of Sacrifice, according to
Malacañang Palace. | via Virgil Lopez/GMA News Online. Facebook.
https://www.facebook.com/gmanews/photos/a.126333131976/10159091245391977/
Litonjua, T. (2021, February 25). FALSE: Photo proves Alcadev school teaches Lumad kids how to become NPA. Rappler.
https://www.rappler.com/newsbreak/fact-check/alcadev-teacher-admits-teaching-lumad-children-how-to-become-npa/
Rappler. (2020, July 27). FALSE: “No classes for all” in 2020-2021. Rappler. https://www.rappler.com/newsbreak/fact-check/no-classes-for-all-school-year-
2020-2021/
Tantuco, V. (2021, February 25). FALSE: Lumad is a word made up by the CPP-NPA-NDF. Rappler. https://www.rappler.com/newsbreak/fact-check/lumad-
word-made-up-cpp-npa-ndf/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior (Days 1 and 2 within 55 minutes each) The teacher may further the
Knowledge review of concepts by
Short Review illustrating examples from the
Recall and Match: previous lesson in Week 4.
The teacher may review the class with the previous lesson on a) diction and style
and b) quoting, paraphrasing, and summarizing. The students answer the Answers to the activity:
worksheet Recall and Match. In this activity, the students review the concepts 1. summary (summarizing)
in the first column by looking for their correct terms in the second column. 2. precision
3. simplicity
4. a paraphrase (paraphrasing)
5. quote
6. brevity

B. Establishing 1. Lesson Purpose

Lesson Purpose Point and Find Out:
The teacher shows this image on the screen or board.

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 As the teacher asks the
questions, they encourage the
students to point out in the
Photo source: https://www.rappler.com/newsbreak/fact-check/alcadev-teacher- image the factors or reasons
admits-teaching-lumad-children-how-to-become-npa/ that make the post false.

The teacher should call upon

The teacher asks the following questions to the students: students to share their answers
1. What is the false information all about? to the questions. Additionally,
2. Who is involved in the false post? the teacher may facilitate small
3. How is the post made false? group discussions (SGDs)
4. How is the image used to show false information? during which students can
5. How does the false information or post affect you as a reader and the public? discuss their experiences with
6. How can we identify whether the news information we read online or in print fake news or false information
is correct or false? online or in print. During this
activity, the teacher can
2. Unlocking Content Area Vocabulary connect students' answers to
Search Me Up! the lesson on propaganda
The students answer the worksheet Search me up! Using a dictionary, they techniques used in
look for the word whose meaning is closest or synonymous to the underlined informational texts and explain
word in each sentence. The proper use of the dictionary and the subskill

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 ‘synonym’ are practiced and enriched through this activity. The teacher may why it is important to verify
also emphasize how meanings can be derived through context clues. information.

The teacher may ask the

students with the synthesis
questions to monitor how they
can come up with their
answers.

C. Developing and SUB-TOPIC 1: Propaganda Types and Techniques in Journalistic Texts

Deepening 1. Explicitation The teacher may call some
Understanding pairs to share their answers
Pair and Share with the class. While listening
The students answer the worksheet Pair and Share. In this initial activity, to the different observations of
students, working in pairs, brainstorm the characteristics that render the students, the teacher may
information false, the reasons for spreading such information online, and the lead them to the types of
propaganda: white and black.
potential impact of false information on both themselves and the public.
The students may also be asked
whether the posted information
Points for Discussion (Teacher’s Guide) online is white or black
● Propaganda refers to any information disseminated to persuade and propaganda. The points for
influence one’s feelings, beliefs, and actions. discussion may be used as a
● According to Calub and Calub (2022), propaganda exists because of guide.
spreading rumors or information, either false or correct, to influence public
opinion.
● Two general types of propaganda
o White propaganda refers to disseminating information from a credible
and unbiased source; hence, the message is accurate.
o Black propaganda involves spreading false or misleading information
to deceive or manipulate the audience into spreading lies or fabricated
information.
The teacher should call some
2. Worked Example students to share their answers
with the class. The class may
Activity A: Think and Decide even debate the type/s of

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The students answer the worksheet Think and Decide. In this activity, they propaganda presented in the
examine the information from the graphic, and the Rappler press release FALSE: information.
Photo proves Alcadev school teaches Lumad kids how to become NPA by
identifying the prevalent type of propaganda technique/s used. Then, they Further, the teacher may use
discuss how the propaganda/s is/are used and their intended effect on the other examples to illustrate the
readers/audience. different propaganda
techniques in journalistic
writings, such as news and
The teacher may use this rubric in scoring the writing activity.
press releases.
10-7 6-4 3-1
The ideas are relevant, The ideas are relevant, The ideas are relevant,
complete, and but the amount of but no explanation is
comprehensive. information is provided.
inadequate.
The ideas are logically The ideas are somewhat The ideas are not
and coherently logically and coherently logically and coherently
explained. explained. explained.

