Grade

MATATAG School: TACUYONG SUR NATIONAL HIGH SCHOOL Level: 7

GRADES 7 Learning
DAILY LESSON Teacher: CHERYL C. CAMIT Area: ENGLISH
PLAN Teaching
Dates and JANUARY 27-28, 2025 10-50-11:50
Time: (CARNATION), 1:00-2:00 (JASMINE) Quarter: THIRD

MONDAY and TUESDAY

I- OBJECTIVES

A. Content
Standards: The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of
grammatical 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;
Standards: produce culture-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.

A.Learning Learning Competency

Competencies Publish a multimodal informational text (newsletter) for one’s purpose and target audience.
/Objectives: EN7INF-III-18 Apply multimodal elements appropriate to the chosen text delivery/ies.
WrWrite the LC Code EN7INF-III-19 Revise the text for coherence.
for each EN7INF-III-20 Revise the text for cohesion (diction, syntax, and style).
EN7INF-III-21 Edit the text for textual consistency
.
Learning Objectives
Revising and Editing Revise the text for coherence.
Revise the text for cohesion (diction, syntax, and style).
Edit the text for textual consistency

D. Content News writing

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

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/
II-Learning Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.
Resources 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 PROCEDURES

A. Activating Prior Preliminaries:

Knowledge Good Morning class!

Let us pray first, may I request somebody to lead our prayer this morning?

Now kindly align your chairs and everybody pick up the pieces of paper under it after that you take
your seat.

Checking of Attendance

Greetings:
“So how are you today? Is it good so far?
“That’s good to know.

Now, I’m going to set our Classroom Rules:

1. Respect or listen to your teacher or classmates.
2. Be quiet when the teacher. classmates are talking.
3. Raise your hand when you want to speak.
4. Use positive language
 5. Group answer is discouraged

Class, Let us review our lesson

Short Review in your previous lesson you are doing the pre-writing and drafting stages. Recall the
outline or parts of comparing and contrasting expository essays by labeling each part.

PROCEDURES .

B. Establishing In comparing and contrasting an expository essay, you should remember to use the block or point-by-
Lesson Purpose point method.

Again, what is the block method in writing an expository essay?

How about when you used the point-by-point method?

C. Presenting Explication
Examples/Instance
s of the Lesson Recall the third and fourth steps in the writing process, Revising and Editing. Can you still compare and contrast the
two?

Worked example:
Just like in narratives, revising and editing are also done in expository and journalistic texts. Using a
different checklist, you will review each other’s expository text or news report.

This time, a different checklist will be used for the Comparison and Contrast Expository Text, and the
news report. However, the checklists already include questions for both Revising and Editing.

D. Developing and
Deepening
Understanding

E. Developing
Mastery Instructions: Read the Comparison and Contrast Essay. Guided by the criteria below, put a check if the
 statement is true to the essay. If it is not, suggest how it may be improved.

(Leads to
formative
Assessment 3)

After answering the activity, the teacher should call students to share their observations with the
class.

F. Finding
Practical
Applications of
Concepts and
skills in Daily
Living
What is revising in writing the news?
What is editing in writing the news?
G. Making Have the students answer the questions:
Generalizations How did you feel about revising and editing your classmates work?
and Abstractions What skills did you develop to effectively revise and edit one’s written work?
about the Lesson Are you satisfied with the outcome of your work? Why or why not?

Read carefully the question in each item. Choose the letter of the correct answer.
1. What is the primary goal of revising a text?
A. To check for spelling errors C. To change the font size
B. To improve the content and structure D. To add more punctuation
2. Which of the following is a common activity during the editing process?
A. Adding new paragraphs C. Researching new topics
B. Writing a draft D. Checking for grammar and punctuation errors
3. Which of the following is an example of a structural change you might make during revision?
A. Correcting a misspelled word C. Adding commas where needed
B. Capitalizing proper nouns
4. When editing an expository text, which element is least important to check?
A. Coherence of arguments C. Accuracy of facts
I. Evaluating
B. Consistency of tense D. Personal opinions of the author
Learning
5. During revision, what is the best way to identify areas of improvement in the organization of your
expository text?
A. Reading it aloud
B. Checking for spelling mistakes
C. Adding more supporting details
D. Creating an outline of the main points and comparing it to the text

