NLC23 - Grade 7 Consolidation English Lesson Plan - Final

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Consolidation
Learning Camp
English
Lesson Plans
Contents
National Learning Camp Overview ............................................................................................ 1
Lesson Overview ........................................................................................................................ 2
Consolidation Camp ................................................................................................................... 3
Lesson Components: Short Overview ........................................................................................ 5
English Grade 7 Lesson Plan 1.................................................................................................... 7
Reading the Text – Narratives ................................................................................................ 7
English Grade 7 Lesson Plan 2.................................................................................................. 12
Locating Information in Narratives ...................................................................................... 12
Comparing Narratives .......................................................................................................... 16
Reading Recounts ................................................................................................................. 20
Comparing Recounts and Narratives ................................................................................... 24
Consolidation – Key Elements of Narrative Texts ................................................................ 28
Features of Expository Texts ................................................................................................ 31
Making Sense of Graphs....................................................................................................... 35
Reading Instructional Texts .................................................................................................. 38
English Grade 7 Lesson Plan 10................................................................................................ 42
Features of Explanation Texts .............................................................................................. 42
Comparing Information Texts .............................................................................................. 46
Consolidation – Information Text Types .............................................................................. 50
Persuasive Texts ................................................................................................................... 54
Reading Argument Texts ...................................................................................................... 58
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Reading Persuasive Texts – Arguments ............................................................................... 61
Reading Persuasive Texts – Discussions............................................................................... 65
Comparing Persuasive Texts ................................................................................................ 68
Consolidation – Features of Persuasive Texts...................................................................... 72
Reading the Text – Narratives .............................................................................................. 76
Locating Information in Narratives ...................................................................................... 80
Literary Description .............................................................................................................. 84
Reading the Text – Recounts................................................................................................ 88
Comparing Recounts and Narratives ................................................................................... 91
Consolidation – The Structure of Stories ............................................................................. 95
Features of Expository Texts – Information Report ............................................................. 98
English Grade 7 Lesson Plan 26.............................................................................................. 102
Reading Instructional Texts ................................................................................................ 102
Reading Explanation Texts ................................................................................................. 106
Reading Argument Texts .................................................................................................... 109
Reading Persuasive Texts – Discussions............................................................................. 112
Consolidation ..................................................................................................................... 115
Appendix 1: Book cover ......................................................................................................... 119
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Appendix 2: Map .................................................................................................................... 120
Dear Reader
Every care has been taken to ensure the accuracy of the information provided in this Booklet.
Nevertheless, if you identify a mistake, error or issue, or wish to provide a comment we would
appreciate you informing the Office of the Director of the Bureau of Learning Delivery via
telephone numbers (02) 8637-4346 and 8637-4347 or by email at bld.od@deped.gov.ph
Thank you for your support.
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National Learning Camp Overview
The Learning Camp offers grade-level review lessons that are directed by the teacher and designed to be
highly interactive among:
(i) students with their teacher; and
(ii) students with their peers.
A strength of the design is the focus on both student and teacher learning. The intentions and expectations
of the Learning camp are for:
 students to consolidate and enhance their thinking in topics covered;
 teachers to enhance their pedagogical practices by focusing on selected skills, which include 21st
century skills; and
 teachers to update, strengthen and expand their subject knowledge in ways that encourage
students to be involved in learning activities at different levels including those considered higher
order.
Teachers are afforded resources, time and the opportunity to use deliberate practice to further extend
their skills, knowledge and understandings of teaching and how students learn. As the lessons are designed
to apply subject content already encountered by students, they do not contain repetitive, routine
questions of a particular subject aspect.
One important purpose of the subject content review by teachers at the beginning of each lesson is to
determine learners’ subject background knowledge and skills, enabling teachers to build on this. This
activity also reminds students of what they have already encountered. This approach is different to
‘teaching’ students anew as if they have not been taught previously.
Under an integrated banner of ‘Science of Learning’, research-evidence advances in applying disciplines to
education practice such as the learning brain, cognition, teacher and teaching growth, and learning
development is adding to our knowledge of teaching and learning. This Project draws on information in
this field that has highlighted the need to go beyond what might be considered current practice in the
Philippines and incorporate ideas and approaches, including the 21st Century skills, to enhance teaching
and learning for all.
Review lessons
The review lessons are based on content related to the students’ current grade. All lessons involve the
exploration of ideas, concepts and content already encountered by students. The purpose of the lessons is
two-fold:
(i) to establish in students a stronger basis for future learning development (prior to enrolling in a
new grade after the summer break); and
(ii) to enable teachers to strengthen their teaching practice in a research-based professional
development program (prior to a new academic year).
The primary focus of the lessons is on students revising and then applying previously taught subject
content to support problem-solving and/or comprehension activities focused on applying knowledge, skills
and understanding to real-world problems.
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Lesson Overview
All lessons in each of the three subjects, English, Mathematics and Science, contain five components.
Approximate timings for the components are indicated as timing advice to guide the teacher in pacing the
lessons. Time management involves moving through components at a pace that is appropriate for the
learners while still ensuring that the components are completed in a timely, efficient and constructive
manner. Ultimately, however, the pace will be determined by the learners’ needs and strengths.
Nevertheless, there needs to be practical limits on the duration of the components to prevent major
disruption of lessons. When times are allocated appropriately, and students become familiar with the
approach and teacher expectations, concept development and student skill levels are improved.
Research findings related to student learning quality and ‘time’ are related to student ‘time-on-task’. Time-
on-task refers to the time students are actively involved (engaged) in some aspect of the learning process
in class. The suggested times for each component are intended to maximize the time available for student
involvement. This will encourage the student to work efficiently, timewise, through the lesson without
jeopardizing the importance of such activities as students:
 answering routine and non-routine questions
 responding to verbal questions and explanations
 interpreting and using appropriate terminology
 discussing aspects with their peers
 explaining or justifying their approaches and thinking
 working productively on their own
 listening carefully to their teacher or peers.
Care needs to be exercised in determining what engagement means. Engagement is clearer when students
are doing the learning through answering questions, writing, discussing and reading.
Establishing on-task time is more problematic when the teacher talks and students passively listen, such as
in didactic teaching. With such an approach it is difficult to determine whether students are listening or
paying attention. Often in lessons requiring problem-solving or intense reading and comprehension,
student activity is more subtle and cerebral as students work.
Critical aspects of the National Learning Camp for the teacher include questions related to learning areas,
based around a key idea. The questions are offered at different levels of difficulty involving lower- to
higher-order thinking, starting with questions of modest complexity up to those that require more
developed reasoning. Students are provided with opportunities to practice solving non-routine questions
to help improve their conceptual understanding through applying known content, and their subject-related
problem-solving abilities.
Teacher reflection on the lessons presented can offer important insights to stimulate teachers to enhance
their own practice and the learning of their students. This includes:
 new teaching approaches encouraged by lesson components that can contribute in different ways
to student learning and lesson success;
 the use of review lessons that help review learnt material and extend student abilities in problem
solving by utilizing known information;
 a focus on student concept and skill acquisition, pedagogical approaches, student errors, time-on-
task, deliberate practice and working memory demands.
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Consolidation Camp
The Consolidation Camp offers students the chance to review their subject background knowledge by
consolidating previously taught material. The intention is for students to have opportunities to practice
applying their knowledge of concepts and ideas through grade-related sets of questions of developing
difficulty.
In the case of lessons for students in the Consolidation Camp, the materials including the lesson plans are
the same as offered to students attending the Enhancement Camp. There are important reasons for both
Camps sharing the same content. However, there are differences between the Camps associated with the
teaching focus which is related to the breadth and depth of conceptual knowledge of the students.
In all learning, lower-order thinking is a pre-requisite for higher-order skill and knowledge development.
Many students are disadvantaged in their attempts to move forward in their learning through a lack of
practice and conceptual development of needed lower-order skills, knowledge and understandings. Hence,
all students benefit from a stock-take on relevant lower-order skills with previously addressed content.
This helps establish a basis upon which student learning should build.
In both the Consolidation and Enhancement Camps important lower-order content skills, knowledge and
understandings are re-visited at the beginning of each lesson. This helps ensure that potential learning
obstacles are made visible to the student and the teacher. It also means that errors in understanding or
misconceptions are identified. This information is important in helping all students move forward
regardless of their achievement levels.
Small sets of questions offered asked in the lessons are also the same. These questions range from those of
modest difficulty to those which require more insight and knowledge. Exploring and answering these
question sets has value to all students, albeit in different ways. It enables students to work through a range
of ideas on their own before hearing from their peers and teacher concerning the same questions – a very
rich learning environment.
As the questions posed are about applying content already encountered to a new problem, students can
use or apply their current knowledge, skill and understanding in a practical way at their level, further
developing their conceptualization and understanding of the content.
This Consolidation Camp offers students the opportunity to improve their learning and conceptual
development by a stepped approach. This involves:
(i) reminding students of relevant lower-order skills through practice,
(ii) having students apply and discuss their knowledge in sets of graded questions with an emphasis
on earlier questions,
(iii) expecting students to apply their knowledge leading to more breadth in learning,
(iv) beginning an initial focused practice on higher-order skill development.
The approach advocated to solve problems or comprehend passages extends student learning beyond
simple repetitive exercises sets. For these students the teaching part of the lesson requires teachers
reviewing closely student solution attempts through student explanation, discussion and questioning of
fundamental aspects of topics that are typically found in the earlier questions. Teachers should be sensitive
to student’s self-perceptions here as the students may meet the ideas, presented in the lessons, maybe
after many failures with these concepts in the past.
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Nevertheless, these students should become aware of the more difficult questions as they allow them to
consider links or connections between concepts previously taught. There is value in a problem for students
to read the question and be able to say what it is about in their own words.
It is important that students in the Intervention Camp become aware of where their learning is at and
where it is progressing. Teachers need to be nurturing and supportive of this development and continually
look for evidence of success and growth. Teachers also need to encourage students to persist, continue to
practice individual aspects, and use any mistakes they make as an opportunity to learn more. These are
important features of a successful learning journey.
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Lesson Components: Short Overview
Lesson Component 1 (Lesson Short Review)
Component 1 offers teachers the chance to:
 settle the class quickly;
 review or preview previously encountered information;
 address previous content in the form of a few targeted questions relevant to the current lesson;
 note what students already know;
 elicit answers from the class to reinforce the important content needed for the lesson; and
 address briefly issues that may arise.
The questions set for the Short Review section of a lesson are designed to remind students of knowledge
and skills developed when first studying the topic area, which are relevant to the lesson.
Lesson Component 2 (Lesson Purpose/Intention)
This component offers teachers a chance to acquaint students with the purpose/intention of the lesson. It
is valuable if students see a link here with their prior knowledge or experience, especially if the teacher can
connect it to the responses and levels of student understanding evident in Component 1.
In addition, this component is an appropriate time to address what students might expect/aim to achieve,
i.e., their lesson goal(s). Teachers should clarify, in clear language, the learning intention for the students
as well as what success will look like. (Note: The degree of success or partial success of student learning in
the lesson should occur as part of Component 5.)
Lesson Component 3 (Lesson Language Practice)
Component 3 concerns language use – speaking, hearing, listening and comprehending. The focus is on
words or phrases that are to be used.
The language practice suggested has been identified by considering the whole lesson and identifying those
words/phrases that have the potential to cause difficulties for students through speech, or listening, or
understanding. Typically, the language identified is restricted to less than 6 words/phrases so that there is
enough time to use a variety of approaches in the practice within the time available.
Lesson Component 4 (Lesson Activity)
Component 4 has three aspects, 4A, 4B, and 4C.

In the case of the Learning Camp activity, Component 4 addresses the key idea for the lesson. It is about
students applying known content to solve real-world problems. This requires students to
interpret/understand the meaning of the ‘stem’, a stimulus, (passage/text or diagram or the first part of
the problem or story) correctly before answering questions of differing degrees of complexity related to
the stem.
Students are first presented with the stem in 4A and are given the time/chance to understand it. Then in
4B and 4C, two separate sets of questions related to the same stem are asked.
4A Reading and Understanding the Stem
4A involves understanding the language of the stem. The purposes here are for the teacher:
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• to model fluent reading of the stem (first)
• to identify any unfamiliar language (possibly addressed in Component 3)
the student:
• to read the passage or describe the figure, etc.
• to hear and experience fluency in reading the stem.
4B Solving the First Set of Questions
4B involves a set of questions associated with the stem. Students will need to refer to the stem as they
prepare to answer the set of questions. Students write down responses or attempts at each question. It is
important that every student in the class is expected to have a response for each question. It is expected
and acceptable that students would make errors, which provide teachers with important information
students’ learning needs. A critical procedural action here for teachers is the importance of all students
starting on the same set of questions at the same time.
When the students are finished, or sufficient time has been allocated, the teacher marks the questions.
This can be achieved by students providing answers or approaches to the questions and by explaining or
justifying reasons. Time should be allocated to student discussion, explanation, reasoning, about answers.
4C Solving the Second Set of Questions
4C offers a new start for students regardless of how they performed in Component 4B. The structure is
very similar to Component 4B, i.e., undertaking a new set of questions related to the same stem. In
addition, the lesson structure allows a refresh for the student brain processing as 4C represents for the
student a new starting point. This structure also allows all students in the class become centered around
starting a new activity.
This approach serves two purposes for teachers. First, it enables the teacher to bring all students back
together to proceed as a group with issues able to be directed to and considered by every student at the
same time. Second, it offers the teacher to practice offering their students extended problems where
different sets of questions can be used with a single Stem enabling an efficient way to incorporate more
problem-solving or comprehension practice on specific content into a lesson.
Lesson Component 5 Lesson Conclusion
Component 5 has a high metacognitive aspect for students – students thinking about their own thinking –
which can be further enhanced by teacher modelling. Component 5 is designed to offer a student-focused
overview to the main intentions of the lesson. In particular, the focus is about helping students reflect on
their progress and achievements (or partial achievements) of the lesson intention as well as their
understanding development during the lesson.
It builds on comments from Component 2 about teacher expectations. There is the chance here to confirm
student progress during the lesson. A teacher may use a diagram, picture or some aspect of the lesson as a
catalyst to stimulate student discussion and reflection.
NOTE: A fuller description of the Components and features of the lessons is provided in the Learning Camp
– Notes to Teachers Booklet. It is recommended that these notes are read and discussed by teachers as
they provide a further basis to understanding the structure of lessons and the pedagogy recommended.
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English Grade 7 Lesson Plan 1
Reading the Text – Narratives
Key Idea
Most Essential Learning Competencies

• Use appropriate reading strategies to meet one’s purpose (e.g., Scanning, skimming, close
reading, etc.) (EN7RC-IV-b-10)
• Determine the worth of ideas mentioned in the text listened to (EN7LC-IV-g-8.2)
• Cite evidence to support a general statement (EN7RC-IV-g-10.4)
• React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)
Component 1: Short Review

Time: 7 minutes
 Teacher talk (in italics):
Over the past year we talked about different types of texts. We learned that they are called Narrative,
Expository, Explanation, Recount or Persuasive texts.
[Teacher Notes: These text types are specified in the K-12 Curriculum Guide English, p. 162.
 Teacher displays Book Cover – see Appendix 1. Teacher asks, What type of text is this book? And
elicits answer orally.
Answer: Narrative
Questions:
Q1. One type of text is called a Narrative or a story. Write down one thing you know about narratives
on your Worksheet.
Q2. With a partner, discuss your answer and together write down 3 things you know about narratives
on your Worksheet.
Q3. There are many different categories of narratives – one of them is fantasy. Can you think of 3
more?
Suggested Answers:
Q1 and Q2.
• They are entertaining.
• They are fiction – they did not really happen.
• They may be set in the past, present or the future.
• They have characters who may be people but are sometimes animals who have human
abilities – e.g., they talk and think.
• They tell what happens to the characters.
• They have a moral or a message or themes.
• They tell us how to behave properly.
Q3. Horror, science fiction, graphic novels-comics, romance fiction, fairy tales/folk tales/legends,
crime, thrillers, adventure…
 Teacher elicits answers for Questions 1 and 2 from students orally before giving the class three
minutes to write answers for Question 3.
[Teacher Notes: This lesson opening is designed to activate prior knowledge and will give you an
indication of level of student understanding about text types and narratives in particular. The book cover
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provides stimulus for student recall rather than relying purely on memory. Use scaffold questions to
focus on beginning-middle-end stages/structure – some technical terms are covered later in the lesson.]
Component 2: Lesson Purpose of the lesson
Time: 3 minutes
 Teacher states the purpose/focus of the lesson is to help students with strategies for reading
narratives that they may not have seen before by looking at one in detail.
In this lesson, we are going to read a short story and I am going to ask you about what has happened
to the characters. The story has a lot to tell you about life. We are going to learn some strategies for
reading narratives by looking at this story in detail.
[Teacher Notes: Emphasize that the lesson will help them know what to look out for or what are the
important bits when they have to read narrative texts they’ve never read before.]
Component 3: Language Practice
Time: 5 minutes
 Before reading. Teacher: This narrative is called The Hare and the Tortoise. It is a type of narrative
called a fable. What is a fable?”
 Writes answer on board. Students copy onto Worksheet.
Answer: A short story that tells a moral truth, often using animals as characters.
 Here are some words we are going to meet from the text (Refer to Worksheet and read.)
• hare (a large rabbit)
• tortoise (a land animal like a turtle)
• challenged (dared to enter a contest)
• finish line (the end point of a race)
• chagrin (annoyance or anger).
 What do these words mean? (Discuss word meanings, look for context clues, write definitions on
board and get students to copy on to Worksheet.)
[Teacher note: You could include images from book to support word meaning.]
 Let’s practice these words. Say them and their meanings after me. Look at their spelling.
 Let’s put them in a sentence. I’ll do the first one…. “Hares look like rabbits but are bigger and are big
pests for farmers.”
[Teacher note: Try to get students to write sentences that reveal the meaning of the words.]
 Now with your partner, write a sentence for each of the other words in the list.
 Teacher samples sentences to make sure the words are used according to their meanings.
[Teacher Note: Check on student knowledge of the vocabulary required to understand the text. If
running short of time, either omit sentence writing or do it orally as a class.]
Component 4: Lesson Activity
Time: 25 minutes total
Component 4A Reading the Text

Time: 5 minutes
 Teacher displays Narrative, The Hare and the Tortoise. Has anyone read or seen this story before?
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If so, teacher tells students to listen to the reading and see if this version is the same as the one they
have heard.
 Teacher reads the text and tells class before reading to look out for the answer to the question:
“Who won the race and how did he win it?”
 Students mark on their copy of the narrative where they got clues for their answers.
 Students write answer on the Worksheet (LC4A) giving reasons.
The Hare and the Tortoise

There was once a hare who was friends with a tortoise.
One day, he challenged the tortoise to a race.
Seeing how slow the tortoise was going, the hare thought he would win this easily. So, he
took a nap while the tortoise kept on going.
When the hare woke up, he saw that the tortoise was already at the finish line.
Much to his chagrin, the tortoise won the race while the hare was busy sleeping.
[Adapted from The Hare and the Tortoise by Aesop (c. 620 BCE-564 BCE].
Teacher Input: We are going to look at the different parts of a Narrative. A narrative usually has 3 parts:
a beginning, middle and end – but they are not always the same length.
• In the beginning we get the answers to the questions, “Who (characters), where and when
(setting).”
• The middle part is where a problem occurs or something happens to disrupt or confuse the
situation (a ‘crisis’) and leads to a sequence of events that lead to a ‘climax’, a big event – like the
final battle scene in a war movie.
• The end is where the problem is solved, or the action comes to an end as when someone wins the
final battle in a war movie – a resolution.
• We talked about how narratives start, what starts the action and how the action ends at the start
of this lesson. Now you know what happens in each part.
Component 4B Questions
Time: 10 minutes
 Teacher provides 3 questions on Worksheet and asks students to identify answers and to mark on
the text where they got their answers from as teacher re-reads the text.
Questions:
Q1. Name the main characters.
Q2. What event and /or character sets the action going/ causes the problem?
Q3. Who won the race and how did he win it?
 Students individually write the answers to each question and their reasons for their answers on their
Worksheets.
Sample answers:
Q1. The Hare and the Tortoise.
Q2. The Hare challenged the Tortoise to a race.
Q3. The Tortoise. The Hare was over-confident and took a nap in the middle of the race which
allowed the Tortoise to get past him.
 Teacher leads discussion of answers with focus on matching each question to the relevant stage of a
narrative (Q1 = Stage 1 Setting; Q2 = Stage 2 Crisis; Q3 = Resolution) and on evidence from text.
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[Teacher Notes: Check on student understanding of the type of narrative this one is (fable – imaginary,
simple events leading to a moral) before reading the narrative. Questions in this part involve only literal
comprehension.] Link Questions to stages of a narrative and terms: ‘crisis’, ‘climax’ and resolution.
Component 4C Questions
Time: 10 minutes
 Teacher displays questions on Worksheet.
 Teacher: Sometimes you will get questions which mean you have to find clues in a number of
different places in the text. Sometimes you will have to work out how you feel or what you think
about what has happened in the story. Sometimes you will have to ‘read between the lines’ or to
work out what the author means when it is not obviously stated. The main thing here is to have a
reason/justification for your answers – that is, something or things that are there in the text that has
given you the clues you need for your answer.
Questions:
Q4. What is the moral/lesson of the story?
Q5. “The Hare is the villain/bad character in the story” – do you agree? Give reasons.
Q6. Parent A said, “This story is silly – we don’t want our children growing up to be like the Tortoise –
he’s too slow for the times we live in.” Do you agree? Give reasons.
 Students in pairs or singly write answers on their Worksheets.
 Teacher leads discussion of student responses with focus on evidence from text.
Suggested answers:
Q4. “Slow and steady wins the race.” “Don’t be overconfident.”
Q5. “The Hare is the villain because he gets overconfident. He only challenges the Tortoise because
he thinks he can beat him easily.” “The Hare is more a fool than a villain. He gets humiliated
through his own fault.” “The Hare is not a villain and the Tortoise is no hero – it is not that sort of
story.”
Q6. Be prepared for a variety of answers here as below:
• “I agree. It is important to be able to do things quickly. You don’t get all the time you want to
answer questions at school.”
• “I disagree. It’s important to make sure you get things right and that takes time, and you have
to be careful.”
• “Neither character is a good role model for life in the 21st century in the Philippines. One is
too slow and the other too careless.”
Teacher Notes:
 An alternative for Question 5 would be to give the students the 3 answers and ask which one they
agree with – good for Differentiation. Same for Question 6 too.
 Another way of asking Question 6 is – “Who would you rather be – the Hare or the Tortoise – fast
and good-looking or ugly and boring?” Give reasons.]
Component 5: Lesson Conclusion
Time: 5 minutes
Teacher displays the questions:
Q1. The focus of the lesson was on learning about how narratives work. How has the lesson helped
you to understand this?
Q2. Which questions were easy to answer? Why?
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Q3. What strategies did you use to answer the harder questions?
[Teacher Notes: It would be worthwhile to do this by getting students to write on the Worksheet, so you
have some feedback on the effectiveness of the lesson and how they feel about their learning
experience. However, if pressed for time, you may want to do this section as a class discussion.]
Segue to the next lesson: In the next lesson we will look at another narrative to give you more practice
with reading and interpreting them.
REMINDER: Collect student worksheets to review and analyze students’ learning; focus on answers to
Question 6 for quality and clarity of writing and understanding of the content.
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Locating Information in Narratives
Key Idea
Locating information in the text – Narratives
The learner will:
• Use appropriate reading strategies to meet one’s purpose (e.g., scanning, skimming, close reading,
etc.) EN7RC-IV-b-10
• Use direct and reported speech appropriately in varied contexts EN7G-III-e-3
• Discover literature as a tool to assert one’s unique identity and to better understand other people
EN7LT-III-b-5