Activity B: Picto-analysis
The students answer the next activity, Picto-analysis. Since the propaganda
techniques found in texts could be enhanced through non-linear texts, such as
charts, graphs, or pictures, this activity allows the students to examine visual The teacher should help the
elements used to illustrate false information propaganda elements. students highlight the visual
elements that illustrate the
Points for Discussion (Teacher’s Guide) propaganda techniques. They
● Testimonial. Famous or authoritative persons are featured to make a may also emphasize how non-
statement about the issue. Using personalities to attest to the issue or linear texts can be used to
promote a product or service increases the credibility and popularity of the represent false information.
issue or product, which invites readers or audiences to believe and be
influenced (Calub & Calub, 2022).
● Plain folks. The information is associated with individuals to create an
image that values common people or the masses. This propaganda aims to
relate to the common people by presenting an ordinary, humble person
who shares the same values and experiences as the readers.
● Stereotyping or name calling. Negative words are used to create an
emotional response, often aimed at discrediting someone or to create a
negative opinion about someone. Calub and Calub (2022) said this
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 propaganda involves using “derogatory phrases to create a negative opinion
about someone” or an issue (p. 3).
● Fear appeal. The information is created to influence someone by causing
fear or anxiety in the audience. This propaganda aims to give the readers
or audience an idea about the possible frightening or horrible circumstance
and how it can be avoided.

The teacher may use this rubric in scoring the writing activity.

10-7 6-4 3-1

The ideas are relevant, The ideas are relevant, The ideas are relevant,
complete, and but the amount of but no explanation is
comprehensive. information is provided.
inadequate.
The ideas are logically The ideas are somewhat The ideas are not
and coherently logically and coherently logically and coherently
explained. explained. explained.

3. Lesson Activity

Surveying Propaganda Techniques

In this part of the lesson, the students answer the activity in which they examine
the information in the graphics and from the press releases by identifying the
type of propaganda and the propaganda techniques used. They use the checklist
in surveying the techniques.

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SUB-TOPIC 2: Fact versus Opinion (Days 1 and 2 within 55 minutes each)

1. Explicitation
The teacher posts these images on the board or screen.
Image B
Image A

Photo source: Photo source: https://www.rappler.com/newsbreak/fact-

https://www.facebook.com/gmanews/photos/a.126333131 check/no-classes-for-all-school-year-2020-2021/
976/10159091245391977/

The students then answer the activity. Pen Your Observation. In this preliminary
task, the students identify which image contains more factual and credible
information. They write their observation by noting the details and how they are
delivered to the public.

While the teacher is processing answers to the activity, they may ask the
students the following questions:
1. What makes the information in Image A more factual or credible?

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 2. How are the facts presented in Image A?
3. Why is the information in Image B not reliable?
4. How does Image B affect you as a reader?

2. Worked Example
Activity A: Fact or Opinion?
In this activity, the teacher groups the class with 4-5 members. Each group is
given ten cards that contain factual and opinionated statements. Then, each
group sorts out the fact or opinion cards within one minute.

The following are sample statements that the teacher can use.
1. There are more than 100 languages in the Philippines.
2. The sun is a star.
3. I think the iPhone is better than the Android.
4. From my point of view, swimming is better than basketball. The teacher may do the activity
5. PBBM is the 17th president of the Philippines. in the form of a game. Further,
6. I love reading books. they may use other statements
7. Aristotle said, “Happiness depends upon ourselves.” besides the pre-identified ones.
8. Boxing is the most exciting sport in the Philippines.
Answers:
9. Indonesia is part of Southeast Asia.
1. Fact
10. Banana is rich in potassium. 2. Fact
3. Opinion
The teacher leads the class discussion by using the statements in the cards. 4. Opinion
5. Fact
Points for Discussion (Teacher’s Guide) 6. Opinion
● A fact is a generally acceptable statement that can be proven true based 7. Fact
on objective evidence. In other words, the statement is verifiable by truthful 8. Opinion
9. Fact
accounts (figures, dates, statistical reports, research findings, etc.).
10. Fact
● A fact is an event that happens, is happening, or has happened.
● Facts are essential and crucial for understanding and evaluating
information from multimodal platforms and forming informed opinions and
decisions.
● Factual statements are supported with references and expressions like
‘according to,’ ‘based on the study of,’ or ‘Einstein said.’

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 ● An opinion, on the other hand, is a statement of feelings or viewpoints
about a subject that may not be based on evidence or may not be verifiable
by truthful accounts.
● An opinion may be believed to exist or have occurred, but the evidence may
not be objective and reliable.
● Most opinionated statements use signal phrases like, 'I think,' 'I believe,'
'In my opinion,' 'In my viewpoint/point of view,' 'In my reason,' or
adjectives, such as 'good,' 'better,' 'the best' unless proven. These words
and phrases represent personal feelings, attitudes, or views.

Activity B: Room Domination

The teacher groups the class into two.
Each group selects one representative. Then, the two student representatives
stand together at the front and quickly identify each flashing statement as either
fact or opinion by raising their right hand. The first to raise a hand guesses the
answer; once they answer correctly, their group earns a point. The student with
the most correct answers wins for their group and takes control of the room.
Meanwhile, each group has the option to change representatives during the
game.