6. What is the purpose of using transitional phrases in an expository text?

A. To lengthen the text
B. To introduce new topics
C. To connect ideas smoothly
D. To make the text more complex to read
H. Additional Practice writing the news report, and continue revising, till a good output is done.
Activities for
Application or
Remediatio
Based on the series of formative test learners will proceed to the lesson.
REMARKS

Group activity can help learners cope with their group the activity assigned to them.
REFLECTION

Prepared by:
CHERYL C. CAMIT
Subject Teacher
Checked By:
RONALD C. CAGALITAN

TEACHER III/ OIC

 Grade
MATATAG School: TACUYONG SUR NATIONAL HIGH SCHOOL Level: 7
GRADES 7 Learning
DAILY LESSON Teacher: CHERYL C. CAMIT Area: ENGLISH
PLAN Teaching Dates JANUARY 28-29, 2025 10-50-11:50
and Time: (CARNATION), 1:00-2:00 (JASMINE) Quarter: THIRD

WEDNESDAY and THURSDAY

I- OBJECTIVES

A. Content
Standards: The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of
grammatical 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;
Standards: produce culture-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.

B. Learning Learning Competency

Competencies/ Publish a multimodal informational text (newsletter) for one’s purpose and target audience.
Objectives: EN7INF-III-18 Apply multimodal elements appropriate to the chosen text delivery/ies.
WrWrite the LC Code for EN7INF-III-19 Revise the text for coherence.
each EN7INF-III-20 Revise the text for cohesion (diction, syntax, and style).
EN7INF-III-21 Edit the text for textual consistency
Learning Objectives
Revising and Editing Revise the text for coherence.
Revise the text for cohesion (diction, syntax, and style).
Edit the text for textual consistency

D. Content News writing

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

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/
II-Learning Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.
Resources 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 PROCEDURES

A. Activating Prior Preliminaries:

Knowledge Good Morning class!

Let us pray first, may I request somebody to lead our prayer this morning?

Now kindly align your chairs and everybody pick up the pieces of paper under it after that you take
your seat.

Checking of Attendance

Greetings:
“So how are you today? Is it good so far?
“That’s good to know.

Now, I’m going to set our Classroom Rules:

1. Respect or listen to your teacher or classmates.
2. Be quiet when the teacher. classmates are talking.
3. Raise your hand when you want to speak.
4. Use positive language
5. Group answer is discouraged

Class, Let us review our In the previous week, the students were taught about writing a journalistic
 text in the prewriting and drafting stages. Recall the outline or parts of a journalistic text, such as a
new report, by labeling the
diagram below

PROCEDURES .

B. Establishing
Lesson Purpose

C. Presenting
Examples/Instance
s of the Lesson
Lesson Purpose

For this week, the topic will focus on enhancing the students’ draft of the news report. Let the
students work in groups to brainstorm the importance of enhancing a news report based on the
following components:
Accuracy and Clarity: ________________________________
Engagement: ________________________________________
Relevance: __________________________________________
Conciseness: ________________________________________
Objectivity: __________________________________________
Readability: _________________________________________
Visual Appeal: _______________________________________
Ethical Standards: ___________________________________
Responsiveness to Feedback: _________________________

Enhancing a news report is important for several reasons. It ensures accuracy and clarity, maintaining
the news organization's credibility and correctly informing the audience. Engaging writing captures
attention, while relevance to current events increases impact. Conciseness allows readers to quickly
grasp essential details. Objectivity and avoiding bias build trust. Improved readability and visual
appeal make the report more accessible and engaging. Continuous improvement based on feedback
produces higher-quality reports that better serve their purpose.

D. Developing and
Deepening
Understanding

E. Developing Instructions: Read the news report. Guided by the criteria below, check if the statement is true to
Mastery the news report. If it is not, suggest how it may be improved
(Leads to
formative
Assessment 3)
F. Finding
Practical
Applications of
Concepts and
skills in Daily
Living
What is revising in comparing and contrasting expository essay?
What is editing comparing and contrasting expository essay
G. Making Have the students answer the questions:
Generalizations How did you feel about revising and editing your classmates work?
and Abstractions What skills did you develop to effectively revise and edit one’s written work?
about the Lesson Are you satisfied with the outcome of your work? Why or why not

Read carefully the question in each item. Choose the letter of the correct answer.