Time: 7 minutes
 Teacher asks students questions to activate prior knowledge. Teacher elicits answers from students
orally before giving class 3 minutes to write their answers on the worksheet. Suggested answers are
provided below.
In our last lesson we read a story about a hare and a tortoise. It was a kind of story called a fable.
Q1. What is the purpose of a fable?
Q2. What kind of text type is a fable?
Q3. How do narratives usually start?
Q4. What happens in the middle part of the narrative?
Q5. How do narratives usually end?
 Students record their answers and match the narrative stages with their functions on the Student
Worksheet.
 Teacher checks the answers by involving the students.
Suggested answers:
1. A fable is a short story intended to teach a lesson.
2. A fable is a type of narrative.
3. At the start of a narrative, the characters are introduced, and the setting tells us where and when
the story takes place.
4. In the middle part of the narrative, a sequence of events leads to a problem or crisis.
5. Narratives usually end with a Resolution, where the problem or crisis is resolved. Sometimes
there is a moral to the story as well.
Component 2 Lesson Purpose
Time: 3 minutes
 Teacher briefly states the purpose/focus of the lesson and makes explicit the learning goal for
students.
 In this lesson, we are going to read another narrative text with a lesson to be learned. The story
is based on a traditional folk tale from the Philippines. Something awful happens to one of the
characters … let us find out! You are going to learn some strategies help you to find out what
happened and why it happened by reading the story very closely.
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Component 3 Lesson Language Practice
Time: 10 minutes
 Teacher provides explicit instruction on the words and phrases that are important for students to
recognize and understand in the lesson.
 Teacher displays the list of words on the board and reads each word aloud.
Here are some words and phrases from the story we are going to read. Let us read them together.
• Itneg (“the people of the mountains” from Arbra in Northern Luzon. Also known as the
Tinguian during the Spanish period.) [Show location on map Appendix 2].
• blanket (a cloth cover used to keep warm)
• design (a pattern used to decorate something)
• stripes (a pattern formed from lines of different color)
• spirit (ghost or soul of a dead person)
• companion (person you spend a lot of time with often because you are friends or because
you are travelling together)
• simile (a phrase that uses comparison to describe, e.g., as white as snow, I slept like a log)
• folk tale (a legend or myth; usually belonging to a particular cultural group (tribe) and having
a moral or meaning or an explanation of the creation of the world, animals or natural
phenomena. A story that parents have passed on to their children through speech over
many years.)
 Teacher elicits and scaffolds student talk about what each word means before moving onto the next
word. What do these words mean?
 Teacher instructs students to practice reading words with a partner and to complete the worksheet.
Now it is your turn. Take turns to read the words out loud with a partner and match the words with
the meanings on the worksheet.
 In pairs, students read aloud to each other; then match the words with their meanings.
Time: 25 minutes
Component 4A Reading the Text
 Teacher reads text aloud to the class. Students listen and follow along and highlight or underline
any words they do not know.
 Students then take turns to read the text to each other and highlight/underline any words they do
not know.
The Striped Blanket

Three Itneg men once went to the mountains to hunt deer. They took their blankets with them,
for they expected to be gone several days, and the nights in the mountains are cold. Two of the
blankets had blue-and-white designs, like those commonly worn by the Itneg. The third blanket
was covered with red and yellow stripes like the back of a little wild pig.
At night the men rolled up in their blankets and lay down under a tree to sleep. But while the one
in the striped blanket was still awake, two spirits came near and saw him.
“Oh,” he heard one spirit say to the other, “here we have something to eat, for here is a little wild
pig.” Then the man quickly took the blanket off one of his sleeping companions and put his own
in its place. Very soon the spirits came and ate the man under the striped blanket.
Since that time the Itneg never sleep under that kind of a blanket if they are where the spirits can
get them.
[Cole, M. C. (1916/2008). The Striped Blanket. Philippine Folk Tales. A.C. McClurg & Co.]
13
 Display questions on board. Teacher models how to identify key words in the questions.
Here are some questions about the story. Read each question carefully.
What information do we need to find to answer the question?
 Teacher underlines key words on board. Students locate and underline relevant information in each
question on worksheet.]
 Teacher models the process of locating and highlighting relevant information for answering the first
question. Can you find the answers in the text?
 Students locate and underline relevant information in text then answer each question on the
worksheet.
[Questions may be answered orally for lower-level students.]
Questions:
Q1. Who are the main characters in the story?
Q2. Where did the story take place?
Q3. Why did the three men go to the mountains?
Q4. Why did they take their blankets?
Q5. What did the men do before they went to sleep?
Suggested answers:
Q1. The main characters in the story are the three Itneg men.
Q2. The story take place in the mountains in Northern Luzon (Arbra).
Q3. The three men went to the mountains to hunt deer.
Q4. They took their blankets because they were going for several days; the nights in the
mountains are cold.
Q5. Before they went to sleep the men rolled up in their blankets; they lay down under a
tree.
Let us look at each question carefully. What information do we need to answer the question?
Where can we find the answer? Is it here in the words? Is it hidden in the text? Is it in your head?
Questions:
Q6. What color was the blanket with stripes?
Q7. Why did the man swap blankets with his sleeping companion?
Q8. What happened to the man under the striped blanket and why?
Q9. How do you think the person with the striped blanket felt?
Q10. What would you do if you were the person with the striped blanket? Give reasons for your
answer. (Write your answer in a full sentence on the Worksheet.)
 Teacher checks the answers to the questions by involving the students.
Suggested answers:
Q6. The blanket with stripes was red and yellow in color.
Q7. He didn’t want the spirits to think he was a wild pig and eat him.
Q8. The spirits ate him because he looked like a little wild pig.
Q9. (Possible student responses: scared, frightened, terrified, worried, guilty….)
14
Q10. (A range of student responses is possible.)

Time: 5 minutes
 Teacher displays the questions:
Q1. What did you learn from this story?
Q2. Which questions were hardest? Can you rank them in order of difficulty? (1 for easiest 10 for
hardest)
Q3. How were they different from the easier questions?
with reading and interpreting them.
15
Comparing Narratives
Key Idea
Comparing the same narrative storyline from different cultures
Most Essential Learning Competencies:
• Use appropriate reading strategies to meet one’s purpose (EN7RC-IV-b-10)
Component 1: Short review

Time: 7 minutes
 Teacher: In our last 2 lessons we read folk tales and fables which fit under the type of text known as
narrative. The Hare and the Tortoise is a famous fable written in Ancient Greece by Aesop. The text
we do today, The Carabao and the Shell, is very similar to The Hare and the Tortoise but was
included in a book of Folk Tales from the Philippines.
 Teacher displays and reads questions. Teacher elicits answers from students orally to Question 1
before giving class 3 minutes to write their answers to Questions 2 and 3 on the worksheet.
Questions:
Q1. How can you tell from the title that The Carabao and the Shell is fictional rather than factual?
Q2. Knowing that The Carabao and the Shell is a folk tale like The Hare and the Tortoise, what do you
expect it to be about?
Q3. Knowing that The Carabao and the Shell is a Philippines version of The Hare and the Tortoise,
what do you expect to be different about it?
 Teacher samples answers to Questions 2 and 3, providing feedback.

Suggested Answers:
Q1. It has the same pattern in the title as The Hare and the Tortoise; a carabao and a shell have
nothing in common, so it is likely to have an element of fantasy.
Q2. A race where the unlikely character wins because of the complacency of the other one.
Q3.Expect a variety of answers here. [Teacher Notes - the main purpose of this question is to
activate student schemas about the Philippines and how these might relate to the folk tale that
they are about to read.]
Component 2: Purpose of the lesson
Time: 3 minutes
In this lesson, we are going to look at a different version of the same sort of plot, firstly to see what it
says and then to think about how it is similar and different to The Hare and the Tortoise.
Component 3: Lesson Language Practice
Time: 5 minutes
 Teacher: Here are some key words from the text that you may not know or remember. Let’s say each
word together.
• carabao – a domestic swamp-type water buffalo. It likes to cool itself by lying in a waterhole or a
river. Carabao racing is popular in the Philippines. It is native to the Philippines.
• bank – the sides of a river
• determined – strong-minded, will not give up
16
• bathe – wash or just lie around in the water
 Teacher writes each word on the board and asks class to volunteer answers and writes each
definition on the board.
 Students write each definition on their worksheets.
Time: 25 minutes in total
Component 4A Reading the text (~5 minutes)
 Teacher reads the text, drawing attention to the words listed in Component 3.
The Carabao and the Shell

One very hot day, when a carabao went into the river to bathe, he met a shell, and they
began talking together.
"You are very slow," said the carabao to the shell.
"Oh, no," replied the shell. "I can beat you in a race."
"Then let us try and see," said the carabao.
So they went out on the bank and started to run.
After the carabao had gone a long distance he stopped and called, "Shell!"
And another shell lying by the river answered, "Here I am!"
Then the carabao, thinking that it was the same shell with which he was racing, ran on.
By and by he stopped again and called, "Shell!"
And another shell answered, "Here I am!"
The carabao was surprised that the shell could keep up with him. But he ran on and on,
and every time he stopped to call, another shell answered him. But he was determined
that the shell should not beat him, so he ran until he dropped dead.
[Cole, M. C. (1916/2008). The Carabao and the Shell. Philippine Folk Tales. A.C. McClurg & Co.]
 Teacher asks if there are any questions about the text or any words that the students did not
understand.
Component 4B Questions (~10 minutes)

 Teacher reads questions and asks students to answer them on the Worksheet.
Questions:
Q1. What sets off the sequence of events?
Q2. How does the shell beat the carabao in the race?
Q3. Find evidence that the shell is smarter than the carabao.
 Teacher samples answers from students to each question.
Suggested Answers:
Q1. The shell challenges the carabao to a race.
Q2. The carabao does not realize that there are many shells and keeps running until he dies.
Q3. The shell knows that there are many shells along the river and that the carabao can never run
past all of them.
17
Component 4C Questions (~10 minutes)
 Teacher shows students The Hare and the Tortoise from Lesson 1.
It is common for there to be many slightly different versions of the same folk tale in different
countries.
For example, for Cinderella, according to the Eden Valley Enterprises website, “Scholars disagree as to
exactly how many versions of the popular tale exist, with numbers ranging from 340 to over 3,000
versions, including picture books and musical interpretations.”
The tale of The Carabao and the Shell is very similar to The Hare and the Tortoise that we read in
Lesson 1. Let’s re-read The Hare and the Tortoise. Look out for similarities and differences between
the 2 tales.
The Hare and the Tortoise
There was once a hare who was friends with a tortoise.
One day, he challenged the tortoise to a race.
Seeing how slow the tortoise was going, the hare thought he would win this easily. So, he
took a nap while the tortoise kept on going.
When the hare woke up, he saw that the tortoise was already at the finish line.
Much to his chagrin, the tortoise won the race while the hare was busy sleeping.
 Look at Question 4 on your worksheet. It asks you to List the similarities and differences between The
Carabao and the Shell and The Hare and the Tortoise. Let’s do the differences together – write them
on your Worksheet as we talk about them. What is the first difference you notice between the 2
tales? Who is involved in the 2 tales? What about other differences? Now list the similarities on your
Worksheet.
Questions:
Q1. On the Worksheet, list the similarities and difference between The Carabao and the Shell and
The Hare and the Tortoise.
Q2. What difference does it make in changing the ending of the tale from the tortoise living to the
carabao dying?
Q3. Which version did you prefer? Give reasons for your answer.
Suggested Answers:
Q1. Differences: The hare becomes the carabao and the tortoise becomes the shell; there is only 1
tortoise but there are many shells; the carabao dies but the hare does not; the carabao does not
stop but the hare does; the carabao is tricked whereas the hare loses because he gets
complacent. Similarities: there is a race; the faster character loses; the slower character
outsmarts the faster one.
Q2. Be prepared for a variety of answers here – it makes the story darker or more serious; it puts the
shell in a bad, creel light knowing that the carabao will keep going and possibly die.
Q3. Be prepared for a variety of answers here – and some disagreement. The main point of the
question is to allow students to react personally to the texts.
[Teacher Notes: If pressed for time, feel free to do all of Question 4 as a class discussion to give more
time to Questions 5 and 6.]
18
Time: 5 minutes
Teacher displays the questions.
Questions:
Q1. The focus of the lesson was on learning about how information is presented in an Expository text
like an Information Report. How has the lesson helped you to understand this?
experience.]
Segue to the next lesson: In the next lesson we will look at another type of text that presents a story or
sequence of events called a Recount.
19
Reading Recounts
Key Idea
Reading the Text – Recounts
• Use appropriate reading strategies to meet one’s purpose (e.g., Scanning, skimming, close reading,
etc.) (EN7RC-IV-b-10)

Time: 7 minutes
 Teacher: In our last 3 lessons we read folk tales which fit under the type of text known as narrative. In
this lesson, we are going to look at another type of text that involves a sequence of events, except
this time it’s not a fictional, imagined text but a non-fiction, factual text. It’s called a Recount. We are
going to read one called A Day Visit to Yogyakarta.
 Teacher displays and reads questions. Teacher elicits answers from students orally to Question 1
before giving class 3 minutes to write their answers to Questions 2 and 3 on the worksheet.
Questions:
Q1. How can you tell from the title that A Day Visit to Yogyakarta is more likely to be a factual rather
than a fictional text?
Q2. Knowing that A Day Visit to Yogyakarta is a recount, what are you expecting to see in it?
Q3. In what ways is a factual text different to a fictional text?

Suggested Answers:
Q1. Fictional texts usually have more exciting titles; it looks like a record of an actual trip; it looks like
the sort of writing task given to school children (e.g., A Day at the Beach).
Q2. A description of who is involved, why they were going to Yogyakarta and something about
Yogyakarta; the trip to get there; what they did there; the trip back.
Q3. Factual texts recount events that actually happened whereas fictional texts narrate events that
either could possibly happen but didn’t or could never have happened. Narratives are more likely
to have themes or messages or morals to their stories. Be prepared for additional answers from
students.
Time: 3 minutes
 Teacher: In this lesson, we are going to look in detail as at a Recount and see how it is different to a
Narrative.
Recounts generally have 3 stages: firstly, similar to a narrative, they begin with who is involved, and
when and where the events happen (sometimes called an Orientation); secondly, they then outline the
sequence of events; thirdly, and this an optional section, there may be a comment on the events.
20
Time: 5 minutes
Teacher provides explicit instruction on the words and phrases that are important for students to
Here are some words that are important in the recount and that you may not have seen before or
may not remember. I am going to list such words; we are going to say them together and then work
out their meanings so as you will be able to understand the text when I read it shortly. These words
are written on your Worksheet (see C3). The words are:
• Yogyakarta – a city in Indonesia
• Garage – a place where cars are parked and repaired that provides indoor shelter
• Tourists – visitors a country or city
• Museum – a place where important things from the past are displayed for the public to see.
 Let us practice these words. Say them and their meanings after me. Look at their spelling. Let us put
them in a sentence. I will do the first one….
“Yogakarta is a city in Indonesia famous for its art and culture.”
 See how the sentence contains the meaning of the word. Now try that with the other words.
[Teacher Note: try to get students to write sentences that reveal the meaning of the words. If running
short of time, either omit sentence writing or do it orally as a class.]
Component 4A Reading the text [~ 5 minutes]
 Teacher: This text is about the journey of a family to the city of Yogyakarta in Indonesia. It is a
Recount. As I read it, look for the differences and similarities between this recount and the narratives
we have been reading in previous lessons. Look particularly at how it starts, how it gets going and
how it ends.
A Day Visit to Yogyakarta by Juan Salman
Last week, I went with my family to Yogyakarta, which is well-known throughout Indonesia
for its art and culture and has a famous museum.
We woke up early in the morning. My father prepared the car in the garage while mother
was preparing food for breakfast and some snacks for us. My sister and I packed some
clothes. After everything was ready and we had our breakfast, we left the house at six o'clock.
My father drove the car. My mother sat beside him. My sister and I sat in the back seats.
It was about nine o’clock when we arrived at Yogyakarta. First of all, we visited our uncle.
We stayed there for an hour. Then we went to Parangtritis beach. We got there at eleven
o'clock. There were a lot of tourists because it was a holiday. My parents watched us
playing with sand in the beach. We did not swim and take a bath since the waves were
rough. Two hours later, after having lunch, we went on our picnic to the museum and
Malioboro shopping center. We spent 3 hours in each place.
We drove back to Semarang at 7 o'clock and arrived home at ten. We were tired but happy.
[Philippines Department of Education (nd). A Day Visit to Yogyakarta. 356180885-Eng7-Q4-iP1-v-02.docx]
21
Component 4B Questions [~10 minutes]
 Teacher reads each question and asks students to write answers on their Worksheets.
Questions:
Q1. How many people are in the writer’s family?
Q2. How long did it take the family to drive to Yogyakarta?
Q3. Find evidence from the text to explain why the family would have felt ‘tired but happy’ after
their trip.
Suggested answers:
Q1. There are 4 people in the writer’s family – 2 adults and 2 children.
Q2. 3 hours.
Q3. There were 6 hours of driving; they woke up early in the morning; they were busy all day; the
experiences were enjoyable; they saw their uncle.
 Teacher asks the students to volunteer their answers, giving positive feedback.
Component 4C Questions [~10 minutes]

 Teacher displays Questions 4-6 and asks students to write answers on their Worksheets.
Questions:
Q4. What was it about Yogyakarta that made this family want to go there for a day trip?
Q5. Go to Worksheet Question 5. The day before the trip, Juan’s mother designed a planned schedule
for it. Fill in her plan putting the events of the day in the sequence that they happen.
Q6. Look at paragraph 3 which describes the time the family spent in Yogyakarta. Rewrite it to make
it very clear that the writer enjoyed the trip. Underline the words you have added to the text.
Suggested answers:
Q4. Culture, art, museum, shopping, food, and seeing family (uncle).
Q5.
Time Place What we will do
5 - 6 am Home Father prepares the car for trip.
Mother prepares food for breakfast and some snacks for children.
Children pack some clothes.
Eat breakfast.
6 – 9 am Drive Drive to Yogakarta.
9 – 10 am Brother’s house Visit brother.
10 – 11 am Drive Drive to Parangtritis Beach.
11 am – 1 Beach Parangtritis Beach
pm
1 – 4 pm Museum Visit museum.
4 – 7 pm Malioboro Shopping
shopping center.
7 – 10 pm Drive Drive home.
Q6. Be prepared for a variety of answers here – possible responses are greater use of adjectives for
people, places, experiences and events; sentences expressing a positive enjoyment of each part
of the day.
22
[Teacher Notes: Questions 4 could be done as a class discussion, with the teacher writing answers on the
board. Question 5 could be done in pairs on the Worksheet. This would allow more time for the students
to write and for the teacher to sample their answers by getting students to read their writing aloud.]
Time: 5 minutes
Q1. The focus of the lesson was on learning about how recounts work. How has the lesson helped
you to understand the difference?
23
Comparing Recounts and Narratives
Key Idea
What makes a good story? Comparing narratives and recounts

Time: 7 minutes
 Teacher: This week we have been looking at texts whose main purpose is to tell us what happened –
to cover a sequence of events. They fall into 2 categories: narratives, like the folk tales we have read,
and recounts, like the text about the family trip to Yogyakarta in Indonesia.
 Look at these titles for texts.
Which ones do you think are for narratives and which are for recounts?
1. The Lion, The Witch and The Wardrobe (Answer: Narrative)
2. Our Summer Holiday (Answer: Recount)
3. The Story of Lebron James (Answer: Recount)
4. The World at War 1939-1945 (Answer: Recount)
5. The Dragon and The Snake (Answer: Narrative)
6. Diary of a President (Answer: Recount)
7. A Dance to The Music of Time (Answer: Narrative)
 Teacher asks students to volunteer answers and reasons and gives feedback.
 Give reasons for your answers. Write your answers on the Worksheet.
[Teacher Note: Reasons should mention that the recounts do not have fictional characters like the witch
or the dragon but focus usually on real people and events whereas narratives are not factual.]
Time: 3 minutes
In this lesson, we are going to look at the similarities and differences between narratives and recounts
using two of the texts we looked at in previous lessons.
Time: 5 minutes
 Here are some words that we have met before in discussing the types of texts we have been reading
so far and that will be used in this lesson. Let us say each word together.
Revise:
• Narrative (a spoken or written account of connected events)
• Recount (give an account of an event or experience)
• Setting (where an even takes place)
• Crisis (time of intense difficulty or danger)
• Resolution (a solution to a crisis)
• Sequence of events (the order in which things happen)
24
 Now let’s go over what each word means.
Teacher writes each word on the board and asks class to volunteer answers and writes each
definition on the board. Students write each definition on their worksheets.
Component 4 Lesson Activity
Component 4A Reading the text (~10 minutes)
 Teacher re-reads The Carabao and the Shell (from Lesson 3) and A Day Visit to Yogyakarta (from
Lesson 4) drawing attention to the stages/structure of each text:
a. Read paragraph one of each text to ask students to locate who is involved, when the events take
place and where the events take place (Setting)
b. Point out the problem that causes the events that are the focus of the story (sequence of events)
to take place in the narrative (Crisis)
c. Point out how the Recount goes to the first event in the sequence rather than has a problem or
crisis to be faced (sequence of events)
d. Point out how the Narrative concludes with a solution to the problem (Resolution) and contains a
lesson to be learned.
e. Point out how the Recount ends with the final event in the sequence and may not have a lesson
to be learned.
Text 1: The Carabao and the Shell

