Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
ELISEO C. RONQUILLO MEMORIAL NATIONAL HIGH SCHOOL
Maria Aurora East District
Brgy. Quirino, Ma. Aurora, 3202, Aurora
MATATAG
LESSON PLAN IN ENGLISH 7
Quarter : THIRD Date: January 20-24, 2025
Week: 3 Time: 7:30-8:30, 8:45-9:45, 9:45-10:45, 1:45-2:45,3:00-4:00
Teacher: THELMA R. VILLANUEVA Subject: ENGLISH 7
I. CURRICULUM CONTENT, STANDARDS, LESSON COMPETENCIES
A. Content The learners demonstrate their word knowledge as used in formal and
Standards 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
Standards and informational texts; produce culturebased 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
Competencies clarity of meaning and purpose: comparison and contrast EN7INF-III-5
& Learning Analyze the real-world issues/occurrences presented in informational texts.
Objectives EN7INF-III-9 Analyze how non-linear texts represent and/or summarize the
contents of informational texts: graphical organizer
EN7INF-III-3 Examine how visual elements are used as tools to achieve the
intended meaning of informational texts: animations
Lesson Objectives
1. Examine the two methods in writing comparison-contrast text – point by
point and block methods.
2. Analyze how animations aid in presenting information.
3.Use graphic organizers in analyzing, representing, and summarizing
information from expository texts.
D. Content Examine the two methods in writing comparison-contrast text – point
by point and block methods.
Analyze how animations aid in presenting information.
Use graphic organizers in analyzing, representing, and summarizing
information from expository texts.
E. Integration Local, regional, and national celebrations/holidays
II. LEARNING Power point presentation
RESOURCES TV set
Notebooks and pens for students
References:
Lesson Exemplar for English Grade 7 Quarter 3: Lesson 3 of 8 (Week 1) SY
2024-2025
Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
ELISEO C. RONQUILLO MEMORIAL NATIONAL HIGH SCHOOL
Maria Aurora East District
Brgy. Quirino, Ma. Aurora, 3202, Aurora
TEACHING AND LEARNING PROCEDURES
A. Activating 1.Short Review
Prior Transition markers for Comparing and Contrasting
Knowledge
(Minds and
Moods)
B. Establishing 1.Lesson Purpose
Lesson Have students go back to their Learner’s Takeaways chart in the previous
Purpose lesson. The following questions may be asked:
(Aims) a. Which of the items are you most confident in? Why?
b. Which of the items do you need more help in? Why?
2.Unlocking Content Area Vocabulary
There are two common methods of writing Comparison and Contrast
compositions: the Block Method (section-by-section) and the Point-by-Point
Method.
C. Developing 1.Explicitation
Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
ELISEO C. RONQUILLO MEMORIAL NATIONAL HIGH SCHOOL
Maria Aurora East District
Brgy. Quirino, Ma. Aurora, 3202, Aurora
and Deepening Ask the students this question:
Understanding Suppose that your assignment is to write an essay that compares and
(Tasks and contrast two games, artists, athletes, or movies that you like. Which two will
Thoughts) you write about? Why? How will you start writing the essay?
Link students’ responses to the viewing activity in the next lesson
component.
2. Worked Example The video shared a writing tip in comparing and
contrasting where a table is prepared to list factors for comparison in rows
and items being compared in columns. How can this help in writing a
comparison-contrast essay?
Another writing tip given is preparing a Venn diagram? How is this
done?
According to the video, organizing information in comparing and
contrasting may be done section by section or point by point. Which between
the two do you prefer? Why?
Were these writing tips explained clearly in the video? What made the
explanations clear? What made the explanations unclear?
Were the animated visual elements helpful in explaining comparing
and contrasting? If yes, how did they help? If no, why were they not helpful?
Introduce the viewing text on Comparing and Contrasting. The short video is
produced by the University of North Carolina Writing Center and published on
YouTube on November 26, 2018. The video will explain tips when writing a
comparison and contrast paper. The video transcript and handout may be
accessed in the writing center’s website.
After viewing, discuss the video content using the following questions:
Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
ELISEO C. RONQUILLO MEMORIAL NATIONAL HIGH SCHOOL
Maria Aurora East District
Brgy. Quirino, Ma. Aurora, 3202, Aurora
Two Methods of Writing Comparison and Contrast Compositions
There are two common methods of writing Comparison and Contrast
compositions: the Block Method and the Point-by-point Method. Use the text
and graphic organizers to discuss these.
Point-by-Point Method
In the Point-by-Point Method, you also start the paragraph by introducing the
two (or more) ideas or topics that you will compare and contrast or by stating
your opinion or claim or the thesis.
Then, in the second paragraph, the writer focuses on one aspect or feature of
the topics that you will compare and contrast. For example, in the #PHTravel:
Sinulog, Ati-Atihan, and Dinagyang article, the writer may state the
Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
ELISEO C. RONQUILLO MEMORIAL NATIONAL HIGH SCHOOL
Maria Aurora East District
Brgy. Quirino, Ma. Aurora, 3202, Aurora
similarities and differences between Sinulog and Ati-Atihan focusing on the
meaning and the origin of their names first. Then, s/he will explain the
similarities and differences of Sinulog and Ati-Atihan focusing on the history
of the two festivals. Finally, the writer explains the similarities and differences
of Sinulog and Ati-Atihan focusing only on the highlights of the two festivals.
3.Lesson Activity
Have the students read the article in the next page. This is the last section of
the article published in Rappler about Philippine January Festivals. Below is
the suggested instruction:
Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
ELISEO C. RONQUILLO MEMORIAL NATIONAL HIGH SCHOOL
Maria Aurora East District
Brgy. Quirino, Ma. Aurora, 3202, Aurora
D. Making 1.Learners’ Takeaways
Generalization Under the second column, draw the following emojis that represent
s how you feel about each statement:
(Abstraction)
III. EVALUATING Formative Assessment
LEARNING Have the students write a 100 to150-word comparison-contrast essay.
(Test) Use the task sheet which includes a writing plan. The score guide is
also provided.
A. Teacher’s Note of observations on any of the Effective Problems
Remarks following areas practices Encountered
(Annotations) Strategies explored
Materials used
Learner engagement/interaction
others
B. Reflections
(Gains)
Prepared by: Noted by:
THELMA R. VILLANUEVA JOEL S. AMON, PhD
Teacher III Principal IV