1. What should you focus on first when revising a news report?

A. Content accuracy and clarity C. Formatting the text
B. Grammar and punctuation D. Adding images
2. Why is it important to have a clear and concise lead in a news report?
A. To make the report longer
B. To immediately provide the most important information
C. To summarize the entire article in one sentence
D. To include more complex vocabulary
3. How can you ensure that your news report maintains objectivity during the editing process?
A. Remove all adjectives and adverbs
I. Evaluating B. Include multiple viewpoints and avoid biased language
Learning C. Write in first person to add personal insight
D. Exclude any controversial topics
4. Which of the following techniques is most effective in ensuring that a news report is free from errors
before publishing?
A. Having a peer or editor review the report
B. Relying solely on spell check tools
C. Reading the report once quickly
D. Adding extra content to increase word count
5. What is the primary goal of revising a text?
A. To check for spelling errors C. To change the font size
B. To improve the content and structure D. To add more punctuation
H. Additional
Activities for
Application or
Remediation

REMARKS
Proceed to the lesson

REFLECTION

Prepared by:
CHERYL C. CAMIT
Subject Teacher
Checked By:
RONALD C. CAGALITAN

TEACHER III/ OIC

 Grade
MATATAG School: TACUYONG SUR NATIONAL HIGH SCHOOL Level: 7
GRADES 7 Learning
DAILY LESSON Teacher: CHERYL C. CAMIT Area: ENGLISH
PLAN Teaching
Dates and JANUARY 31, 2025 10-50-11:50
Time: (CARNATION), 1:00-2:00 (JASMINE) Quarter: THIRD

WEDNESDAY
I- OBJECTIVES

A. Content
Standards: The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of
grammatical 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;
Standards: produce culture-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 EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and
Competencies purpose: comparison and contrast
/Objectives: EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational
WrWrite the LC Code texts: transition devices
EN7INF-III-4 Extract significant information.
for each EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing text
using various characterization techniques as bases.
Lesson Objectives:
1. Analyze the structure of different types of expository text by noting the purpose and
organization of ideas.
2. Identify different text type
3. Participate in group activity
4. Create meaning in an expository text

D. Content Text Structure of Expository text

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

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/
II-Learning Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.
Resources 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 PROCEDURES

A. Activating Prior Preliminaries:

Knowledge Good Morning class!

Let us pray first, may I request somebody to lead our prayer this morning?

Now kindly align your chairs and everybody pick up the pieces of paper under it after that you take
your seat.

Checking of Attendance

Greetings:
“So how are you today? Is it good so far?
“That’s good to know.

Now, I’m going to set our Classroom Rules:

1. Respect or listen to your teacher or classmates.
2. Be quiet when the teacher. classmates are talking.
 3. Raise your hand when you want to speak.
4. Use positive language
5. Group answer is discouraged

Class, Let us review our lesson

Let's review this stage of the pre-writing process by putting it on the board.
Arrange this in sequence.

PROCEDURES .

B. Establishing
Lesson Purpose

C. Presenting
Examples/Instance
s of the Lesson

D. Developing and
Deepening
Understanding

E. Developing
Mastery
(Leads to
formative
Assessment 3)
F. Finding
Practical
Applications of
Concepts and
skills in Daily
Living
G. Making
Generalizations
and Abstractions
about the Lesson
I. Evaluating
Learning
H. Additional
Activities for
Application or
Remediation

REMARKS

REFLECTION

Prepared by:
CHERYL C. CAMIT
Subject Teacher
Checked By:
RONALD C. CAGALITAN

TEACHER III/ OIC

 Grade
MATATAG School: TACUYONG SUR NATIONAL HIGH SCHOOL Level: 7
GRADES 7 Learning
DAILY LESSON Teacher: CHERYL C. CAMIT Area: ENGLISH
PLAN Teaching
Dates and JANUARY 30, 2025 10-50-11:50
Time: (CARNATION), 1:00-2:00 (JASMINE) Quarter: THIRD

THURSDAY
I- OBJECTIVES

A. Content
Standards: The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of
grammatical 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;
Standards: produce culture-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.