One very hot day, when a carabao went into the river to bathe, he met a shell, and they began
talking together.
"You are very slow," said the carabao to the shell.
"Oh, no," replied the shell. "I can beat you in a race."
"Then let us try and see," said the carabao.
So they went out on the bank and started to run.
After the carabao had gone a long distance he stopped and called, "Shell!"
And another shell lying by the river answered, "Here I am!"
Then the carabao, thinking that it was the same shell with which he was racing, ran on.
By and by he stopped again and called, "Shell!"
And another shell answered, "Here I am!"
The carabao was surprised that the shell could keep up with him. But he ran on and on, and
every time he stopped to call, another shell answered him. But he was determined that the
shell should not beat him, so he ran until he dropped dead.
Text 2: A Day Visit to Yogyakarta by Juan Salman
Last week, I went with my family to Yogyakarta, which is well-known throughout Indonesia
for its art and culture and has a famous museum.
We woke up early in the morning. My father prepared the car in the garage while mother
was preparing food for breakfast and some snacks for us. My sister and I packed some
clothes. After everything was ready and we had our breakfast, we left the house at six o'clock.
My father drove the car. My mother sat beside him. My sister and I sat in the back seats.
It was about nine o’clock when we arrived at Yogyakarta. First of all, we visited our uncle.
We stayed there for an hour. Then we went to Parangtritis beach. We got there at eleven
o'clock. There were a lot of tourists because it was a holiday. My parents watched us
playing with sand in the beach. We did not swim and take a bath since the waves were
25
rough. Two hours later, after having lunch, we went on our picnic to the museum and
Malioboro shopping center. We spent 3 hours in each place.
We drove back to Semarang at 7 o'clock and arrived home at ten. We were tired but happy.
Component 4B (~ 5 minutes)
 Teacher reads out each question and asks students to write their answers on the Worksheet. [See
Teacher Notes for alternative to Worksheet approach].
Questions:
Q1. How can you tell that The Carabao and the Shell is fictional/made up?
Q2. How can you tell that A Day Visit to Yogyakarta is NOT fictional/made up?
Q3. How can you tell that The Carabao and the Shell is a narrative?
Q4. How can you tell that A Day Visit to Yogyakarta is a recount?
Suggested Answers:
Q1. An animal and a shell are the main characters – they speak and behave like humans – the events
could never have happened but have been invented to make a point or convey a message.
Q2. The characters are human, and the events are ordinary human events.
Q3. The events are imagined. It is structured like a narrative, opening with a description of who is
involved and where it happens, and it has a moral.
Q4. The events are not imagined. It is structured like a recount, opening with a brief description of
who is involved and where it happens, then describes the sequence of events and has no obvious
moral.
Component 4C Questions (~10 minutes)

 Teacher asks students to write their answers on the Worksheet.
Questions:
Q5. Look at the first paragraph of each text. In what ways are they similar?
Q6. Look at the last paragraph of each text. How do they compare?
Q7. Read the following statement about recounts and narratives – do you agree with it? Give reasons
in a short paragraph in your Worksheet using the ‘The Carabao and the Shell’ and ‘A Day Visit to
Yogyakarta’.
I prefer Narratives to Recounts. Narratives have much more exciting characters and events because
they don’t have to have actually happened and writers can use more complicated language to
describe what happens. In comparison Recounts are simply telling us what happened and cannot
make it more interesting for the reader.
Suggested Answers:
Q5. Both paragraphs give information about who is involved and where and when the stories take
place (Setting).
Q6. ‘The Carabao and the Shell’ ends with the death of the carabao. He does not learn the lesson or
moral he learned. ‘A Day Visit to Yogyakarta’ ends with what the folk tale collectors learned
about the Tinguians in the future but there is no moral lesson to be learned.
Q7. Students will choose whether to agree or disagree – the focus here is on the reasons they give.
[Teacher Notes: Questions 5 and 6 could be done as a class discussion, with the teacher writing answers
on the board. Question 7 could be done in pairs on the Worksheet. This would allow more time for the
26
students to write and for the teacher to sample their answers by getting students to read their writing
aloud.]
Time: 5 minutes
Q1. The focus of the lesson was on learning about the differences between narratives and recounts.
How has the lesson helped you to understand the difference?
27
Consolidation – Key Elements of Narrative Texts
Key Idea
Key elements of narrative
etc.) EN7RC-IV-b-10
• Identify the genre, purpose, intended audience and features of various viewed texts such as
…EN7VC-I-d-6
• React to what is asserted or expressed in a text
• Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16 Q3
EN7LT-III-b-5
Time: 7 minutes
 Teacher asks students questions to activate prior knowledge.
 In our lessons this week we learned about two types of story texts – recounts and narratives.
Questions:
Q1. How are recounts and narratives similar?
Q2. How are recounts and narratives different?
 Students record their answers on the Student Worksheet.
Suggested answers:
Q1. They both tell what happened in the past.
Q2. Recounts retell events in chronological sequence. Narratives tell a story where a problem or
conflict develops and is resolved; the events aren’t always in sequence.
Time: 3 minutes
 Teacher briefly states the purpose/focus of the lesson and makes explicit the learning goal for
students.
 In this lesson, we are going to bring together what we know about the key elements of a
story, what makes a narrative different from a recount.
Time: 5 minutes
• characters (the people who take part in a story)
• setting (where and when a story takes place)
• plot (what happens in a story, the sequence of events)
• conflict (the challenge or problem the main characters need to solve to achieve their goals)
• climax (the high point or crisis in a story)
• resolution (how things end up in a story when the problem is solved)
• theme (the main idea or lesson of the story)
 Students complete the table of words and their meanings on the Worksheet.
28
Time: 25 minutes
Component 4A Reading the texts

 Teacher asks students to look carefully at the story mountain and to pay attention to its shape and
structure. Read aloud the caption at each stage.
Text 1 Story Mountain
[Story Mountain (nd). 7th Grade Humanities Graphic Organizers. http://7thgradehumanities.weebly.com/organizing.html]
 Teacher reads Text 2 aloud to the class.
Text 2 The Flood Story

Bukidnon (Mindanao)
A long time ago there was a very big crab which crawled into the sea. And when he went in, he
crowded the water out so that it ran all over the earth and covered all the land.
Now about one moon before this happened, a wise man had told the people that they must build
a large raft. They did as he commanded and cut many large trees, until they had enough to make
three layers. These they bound tightly together, and when it was done they fastened the raft with
a long rattan cord to a big pole in the earth.
Soon after this the floods came. White water poured out of the hills, and the sea rose and covered
even the highest mountains. The people and animals on the raft were safe, but all the others
drowned.
When the waters went down and the raft was again on the ground, it was near their old home,
for the rattan cord had held.
But these were the only people left on the whole earth.
[Cole, M. C. (1916/2008). The Flood Story. Philippine Folk Tales. A.C. McClurg & Co.]
29
 Teacher displays questions on the board.
Questions
Q1. What text type does the diagram in Text 1 represent?
Q2. In which part/s of the Story Mountain would you find the sequence of events?
Q3. How does the shape of the Story Mountain reflect the structure of a story?
Q4. If you were to draw the shape of a recount, what would it look like?
 Students write their answers on the Worksheet.
Suggested Answers:
Q1. Narrative
Q2. Rising Action, Climax, Falling Action
Q3. Various possible answers, e.g.:
 The events in a story build up to a high point like the peak of a mountain then gradually fall to
its base in the resolution.
 The mountain is a metaphor for the structure of a story.
Q4. A recount would look flat.
 Display questions on board. Students write their answers on the Worksheet.
Questions
Q5. Match the paragraphs from Text 2 with the stages in the story mountain.
Q6. What type of text is Text 2? Give reasons for your answer above. Find evidence from the text to
support your answer.
Q7. What is the theme of Text 2?
 Teacher checks the answers to the questions by involving the students [~ 5 minutes]
Suggested answers (various answers are possible for Q5):
Q5. 1-Background; 2-Rising Action; 3-Climax; 4-Falling Action; 5-Resolution
Q6. Narrative; a traditional folk tale or myth. It is a narrative because…
• it’s imaginary (a crab caused the flood which covered the earth)
• events are not in chronological order like a recount (the flood described in paragraph 1
doesn’t happen until paragraph 3)
• the writer uses flashback (in the second paragraph “Now about one moon before this
happened…”)
Q7. People who listened to the wise man worked together to prepare for the flood and survived.
Time: 5 minutes
Q1. The focus of the lesson was on bringing together what you’ve learned about recount and
narrative texts. How has the lesson helped you to understand this?
Segue to the next lesson: Next week our focus will be on informational text types.
30
Features of Expository Texts
Key Idea
Features of Expository Texts
• Use appropriate reading strategies for various text types (EN7RC-IV-b-10)
• Summarize key information from a text (EN6OL-IVj-3.6)

Time: 7 minutes
 Teacher: Last week we talked about different types of texts. We learned that they are called
Narrative, Expository, Explanation, Recount or Persuasive and we focused on types of text that
involved telling a story – sometimes they were factual, they actually happened (recounts) and some
of them were fictional, made up, imaginary (narratives).
 This week we are going to focus on types of texts that give us information – Expository and
Explanation texts.
Q1. Look at these headings taken from textbooks and decide whether they are Expository or
Explanation text types – write your answers on the Worksheet:
1. How Does Rain Happen?
2. Tornadoes, Cyclones and Hurricanes
3. Japan
4. Why the Dinosaurs Became Extinct
Answers:
1 and 4 are Explanations – 2 and 3 are Information Reports.
Q2. With a partner, work out 3 types of information you would expect to find in a text called
‘Tornadoes, Cyclones and Hurricanes’ and write them on your worksheet.
 Teacher asks for answers and writes them on board.
Possible answers:
Definitions of tornadoes, cyclones and hurricanes; differences between them; how they formed;
how they are named; features of tornadoes, cyclones and hurricanes; big ones from the past;
damage from cyclones, hurricanes etc.
Time: 3 minutes
 This lesson we look at a short Expository text and we are going to see how it works so that when you
get a text to read that you have not seen before you know:
1. whether it is an Expository text such as an Information Report
2. how it works – its parts or structure – how it starts and then how the rest of it is organized
31
3. where its most important information is located.
 Expository texts like Information Reports usually have 2 major components:
1. A definition of the topic or thing, sometimes called a classification.
2. Paragraphs for the each of the various aspects of the topic or thing.
Some Expository/Information Reports may have a third feature – a conclusion, usually in the form of a
general statement about the topic or thing. It’s not always there though because the main thing about
these types of texts is to give you a lot of organized information on the topic but not always an opinion
about it.
important bits when they have to read expository or information texts that they’ve never read before –
such as in a test or examination.]
Time: 5 minutes
 This text is called Multimedia and it gives information about what multimedia is and the many
different forms it takes.
 Here are some key words from the text that you may not know or remember. Let us say each word
together.
Vocabulary
• Multimedia – We will get the answer to this from the very first paragraph of the text, so look
out for it when I read it aloud.
• Integrated – let us see if we can work out the meaning of this word from the words that are
around it when I read the text aloud [A. a number of different things combined together in
such a way that they form a whole]
• Animation – cartoons
• Interactivity – “the ability of a computer, program or other content to respond to the actions
of the person who is using it.”
• Hypermedia – Again the meaning of this word will become clear when I read the text – look
out for it. [A. another term for multimedia, usually involving links between sites and functions
on the internet]
• Infographics – a visual rather than a verbal presentation of information
• Webinar – an event on the internet where people can join in using their computer.
 Now let us go over what each word means.
Component 4A Reading the text [5 minutes]
 Teacher reads the text, drawing attention to the words listed in Lesson Component 3, especially the
meanings of ‘multimedia’ and ‘hypermedia’.
 Teacher reads the sentence containing ‘multimedia’ and ‘integrated’ and does a Think Aloud to
demonstrate how the meaning of the words can be worked out using context clues.
32
Multimedia
Multimedia is a form of communication that combines different content forms integrated
together. Whenever text, audio, still images, animation, video, and interactivity are combined
together, the result is multimedia. Other terms that are sometimes used for multimedia include
hypermedia or rich media.
An example of multimedia is a web page with animation. Multimedia can be also an interactive
media such as video games and CDROMS. Slides for example are considered to be multimedia as
they combine text, images, sometimes video and other types.
Below is a list of various multimedia formats used in education.
• Text and Graphics – PowerPoint, diagrams, infographics, slideshow presentation
• Audio – Podcast
• Video – screen capture, lecture capture, talking head, animation, glass screen
• Others – webinar and online meeting, blogs, interactive content.
There are other multimedia formats used in business, entertainments, recreation, and the likes.
Multimedia plays an important role in our society. It enables us to keep up with the times.
[Philippines Department of Education (nd). Multimedia. English 7 Q3 Week 1 (p.3).]
Component 4B Questions [10 minutes]

 Teacher displays questions.
Answer these questions on the worksheet, but let’s do the first one together – we have already talked
about the answer to it.
Look at the opening paragraph or section of this text – what sort of information do we get here – what
is a single word that describes this paragraph?
Questions:
Q1. What goes in the opening paragraph of an Information Report?
Q2. Give each paragraph a heading that indicates which aspect of multimedia they are about.
Match each heading to the components of Expository texts/Information Reports that we
talked about at the start of the lesson.
Q3. How does the author show that multimedia ‘enables us to keep up with the times’?
Teacher directs students to answer Questions 2-5 on their Worksheets.
Suggested answers:
Q1. Definition or classification of multimedia
Q2. Be prepared for differently worded answers here but they should be close to Definition;
Examples of multimedia (Aspect of multimedia 1); Examples of multimedia in education
(Aspect of multimedia 2); Multimedia in other areas (Aspect of multimedia 3); importance of
multimedia (Conclusion).
Q3. By showing how many different types of work and professions use multimedia now.
Component 4C Questions [10 minutes]
 Teacher reads out each question and asks students to write their answers on the Worksheet.
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 Answer these questions on the worksheet, but let us do the first one together. I am going to read the
text again slowly and as I do I want you to put your hand up to tell me whenever I mention an
example of multimedia and we will underline it in the text and write it in your Worksheet.
 Teacher reads paragraphs 1 and 2 and students underline answers on their copy of the text and
then write on their worksheets.
 Now I want you to try Question 7 with a partner. Write a shorter version of the text as if it was an
advertisement showing how wonderful multimedia texts are. Be ready to share your new text with
the group. This activity involves turning an Expository text into a Persuasive text and using factual
information to support what you are saying in the advertisement. We will learn more about
Persuasive texts next week.
Questions:
Q4. Define multimedia in your own words.
Q5. List the things in the first 2 paragraphs that are examples of multimedia when used together.
Q6. Imagine that your job was to design an advertisement for multimedia that would show its
benefits to society. You have to write the script for a webpage or TV advertisement.
a. How would you change the heading?
b. How would you change the first paragraph?
c. How would you change the last sentence?
d. What visuals would you add?
 Students read/perform their advertisements. Teacher gives feedback on:
• How students changed the original text
• How much information they included in their advertisement.
Suggested answers:
Q4. A combination of different types of forms of communication like text, audio, still images,
animation, video, and interactivity into one text.
Q5. Text, audio, still images, animation, video, and interactivity.
Q6. Be prepared for a range of answers – the main thing here is for students to see how
information can be used for 2 different purposes in 2 different types of texts.
[Teacher Notes: Feel free to do Questions 4 and 5 as a class and focus on Question 6 if you are running
short of time.]
Time: 5 minutes
Segue to the next lesson: “We will return to giving you more practice with Expository texts and extending
it to other types of texts in future lessons.”
34
Making Sense of Graphs
Key Idea
Locating and interpreting information in graphs
• Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11)
• Use phrases, clauses, and sentences appropriately and meaningfully (EN7G-II-a-1)

Time: 7 minutes
 Briefly review the features of informational texts encountered so far, using the questions as a guide
and inviting oral contributions from students.
 This week we’ve been learning about different types of information texts.
Questions:
Q1. What are some types of information texts you know?
Q2. What is the purpose of information texts?
Q3. What are some features of information texts?
 Ask the students to write their answers on the Student Worksheet.
Suggested answers:
Q1. Expository (or information reports), explanation
Q2. To provide information about things, processes or phenomena.
Q3. They are factual or non-fiction texts; they give us information or explain things.
Time: 3 minutes
 In this lesson, we are going to look at a different kind of information text. We are going to focus
on how information can be communicated visually. You are going to learn some strategies for
making sense of information in a graph.
 Graphs and charts organize information in different ways from written information texts. That
is why we call them non-linear texts. They have their own structures and special features for
representing data and other kinds of information.
Time: 5 minutes
 Teacher introduces key words and symbols students need to know to read the graph. Here are some
words and symbols you will need to know. ... Let us read them together.
• bar graph (a bar graph or chart displays information (data) by using rectangular bars of different
heights.)
• key (an explanatory list of symbols used in a map, graph or table)
• axis (the line along the bottom or side of a graph that is used to measure data)
• precipitation (rain, hail, sleet or snow that falls from clouds to the ground)
• temperature (the degree of heat or cold of an object or an environment)
35
• average (the result that you get when you add two or more numbers together and divide the total
by the number of numbers you added together)
• oC (degrees Celsius – abbreviation) mm (millimeters – abbreviation)

Component 4A Reading text [5 minutes]
 Teacher explains how information is displayed in the bar graph below, drawing attention to the
horizontal and vertical axes, and words and symbols listed in Component 3 and their location and/or
function on the graph and key below.
e.g., The horizontal axis shows the months of the year. On the left, the vertical axis shows the
temperature in degrees Celsius. On the right, the vertical axis shows the rainfall measured in
millimeters. The key tells us that the bars on the graph means rainfall and the line with dots shows
the temperature.
Philippines Average Monthly Rainfall
[HikersBay (nd). Temperature and precipitation in Philippines. http://hikersbay.com/climate-

conditions/philippines/climate-conditions-in-philippines.html?lang=en#weather-rain-months ]
 Here are some tips on getting information from a graph.

• Read the title which gives the gist of what the graph is about.
• Analyze the data by examining the information and the labels thoroughly.
• Examine the pictures, symbols, shapes or any image that tell information.
• Study the relationship of the information and images deeply.
• Summarize the text’s main message.
 Teacher displays questions.
 Answer these questions on the worksheet, but let’s do the first one together – we have already talked
Questions:
36
Q1. What does this graph show? (Write your answer in a full sentence.)
Q2. According to the graph, which are the three coolest months of the year in the Philippines?
Q3. How much rain falls in the wettest month of the year?
Suggested answers:
Q1. The graph shows the average monthly rainfall and temperature in the Philippines from 1945
to 2018.
Q2. January, August and December.
Q3. Approximately 500 mm.

 Teacher writes each question on the board and states: Use the information from the graph to answer
the questions. Write your answers on the worksheet in full sentences.
Questions:
Q4. What does the graph tell you about the two warmest months in the year?
Q5. What does the graph tell you about the average rainfall and temperature in the Philippines
from January to April?
Q6. A friend who lives in another country wants to visit the Philippines in the early part of the
year. They ask you what the weather is like. What would you tell them? (Write one sentence
to summarize the information from the graph in your answer.)
Suggested answers:
Q4. The two warmest months of the year are April and May, with an average temperature of
about 34 degrees Celsius.
Q5. From January to April, the average monthly rainfall is less than 50 mm, the lowest in the year.
During the same period, temperatures increase from a low of approximately 30 degrees
Celsius to the warmest average temperature of the year at 34 degrees.
Q6. The months from January to April are the warmest and driest time of the year in the
Philippines.
[Teacher Notes: Check the students’ use of correct grammar in their sentence writing. Pay particular
attention to the appropriate use phrases, clauses, and sentences.]
Time: 5 minutes
Q1. The focus of the lesson was on learning about how to locate and interpret information presented
visually in a graph. How has the lesson helped you to make sense of graphs?
Segue to the next lesson: We will return to giving you more practice with reading visual information and
extending it to other types of images and texts in future lessons.
REMINDER: Collect student worksheets to review and analyze students’ learning; focus on written
answers for quality and clarity of writing and understanding of the content.
37
Reading Instructional Texts
Key Idea
• Identify genre, purpose of text (EN7VC-I-d-6) (Q1)
• Use appropriate reading strategies to meet one’s purpose (e.g., Scanning, skimming, close
reading, etc.) (EN7RC-IV-b-10) (Q1)
• Cite evidence to support a general statement (EN7RC-IV-g-10.4) (Q3)
• React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7) (Q3)

Time: 7 minutes
 Teacher talk:
So far this week we have been looking at texts that convey information and have focused on Expository
and Explanation texts. Instructional texts are another type of text that conveys information.
 Examples of Instructional texts include:
• Recipes
• Instruction manuals to help you build or install or use something
• Web pages that tell you how to register or apply for something
• Instructions for taking medicines
• Instructions for doing something like playing a video game
• Rules for behavior
• Disaster prevention information
• What to do if you have COVID symptoms
Questions:
For an online text giving instructions on how to play a video game:
Q1. What title are you expecting for it? Give an example.
Q2. What information are you expecting to see at the start of it?
Q3. What information are you expecting to see in the rest of it?
 Teacher asks students to volunteer answers and reasons and gives feedback, suggesting examples
where needed.
Suggested answers:
Q1. Sample examples: How to play Game X; Game X Guide…
Q2. A description of the game
Q3. The rules of the game; special features of the game; Tips and Tricks.
Time: 3 minutes
 In this lesson, we are going to look at a short Instructional text and we are going to see how it works
so that when you get a text to read that you have not seen before you know:
• whether it is an instructional text
38
• how it works – its parts or structure – how it starts and then how the rest of it is organized
• where its most important information is located.
 Instructional texts usually have a structure of 3 major components:
1. A heading or title that describes the purpose of the instructions
2. Things needed to perform the task
3. Steps in the order that they need to be done to achieve the outcome.
important bits when they have to read instructional texts that they’ve never read before – such as in a
test or examination.]
Time: 5 minutes
 This text is called ‘Steps in cooking Adobo, a Filipino native dish’. It is an example of Instructions for
doing something.
 Here are some key words from the text are important. Let’s say each word together.
 Vocabulary
• Adobo – a Filipino native dish with pork or chicken
• sauté – fry in a pan
• vinegar – an ingredient in cooking; made up of water, acetic acid and flavorings.
• salt and pepper to taste – add as much salt and pepper as you like
• a cup – a measure in cooking of 240-250 ml.
Time: 25 minutes
Steps in cooking Adobo, a Filipino native dish By Erjel Tabonares
Ingredients:
1. 1 whole chicken cut into pieces
2. 1/2 cup soy sauce
3. 1/4 cup vinegar
4. chopped onion and garlic
5. cooking oil
6. bay leaves
7. salt and pepper to taste
Steps
Step 1: Put cooking oil in a pan. After few seconds, sauté the chopped onion and garlic until golden
brown.
Step 2: Add the cut chicken into the pan.
Step 3: Add a 1/2 cup of soy sauce, a 1/4 cup of vinegar, bay leaf, salt and pepper to taste.
Step 4: After few minutes, add a little amount of water.
Step 5: Bring to boil, then reduce heat to medium-low.
Step 6: Cook for 35-40 minutes until chicken is cooked through.
39
 Teacher reads the text, drawing attention to the words listed in Lesson Component 3.
Questions:
Q1. Does the opening section of this text match what is supposed to go in an Instructional text?
Give evidence for your answer.
Q2. Normally in a recipe the ingredients are arranged in the order in which they appear in the
steps. Rearrange the ingredients in that way.
Q3. One of the features of an Instructional text is their sentence structure in the Steps section.
Are the sentences statements, questions, or commands? These sentences all start the same
way – underline the first word in each dot point - what do you notice about them?
 Teacher samples answers from students to each question and provides feedback.
Suggested answers:
Q1. Yes, there is a title that describes the purpose of the text.
Q2. Ingredients in sequence:
• cooking oil
• chopped onion and garlic
• 1 whole chicken cut into pieces
• 1/2 cup soy sauce
• 1/4 cup vinegar
• bay leaf
• salt and pepper to taste.
Q3. The sentences are all commands and start with a verb.