The following are sample statements that the teacher can use.
1. Cebu is the best city in the world.
2. The earth is round.
3. I think listening to rock music distracts attention.
4. Singapore is the capital city of Singapore. The teacher may use other
5. Today seems hotter than yesterday. statements besides the pre-
identified ones.

3. Lesson Activity Answers:

Let’s Fact-Check! 1. Opinion
In this activity, the students examine the information of the excerpts from 2. Fact
Rappler press release FACT CHECK: NCIP’s claims on the terms Igorot, Lumad, 3. Opinion
Tumandok are false by identifying which text contains factual or opinionated 4. Fact
information. 5. Opinion

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 After the students answer the activity, the teacher leads the processing of
answers by returning to the discussed concepts. The teacher must help the Answers:
students examine how language is used to present factual and opinionated 1. Text A-Opinion
statements. Text B-Fact
2. Text A-Fact
The teacher may use this rubric in scoring the writing activity. Text B-Opinion
10-7 6-4 3-1
The ideas are relevant, The ideas are relevant, The ideas are relevant,
complete, and but the amount of but no explanation is
comprehensive. information is provided.
inadequate.
The ideas are logically The ideas are somewhat The ideas are not
and coherently logically and coherently logically and coherently
explained. explained. explained.

D. Making 1. Learners’ Takeaways If instructional time permits,

Generalizations Grab a graph the teacher may add similar
The teacher may group the class for this activity. For this part, the students activities if the students do not
create personalized infographics to summarize their knowledge/learning on a) perform satisfactorily in the
propaganda types and techniques and b) fact versus opinion. Afterward, the learning tasks. They may
teacher may do a gallery walk of infographics inside the classroom as the design one or two challenging
students discuss their works. activities when the students
manifest a thorough
The teacher may require the students to digitize or draw their infographics on understanding of the lessons or
paper. The teacher may provide contextualized guidelines for this activity. easier ones when the students
Further, they should provide the students with enough time to finish the perform poorly in the tasks.
activity.

2. Reflection on Learning The teacher may call some

How do I fair? students to share their work
The students answer the worksheet How do I fair? in which they reflect on with the class.
their strengths and weaknesses in examining propaganda statements and
factual and opinionated information in texts.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
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A. Evaluating Formative Assessment
Learning For the evaluation of learning, the students answer the 10-item test.
A. Identification
Instructions: Identify what is described or asked in each item.
1. This refers to information disseminated to influence and convince one’s
feelings, beliefs, and actions. Answers:
2. Liza watches TV news programs to get updates on the Barangay and A.
Sangguniang Kabataan Elections 2023. What general type of propaganda 1. propaganda
2. white propaganda
is shown in this situation?
3. black propaganda
3. When false information is posted on Facebook, it tends to mislead and
4. stereotyping or name-calling
deceive readers. What general type of propaganda is exhibited in this 5. testimonial
situation?
4. This propaganda technique uses negative words to create a negative B.
opinion about someone or something. 6. O
5. An authoritative person, like a politician, is featured to make a statement 7. F
about an issue. 8. O
9. O
B. Fact or Opinion 10. F
Instructions: Write F if the statement contains a piece of factual information;
otherwise, write O if the statement includes a piece of opinionated
information.
6. I think apples are sweeter than mangoes.
7. According to the Food and Nutrition Research Institute, green leafy
vegetables are rich in Vitamin A.
8. It is always good to start a day with coffee.
9. Cooking with wood or charcoal is more dangerous than using fuel gas.
10. Eggplant is botanically considered a fruit, not a vegetable.

B. Teacher’s Note observations on On the instructional materials

Remarks any of the following (IMs) utilized
Effective Practices Problems Encountered ● During the teaching-learning
areas:
process, the teacher may

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 strategies explored note the problems
encountered by the students
in reading the texts.
● Should the teacher feel the
text is inappropriate for the
student’s grade level, they
materials used may look for another
material that still develops
the same learning
competencies.

learner engagement/ On learner

interaction engagement/interaction
● The teacher may note the
students' attitude towards
others during paired or
group activities, such as
others debates, group discussions,
etc. The teacher may use the
observations as bases for
future group learning tasks.

C. Teacher’s Reflection guide or prompt can be on: There are many ways of teaching
Reflection ▪ Principles behind the teaching propaganda types and techniques.
What principles and beliefs informed my lesson? The teacher may explore other
activities if the model activities in
this lesson exemplar do not work
Why did I teach the lesson the way I did?
with the students.
● After teaching the lessons,
the teacher may note the
▪ Students topics the students did not
What roles did my students play in my lesson? understand well, especially
identifying propaganda
What did my students learn? How did they know? techniques and examining
facts versus opinions.
● Students’ misconceptions
about propaganda
▪ Ways forward techniques and facts and
What could I have done differently?
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 opinions may serve as
What can I explore in the next lesson? inputs for review in the
next session.

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