D.Learning EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and
Competencies purpose: comparison and contrast
/Objectives: EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational
WrWrite the LC Code texts: transition devices
EN7INF-III-4 Extract significant information.
for each EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing text
using various characterization techniques as bases.
Lesson Objectives:
1. Analyze the structure of different types of expository text by noting the purpose and
organization of ideas.
2. Identify different text type
3. Participate in group activity
4. Create meaning in an expository text

D. Content Text Structure of Expository text

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

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/
II-Learning Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.
Resources 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 PROCEDURES

A. Activating Prior Preliminaries:

Knowledge Good Morning class!

Let us pray first, may I request somebody to lead our prayer this morning?

Now kindly align your chairs and everybody pick up the pieces of paper under it after that you take
your seat.

Checking of Attendance

Greetings:
“So how are you today? Is it good so far?
“That’s good to know.
 Now, I’m going to set our Classroom Rules:
1. Respect or listen to your teacher or classmates.
2. Be quiet when the teacher. classmates are talking.
3. Raise your hand when you want to speak.
4. Use positive language
5. Group answer is discouraged

Class, Let us review our lesson

Let's review this stage of the pre-writing process by putting it on the board.
Arrange this in sequence.

PROCEDURES .

B. Establishing
Lesson Purpose

C. Presenting
Examples/Instance
s of the Lesson

D. Developing and
Deepening
Understanding

E. Developing
Mastery
(Leads to
formative
Assessment 3)
F. Finding
Practical
Applications of
Concepts and
skills in Daily
Living
G. Making
Generalizations
and Abstractions
about the Lesson
I. Evaluating
Learning
H. Additional
Activities for
Application or
Remediation

REMARKS

REFLECTION

Prepared by:
CHERYL C. CAMIT
Subject Teacher
Checked By:
RONALD C. CAGALITAN

TEACHER III/ OIC

 Grade
MATATAG School: TACUYONG SUR NATIONAL HIGH SCHOOL Level: 7
GRADES 7 Learning
DAILY LESSON Teacher: CHERYL C. CAMIT Area: ENGLISH
PLAN Teaching
Dates and JANUARY 31, 2025 10-50-11:50
Time: (CARNATION), 1:00-2:00 (JASMINE) Quarter: THIRD

FRIDAY
I- OBJECTIVES

A. Content
Standards: The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of
grammatical 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;
Standards: produce culture-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.

E. Learning EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and
Competencies purpose: comparison and contrast
/Objectives: EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational
WrWrite the LC Code texts: transition devices
EN7INF-III-4 Extract significant information.
for each EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing text
using various characterization techniques as bases.
Lesson Objectives:
1. Analyze the structure of different types of expository text by noting the purpose and
organization of ideas.
2. Identify different text type
3. Participate in group activity
4. Create meaning in an expository text

D. Content Text Structure of Expository text

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

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/
II-Learning Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.
Resources 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 PROCEDURES

A. Activating Prior Preliminaries:

Knowledge Good Morning class!

Let us pray first, may I request somebody to lead our prayer this morning?

Now kindly align your chairs and everybody pick up the pieces of paper under it after that you take
your seat.

Checking of Attendance
 Greetings:
“So how are you today? Is it good so far?
“That’s good to know.

Now, I’m going to set our Classroom Rules:

1. Respect or listen to your teacher or classmates.
2. Be quiet when the teacher. classmates are talking.
3. Raise your hand when you want to speak.
4. Use positive language
5. Group answer is discouraged

Class, Let us review our lesson

Let's review this stage of the pre-writing process by putting it on the board.
Arrange this in sequence.

PROCEDURES .

B. Establishing
Lesson Purpose

C. Presenting
Examples/Instance
s of the Lesson

D. Developing and
Deepening
Understanding

E. Developing
Mastery
(Leads to
formative
Assessment 3)
F. Finding
Practical
Applications of
Concepts and
skills in Daily
Living
G. Making
Generalizations
and Abstractions
about the Lesson
I. Evaluating
Learning
H. Additional
Activities for
Application or
Remediation

REMARKS

REFLECTION

Prepared by:
CHERYL C. CAMIT
Subject Teacher
Checked By:
RONALD C. CAGALITAN

TEACHER III/ OIC