Questions:
Q4. What does it mean to say that Adobo is a Filipino native dish?
Q5. List 3 ingredients that are liquids.
Q6. Imagine Erjel Tabonares is demonstrating his recipe for Adobo on a cooking show on TV. With
a partner write a short script for what he would say for the first part of his presentation.
Suggested answers:
Q4. It is a dish that originated in the Philippines and is very popular.
Q5. Soy sauce, vinegar, cooking oil.
Q6. Be prepared for a variety of answers here – the main thing is that students change the
language and sentence structures to fit the different context.
[Teacher Notes: Feel free to skip Question 5 and focus on Questions 4 and 6 if you are running short of
time.]
Time: 5 minutes
40
Q1. The focus of the lesson was on learning about how information is presented in an
Instructional text. How has the lesson helped you to understand this?
Segue to the next lesson: “We will return to giving you more practice with texts that provide information
and extending it to other types of texts in future lessons.”
41
Features of Explanation Texts
Key Idea
Locating and interpreting information in explanation texts

• Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-d-
6 (Q1)
• Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11) (Q2)
• Use appropriate reading strategies for various text types (EN7RC-IV-b-10) (Q4)
• Summarize key information from a text (EN6OL-IVj-3.6) (Q2)

Time: 7 minutes
This week we have been learning about different types of expository texts – texts that give us
information. Here are some questions to check what you’ve learned. Write your answers on the
worksheet.
 Teacher reads out questions:
Q1. What’s the purpose of an information report?
Q2. What’s the purpose of an instructional (or procedural) text?
Q3. How are they different?
 Teacher asks students to volunteer answers and gives feedback, suggesting examples where
needed.
Suggested answers:
Q1. To give information about something.
Q2. To give instructions for how to do or make something.
Q3. They have different structures – instructional texts have steps in sequence that you follow;
information reports have a general to specific text pattern.
Time: 3 minutes
In this lesson, we are going to learn about another type of information text – explanations.
Explanations tell us how things work or why something happens. They can help us to understand the
cycles of nature or the causes and effects of various phenomena.
Earlier in the week we studied a graph which showed the rainfall patterns in the Philippines. Today we
are going to find out how rain happens.
Time: 5 minutes
 First, we are going to learn some words used in academic writing about rain and how it happens.
Let’s read them together.
Vocabulary
• phenomenon (an interesting fact or event that can be observed and studied)
42
• water vapor (water that is in the state of a gas, as it is found in the atmosphere).
• evaporation (water that is heated turns into water vapor)
• transpiration (loss of water through pores in the leaves of plants)
• condensation (water vapor cools and condenses into liquid droplets)
• precipitation (water droplets that grow heavy and fall to the earth as rain or snow)
• virga (rain that evaporates in dry it before it reaches the ground)
• atmosphere (the layers of gas that surround a planet)

Teacher writes each word on the board and asks class to volunteer answers and writes each
 Students match the words and definitions on their worksheets.
Time: 25 minutes
 Teacher reads the text, drawing attention to the words listed in Lesson Component 3. Students can
underline these words on their copy as the teacher reads.
 Teacher then asks students to study the diagram and look for the words from the list.
HOW DOES RAIN HAPPEN?
Rain is the primary source of fresh water for most areas of the world, providing suitable conditions
for diverse ecosystems, as well as water for hydroelectric power plants and crop irrigation.
The phenomenon of rain is actually part of the water cycle. The water cycle involves the sun
heating the Earth's surface water and causing the surface water to evaporate. The water vapor
rises into the Earth's atmosphere. The water in the atmosphere cools and condenses into liquid
droplets. The droplets grow until they are heavy and fall to the earth as precipitation which can be
in the form of rain or snow.
However, not all rain reaches the surface. Some evaporates while falling through dry air. This is
called virga, a phenomenon which is often seen in hot, dry desert regions.
Source: Public Domain https://freesvg.org/water-cycle-vector-illustration
43
 Teacher explains how the explanation text is structured. (Display text.)
Look at how the explanation text is structured. In the first paragraph we have some general
information about the phenomenon – rain. The body paragraph gives the explanation of how rain
happens. We call this the explanation sequence. The last paragraph adds another piece of interesting
information about what might happen to some rain in the water cycle.
 Teacher reads out the questions and models a strategy for locating information in the text and
diagram. Then asks students to write their answers on the Worksheet.
Here are some questions about the text. You are going to write your answers on the worksheet. But
first, let’s do the first one together. Think about where you can find the answer in the text and where
you can the find answer in the diagram.
Questions:
Q1. What is the scientific word for rain? (Where did you find your answer?)
Q2. What are two types of precipitation? Do you know of any other types?
Q3. What causes water from oceans, rivers, and trees to evaporate?
 Teacher samples answers from students to each question and gives feedback.
Suggested answers:
Q1. Precipitation
Q2. Rain and snow. (Also, prompt students to draw on prior knowledge for additional answers,
e.g., sleet, hail)
Q3. The sun heats the surface causing water it to evaporate.
Answer these questions on the worksheet, but let’s do the first one together. I am going to read the
text again slowly and as I do I want you to put your hand up to tell me whenever I mention an
example of multimedia and we will underline it in the text and write it in your Worksheet.
Questions:
Q4. What does the diagram show?
Q5. Why are there arrows on the image? What do they show? What is the sequence of the
processes in the cycle?
Q6. Write a short paragraph explaining how rain happens in your own words.
Suggested answers:
Q4. The water cycle. It shows how water from the ground goes through a cycle to become rain.
Q5. The arrows show the movement of water around the water cycle.
Q6. (Various answers are possible. Check that students start the paragraph with a general
statement or topic sentence followed by more detailed statements.)
44
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in Explanation
texts. How has the lesson helped you to understand this?
[Teacher Notes: If there is time, get students to write their answers on the Worksheet. However, if pressed
for time, you may want to do this section as a class discussion.]
Segue to the next lesson: We will return to giving you more practice with Explanation texts and extending
it to other types of texts in future lessons.
45
Comparing Information Texts
Key Idea
Comparing Information texts
• Q1: Use appropriate reading strategies to meet one’s purpose (EN7RC-IV-b-10)
• Q3: Cite evidence to support a general statement (EN7RC-IV-g-10.4)
• Q3: React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)

Time: 7 minutes
 This week we have been looking at texts whose main purpose is to give us information. We have
explored Expository texts, like the one on Multimedia which was an Information Report and
Explanations, like the one on the Water Cycle and Instructional texts, like the Recipe for Adobo.
Look at these titles for texts. Which ones do you think are for Information Report, Explanations or
Instructional texts? Give reasons for your answers. Write your answers on the Worksheet.
1. African Elephants (Answer: Information Report)

2. How To Change a Car Tire (Answer: Instructional)
3. Why Generation Z Loves Multimedia (Answer: Explanation)
4. Instructions For Setting Up a Television in Your Home (Answer: Instructional)
5. What Causes Volcanoes to Erupt? (Answer: Explanation)
6. Weather Patterns in The Philippines (Answer: Information Report)
7. What To Do If Your Smartphone Is Stolen (Answer: Instructional)

Time: 3 minutes
In this lesson, we are going to look at two texts, one that we read in Lesson 7 about Multimedia and a
new one called Why Generation Z Loves Multimedia to see how the same topic can be treated
differently depending on the purpose of the text.

Time: 5 minutes
 We have already read Multimedia and understand what it is about. We are going to look at a new
text in this lesson, Why Generation Z Loves Multimedia, and here are some words and expressions
from it that you may not know or may have forgotten. Let’s say each word together.
Vocabulary
• Generation Z (people aged between 11 and 26)
• Technology (anything to do with computers; machines that make work easier)
• digital natives (Let’s leave this one until I read the text and we will see if we can work it out
from its context and the other words that surround it)
• smart phones (a device that is a combination of telephone and computer that can access the
internet)
46
• addictive (something like a drug that takes a person over and stops them from living
normally)
• apps (an internet application designed to perform a specific function).
Time: 25 minutes
Component 4A Reading texts [5 minutes]
Text 1 Multimedia
Multimedia is a form of communication that combines different content forms integrated
together. Whenever text, audio, still images, animation, video, and interactivity are combined
together, the result is multimedia. Other terms that are sometimes used for multimedia include
hypermedia or rich media.
An example of multimedia is a web page with animation. Multimedia can be also an interactive
media such as video games and CDROMS. Slides for example are considered to be multimedia as
they combine text, images, sometimes video and other types.
Below is a list of various multimedia formats used in education.
• Text and Graphics – PowerPoint, diagrams, infographics, slideshow presentation
• Audio – Podcast
• Video – screen capture, lecture capture, talking head, animation, glass screen
• Others – webinar and online meeting, blogs, interactive content.
There are other multimedia formats used in business, entertainments, recreation, and the likes.
Multimedia plays an important role in our society. It enables us to keep up with the times
[Philippines Department of Education (nd). Multimedia. English 7 Q3 Week 1 (p.3).]
Text 2 Why Generation Z Loves Multimedia

Generation Z (or Gen Z) refers to people who are anywhere between 11 and 26 years old. They
are considered to spend more time in front of screens than any other generation in history. Why
is that so? There are at least four reasons.
Firstly, Gen Z are the first generation to have had technology, the internet, multimedia and social
media in existence all their lives. They do not know what a world without those things is like.
They are more naturally at home in front of a screen than with a book. As a result, the term
‘digital natives’ has been invented to describe them.
Secondly, it’s not just them. They are surrounded by adults whose lives are dominated by
computers for everything, including work, banking, travelling and shopping. They are surrounded
by people who are using their smart phones every chance they get.
Thirdly, schools require students to use computers, the internet and multimedia texts for
research, doing assessments and even examinations. GenZ gets the message that they need to
spend a lot of time on computers to be successful.
Fourthly, the technology world is attractive and addictive. For children growing up Apps and
Games are great ways to spend leisure time and usually much more fun than books. Multimedia
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texts are bigger, more colorful and have more things for people to do than books. Social media
means they can get messages from friends at any time of the day.
So, it is not hard to see why Gen Z love technology, is it?
[Adapted from text generated by ChatGPT Open AI. https://openai.com/chatgpt]
 Teacher reads both texts, drawing attention to the words listed in Component 3 and revising some of
the words from the Multimedia text.
Time: 10 minutes
 Teacher displays and reads questions.
Questions:
Q1. Is Why Generation Z Loves Multimedia an Information Report, an Explanation or an Instructional
text. Give reasons for your answer.
Q2. Put the term ‘digital natives’ in your own words.
Q3. From the Multimedia text, which aspects of multimedia do you think would most appeal to
GenZ?
Suggested answers:
Q1. Explanation.
Q2. People who were born after the internet and digital technologies were invented.
Q3. Be prepared for a variety of answers here but video games and Apps are likely to be popular.
Answer these questions on the worksheet, but let’s do the first one together. I am going to read the
first paragraph of each text we will look for similarities and differences. They both seem to start with
a definition – one of Multimedia and the other of Gen Z, but they end differently, don’t they? How
would you describe the difference?
Questions:
Q4. Look at the first paragraph of each text. In what ways are they similar? In what way are they
different?
Q5. From your reading of both texts, why do you think Education has adopted technology so
much? Base your answer on evidence from the texts.
Q6. From your reading of both texts, select one aspect of multimedia and technology that is most
important and write a short paragraph explaining your reasons.
Suggested answers:
Q4. Both define the topic of the rest of the text; the second one has a question that needs to be
explained while the first just finishes the definition.
Q5. Any of the following: because it’s popular with young people; because every generation after
Gen Z will also grow up in a world of technology; because it’s widely used outside education;
because children will need to be prepared for the world of work which is dominated by
computers.
Q6. Be prepared for a variety of answers here – which is very much, the point of the question.
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[Teacher Notes: Question 5 could be done as a class, giving more time for students to write a paragraph
(which could be done in pairs) and for the teacher to sample some of them.]
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in an Expository
text like an Information Report. How has the lesson helped you to understand this?
Segue to the next lesson: “We will return to giving you more practice with information-based texts in the
final lesson of the week.
REMINDER: Collect student worksheets to review and analyze students’ learning; focus on answers to Question 6
for quality and clarity of writing and understanding of the content.
49
Consolidation – Information Text Types
Key Idea
Using texts and images to inform

• Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-d-
6 (Q1)
• Summarize key information from a text (EN6OL-IVj-3.6) (Q2)
• Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11) (Q2)
• Use appropriate reading strategies for various text types (EN7RC-IV-b-10) (Q4)

Time: 7 minutes
This week we have been learning about different types of texts that give us information. Here are some
questions to check what you’ve learned. Write your answers on the worksheet.
Q1. What are some different types of information texts?
Q2. How are they similar?
 Teacher asks students to volunteer answers and gives feedback, suggesting examples where needed.
Suggested answers:
Q1. Information reports, Explanations, Instructional texts, graphs and diagrams.
Q2. They all present information that is factual. They sometimes include an image with the text.
information reports have a general to specific text pattern; explanations often start with a
general statement about a phenomenon followed by an explanation.
 Students write their answers on the worksheet.
Time: 3 minutes
In this lesson, we are going to bring together what we have learned about different information text
types. We are going to compare their structures and features.
Time: 5 minutes
 First, we are going to talk about some words from the text we need to understand. Let us read them
together.
Vocabulary
• linear text (written material consisting of words with no pictures, illustrations or images)
• non-linear text (material that uses visuals such as pictures, drawings or images to communicate
information)
• sequential pattern (paragraph that describe a series of events, steps, or a process in some sort of
order)
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• multiple reading paths (reading in linear, nonlinear or non-sequential way; the readers can
choose their own reading path)
• infographic (information + graphic - a representation of information using pictures and diagrams
designed to make the data easy to understand at a glance.
• chrysalis (a moth or butterfly at the stage of development when it is covered by a hard case)
 What do you think each word means.? Teacher writes each word on the board and asks class to
volunteer answers and writes each definition on the board.
 Students write a sentence using each word or term on their worksheets.
Time: 25 minutes
Text 1 Linear and Non-linear Texts
A linear text is any printed written material which has no pictures, illustrations or images. It
merely consists of words formed into sentences, paragraphs or stanzas. It is the kind of text we
read from left to right and top to bottom, following a sequential pattern. It often requires a lot
of time to get information from a linear text. Examples of linear texts include poems, short
stories, folktales, drama, diaries and newspaper articles.
On the other hand, non-linear text uses visuals such as pictures, drawings or images to
communicate information. The reader reads and analyzes the text using multiple reading paths.
Because non-linear texts use images, it is easier to find information quickly. Examples of non-
linear texts are graph, charts, tables, infographics, flowcharts, timelines, and diagrams.
[Philippines Department of Education (nd). Maximizing Linear and Non-Linear Texts. English 7 Quarter 2 Module 7
(p. 3).]
Text 2 ______________________
by Cyanocorax, 2020. https://openclipart.org/detail/322877/a-butterflys-lifecycle
Text 3 How to get information from a non-linear text

1. Read the title which gives the gist on what the non-linear text is about.
2. Analyze the data by examining the information and the labels thoroughly.
3. Examine the pictures, symbols, shapes or any image that tell information.
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4. Study the relationship of the information and images deeply.
5. Summarize the text’s message.
[Philippines Department of Education (nd). Maximizing Linear and Non-Linear Texts. English 7 Quarter 2 Module 7 (p. 3)]
 Teacher then asks students to study the texts and look for the words from the list.

 Teacher reads out the questions and asks students to write their answers on the Worksheet.
Questions:
Q1. What text types are Texts 1, 2 and 3?
Q2. What title would you give Text 2?
Q3. Which text is an example of a non-linear text? Give reasons for your answer.
1. Teacher samples answers from students to each question and gives feedback.
Suggested answers:
Q1. Text 1 – Information report; Text 2 – Explanation; Text 3 - Procedure
Q2. Life cycle of a butterfly; How a caterpillar turns into a butterfly
Q3. Text 2. It uses images to show the stages of a butterfly’s life cycle.
Answer these questions on the worksheet, but let’s do the first one together.
Q4. Which text has the same purpose as Text type A? Text type B? Text type C?
(Name the text type first and its state its purpose, then match the texts with the text type)
Q5. Why is it quicker to find information in a non-linear text?
Q6. Write a short explanation of the life cycle of the butterfly using the structure provided.
Suggested answers:
Q4. Text type A – Instructional text; give instructions for how to make or do something (Text 3); Text
type B – Explanation; explains how or why something happens (Text 2); Text type C –
Exposition/Information report; provides a systematic information about a topic (Text 1).
Q5. Visuals make it easier to find information because the reader can use multiple reading paths
rather than reading from left to right, top to bottom.
statement or topic sentence followed by an explanation sequence.)
Time: 5 minutes
Q1. The focus of the lesson was on the features of different types of information texts. How has
the lesson helped you to understand this?
[Teacher Notes: If there is time, get students to write their answers on the Worksheet so you have some
feedback on the effectiveness of the lesson and how they feel about their learning experience. However,
if pressed for time, you may want to do this section as a class discussion.]
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53
Persuasive Texts
Key Idea
Using language to persuade; selecting relevant points to support an argument

• Identify the genre, purpose, intended audience and features of various viewed texts (EN7VC-I-d-
6)
• Research a topic with support using two or three sources EN7VC-IV-c-15
• Cite evidence to support a general statement (EN7RC-IV-g- 10.4)

Time: 7 minutes
Last week we were learning about different types of information texts. Here are some questions to check
what you’ve learned. Write your answers on the worksheet.
Q1. What’s the purpose of an information report? Give an example.
Q2. What’s the purpose of an instructional (or procedural) text? Give an example.
Q3. What’s the purpose of an explanation? Give an example.
 Teacher asks students to volunteer answers and gives feedback, suggesting additional examples
where needed.
Suggested answers:
Q1. To give information about something. E.g., different kinds of dinosaurs …
Q2. To give instructions for how to do or make something. E.g., game instructions …
Q3. To explain how or why something happens. E.g., what causes earthquakes …
Time: 3 minutes
This week we are going to turn our attention to a different type of text – texts that use information
to persuade us to think or behave in certain ways.
Have you ever wondered why ads make you really want to buy or try something? How can you
convince someone to do something?
This week we are going to learn about how words are used to convince people to believe something,
or to persuade them to do take certain actions.
Time: 5 minutes
 Teacher introduces vocabulary for the lesson. First, we are going to read some words we’ll need for
this lesson. Let’s read them together.
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• sluggish (lacking energy or alertness)
• glucose (the main type of sugar in the blood and the major source of energy for the body's cells)
• mental performance (how well you use your thinking processes like knowing, learning,
understanding and remembering things)
• silog (Filipino breakfast dishes comprised of meat, garlic rice, and a fried egg)
• pan de sal (soft Filipino bread rolls made with flour, yeast, salt, sugar, and oil)
• ensaymada (Filipino brioche roll made with butter and topped with buttercream, sugar, and
grated cheese)
• arroz caldo (rice porridge made with boiled glutinous rice seasoned with garlic, ginger, and salt)
• champorado (a thick rice porridge made with boiled glutinous rice and chocolate)
• daily nutritional requirements (different foods you need each day to stay healthy)
 Students write the words and definitions on their worksheets.
Time: 25 minutes
 Here are three short texts excerpts on the topic of ‘Breakfast’. Teacher reads the texts out loud,
emphasizing the words listed in Lesson Component 3. Students underline these words on their copy
as the teacher reads.
Text 1
If you don’t have breakfast, you might find you feel a bit sluggish and struggle to focus on things.
This is because your brain hasn’t received the energy (glucose) it needs to get going. Studies
suggest that not having breakfast affects your mental performance, including your attention,
ability to concentrate and memory. This can make some tasks feel harder than they normally
would.
Source: https://www.betterhealth.vic.gov.au/health/healthyliving/breakfast
Text 2
I love Filipino breakfast food. Silog dishes like longsilog and tapsilog are among my favorite dishes to
eat in the Philippines. Not just for breakfast, but at any time of the day. Silog may be one of the most
well-known and delicious Filipino breakfast dishes, but if you prefer breads and pastries for breakfast,
then try pan de sal and ensaymada. If thick rice porridge meals are your jam, then you can tuck into a
bowl of arroz caldo or champorado. If you think breakfast is the most important meal of the day, then
be sure to try these delicious Filipino breakfasts on your next trip to the Philippines.
Source: https://www.willflyforfood.net/filipino-breakfast/
Text 3
Eating a good breakfast helps students:
• be more active
• be more creative
• have better hand-eye coordination
• have better problem-solving skills
• meet daily nutritional requirements
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• miss fewer days of school
Source: https://www.allinahealth.org/healthysetgo/thrive/rise-and-dine-the-importance-of-breakfast-for-kids
 Teacher then asks students to practice reading the texts in pairs.

 Teacher reads out the questions and models a strategy for locating the source of the information.
Here are some questions about the text. You are going to write your answers on the worksheet. But
first, let’s do the first one together. Think about where you can find the answer in the text.
Questions:
Q1. Where would you expect to read texts like these? (Look at the information in the URLs.)
Q2. Which text did you find most convincing? Why? (Think about the language the author has
used and give examples.)
Q3. What was the author’s main idea in each of the texts? (Choose the best title for each text.)
Suggested answers:
Q1. A government website; a medical news article; a food and travel blog.
Q2. Various answers are acceptable. Focus on the students’ reasons then discuss and extend
responses. E.g., Text 1 includes findings from studies to support the main idea; uses words
with negative meanings (sluggish, struggle, don’t, hasn’t, not having breakfast, harder). Text
2 uses ‘feel good’ words with positive emotion (‘love’, ‘favorite’, ‘delicious’). Text 3 gives lots
of reasons with positive effects (and words like ‘more’, ‘better’).
Q3. Text 1 – Breakfast boosts brainpower; Text 2 – Dishes you’ll want to wake up for in the
Philippines; Text 3 – The benefits of eating breakfast
Questions:
Q4. Many school students skip breakfast for different reasons. If you were to try and persuade
your friend that breakfast is important, what reasons would you give? Use information to
choose top three.
Q5. What points would you use to support your reasons?
Q6. If you are writing a persuasive text based on your reasons and supporting points, what would
your main argument (or thesis statement) be?
 Teacher samples answers from students to each question and provides feedback and further
guidance where needed.
Suggested answers:
Q4. (Various answers are possible. Check that students identify 3 reasons and find supporting
points or evidence to support the reasons.)
Q5. (As above – check that students can locate the points from the text/s.)
Q6. (The main argument is the thesis statement which reflects the student’s opinion on the topic.
E.g.)
Time: 5 minutes
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Q1. The focus of the lesson was on learning about how language is used in persuasive texts. How
has the lesson helped you to understand this?
57
Reading Argument Texts
Key Idea
Identifying the structure and features of an argument

• Identify the genre, purpose, intended audience and features of various viewed texts (EN7VC-I-d-6)
• Research a topic with support using two or three sources (EN7VC-IV-c-15)
• Express one’s beliefs/convictions based on a material viewed
• Use phrases, clauses, and sentences appropriately and meaningfully EN7G-II-a-1

Time: 7 minutes
This week we are learning about different types of persuasive texts. Here are some questions to check
what you’ve learned so far. Write your answers on the worksheet.
Q1. What’s the purpose of a persuasive text? Give an example.
Q2. What kind of language is used to persuade? Give an example.
Q3. What does an argument need to be persuasive?
where needed.
Suggested answers:
Q1. To convince someone to think or act in some way, e.g., ads persuade you to buy something;
an argument text.
Q2. Language with strong positive or negative emotion; reasons supported by facts or evidence.
Q3. Your opinion on an issue (thesis statement), reasons for your view; facts to support your
view. A concluding paragraph is often included to restate your position or point of view.

Time: 3 minutes
In this lesson, we are going to look more closely at one type of persuasive text. The sample text relies
on providing good reasons and facts to support a point of view. It appeals to reason rather than
emotions to persuade or convince someone. You are going to learn to recognize the features of a
good argument.

Time: 5 minutes
 Teacher introduces vocabulary for the lesson. First, we are going to read some words we will use in
• persuasive text (a text where the main purpose is to present a point of view and to persuade a
reader, e.g., argument, discussion, review, or advertisement)
• argument (a persuasive text type that argues one point of view)
58
• thesis statement (a sentence that states the main idea or an argument. It reflects the opinion
or judgment of the writer)
• claims (these are the reasons supporting the main argument)
• evidence (supporting points based on factual information to show a claim is true)
• metabolism (all the chemical processes going on inside your body that allow life and normal
functioning)
• nutrients (vitamins, minerals, protein, fats, water, and carbohydrates essential for body
function)
• macro-nutrients (nutrients we need in larger quantities that provide us with energy, i.e., fat,
protein and carbohydrate)
• cognitive function (mental processes such as learning, thinking, reasoning, remembering,
problem solving, decision making, and attention)
 Students write the words and definitions on their worksheets.
Time: 25 minutes
 Here is an argument text written by a Grade 7 student about ‘Breakfast’. Teacher reads the text out
loud. Students follow along and underline words they don’t know on their copy as the teacher reads.
 Teacher then asks students to practice reading the texts in pairs.
Breakfast is often said to be the most important meal of the day, and for good reason. Eating
breakfast provides a range of benefits that can positively impact your health and well-being.
First and foremost, breakfast jumpstarts your metabolism and helps you maintain a healthy
weight. When you skip breakfast, your body goes into conservation mode and slows down your
metabolism, which can lead to weight gain over time. Eating a balanced breakfast also helps you
avoid overeating later in the day.
Second, breakfast provides important nutrients that are essential for a healthy diet. By eating a
variety of foods at breakfast, you can ensure that you are getting a range of vitamins, minerals,
and macronutrients that are necessary for good health.
Furthermore, eating breakfast can also improve cognitive function and mood, as it helps to
stabilize blood sugar levels and provide energy for the brain. Children who eat breakfast regularly
have been shown to perform better in school and have improved behavior.
Overall, the benefits of eating breakfast are clear. It's a simple yet effective way to support your
overall health and well-being, so don't skip it!

 Teacher reads out the questions and models a strategy for locating the information in the text. Here
are some questions about the text. You are going to write your answers on the worksheet. But first,
let’s do the first one together. Think about where you can find the answer in the text.
Questions:
Q1. Which sentence is the thesis statement?
59
Q2. Is the thesis statement a fact or opinion?
Q3. What are the writer’s main claims? Where can you find these in the text?
Suggested answers:
Q1. “Eating breakfast provides a range of benefits that can positively impact your health and well-
being.”
Q2. The thesis statement is the opinion of the writer. It is not a fact.
Q3. Claim 1 – “breakfast jumpstarts your metabolism and helps you maintain a healthy weight”;
Claim 2 – “breakfast provides important nutrients that are essential for a healthy diet”; Claim
3 – “eating breakfast can also improve cognitive function and mood.”
Questions:
Q4. Look at each paragraph in the body of the argument. What words does the writer use to
introduce each new claim?
Q5. What supporting points are used to support each claim? List these in the table.
Q6. Are the supporting points fact or opinion? Give reasons for your answers.
Q7. What title would you give this argument text?
guidance where needed.
Suggested answers:
Q4. First and foremost ... ; Second …; Furthermore …
Q5. (Various answers possible – check students can locate points from the text.)
Q6. Facts; they are based on scientific information about of how the body works.
Q7. (Various answers possible).

Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is organized in an argument
text. How has the lesson helped you to understand this?
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Reading Persuasive Texts – Arguments
Key Idea
Reading Persuasive Texts – Arguments

Time: 7 minutes
 This week we have been learning about Persuasive texts – texts that give us an argument about some
important problem, issue or topic and present evidence for their side of the argument. In this lesson,
we are going to look at another Persuasive text and how it presents its argument.
Q1. What is the purpose of a Persuasive text?
Q2. Label the titles below as either Persuasive, Narrative or Expository text – there are 2 of each.
a. The Day We Went to the Zoo
b. Smoking Should be Banned in all Public Places
c. Everything, Everywhere, All at Once
d. How to make Chili Chicken
e. The Animals of Africa
f. Bullying in Schools Must Stop
Q3. How did you pick the two Persuasive texts from the list above?
Suggested answers:
Q1. To present a point of view about a topic with evidence that will persuade the reader or
viewer or listener that the argument is right.
Q2. a. Narrative (Recount)
b. Persuasive
c. Narrative
d. Expository
e. Expository
f. Persuasive
Q3. The titles are likely to lead to an argument supported by evidence that aims to convince the
reader.

Time: 3 minutes
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In this lesson, we are going to learn about another Persuasive text – one where the argument is
written from a personal point of view about a topic that is important to the writer. You may notice
that the language used will sometimes be more personal or subjective rather than objective or facts
based.

Time: 5 minutes
Vocabulary
Here are some words and expressions that we are going to meet in the text that we are going to
read. Let’s read them together (refer to Worksheet and read):
• definitely (without doubt)
• mature (grown up)
• responsibilities (duties, obligations)
• emergencies (urgent situations)
• sensible decisions (choices that a mature person would make)
• necessity, necessary (essential, vital) and unnecessary
 Now let’s go over what each word means. Teacher writes each word on the board and asks class to
volunteer answers and writes each definition on the board.
Time: 25 minutes
 Teacher reads the text, drawing attention to the words listed in Lesson Component 3.
Cell phones for Young Teenagers
In my Grade 7 class at school, we have been talking about whether we are old enough to have
our own cell phones for use outside school time. We know that we are not allowed to use cell
phones during class time. However, we strongly believe that we are mature enough and that we
definitely need a phone for safety, family, and after-school activities.
Most of us are now teenagers and many of us have family responsibilities that require us to take
care of younger brothers and sisters. As teenagers, we have learned how to be mature and make
sensible decisions. Therefore, we can be trusted to manage a cell phone.
Safety is very important to us. We need to be able to call our parents or police or teachers if we
are in danger. For that reason, a cell phone is a necessity.
Our parents need to be able to contact us quickly in case of emergencies, like car accidents, or
sickness or floods. Without a cell phone, there will be unnecessary delays that might lead to
deaths or injuries. So, that is another reason we need a cell phone.
We also need phones for after-school activities, like sport or an excursion, so that our parents
know when and where to meet us. Without a cell phone, we may have to wait in unsafe
conditions while our parents try to contact and find us.
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For all these reasons, it is easy to see why young teenagers should be allowed to have cell phones
for use outside of school hours.

 Teacher displays questions. Answer these questions on the worksheet.
Questions:
Q1. Why does the writer say that Grade 7 students can be ‘trusted’ with their own cell phones?
Q2. List the main points that are given to support the argument that Grade 7 students should
have cell phones.
Q3. Give each paragraph a heading that describes what it is about.
Suggested answers:
Q1. Grade 7 students are teenagers with responsibilities to care for other family members.
Q2. Maturity, safety, family and after-school activities.
Q3. Paragraph 1: Statement of position and main points
Paragraph 2: Main point 1 – maturity
Paragraph 3: Main point 2 – safety
Paragraph 4: Main point 3 – emergencies
Paragraph 5: Main point 5 – after school activities
Paragraph 6: Conclusion – position re-stated.

Let’s do Q4 together. I’m going to read the final sentences of these paragraphs and let’s see what
they have in common. Paragraph 2 say, “Therefore, we can be trusted to manage a cell phone.”
Paragraph 3 also says that a cell phone for Grade 7 students is a good idea, “For that reason, a cell
phone is a necessity.” It looks like each paragraph ends with the writer re-stating the argument and
trying to show that the evidence given in the early part of the paragraph proves the point. Let’s see if
the other paragraphs finish the same way. Now write the answer in your Worksheet. Then answer
questions 5 and 6 on the worksheet.
Questions:
Q4. What do you notice about the final sentences of paragraphs 2-5?
Q5. Which point in their argument do you think is the best? Give a reason for your answer.
Q6. Imagine that this text is given to your Grade 7 class. Write your reply to this class, either
agreeing with them and giving a reason OR disagreeing with them and giving a reason.
 Teacher samples answers from students to questions 5 and 6.
Suggested answers:
Q4. They all return to the argument position – that Grade 7 students need cell phones.
Q5. Be prepared for a variety of answers here – the main thing is the reason given.
Q6. Be prepared for a variety of answers here – again the main thing is the reason given.
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in a Persuasive text
that is written from a personal point of view. How has the lesson helped you to understand this?
63
Segue to the next lesson: We will return to giving you more practice with Persuasive texts in the next
lessons.
64
Reading Persuasive Texts – Discussions
Key Idea

Time: 7 minutes
 This week we have been learning about different types of persuasive texts – texts that give us an
argument about some important problem, issue or topic and present evidence for their side of the
argument. Here are some questions to check what you’ve learned. Write your answers on the
worksheet.
Q1. How do persuasive texts begin?
Q2. What happens in the middle of a persuasive text?
Q3. How do they end?
Suggested answers:
Q1. Statement of opinion about the topic and the main points that support that opinion.
Q2. Each point from the opening paragraph is presented in turn with supporting evidence.
Q3. A final statement of opinion, usually with the strongest piece of evidence.

Time: 3 minutes
 In this lesson, we are going to learn about another type of Persuasive text – one where both sides of
an argument are presented – this type of Persuasive text is sometimes called a Discussion.
 Like other types of Persuasive texts, it generally starts with statement of the topic. It then has
paragraphs presenting the arguments for one side (‘For”) and then paragraphs presenting the
arguments for the other side (‘Against). Sometimes there is a concluding statement if the author
wishes to take one side over the other, but generally they try to be objective/impartial/neutral about
the topic as their main purpose is to give both sides and let the readers make up their minds.
Time: 5 minutes
Vocabulary
 Here are some words and expressions that we are going to meet in the text that we are going to
read. Let’s read them together. (Refer to Worksheet and read.):
• discipline - either control over behavior by teachers OR a school ‘discipline’ is a subject
like English or Mathematics.
• excessive focus – too much attention is being given
• social skills – general skills important in all subjects and also outside school
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• practical – useful skills that need to be used in the everyday world
• culture – the values, art and beliefs of a country or group of people
• the most commonly spoken language – more people speak English than any other
language in the world.
definition on the board. Now let’s go over what each word means.
Time: 25 minutes
 Teacher reads the text out loud, drawing attention to the words listed in Lesson Component 3.
[Teacher Notes: If the class has some fluent English speakers and readers, you could assign each of the
speakers in the text to individual class members.]
A Good School
A group of Grade 7 students were discussing what they thought about school.
Hannah: In my opinion, the good school is the one that makes a balance between discipline and
fun.
Allan: I completely agree with you, Hannah. Too much focus on the discipline can make a
school like a prison, and excessive focus on fun makes it a park rather than a school. So,
balance is beter.
Paul: I‘m sorry to say this, but I totally disagree with you. What is the point of fun in a school?
In my mind, the good school is the one where you don‘t have to study such useless
subjects as English language. A good school is one that teaches you what you need to
know to get a good job.
Allan: I don‘t agree with you, Paul. I think English language is very important nowadays.
Schools need to be about more than just ge�ng a job – they need to teach you other
things like social skills, computers and technology, how to get on with people, not just
here at home but in other countries as well. This is where English language comes in.
Hannah: You are right Allan. There is no good school today that doesn‘t teach English language. It
is the most commonly spoken language in the world.
Juanita: I agree with Paul. We need to learn prac�cal things at school and about our own country
and culture rather than other places. What is the point of knowing about other
countries when we live here?
Frida: You’ve all made some good points about school – I think I agree with all of you!
[Unay, M. C. (nd). A Good School. Expressing Beliefs, Grade 7, Quarter 3 Module 4). Philippines Dept of Educa�on.]

 Teacher displays questions. Answer these questions on the worksheet.
Questions:
Q1. What do Hannah and Allan mean by ‘balance’?
Q2. What arguments are given for and against the teaching of English Language?
Q3. How can you tell that this group are trying to be polite to each other even though they
disagree?
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Suggested answers:
Q1. A school that has good behavior from its students but where students enjoy what they do at
school.
Q2. For: it is the most commonly spoken language in the world; it will allow us to learn about
other countries; good schools teach it. Against: it does not help to get a job; we should be
learning our own language and about our own country and culture first before we learn
about other countries.
Q3. The use of expressions like “I don’t agree with you”, “I agree with you”; “I’m sorry to say
this”; “I see what you mean”.

 Teacher reads out each question and asks students to write their answers on the Worksheet. Answer
these questions on the worksheet.
Questions:
Q4. What do Paul and Juanita agree on about what makes a good school?
Q5. Allan compares a school with too much discipline as a’ prison ‘and too much fun as a ’park.’
How are these 2 comparisons appropriate for his argument?
Q6. Turn this conversation into a written text entitled’ Should English Language be taught in
schools?’ You will see on the Worksheet that some of it has been done for you.
Suggested answers:
Q4. Schools should be about their own country first and should be practical.
Q5. A ‘prison’ suggests a place without any freedom and a ’park’ suggests a place where nothing
is serious, just play.
Q6. The main thing here is that students give the arguments from the text that are summarized in
the answer for Q2.
[Teacher Notes: Feel free to do Q4 as a whole class to give more time for Q5 and Q6.]
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in a Persuasive text that
presents both sides of an argument. How has the lesson helped you to understand this?
[Teacher Notes: It would be worthwhile to do this by getting students to write on the Worksheet, so you have
some feedback on the effectiveness of the lesson and how they feel about their learning experience. However, if
pressed for time, you may want to do this section as a class discussion.]
Segue to the next lesson: We will return to giving you more practice with Persuasive texts in the next two lessons.
REMINDER: Collect student worksheets to review and analyze students’ learning; focus on answers to Question 7
for quality and clarity of writing and understanding of the content.
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Comparing Persuasive Texts
Key Idea
Comparing different types of persuasive texts

Time: 7 minutes
 This week we have been looking at texts whose main purpose is to persuade us about something. We
have explored Persuasive texts, like the ones about the importance of breakfast, whether teenagers
should have cell phones and the features of a good school.
Look at the list below.
Some are examples of persuasive texts, some are expository, and some might be either.
Can you tell the difference? Label them as correctly as you can on the Worksheet.
Give reasons for your answers.
1.A newspaper editorial saying that electricity prices must come down. (Answer: Persuasive)
2.A TV news report on the effect of Cyclone Gerald (Answer: Expository)
3.An advertisement for McDonalds on TV (Answer: Persuasive)
4.An email from a friend telling you about a party that’s coming up in your street on the
weekend and saying that you should go it (Answer: Expository in giving information about the
party and Persuasive in trying to persuade you to go)
5. A Facebook page for members of your local community (Answer: Expository)
Time: 3 minutes
In this lesson, we are going to look at two texts, one that we read in Lesson 2 about Why Breakfast is
Important and a new one called Breakfast for Busy People, which lists breakfast foods chosen by
people in 5 different occupations to see how texts on similar topics can be used to support and
improve each other.
Time: 5 minutes
 We have already read the text from Lesson 2 and understand what it is about. We are going to look
at a new text in this lesson, Breakfast for Busy People. Here are some words and expressions from the
text that you may not know or may have forgotten. Let’s say each word together.
Vocabulary
• nutritious (foods that are good for maintaining health and energy)
• nutrients (things that are in foods that are good for maintaining health and energy)
• optimal performance (Let’s leave this one until I read the text and we will see if we can work it
out from its context and the other words that surround it)
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• smoothie (a healthy milk drink that includes fruit and/or vegetables)
• omelet (a meal based on cooking beaten eggs in a pan and adding other types of food like
cheese)
• burrito (a Mexican dish with a tortilla wrapped around various ingredients))
• yogurt (a creamy, milk-based food).
Time: 25 minutes
Component 4A Reading texts [5 minutes]
 Teacher displays Text 1, reads the title and Introduction, then the breakfast foods in the Table,
drawing attention to the words listed in Component 3, especially optimal performance.
 We are going to look at a table of information about what people in various occupations eat for
breakfast. It is NOT a Persuasive Text, but it is an example of a non-linear text which we learned
about in Week 2. Do you remember what a non-linear text is?
 Let’s look at the term ‘optimal performance’. ‘Performance’ is easy – it means what someone does.
‘Optimal’ though – what could that mean? Let’s look at the words around it – there are foods that are
designed to give energy – energy generally leads to good performance so I’m thinking that ‘optimal’
must good or even, very good, a performance as good as it could be.
Text 1
Breakfast for Busy People
No matter who you are, it's important to have a balanced and nutritious breakfast to fuel your
body for the physical demands of whatever you are doing, whether it is work or sport. Here are
the most popular breakfast foods that provide the energy and nutrients needed for optimal
performance in five different fields.
Breakfast Basket IT Boxer Farmer Truck driver
baller worker
Cereal, oats or oatmeal with fruit and Y Y Y Y Y
nuts
Avocado toast with egg Y Y Y Y Y
Breakfast sandwich with turkey, Y
cheese, and vegetables
Smoothie with protein powder and Y Y Y Y
fruit or vegetables:
Breakfast burrito with beans and Y Y Y
vegetables
Vegetable and cheese omelet: Y Y Y
Greek yogurt with fruit and nuts Y Y Y
Whole grain toast with nut butter Y
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Questions:
Q1. What is the least popular food for breakfast for all groups?
Q2. . List the 3 most popular breakfast foods.
Q3. Answer True or False or Don’t Know based on the information in the Table:
(a) People love avocados.
(b) Farmers have a more varied diet for breakfast than people in other occupations.
(c) Most people find toast for breakfast to be boring.
Suggested answers:
Q1. Breakfast sandwich with turkey, cheese, and vegetables
Q2. Cereal, oats or oatmeal with fruit and nuts; Avocado toast with egg; Smoothie with protein
powder and fruit or vegetables
Q3. True; False; True or Don’t Know
 Teacher reads Text 2 and reminds students of vocabulary from Lesson 2.
Vocabulary
• metabolism
• nutrients
• macro-nutrients
• cognitive function
Text 2
Don’t Skip Breakfast
Breakfast is often said to be the most important meal of the day, and for good reason. Eating
breakfast provides a range of benefits that can positively impact your health and well-being.
First and foremost, breakfast jumpstarts your metabolism and helps you maintain a healthy weight.
When you skip breakfast, your body goes into conservation mode and slows down your metabolism,
which can lead to weight gain over time. Eating a balanced breakfast also helps you avoid overeating
later in the day.
Second, breakfast provides important nutrients that are essential for a healthy diet. By consuming a
variety of foods at breakfast, you can ensure that you are getting a range of vitamins, minerals, and
macronutrients that are necessary for good health.
Furthermore, eating breakfast can also improve cognitive function and mood, as it helps to stabilize
blood sugar levels and provide energy for the brain. Children who eat breakfast regularly have been
shown to perform better in school and have improved behavior.
Overall, the benefits of eating breakfast are clear. It's a simple yet effective way to support your
overall health and well-being, so don't skip it!
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 Answer these questions in the workbook.
Questions:
Q4. How does the information in the table support the argument in Text 2 that “Breakfast is
often said to be the most important meal of the day, and for good reason”?
Q5. How should a café owner use the information in both texts in (a) the menu and (b)
advertising?
Q6. In pairs, design a poster for a café owner who wants to take advantage of the information in
both texts.
Suggested answers:
Q4. It shows how people from different occupations make sure they have breakfast and have a
variety of substantial things to eat.
Q5. The café’s breakfast menu should be adjusted to include as many of the most popular
breakfast dishes as possible; advertising should focus on the revised menu as having the most
popular dishes for these groups of people.
Q6. While the point of the question is to get students to include relevant information from the
texts and turn it into a persuasive text, there will be a creative visual element too.
[Teacher Notes: Questions 4 and 5 could be done as a class, giving more time for students to design the
poster. Get students to display their posters and look at others. Give feedback. Possibly, if there is time,
get class to vote on the best poster].
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in an Expository
text like an Information Report. How has the lesson helped you to understand this?
Segue to the next lesson: We will return to giving you more practice with persuasive texts in the final
lesson of the week.
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Consolidation – Features of Persuasive Texts
Key Idea
The features of persuasive texts

• Identify the genre, purpose, intended audience and features of various viewed texts (EN7VC-I-d-
6)

Time: 7 minutes
This week we have been learning about different types of persuasive texts. Here are some questions to
check what you’ve learned so far. Write your answers on the worksheet.
Q1. What are some different types of persuasive texts? Give some examples.
Q2. How are they similar?
where needed.
Suggested answers:
Q1. Arguments, discussions, advertisements, e.g., opinion pieces, debates, etc.
Q2. They all aim to persuade people to think or act in various ways; use language that appeals to
strong positive or negative emotion; or use language that appeals to reason and logic
supported by facts or evidence.
Q3. Arguments and ads present one point of view; discussions put forward more than one view
on an issue.
Time: 3 minutes
In this lesson, we are going to bring together what we have learned about different persuasive text
types. We are going to compare their structures and features and apply what we know to new texts.
Time: 5 minutes
 Teacher introduces vocabulary for the lesson. First, we are going to review some words we use to
talk about persuasive texts. Let’s read them together.
Vocabulary
• persuasive text (a text where the main purpose is to present a point of view and to convince a
reader to agree with it, e.g., argument, discussion, review, or advertisement)
• advertisement (a text, usually multimodal with images, video, music, speech, that aims to sell you
something)
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• argument (a persuasive text type that argues one point of view)
• thesis statement (a sentence that states the main idea or an argument. It reflects the opinion or
judgment of the writer)
• claims (these are the reasons supporting the main argument)
• evidence (supporting points based on factual information to show a claim is true)
• discussion (persuasive text which presents more than one view on an issue)
 Teacher writes each word on the board and asks class to volunteer answers. Teacher provides any
corrective feedback that is needed. Now it’s your turn to write the meanings in your own words on
the Worksheet.
 Students write the words and their own definitions on their worksheets.
Time: 25 minutes
 Here are some lines from a persuasive text you might be familiar with. Teacher reads the text out
loud. Students follow along and underline words they do not know as the teacher reads.
Text 1: Jollibee Chickenjoy: Joy & Pride of the Philippines
It’s Crispylicious skin makes people from different parts of the world happy
With this Juicylicious fried chicken, conversations become even juicier!
But the best part about Chickenjoy?
It’s the smile on our faces from the moment we take our first bite up to the last.
The Chickenjoy you are holding now is something a lot of people are craving to try.
It’s a must for foreign tourists and the one thing our loved ones miss when they’re overseas.
The name every Filipino calls for – Chickenjoy! – our best tasting fried chicken.
[YouTube (2021). Jollibee Chickenjoy: Joy & Pride of the Philippines (Subtitles). https://youtu.be/LOb0asSdKbQ]
 Here is an opening paragraph from another persuasive text. Teacher reads the text out loud.
Students follow along and underline words they don’t know as the teacher reads. Review any words
that are causing difficulty.
Text 2 (opening paragraph)
Climate change is a big problem that we need to take seriously. Scientists agree that human activities,
like burning fossil fuels and cutting down forests, are making the Earth's climate change in a bad way.
This is causing a lot of problems for us and for our planet.
 Here is a body paragraph from another persuasive text. Teacher reads the text out loud. Students
follow along and underline words they don’t know on their copy as the teacher reads. Review any
words that are difficult.
Text 3 (body paragraph)
Eating breakfast improves your cognitive function. Studies show that individuals who eat breakfast
tend to have better memory, attention span, and problem-solving skills. Starting the day with a
nutritious meal boosts cognitive performance, making you more alert and focused.
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 Teacher reads out the questions and asks students to write their answers on the Worksheet. We are
going to discuss the first two questions together, then you are going to write your answers on the
worksheet.
Questions:
Q1. What kind of persuasive texts are Texts 1, 2 and 3?
Q2. For each text, what is the writer’s opinion or main argument?
Q3. Is there any evidence to support the opinions? Give examples from the text.
Suggested answers:
Q1. Text 1 – advertisement; Text 2 –argument; Text 3 – argument
Q2. Text 1 – Jollibee fried chicken makes people happy and Filipinos proud; Text 2 – Climate change
is being caused by human activities and is a serious problem for the world; Text 3 – Eating
breakfast improves cognitive function.
Q3. Text 1 – There’s no factual evidence; “It’s the smile on our faces” might be seen as happiness and
joy.
Text 2 – This is the opening paragraph of an argument text. The evidence to support the claims
hasn’t been presented yet. We can predict that scientific evidence will be used to support the
arguments from the statement: “Scientists agree that human activities, like burning fossil fuels
and cutting down forests, are making the Earth's climate change in a bad way.”
Text 3 – The general claim “Eating breakfast improves your cognitive function” is followed by
specific findings from studies – “better memory, attention span, and problem-solving skills”.
Questions:
Q4. How is emotive language is used in advertisements to get people to buy something? Give
examples from the Text 1.
Q5. a. Text 2 is the opening paragraph of an argument text. The opening paragraph gives the
opinion of the writer. We call this the ‘Thesis Statement’. What will the next few parts in an
argument text contain?
b. How is this different from a discussion text?
Q6. What kinds of persuasive texts do you find most convincing? Give examples and your
reasons why.
guidance and discussion where needed.
Suggested answers:
Q4. Words that convey strong feelings or emotions that make you feel good are often used in
advertising. E.g., Joy, happiness, and pride are strong positive emotions carried in words like
“pride, joy, happy, smiles, every Filipino”; this is done to associate positive feelings with the
product advertisers are wanting to sell, e.g., the ad creates new words which combine
positive sensations and feelings with something about the chicken, e.g., delicious becomes
Crispylicious, Juicylicious; chicken becomes ChickenJoy.
Q5. a. The structure of an argument includes: Introduction -the writer’s opinion is presented in a
Thesis Statement; Body paragraph – each paragraph presents a general statement about a
reason/argument/claim followed by specific facts or evidence to support each claim;
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Conclusion – this often restates the writer’s opinion/main argument/ thesis after considering
the evidence.
b. A discussion text considers more than one view on an issue or topic of concern while an
argument presents only one view.
Q6. What kinds of persuasive texts do you find most convincing? Give examples and your reasons
why.
Time: 5 minutes
Q1. The focus of the lesson was on learning about what you know about persuasive texts. How
has the lesson helped you to understand this?
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Key Idea

(EN7LT-III-b-5)

Time: 7 minutes
 Teacher talk (in italics):
Over the past few weeks, we have talked about different types of texts. We learned that they are
called Narrative, Expository, Explanation, Recount or Persuasive texts.
[These text types are specified in the K-12 Curriculum Guide English, p. 162.]
 Here are some tasks to help you recall what you know about narratives.
Questions:
Q1. Write down one thing you know about narratives on your Worksheet.
Q2. With a partner, discuss your answer and together write down 3 more things you know about
narratives.
Q3. There are many different categories of narratives – one of them is fantasy. Can you think of 3
more?
Suggested Answers:
Q1 and Q2.
• They are entertaining.
• They are fiction – they did not really happen.
• They may be set in the past, present or the future.
• They have characters who may be people but are sometimes animals who have human
abilities – e.g., they talk and think.
• They tell what happens to the characters.
• They have a moral or a message or themes.
• They tell us how to behave properly.
Q3. Horror, science fiction, graphic novels-comics, romance fiction, fairy tales/folk tales/legends,
crime, thrillers, adventure…
 Teacher elicits responses for Questions 1 and 2 from students orally before giving class 3 minutes to
write answers for Question 3.
[Teacher Notes: This lesson opening is designed to activate prior knowledge and will give you an
indication of level of student understanding about text types and narratives in particular. Use scaffold
questions to focus on beginning-middle-end structure – some technical terms are covered later in the
lesson.]
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Component 2: Lesson Purpose of the lesson
Time: 3 minutes
Teacher states the purpose/focus of the lesson is to practice using strategies they have learned for
reading narratives that they may not have seen before.
In this lesson, we are going to read a narrative that has animals as the characters. The story has a
message that teaches us about life. This type of narrative is called a fable. Do you know any fables? I am
going to ask you about what happened to the characters. We are going to practice some strategies for
reading narratives by looking at this story in detail.
[Teacher Note: Emphasize that the lesson will give them more practice in what to look out for or what
the important things are when they read narrative texts they have never read before.]
Time: 5 minutes
 Teacher introduces the vocabulary for the lesson; read the words out loud and invite students to say
what the words mean if they know them. What do these words mean? Let’s practice these words.
Say them and their meanings after me. Look at their spelling.
• fable (an imaginary short story that tells a moral truth, often using animals as characters)
• boastful (too proud)
• drought (a long period with very low rainfall, leading to a shortage of water)
• rival; rivalry (someone you compete against; competition)
• agility (power to move quickly and easily)
• inseparable (very close; together all the time)
• wisdom (experience, knowledge, and good judgment)
• humility (being humble, lack of pride)
• cooperation (working together with the same purpose)
 Write definitions on the board and ask students to write the meanings on the Worksheet.
 Teacher asks students to work in pairs to choose three words to use in a sentence. Now, with your
partner, take turns to choose three words from the list and use them in a sentence.
Time: 25 minutes total
Component 4A Reading the Text [5 minutes]
 Teacher displays the narrative, The Cow and Carabao, and asks if anyone has read or heard of this
story before? If so, teacher tells students to listen to the reading and see if this version is the same as
the one they have heard.
 Teacher reads the text out loud.
 Students mark on their copy of the narrative the words they don’t know.
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The Cow and the Carabao
Long ago, both the cow and the carabao were proud and boastful creatures.
One day, a severe drought struck the land, causing a shortage of water and food for all the
animals. The cow and the carabao, who were once rivals, found themselves suffering together.
They realized that their pride and rivalry had only caused them harm.
In their time of need, the cow and the carabao set aside their differences and decided to work
together. The cow used its agility to search for water sources, while the carabao used its
strength to dig wells. Together, they managed to find water and ensure the survival of all the
animals.
From that day forward, the cow and the carabao became inseparable friends. They were
respected by all the creatures of the land for their wisdom, humility, and cooperation.
 Teacher Input: First, we are going to identify the different parts of the Narrative. A narrative usually
has three parts: a beginning, middle and end.
• In the beginning, we can find answers to the questions, “Who is the story about (characters)?
Where and when does the story take place (setting)?
• The middle part is where a problem occurs or something happens to disrupt or confuse the
situation (a “crisis”) and leads to a sequence of events that lead to a “climax”, a big event.
• The end is where the problem is solved, or the action comes to an end – a resolution.
 Teacher provides 3 questions on Worksheet and asks students to identify answers and mark on the
text where they got their answers from as teacher re-reads the text.
Q2. What event sets the action going/causes the problem? What is the problem?
Q3. How was the problem resolved?
 Students individually write the answers to each question and their reasons for their answers on their
Worksheets.
Sample answers
Q1. Cow; carabao
Q2. A severe drought; a shortage of water and food for all the animals.
Q3. The cow and carabao put aside their differences and worked together to find water and save all
the animals.
 Teacher leads discussion of answers with a focus on matching each question to the relevant stage of
a narrative (Q1 = Stage 1 Setting; Q2 = Stage 2 Crisis; Q3 = Resolution) and on evidence from text.
Link Questions to stages of a narrative and terms: ‘crisis’, ‘climax’ and ‘resolution’.
 Teacher displays questions on Worksheet.
 Teacher: Sometimes you will get questions which require you to find clues in a number of different
places in the text. Sometimes you will have to ‘read between the lines’ or to work out what the
author’s message is when it is not obviously stated in words. Other times, you will have to connect
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what you learn from the story with your own experiences. The main thing here is to have a reason for
your answers – that is, something in the text that has given you the clues you need for your answer.
Questions
Q5. What words would you use to describe the characters? Find words from the text to support
your answer.
Q6. What is the moral or lesson of the story?
Q7. Can you think of a time when you had to cooperate with others to solve a problem or crisis?
Describe what happened, what you did, why you did it, and how you felt.
 Students work in pairs or individually and write answers on their Worksheets.
 Teacher leads discussion of student responses with a focus on their reasons and/or evidence from
the text.
Suggested answers:
Q5. “Cow: proud, boastful, agile; Carabao: proud, boastful, strong; they both became wise,
humble, and cooperative.
Q6. The fable is a lesson about the importance of humility and cooperation in times of adversity.
It teaches us that by setting aside our differences and working together, we can overcome
challenges and achieve great things.
Q7. Be prepared for a variety of answers. Students’ responses will reflect their personal
experiences. When sampling answers, try to draw out students’ reasons.
Time: 5 minutes
Q1. The focus of the lesson was on learning about how narratives work. How has the lesson helped
you to understand this?
with reading and interpreting it.
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Locating Information in Narratives
Key Idea
Locating information in Narratives

The learner will:
etc.) EN7RC-IV-b-10
(EN7LT-III-b-5)
(EN7LT-III-b-5)

Time: 7 minutes
orally before giving class three minutes to write their answers on the worksheet. Suggested answers
are provided below.
In our last lesson, we read a story about a cow and a carabao. It was a fable, which is a short story
intended to teach a lesson about life. Fables are a type of narrative, so they have the same main
parts.
Q1. How do narratives usually start?
Q2. What happens in the middle part of the narrative?
Q3. How do narratives usually end?
 Students record their answers and match the narrative stages with their functions on the Student
Worksheet.
 Teacher checks the answers by involving the students [~5 minutes]
Suggested answers:
Q1. At the start of a narrative, the characters are introduced, and the setting tells us where and
when the story takes place.
Q2. In the middle part of the narrative, a sequence of events leads to a problem or crisis.
Q3. Narratives usually end with a Resolution, where the problem or crisis is resolved. Sometimes
there is Coda as well, which states the moral to the story.
Component 2: Lesson Purpose
Time: 3 minutes
Teacher briefly states the purpose or focus of the lesson and makes explicit the learning goal for
students.
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In this lesson, we are going to read another narrative with a lesson to be learned. The story is based
on an old legend from the Philippines.
You are going to learn some strategies help you find out what happened and why it happened by
reading the story very closely
Time: 10 minutes
 Teacher displays the list of words on the board, reads each word aloud, and elicits student talk
about what each word means before moving onto the next word.
Here are some words and phrases from the story we are going to read. Let’s read them together.
What does each word mean?
• legend (a story from ancient times, not always true, that people tell about a famous event or
person)
• strong-willed (determined to do what one wants)
• heroine (a hero who is female)
• captivating (charming, attractive)
• suitor (a man who seeks to marry a particular woman)
• mortally wounded (died from injuries)
• eternity (endless time, forever)
• eruption (an explosion of steam and lava from a volcano)
• engulfed (completely surrounded)
• entwined (twisted together, unable to be separated)
• symmetrical cone (a perfect triangle-shaped volcano)
 Some of the phrases from the story are idioms - they are expressions that cannot be understood
simply by looking at the meaning of the individual words in the phrase.
• consumed by grief (feeling deep sorrow)
• sought her hand… (requested permission to marry, from their father or family)
• only had eyes for… (to be interested in or attracted to only one person)
• twist of fate (an unfortunate, often ironic turn of events)
 Teacher instructs students to practice reading the words with a partner and to complete the
worksheet. Now it’s your turn. Take turns reading the words out loud with a partner and match the
words with the meanings on the worksheet.
 Then with your partner, take turns to choose three words from the list and put each word in a
sentence.
[Teacher note: An idiom is an expression or phrase that typically presents a figurative, non-literal
meaning of its words.]
Time: 25 minutes
Component 4A Reading the Text [5 mins]
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 Teacher displays the narrative, The Legend of Mayon Volcano, and asks if anyone has read or heard
of this story before? If so, teacher tells students to listen to the reading and see if this version is the
same as the one they have heard.
 Teacher reads text aloud to the class. Students listen and follow along and highlight or underline any
words they don’t know. [Discuss any unknown words after reading].
The Legend of Magayon

According to legend, the Mayon Volcano in the Philippines is named after the beautiful and
strong-willed heroine, Daragang Magayon.
Daragang Magayon was a young princess known for her captivating beauty and kind heart.
Many suitors sought her hand in marriage, but she only had eyes for the brave warrior named
Panganoron. Their love was deep and true, but tragedy struck when a jealous suitor, Pagtuga,
plotted against them.
In a fierce battle, Panganoron was mortally wounded. Upon hearing the news, Daragang
Magayon was consumed by grief. She climbed the highest peak of the region and, holding
Panganoron's lifeless body, declared that they would be together for eternity. In a tragic twist of
fate, a massive eruption engulfed them, and they were forever entwined.
The legend says that the graceful shape of the Mayon Volcano represents the undying love and
beauty of Daragang Magayon. Its symmetrical cone is seen as a symbol of her eternal devotion
to Panganoron. The local people believe that the eruptions and volcanic activity are the
expressions of Daragang Magayon's undying love and sorrow.
Component 4B Questions [10 mins]

 Teacher displays the questions on the board. Teacher models how to identify key words in the
questions.
Here are some questions about the story. Read each question carefully. What information do we
need to find to answer the question? Can you find the answers in the text?
Questions
Q2. What event and/or character sets the action going/causes the problem?
Q3. How does the story end?
 Students locate and underline relevant information in the text then answer each question on the
worksheet.
Suggested answers:
Q1. Daragang Magayon (the princess), Panganoron (the brave warrior), Pagtuga (the jealous
suitor)
Q2. Pagtuga was jealous of Panganoron and killed him in a battle.
Q3. The volcano erupted and united them both in death.
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 Teacher displays the questions on the board. Teacher models how to locate information to answer
the questions. Where can we find the answer? Is it here in the words? Is it hidden in the text? Is it in
your head?
Questions
Q4. Daragang Magayon is described as “strong-willed”. Do you agree? Give reasons.
Q5. The story ends with “a tragic twist of fate”. What does this mean? What is the moral/lesson
of the story?
Q6. Think about this statement: “The character of Magayon portrays a gender stereotype that is
no longer relevant to modern society.” Do you agree? Find words from the text to support
your answer.
Suggested answers:
Q4. “Magayon is strong-willed because of her love and devotion to Panganoron even in death.
Her determination enabled her to carry his body to the highest peak to declare their eternal
bond.
Q5. The legend serves as a reminder of the power of love and symbolizes the enduring spirit of
the Filipino people.
Q6. Be prepared for a variety of answers here as below:
• “I agree. E.g., Being young, beautiful and eternally devoted to one man is an outdated,
unrealistic, and impractical ideal which places too much emphasis on youth and appearance
of women and ignores other qualities such as resilience, experience, and wisdom.”
• “I disagree. E.g., Being strong, beautiful, kind, loving, and devoted are qualities that are still
valued in women in modern society.”
Time: 5 minutes
Q1. What did you learn from this story?
Q2. Which questions were the hardest? Can you rank them in order of difficulty? (1 for the easiest 10
for the hardest)
[Teacher Notes: If pressed for time, you may want to do this section as a class discussion.]
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Literary Description
Key Idea
The language of literary description

The learner will:
etc.) EN7RC-IV-b-10
(EN7LT-III-b-5)
(EN7LT-III-b-5)

Time: 7 minutes
orally before giving class 3 minutes to write their answers on the worksheet. Suggested answers are
provided below.
In our last two lessons we read two different kinds of narratives. One was a fable and the other was a
legend.
Q1. In what ways are these narratives similar?
Suggested answers:
Q1. They are both imaginary stories, rather than factual ones. Both fable and legend are old
stories, often passed on through the generations. They both have events that led to a crisis,
which have to be resolved. Both have a lesson to teach about life.
Q2. The fable had animal characters whereas the legend had human characters.
Component 2: Lesson Purpose

Time: 3 minutes
Teacher briefly states the purpose/focus of the lesson and makes explicit the learning goal for students.
In this lesson, we are going to take a look at how authors use words to create rich descriptions so
that readers can imagine what the characters and places in stories are like. We are going to look at
some literary descriptions from an old classic narrative, this time a fantasy adventure with animal
characters.
You are going to learn about some figures of speech that the author uses to create vivid imagery in
the minds of the readers.
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Time: 10 minutes
recognize and understand in the text.
 Teacher displays the list of words on the board, reads each word aloud, and elicits student talk
about what each word means before moving onto the next word.
Here are some words and phrases from the texts we are going to read. Let’s read them together.
What does each word mean?
• watered silk (silk or fabric that is woven to have a wavy, shiny pattern)
• cunning (clever at planning to get one’s own way, especially by tricking others)
• bold (daring and brave)
• reckless (dangerously careless; not cautious)
• wounded (injured)
• splendid (magnificent; very impressive)
• causeway (a raised road or track across low or wet ground)
• splinters (small, thin, sharp pieces of wood)
• hinge (piece of metal that fastens the edge of a door to something else so it can open or
close)
• battlement (a wall around the top of a castle)
• decayed (rotted, damaged)
• creepers (plants that grow along the ground, or up walls or trees)
Some of the phrases in the text are similes. Similes describe something by comparing it to something
else, using like or as, e.g.
• panther markings like the pattern of watered silk
• a voice as soft as wild honey dripping from a tree
Similes follow 2 simple patterns [write on board]:

_______ as_______as
_______ like ________
 Teacher instructs students to practice reading the words with a partner and to complete the
worksheet. Now it’s your turn. Take turns to read the words out loud with a partner and write the
meanings on the worksheet.
 Then with your partner, think of some similes that you know, e.g. as white as snow; as busy as a bee;
eats like a pig; chatters like a monkey.
[Teacher note: A simile is a figure of speech which compares one thing with another thing of a different
kind, to make a description more vivid.]
Time: 25 minutes
Component 4A Reading the Text [5 mins]
 Teacher reads text aloud to the class. Students listen and follow along, and highlight or
underline any similes they come across.
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I’m going to read two short descriptions from an old classic called ‘The Jungle Book’. The first
one describes a character from the book. See if you can spot any similes as I read the text out
loud. The second one describes a place in the story.
Literary Descriptions from The Jungle Books by Rudyard Kipling

Description 1 - character
A black shadow dropped down into the circle. It was Bagheera the Black Panther, inky black all
over, but with the panther markings showing up in certain lights like the pattern of watered
silk. Everybody knew Bagheera, and nobody cared to cross his path, for he was as cunning as
Tabaqui, as bold as the wild buffalo, and as reckless as the wounded elephant. But he had a
voice as soft as wild honey dripping from a tree, and a skin softer than down.
Description 2 - place
Mowgli had never seen an Indian city before, and though this was almost a heap of ruins it
seemed very wonderful and splendid. Some king had built it long ago on a little hill. You could
still trace the stone causeways that led up to the ruined gates where the last splinters of wood
hung to the worn, rusted hinges. Trees had grown into and out of the walls; the battlements
were tumbled down and decayed, and wild creepers hung out of the windows of the towers on
the walls in bushy hanging clumps.
 In pairs, students then take turns to practice reading the texts aloud. Now it’s your turn to
practice reading the texts to each other.
Component 4B Questions [10 mins]

Here are some questions about the descriptions we just read. Read each question carefully.
Questions
Q1. Who or what is described in Text 1? Who or what is described in Text 2?
Q2. Find at least 3 similes that describe the character in Text 1.
Q3. Would you want to be friends with someone like the character in Text 1? Why or why not?

Suggested answers:
Q1. Bagheera the Black Panther; an Indian city
Q2. as cunning as Tabaqui, as bold as the wild buffalo, as reckless as the wounded elephant; a
voice as soft as wild honey dripping from a tree, and a skin softer than down
Q3. (Be prepared for a variety of responses. Focus on students’ reasons, which may include
meanings inferred from the text.)

 Display questions on the board. Teacher models how to locate information to answer the questions.
Where can we find the answer? Ask yourself: Is it here in the words? Is it hidden in the text? Is it in
my head?
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Questions
Q4. What is the place like in the second text? Write one sentence to describe the place in your own
words. Find words from the text to support your answer.
Q5. The second text uses many words to create an image of an ancient city. Find words and
phrases that suggest this place was very old.
Q6. Draw a picture of the place described in the text.
Suggested answers:
Q4. Various responses are possible e.g. The Indian city was once very grand but has fallen into
ruins. It is a walled city on a hill that looks like an old fort or castle. etc.
Q5. Heap of ruins; long ago; ruined gates; last splinters; worn, rusted hinges; tumbled down and
decayed.
Q6. Be prepared for a variety of interpretations.
Time: 5 minutes
Q1. What did you learn about the language of literary descriptions from this lesson?
Q2. Which questions were the hardest? Can you rank them in order of difficulty? (1 for the easiest 10
for the hardest)
[Teacher Notes: If pressed for time, you may want to do this section as a class discussion.]
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Reading the Text – Recounts
Key Idea
Reading the Text – Recounts (Biography)

Time: 7 minutes
 Teacher: In our last three lessons, we have read a fable, a legend, and a literary description. These
are all works of fiction. In this lesson, we are going to look at another type of text that involves a
sequence of events, except this time it’s not a fictional, imaginary text but a non-fiction, factual text.
 Teacher displays and reads questions. Teacher elicits answers from students orally before asking
them to write their answers on the worksheet.
Questions:
Q1. What type of factual text retells a sequence of events that happened in the past?
Q2. A biography is an example of a recount. What is a biography? What information would you
expect to find in a biography?
Q3. In what ways is a factual text, like a biography, different from a fictional text?
Suggested Answers
Q1. Recount.
Q2. A biography is a recount of a person’s life. The first part introduces who the person is; the
main part is a sequence of important events in their life; sometimes there is a final comment
on their life and achievements.
Q3. A factual recount retells events about real characters that actually happened whereas a
fictional text is an imaginary story about events and characters that might be based on some
aspect of reality or totally made up. (Be prepared for additional answers from students.)

Time: 3 minutes
Teacher: In this lesson, we are going to look in detail at a Recount. Recounts retell events that happened
in the past. They are written in the past tense. They generally have 3 stages: first, similar to a narrative,
they begin with who is involved, and when and where the events happen (sometimes called an
Orientation); second, they outline the sequence of events; third, and this an optional section, there may
be a comment about the events or person. The recount we are going to read is a biography of a well-
known person in Philippine history.

Time: 5 minutes
Here are some words that are important in the recount we are going to read.
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• inspiring – encouraging, or making you feel you want to do something positive or creative
• significant – very important
• colonial rule – one country taking political control of another country and occupying it
• rebels – a groups of people who oppose and resist an established government or leader
• cause – a movement to which one is committed and which one is prepared to defend
• unwavering – continuing in a strong and steady way
 Let’s practice these words. Say them and their meanings after me. Look at their spelling. Let’s put
them in a sentence. I’ll do the first one:
 “An inspiring leader can motivate people to achieve their very best.”
 See how the sentence contains the meaning of the word.
[Teacher Note: Try to get students to write sentences that reveal the meaning of the words. If running

Melchora Aquino – A Biography
Melchora Aquino, affectionately known as "Tandang Sora" or "Mother of the Philippine
Revolution", was a brave and inspiring woman who played a significant role in the struggle for
Philippine independence.
Born on January 6, 1812, in Caloocan City, Philippines, she grew up in a time when the country
was under Spanish colonial rule. In 1896, during the Philippine Revolution, Aquino supported the
Katipunan, a secret society fighting for independence. She provided shelter, food, and nursing
care to Filipino rebels, including their leader, Andres Bonifacio. However, the Spanish authorities
discovered her involvement and arrested her in 1897. After serving a prison sentence, she
continued supporting the Filipino cause until her death on March 2, 1919.
Aquino's unwavering bravery and commitment to freedom inspire generations of Filipinos to this day.
Melchora Aquino is remembered as a national hero of the Philippines and her image is featured on
the Philippine twenty-centavo coin.

 Teacher reads each question and asks students to write answers on their Worksheets.
Questions
Q1. What other names was Melchora Aquino known by?
Q2. What did Aquino do to support the Katipunan in their fight for independence?
Q3. Why was Melchora Aquino arrested and sent to prison?
Suggested answers
Q1. ‘Tandang Sora’ (old Sora) and ‘Mother of the Philippine Revolution’
Q2. She provided shelter, food, and nursing care to Filipino rebels and their leader.
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Q3. The Spanish authorities discovered she was helping the rebels (Katipunan).

Questions
Q4. What do we learn about Melchora Aquino in the first part of the recount (Orientation)?
Q5. Create a timeline of Aquino’s life based on the sequence of events in the second part of the
Recount.
Q6. From the comment in the last part of the recount, why is Melchora Aquino regarded as a
national hero?
Suggested answers
Q4. She was a brave and inspiring woman who was very important in the fight for Philippine
independence.
Q5. Sample timeline.
1812 1898 1897 1919
•Born on 6 Jan •Supported the •Arrested and •Died on 2

in Caloocan Katipunan imprisoned March
City
Q6. She is regarded as a national hero because of her unwavering bravery and commitment to the
freedom of The Philippines.
[Teacher Notes: Questions 4 could be done as a class discussion, with the teacher writing answers on the
board. Question 5 could be done in pairs on the Worksheet. This would allow more time for the students
to write and for the teacher to sample their answers by getting students to read their writing aloud.]

Time: 5 minutes
Q1. The focus of the lesson was on learning about how recounts work. How has the lesson helped
you to understand that?
experience. However, if you are pressed for time, you may want to do this section as a class discussion.]
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Key Idea

Time: 7 minutes
 Teacher: In this lesson, we are going to look at another factual recount and compare it with a
narrative we looked at earlier this week.
 Teacher displays and reads out the questions. Teacher elicits answers from students orally before
asking them to write their answers on the worksheet.
Questions:
Q1. What do you know about recounts?
Q2. How are recounts different from narratives?
Q3. Which of the following titles do you think are for narratives, and which ones are for recounts?
Give reasons for your answers.
A. Blockhead: The Life of Fibonacci
B. Harry Potter and the Philosopher's Stone
C. Diary of a Wimpy Kid
D. Alice’s Adventures in Wonderland
E. Jungle Book
 Teacher samples student responses to the questions, and provides feedback.
Suggested Answers
Q1. Recounts retell a sequence of past events in chronological order. They can be factual (e.g., a
biography) or fictional (e.g., literary recounts). Recounts have a three-part structure – 1.
Orientation 2. Sequence of events 3. Comment (optional)
Q2. The event sequences in Recounts and Narratives are different. Recounts tell events in
chronological order; there is no rising action leading to a crisis or problem to be solved, which
is typical of Narratives. The purpose of a recount is to retell past events. The purpose of a
narrative is to entertain and instruct. Narratives are more likely to have themes or morals to
their stories. (Be prepared for additional answers from students.)
Q3. A. Blockhead: The Life of Fibonacci – factual recount (biography)
B. Harry Potter and the Philosopher's Stone – narrative (fantasy, adventure)
C. Diary of a Wimpy Kid – literary recount (diary of a fictitious character)
D. Alice’s Adventures in Wonderland – narrative (fantasy)
E. The Jungle Book – narrative (adventure, fantasy)
(Be prepared for a variety of reasons from students.)

Time: 3 minutes
Teacher: In this lesson, we are going to look in detail at a Recount and see how it is different to a
Narrative. We are going to read a recount about a big event in the Philippines that happened just before
the pandemic in 2020. We are then going to compare it with a narrative we read earlier in the week.
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Time: 5 minutes
Teacher explains the words and phrases that are important for students to recognize and understand in
the text.
 Here are some words that are important in the recount we are going to read. Let’s practice these
words. Say the words and their meanings after me.
• erupted – exploded with lava, ash, and gases.
• panic – sudden extreme anxiety or fear which may include rapid heart rate, sweating, and
trouble breathing.
• eruption – an occasion when a volcano suddenly throws out burning rocks, smoke, lava and ash
• plume – a long cloud of smoke resembling a feather as it spreads out
• ashfall – volcanic ash that has fallen through the air from an eruption cloud
• engulf – surround completely
• evacuate – move from a place of danger to a safer place
• inhalation - breathing in, taking air and sometimes other substances into the lungs
 Now with your partner, write a sentence for each of the words in the list.
[Teacher Note: try to get students to write sentences that reveal the meaning of the words. If running

The Eruption of Taal Volcano
On January 12, 2020, the Taal Volcano in the Philippines erupted, causing widespread panic and concern.
It was a day that would be remembered by many.
The eruption began with a series of earthquakes, followed by a massive plume of ash and smoke
shooting up into the sky. The ashfall reached as far as Manila, the country's capital, causing darkness to
engulf the city. Thousands of people living near the volcano were forced to evacuate their homes to seek
safety. Ash-covered roads made it difficult for rescue teams to reach affected areas. Schools and
businesses were closed, and everyone was urged to wear masks to protect themselves from the harmful
effects of ash inhalation.
The eruption brought about a sense of unity, as people from all walks of life came together to support
and help those affected. It was a powerful reminder of nature's might and the resilience of the Filipino
people.
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The Legend of Magayon
According to legend, the Mayon Volcano in the Philippines is named after the beautiful and strong-willed
heroine, Daragang Magayon.
Daragang Magayon was a young princess known for her captivating beauty and kind heart. Many suitors
sought her hand in marriage, but she only had eyes for the brave warrior named Panganoron. Their love
was deep and true, but tragedy struck when a jealous suitor, Pagtuga, plotted against them.
In a fierce battle, Panganoron was mortally wounded. Upon hearing the news, Daragang Magayon was
consumed by grief. She climbed the highest peak in the region and, holding Panganoron's lifeless body,
declared that they would be together for eternity. In a tragic twist of fate, a massive eruption engulfed
them, and they were forever entwined.
The legend says that the graceful shape of the Mayon Volcano represents the undying love and beauty
of Daragang Magayon. Its symmetrical cone is seen as a symbol of her eternal devotion to Panganoron.
The local people believe that the eruptions and volcanic activity are the expressions of Daragang
Magayon's undying love and sorrow.

 Teacher reads each question and invites students to answer the questions orally.
Questions
Q1. What event is retold in the recount? When and where did it happen?
Q2. Number the sequence of events in chronological order.
Q3. Where were you on the day the Taal Volcano erupted in 2020? Do you remember what were
you doing at the time?
 Teacher then asks students to write the answers on their Worksheets.
Suggested answers
Q1. The eruption of the Taal Volcano on 12 January 2020.
Q2. 1. Earthquakes 2. ash and smoke shot into the sky 3. ashfall caused darkness 4. people living
near the volcano evacuated 5. schools and businesses closed 6. people urged to wear masks
7. people came together to help others
Q3. Be prepared for a range of responses as students recall their personal experiences.
 Teacher asks the students to volunteer their answers and provides feedback.

Questions
Q4. How is the recount about the Taal Volcano similar to The Legend of Magayon?
Q5. How is this recount different from the legend?
Q6. What was the author’s purpose for writing the recount? What was the purpose of the
narrative (legend)?
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Suggested answers
Q4. They are both about volcanoes in the Philippines that erupted.
Q5. The eruption of Taal Volcano really happened; the legend of Magayon didn’t really happen; one
is factual and recalls real events in the order that they happened; the other tells an imaginary
story with a crisis and events leading to a climax. The recount uses factual language; the narrative
uses
Q6. Recount: to retell the events about the eruption accurately and in the order that they happened.
Narrative: to tell an entertaining story which explains the meaning or significance of the Mayon
Volcano and what it symbolizes.
 Teacher samples student answers, provides supportive feedback and discussion.
[Teacher Notes: Questions 4 and 5 could be done as a class discussion, with the teacher writing answers
on the board. Question could be done in pairs on the Worksheet. This would allow more time for the
students to write and for the teacher to sample their answers by getting students to read their writing
aloud.]

Time: 5 minutes
Q1. How has the lesson helped you to understand the difference between narratives and recounts?
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Consolidation – The Structure of Stories
Key Idea
The structure of stories
The learner will:
etc.) EN7RC-IV-b-10
• Identify the genre, purpose, intended audience and features of various viewed texts such as
…EN7VC-I-d-6
• Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16 Q3
EN7LT-III-b-5
Time: 7 minutes
 Teacher asks students questions to activate prior knowledge.
In our lessons this week we learned about two types of story texts – recounts and narratives.
Questions
Q1. How are recounts and narratives similar?
Q2. How are recounts and narratives different?
Q3. How are factual texts different from fictional texts?
Suggested answers:
Q1. They both tell what happened in the past.
Q2. Recounts retell events in chronological sequence. Narratives tell a story where a problem or
conflict develops and is resolved; the events aren’t always in sequence.
Q3. Factual texts record what actually happened using factual language; fictional texts have
imaginary characters and/or events and may use figurative language to create vivid imagery.
Time: 3 minutes
Teacher briefly states the purpose/focus of the lesson and makes explicit the learning goal.
In this lesson, we are going to bring together what we know about the key elements of a story,
and what makes a narrative different from a factual recount.
Time: 5 minutes
• characters (the people who take part in a story)
• setting (where and when a story takes place)
• plot (what happens in a story, the sequence of events)
• conflict (the challenge or problem main characters need to solve to achieve their goals)
• climax (the high point or crisis in a story)
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• resolution (how things end up in a story when the problem is solved)
• theme (the main idea or lesson of the story)
 Students complete the table of words and their meanings on the Worksheet.
Time: 25 minutes
 Teacher asks students to look carefully at the story mountain and to pay attention to its shape
and structure. Read aloud the caption at each stage. You might remember the Story Mountain
from Week 1.
Text 1 Story Mountain
[Story Mountain (nd). 7th Grade Humanities Graphic Organizers.

http://7thgradehumanities.weebly.com/organizing.html]
 Teacher reads Text 2 aloud to the class.
Text 2
A Thrilling Journey
1 In the heart of the mesmerizing Sulu Islands, a tale of adventure unfolds. Juan, a young boy with
dreams as vast as the ocean, embarked on a thrilling journey. Armed with determination and
curiosity, he set sail on a small banca boat, with the breath-taking islands as his backdrop.
2 As Juan sailed towards the unknown, he encountered magnificent marine creatures and coral reefs
that painted the sea with vibrant hues. Suddenly, a storm roared, engulfing the island in darkness.
But Juan's spirit burned brighter, and he braved the tempest, leading him to a hidden cave.
3 Inside, he discovered a treasure chest filled with ancient artefacts and a map to the island's biggest
secret—a lost pearl with immense power. With courage, he embarked on a perilous quest,
overcoming treacherous jungles, mythical creatures, and dangerous traps.
4 Finally, Juan reached the heart of the island, unlocking the secret of the pearl. Its magic transformed
the island, bringing prosperity and harmony.
5 Juan returned home a hero, his story igniting the dreams of young Filipinos, inspiring them to believe
in their own extraordinary journeys.
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 Teacher displays questions on the board.
Questions
Q1. What text type does the Story Mountain diagram in Text 1 represent?
Q2. In which part/s of the Story Mountain would you find the sequence of events?
Q3. Why does the shape of the Story Mountain make a good structure for a story?
Q4. If you were to draw the shape of a recount, what would it look like?
 Students write their answers on the Worksheet.
Suggested Answers:
Q1. Narrative
Q2. Rising Action, Climax, Falling Action
Q3. Various possible answers, e.g.:
 The events in a story build excitement up to a climax like the peak of a mountain, which
keeps the reader wanting to know what happens next. The way the problem is resolved
in the end provides a satisfying close to a story.
 The mountain is a metaphor for the structure of a story.
Q4. The shape of a recount would look flat, with each event in a linear sequence.
 Display questions on board. Students write their answers on the Worksheet.

Questions
Q5. Match the paragraphs from Text 2 with the stages in the story mountain.
Q6. Which lines in the text represent the climax of the story?
Q7. What is the theme or main message of Text 2?
Suggested answers (various answers are possible for Q7):
Q5. 1-Background; 2-Rising Action-Climax; 3-Falling Action; 4-Resolution
Q6. Inside, he discovered a treasure chest filled with ancient artefacts and a map to the island's
biggest secret—a lost pearl with immense power.
Q7. Follow your dreams and believe in your own journeys.
Time: 5 minutes
Q1. The focus of the lesson was on bringing together what you’ve learned about recount and
narrative texts. How has the lesson helped you to understand this?
Segue to the next lesson: Next week our focus will be on informational text types.
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Features of Expository Texts – Information Report
Key Idea
Features of Expository Texts – Information Report


Time: 7 minutes
 Teacher: Last week we focused on different types of texts that involved telling a story; sometimes
they were factual, they actually happened (recounts), and some of them were fictional, made up, or
imaginary (narratives).
 This week we are going to revisit the types of texts that give us information so we can get more
practice at reading and getting information from these factual texts.
Q1. What are some of the informational text types that you know? Give examples.
Q2. Look at these headings taken from textbooks and decide whether they are Expository or
Explanation text types. Write your answers on the Workbook and give reasons for your
answers.
A. How is Chocolate Made?
B. The Philippine Eagle
C. The Rise of Pop Culture in the Philippines
D. How was the Taal Volcano formed?
Q3. What kind of information would you expect to find in a text called The Philippine Eagle?
Discuss this question with a partner, then write your answers on your Workbook.
Suggested answers:
Q1. Explanations and Expository texts, e.g., Information Reports. (Be prepared to comment on
various examples.)
Q2. Explanation or expository?
A. How is Chocolate Made? [Answer: Explanation]
B. The Philippine Eagle [Answer: Expository]
C. The Rise of Pop Culture in the Philippines [Answer: Expository]
D. How was the Taal Volcano formed? [Answer: Explanation]
Q3. Possible answers: A general statement about the bird and its classification. Detailed
information about what it looks like, where it lives, what it eats, its behavior. Other relevant
information about the topic.

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Time: 3 minutes
 In this lesson, we are going to look again at a type of expository text called an Information Report. We
will revisit:
a. its purpose
b. its structure - how information is organized into parts
c. where its most important information is located.
 Expository texts like Information Reports usually have two main components, and sometimes three:
a. A general statement that defines or classifies the topic or thing.
b. Paragraphs with detailed information describing different aspects of the topic or thing.
c. Conclusion - some Information Reports may have a conclusion, usually in the form of a
concluding statement or summary about the topic or thing.
[Teacher Notes: emphasize that the lesson will help them know what to look out for or what are the
important bits when they have to read expository or information texts that they’ve never read before –
such as in a test or examination.]
Time: 5 minutes
 The text we are going to read is called ‘The Philippine Eagle’. Here are some words from the text that
are important for you to understand.
Vocabulary
• endemic – belongs to a particular region or country
• critically endangered – living things with an extremely high risk of becoming extinct in the
wild
• extinct - having no living members; no longer in existence.
• wingspan - the distance from one wingtip to the opposite wingtip
• unique - one of its kind; unlike anything else
• plumage – all the feathers covering a bird
• apex predator - an animal at the top of the food chain that kills and eats other animals but is
not normally eaten by any other animals
• habitat – the natural home or environment of an animal, plant, or other organism
• conservation - protecting Earth's natural resources for current and future generations
 Teacher writes each word on the board, reads the word aloud and asks the class to volunteer their
meanings. Now let’s go over what each word means.
 Teacher writes each definition on the board and directs students to practice the words with a
partner. Now it’s your turn to practice reading the words with your partner and to write the
meanings in the Workbook.

1. Teacher reads the text aloud while students listen and follow, paying attention to the words listed in
Lesson Component 3.
The Philippine Eagle
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The monkey-eating eagle, also known as the Great Philippine Eagle or Haribon, is a majestic bird that
is endemic to the Philippines. It is a critically endangered species, which means it is in danger of
becoming extinct.
The Philippine Eagle is one of the largest and most powerful eagles in the world. It has a wingspan
that can reach up to 2 meters and a length of around 1 meter. This eagle has a unique appearance,
with striking blue-grey eyes, a brown and white plumage, and a distinctive crest on its head.
The Philippine eagle is an apex predator and was known initially as the monkey-eating eagle
because it was believed to feed only on monkeys. However, its diet includes other mammals
such as flying lemurs, tree squirrels, civets, fruit bats, and rats. It also preys on birds and reptiles,
even large snakes, and lizards, in some locations.
The Philippine eagle can be found on four major islands: eastern Luzon, Samar, Leyte, and
Mindanao. The largest numbers of eagles reside on Mindanao. They live mainly in steep or
rugged forest areas, from the lowlands to mountains.
Its population has drastically declined due to habitat loss from logging and expanding agriculture.
Illegal hunting, mining, pollution, and exposure to pesticides that affect breeding are also major
threats.
Conservation efforts are being made to protect these magnificent birds and their habitats. The
Philippine government, along with various organizations, is working to raise awareness and
enforce laws to ensure their survival.

 Teacher displays the questions then directs students to answer the questions in their Workbooks.
Questions:
Q1. What information can be found in the opening paragraph of the Information Report we have
just read?
Q2. Give each paragraph a heading that indicates the main idea in the paragraph.
Q3. What is the purpose of an information report?
Suggested Answers:
Q1. A general definition of the Philippine Eagle and its classification as a critically endangered
species.
Q2. Be prepared for differently worded answers here but they should be close to:
1. Definition/Classification of the Philippine Eagle (General Statement) 2. Appearance, Diet,
Habitat, Threats (Detailed information in paragraphs about topic/thing) 3. Conservation
efforts (Conclusion)
Q3. To inform readers about a topic by providing detailed information in an organized way.

 Teacher reads out each question and asks students to write their answers in the Workbook.
Questions
Q4. What four names are used by the author for the Philippine Eagle?
Q5. In paragraph 5, what does “habitat loss” mean? What are the 2 causes of habitat loss?
Write your answer using your own words.
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Q6. What “conservation efforts” or actions do you think the government and other groups need
to do to protect the Philippine Eagle and its habitat? Give reasons for your answers.
Suggested Answers
Q4. The Philippine Eagle; monkey-eating eagle; the Great Philippine Eagle; Haribon
Q5. A range of answers are possible, e.g., “habitat loss” – destruction of places where the eagles
live in the wild. Causes: 1. Logging - cutting down trees/forests for timber 2. Expanding
agriculture – clearing more land for farming
Q6. Be prepared to give feedback on a range of answers and to extend students’ reasoning.
[Teacher Notes: Feel free to do Question 6 as a class discussion if time is running out.]
Time: 5 minutes
Questions:
[Teacher Notes: It would be worthwhile to do this by getting students to write in the Workbook, so you
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Key Idea

• Identify genre, purpose of text (EN7VC-I-d-6)

Time: 7 minutes
 Teacher talk:
So far this week, we have been revising texts that convey information and have focused on Expository
texts. As we learned in Week 2, Instructional texts are another type of text that conveys information
and includes texts like:
• Recipes
• Instruction manuals to help you build or install or use something
• Web pages that tell you how to register or apply for something
• Instructions for taking medicines
• Instructions for doing something like playing a video game.
Questions:
For an online text giving instructions on what to do if you lose your cell phone:
Q1. What title are you expecting for it? Give an example.
Q2. What information are you expecting to see at the start of it?
Q3. What information are you expecting to see in the rest of it?
 Teacher asks students to volunteer answers and reasons and gives feedback, suggesting examples
where needed.
Suggested answers:
Q1. Sample examples: What to do if you lose your cell phone; Instructions for what to do if you
lose your cell phone; You’ve lost your cell phone? Now What?
Q2. An introduction stating the topic.
Q3. Steps and suggestions about actions to take.
Time: 3 minutes
 In this lesson, we are going to look at an instructional text on what to do if you lose your cell phone
and we are going to see how it works so that when you get a text to read that you have not seen
before you know:
• whether it is an Instructional text
• how it works – its parts or structure – how it starts and then how the rest of it is organized
• where its most important information is located.
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 Remember that Instructional texts usually have a structure of three major components:
1. A heading or title that describes the purpose of the instructions
2. Things needed to perform the task
3. Steps in the order that they need to be done to achieve the outcome.
 However, in cases like texts that give instructions about what to do if you lose your cell phone,
Component 2 may not be needed.
Time: 5 minutes
 This text is called ‘Instructions on what to do if you lose your cell phone’. It is an example of
Instructions for doing something.
 Here are some key words from the text. Let’s say each word together.
• public transportation – buses or trains
• Tracking App – a program that allows a cell phone to be located wherever the owner goes
• Service Provider - the internet company to which the phone is connected
• SIM card – a smart card inside the cell phone that carries identification information
• two-factor authentication – a password and one other way of identification – e.g., a thumb
print or an email address
• IMEI number – The International Mobile Equipment Identity Number, usually 15 digits long,
that all cell phones have.
definition on the board. Students write each definition in their Workbooks – some of them have
been done for the students.
Time: 25 minutes
1. Teacher reads the text, drawing attention to the words listed in Lesson Component 3.
Instructions on what to do if you lose your cell phone
Losing your cell phone can be a stressful experience, but it's important to act quickly and
follow these steps.
1. Stay Calm: Take a deep breath and try to stay calm. Panic can make it harder to think
clearly and take the necessary steps to recover or secure your phone.
2. Retrace Your Steps: Think back to where you last had your phone and retrace your steps.
Check the areas you visited, including any nearby locations, such as stores, restaurants, or
public transportation.
3. Use a Friend's Phone: If you have access to a friend's or family member's phone, use it to
call your lost phone. Listen for the ringtone or vibration to help locate it. If someone
answers, explain the situation and ask if they can help you get it back.
4. Use a Tracking App: If you have a tracking app installed on your phone, such as Find My
iPhone (iOS) or Find My Device (Android), use it to locate your device's last known
location. Follow the instructions provided by the app to track or remotely lock your
phone.
5. Contact Your Service Provider: Call your cellular service provider and inform them about
the loss. They can suspend your service temporarily to prevent unauthorized usage and
assist you with any additional steps, such as blocking the SIM card.
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6. Change Passwords and Secure Accounts: If your phone contained sensitive information or
had access to your email, social media, or banking accounts, change the passwords
immediately to prevent unauthorized access. Enable two-factor authentication for added
security.
7. File a Police Report: If you believe your phone was stolen or lost in a suspicious
circumstance, it's advisable to file a police report. Provide them with all the relevant
details, including the make, model, and serial number of your phone.
8. Inform Friends and Family: Let your close contacts know that you have lost your phone,
especially if you suspect it may have been stolen. This can help prevent any unauthorized
usage or attempts to impersonate you.
Remember taking precautionary measures like backing up your data regularly and keeping a
record of your phone's IMEI number can also prove useful in such situations. Losing a phone
is unfortunate, but by acting quickly and following these steps, you can increase the chances
of recovering it or safeguarding your personal information.

Questions:
Q1. Why is it important to stay calm if you lose your cell phone?
Q2. How can a friend’s phone be useful in trying to find a lost cell phone?
Q3. One of the features of an Instructional text is the sentence structure in the Steps section. Are
the sentences statements, questions, or commands? These sentences all start the same way
– underline the first word in each numbered instruction - what do you notice about them?
Suggested answers:
Q1. ‘Panic can make it harder to think clearly and take the necessary steps to recover or secure
your phone.’
Q2. You can ‘use it to call your lost phone. Listen for the ringtone or vibration to help locate it. If
someone answers, explain the situation and ask if they can help you get it back.’
Q3. The sentences are all commands and start with a verb.
Questions:
Q4. What details should you report to the police if you lose your cell phone?
Q5. How can your Service Provider help you if you lose your cell phone?
Q6. Imagine that there have been reports of large numbers of cell phones stolen at railway and
bus stations. You have been asked to design a poster for display at railway and bus stations
warning people about the problem and what to do if they lose their cell phone. Because of
space limits, you can only include 4 of the 8 instructions. Try to think which instructions
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someone who had lost their phone would need to do immediately. With a partner design a
simple poster and explain your 4 choices.
Suggested answers:
Q4. All details including the make, model, and serial number.
Q5. They can suspend your service temporarily to prevent unauthorized usage and assist you with
any additional steps, such as blocking the SIM card.
Q6. Be prepared for a variety of posters and selection of instructions – the main thing is that
students use the information in the text and have reasons for their 4 choices.
[Teacher Notes: Feel free to do Questions 4 and 5 in class in order to focus on Question 6 if you are
running short of time.]
Time: 5 minutes
Q1. The focus of the lesson was on revising how information is presented in an Instructional text.
How has the lesson helped you to understand this?
[Teacher Notes: It would be worthwhile to do this by getting students to write on the Workbook, so you
Segue to the next lesson: “We will move on to revising another type of text that provides information –
an Explanation - in the next lesson.”
REMINDER: Collect student Workbooks to review and analyze students’ learning; focus on answers to
Question 6 for understanding of the content.
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Reading Explanation Texts
Key Idea
Locating and interpreting information in explanation texts

Time: 7 minutes
This week we have been learning about different types of expository texts – texts that give us
information. Here are some questions to check what you’ve learned. Write your answers on the
Workbook.
Q1. What’s the purpose of an information report?
Q2. What’s the purpose of an instructional (or procedural) text?
 Teacher asks students to volunteer answers and gives feedback, suggesting examples where
needed.
Suggested answers:
Q1. To give information about something.
Q2. To give instructions for how to do or make something.
information reports start with general information then specific details about a topic or
thing.
Time: 3 minutes
 In this lesson, we are going to revisit another type of expository or informational text – an
explanation. Explanations tell us how things work or why something happens. They can help us to
understand the cycles of nature or the causes and effects of various phenomena. We have already
encountered a legend and a recount about volcanoes. This time we’ll find out how information is
organized in a different way in an explanation about how a volcano is formed.
Time: 5 minutes
 First, we are going to learn some words used in science to talk about volcanoes and how they are
formed. Let’s read them together.
Vocabulary
• caldera (a large depression formed when a volcano erupts and collapses)
• depression (a landform sunken or lower than the surrounding area)
• magma (hot, molten rock under the earth’s surface)
• magma chamber (region under a volcano where molten rock (magma) is stored prior to
eruption)
• volcanic cone (the triangle-shaped hill formed from volcanic eruptions)
• volcanic vent (the place on the Earth's surface where molten rock erupts from the volcano)
• periodically (at regular intervals of time)
• dynamic (constantly changing, activity, or progress)
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 Students match the words and definitions on their Workbook.
Time: 25 minutes
How the Taal Volcano was formed
The Taal Volcano is a complex volcano located on the island of Luzon in the Philippines. It is
classified as a "caldera complex," which is a type of volcano that forms when a large volcanic
eruption empties a magma chamber beneath the surface, causing the volcanic cone to collapse and
form a large basin-like depression or caldera.
The Taal Volcano was formed through a series of eruptions, with each eruption contributing to the
growth and formation of the volcano. The caldera of the Taal Volcano was formed around 5000 to
6000 years ago, and it has since been filled with a lake (Lake Taal). Within the lake, subsequent
eruptions created another volcanic island called Volcano Island, which has an active vent that
periodically releases steam, gases, and ash.
Over time, the repeated eruptions and volcanic activity in the region have shaped the landscape,
creating the Taal Volcano as we see it today. The volcano's formation and ongoing activity serve as a
reminder of the dynamic forces at work beneath the Earth's surface.

 Teacher explains how the explanation text is structured.
Look at how the explanation text is structured. In the first paragraph, we have some general
information about the phenomenon – the type of volcano “caldera complex”. The body paragraph
goes through the stages of how the caldera complex volcano was formed. We call this the explanation
sequence. The last paragraph adds another piece of related information about the changing volcanic
landscape.
 Teacher reads out the questions and models a strategy for locating information in the text. Then
asks students to write their answers in the Workbook.
Here are some questions about the text. You are going to write your answers in the Workbook. But
first, let’s do the first one together. Think about where you can find the answer in the text and
highlight or underline the words that tell you the answer or provide clues to the answer.
Questions:
Q1. What type of volcano is the Taal Volcano?
Q2. What is a caldera?
Q3. What causes the volcanic cone to collapse when a caldera is formed?
Suggested answers:
Q1. Taal is a caldera complex volcano.
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Q2. A caldera is a large basin-like depression formed when a volcanic cone collapses inwards.
Q3. The volcano erupts and empties the magma chamber, which then causes the volcanic cone to
collapse.

Questions:
Q4. Is the Taal Volcano still an active volcano? Support your answer with evidence from the text.
Q5. From the explanation sequence, list the stages in the formation of Taal volcano.
Q6. Write your own explanation of how a complex volcano is formed.
Suggested answers:
Q4. Yes – “Volcano Island, which has an active vent that periodically releases steam, gases, and
ash”; “The volcano's formation and ongoing activity”.
Q5. A series of eruptions occurred; the caldera was formed; the caldera filled with a lake;
subsequent eruptions created another volcanic island; an active vent releases steam, gases,
and ash.
statement or topic sentence followed by more detailed statements in the explanation
sequence.)
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in Explanation
texts. How has the lesson helped you to understand this?
[Teacher Notes: If there is time, get students to write their answers on the Workbook so you have some
Segue to the next lesson: We will move on to giving you some practice with Persuasive texts in the next
two lessons.
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Reading Argument Texts
Key Idea
Identifying the structure and features of an argument

• Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-d-6
• Research a topic with support using two or three sources (EN7VC-IV-c-15)
• Use phrases, clauses, and sentences appropriately and meaningfully EN7G-II-a-1

Time: 7 minutes
In this lesson, we are practicing what we know about different types of persuasive texts. Here are some
questions to check what you’ve learned so far. Write your answers on the Workbook.
Q1. What’s the purpose of a persuasive text? Give an example.
Q2. What kind of language is used to persuade? Give an example.
Q3. What does an argument need to be persuasive?
where needed.
Suggested answers:
Q1. To convince someone to think or act in some way, e.g., advertisements persuade you to buy
something; an argument puts forward reasons and facts to convince you.
Q2. It can be emotive language that communicates strong positive or negative feelings; or
objective language that communicates reasons supported by facts or evidence.
Q3. Your opinion on an issue (thesis statement), reasons for your view; facts to support your
view. A concluding paragraph is often included to restate your position or point of view.
Time: 3 minutes
In this lesson, we are going to look more closely at one type of persuasive text that we call an
argument. An argument is a persuasive text type that argues one point of view.
The sample text relies on providing good reasons and facts to support a point of view. It appeals to
reason rather than emotions to persuade or convince someone. We will look at this text closely to give
you more practice in understanding the features of a good argument.
Time: 5 minutes
1. Teacher introduces vocabulary for the lesson. First, we are going to look at some words we will use in
• ecosystems (a community or group of living things that live in and interact with each other in a
specific environment)
• biodiversity (variety of all living things - the different plants, animals and microorganisms)
• debris (scattered bits of rubbish)
• ingesting (eating)
• decompose (decay or break down)
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• toxic; toxins (poisonous; poisonous substances)
• contaminate (pollute)
• hormonal imbalance (too much or too little of the chemicals that control body functions)
• livelihood (job or activities to meet daily needs e.g., to earn money to buy food)
 Students write the words and definitions on their Workbooks.
Time: 25 minutes
Teacher reads the text out loud. Students follow along and underline words they don’t know on their
copy as the teacher reads. Teacher then asks students to practice reading the text in pairs.
Title:
Plas�c pollu�on is one of the worst environmental problems facing the Philippines. It has serious
impacts on the environment and human health so reducing plas�c waste is crucial for the future of
marine ecosystems, human health, and communi�es that rely on fishing and tourism.
Firstly, plas�c pollu�on poses a serious threat to marine ecosystems. Marine animals, such as sea
turtles, whales, and dolphins, o�en mistake plas�c debris for food and can suffer injury or death
from inges�ng plas�c waste. This disrupts the delicate balance of marine life and biodiversity.
Secondly, plas�c waste poses a significant threat to human health. Plas�c takes hundreds of years
to decompose, and when it does, it releases toxic chemicals into the soil and water. These toxins
can contaminate our food and water sources and enter the food chain. This affects not only marine
life but also humans, and can lead to health issues such as hormonal imbalances and even cancer.
Thirdly, plas�c pollu�on has economic consequences as well. Coastal communi�es that depend on
fishing and tourism suffer when plas�c pollu�on damages their marine resources and their natural
atrac�ons. They could lose their jobs and livelihood.
By reducing plas�c waste, we can protect our marine ecosystems, safeguard our health, and
support our coastal communi�es. Simple ac�ons such as using reusable bags, botles, and
containers, as well as recycling and properly disposing of plas�c waste, can make a significant
impact. It's important for all of us to take responsibility and work together to create a cleaner and
healthier future for ourselves and genera�ons to come.

 Teacher reads out the questions and models a strategy for locating the information in the text. Here
are some questions about the text. You are going to write your answers in the Workbook. But first,
let’s do Q1 together – Which sentence is the thesis statement? The thesis statement is a sentence
that states the main idea or an argument. It reflects the opinion or judgment of the writer. Think
about where you can find the answer in the text.
Questions:
Q1. Which sentence is the thesis statement? Where can you find this in the text?
Q2. What are the writer’s main claims (or reasons) supporting the main argument? Where can
you find these in the text?
Q3. What title would you give this argument text? Discuss with a partner to decide on a title.
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Answers:
Q1. Thesis statement: (Plastic pollution) “It has serious impacts on the environment and human
health so reducing plastic waste is crucial for the future of marine ecosystems, human health,
and communities that rely on fishing and tourism”. The thesis statement is in the
introduction.
Q2. Claim 1 – “plastic pollution poses a serious threat to marine ecosystems”; Claim 2 – “plastic
waste poses a significant threat to human health”;
Claim 3 – “plastic pollution has economic consequences as well”
The claims are the first sentence of each body paragraph.
Q3. Be prepared for various answers e.g. Why we must reduce plastic pollution.
Questions:
Q4. Look at each paragraph in the body of the argument. What words does the writer use to
introduce each new claim?
Q5. What supporting points are used to support each claim? Summarize these in the table.
Q6. What could you, your family and friends do to reduce plastic waste?
guidance where needed. Summarizing supporting points may need extra time.
Suggested answers:
Q4. Firstly…; Secondly…; Thirdly …
Q5. Various answers possible – check students can locate points from the text. E.g., 1. Marine
animals, e.g., turtles, whales, dolphins, can be injured or die from eating plastic; the balance
of the ecosystem is upset.
2. Plastic releases toxins when it decomposes; contaminated food and water can cause
health problems in humans e.g., cancer
3. Plastic pollution spoils the marine environment; fishing and tourism industries will suffer;
people could lose their jobs.
Q6. Various answers possible e.g., reuse and recycle bags, bottles, and containers, dispose of
plastic waste properly, use alternatives to plastics

Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is organized in an argument
text. How has the lesson helped you to understand this?
[Teacher Notes: If there is time, get students to write their answers on the Workbook so you have some
Segue to the next lesson: We will return to giving you more practice with Persuasive texts in the next lesson.
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Key Idea


Time: 7 minutes
 This week we have been learning about different types of persuasive texts – texts that give us an
argument about some important problem, issue or topic and present evidence for their side of the
argument. Here are some questions to check what you’ve learned. Write your answers in the
Workbook.
Q1. How do persuasive texts begin?
Q2. What happens in the middle of a persuasive text?
Q3. How do they end?
Suggested answers:
Q1. Statement of opinion about the topic and the main points that support that opinion.
Q2. Each point from the opening paragraph is presented in turn with supporting evidence.
Q3. A final re-statement of the main argument and strongest evidence, sometimes with a call to
action.

Time: 3 minutes
 In this lesson, we are going to learn about another type of Persuasive text – one where both sides of
an argument are presented – this type of Persuasive text is sometimes called a Discussion.
 Like other types of Persuasive texts, it generally starts with a statement of the topic. It then has
paragraphs presenting the arguments for one side (‘For” or “Pros”) and then paragraphs presenting
the arguments for the other side (“Against” or “Cons’). Sometimes there is a concluding statement if
the author wishes to take one side over the other, but generally they try to be
objective/impartial/neutral about the topic as their main purpose is to give both sides and let the
readers make up their minds.
Time: 5 minutes
Vocabulary
 Here are some words and expressions from the text that we are going to read. Let’s read them
together. (Refer to Workbook and read.):
• iconic - very famous or popular, representing something important
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• outdated – old-fashioned
• environmentally friendly - designed or operating in a way that does not harm the environment:
• GPS tracking – tracking using satellite technology “Global Positioning System”
• CCTV cameras – security cameras using “Closed-circuit television”
• speed limiter - device that stops a vehicle going too fast
• struggle to afford - do not have enough money to pay for something
• cultural icon – an important symbol that represents a culture
 Teacher writes each word on the board and asks class to volunteer answers and writes each definition
on the board.
 Students write a sentence using each word in their Workbooks.
Time: 25 minutes
1. Teacher reads the text out loud, drawing attention to the words listed in Lesson Component 3.
Discussion
Jeepneys are an iconic form of transporta�on in the Philippines, but many of them are outdated
and not environmentally friendly. The introduc�on of new jeepneys has both pros and cons.
Pros: New jeepneys will have modern and safer features, such as GPS tracking, CCTV cameras, and
speed limiters. They will also have Euro 4 engines that produce less pollu�on, which will help
reduce air pollu�on in ci�es. Addi�onally, new jeepneys will provide more comfortable rides for
passengers, with beter sea�ng and air condi�oning.
Cons: The cost of new jeepneys is high, which may result in higher fares for passengers in the
short term. Some jeepney drivers and operators may struggle to afford the new vehicles. There is
also concern that the new jeepneys may not have the same character and charm as the old ones,
which could lead to the loss of an important cultural icon.
Overall, the introduc�on of new jeepneys will bring many posi�ve changes, but it is important to
address the poten�al nega�ve impacts as well.

 Teacher displays questions. Answer these questions on the Workbook.
Questions:
Q1. What is the issue under discussion?
Q2. What you think is the author’s position on the issue? Give reasons for your answer.
Q3. What is the main argument for having new jeepneys? What is the main argument against?
Support your answers with evidence from the text.
Suggested answers:
Q1. The issue for discussion is whether traditional jeepneys should be replaced with modern
ones.
Q2. The author takes a neutral or balanced position on the topic. They cover both pros and cons
in the discussion; the conclusion also addresses both views.
Q3. For: New jeepneys have safer, modern features. Against: New jeepneys are too expensive.
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 Teacher reads out each question and asks students to write their answers on the Workbook. Answer
these questions in the Workbook.
Questions:
Q4. Are new jeepneys more environmentally friendly than old jeepneys? Find evidence from the
text to support your answer.
Q5. Jeepneys are a well-known cultural icon of the Philippines. Do you think they should be
replaced with modern ones? What are your reasons?
Q6. In pairs, rewrite the discussion as a conversation between 2 friends who have different views
about the new jeepneys. Think about the language they would use to try and persuade each
other.
Suggested answers:
Q4. New jeepneys would be more environmentally friendly than old ones. They have “engines
that produce less pollution, which will help reduce air pollution in cities”.
Q5. Be prepared for various answers. The focus should be on the students’ reasons for their
point of view and how well they can support their reasons.
Q6. Be prepared for various answers. The main thing here is that students work together to
transpose the written arguments into spoken ones. More personal and informal language
would be expected.
[Teacher Notes: Feel free to do Q4 and Q5 as a whole class to give more time for Q6.]
Time: 5 minutes
Q1. The focus of the lesson was on learning about how information is presented in a persuasive
text that presents both sides of an argument. How has the lesson helped you to understand
this?
[Teacher Notes: It would be worthwhile to do this by getting students to write in the Workbook, so you
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Consolidation
Key Idea
Consolidation

The learner will:
• Use appropriate reading strategies to meet one’s purpose EN7RC-IV-b-10
• Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-d-6
• Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16
• Summarize key information from a text (EN6OL-IVj-3.6).

Time: 7 minutes
 In our lessons this week we have revised two types of texts – Expository texts and Persuasive texts.
Here are some questions to see what you remember – write your answers in the Workbook.
Questions
Q1. How are Expository texts and Persuasive texts different?
Q2. Expository texts can be Information Reports, Explanations or Instructional texts. How are
they different?
Q3. There are 2 types of Persuasive texts – how are they different from each other?
 Students record their answers in the Student Workbook.
Suggested answers:
Q1. Expository texts provide information and Persuasive texts present arguments, opinions,
points of view about various topics.
Q2. Information Reports provide information about a topic in a structured form with headings
and categories; Explanations deal with how or why something happens; and Instructional
texts show you how to do something, usually involving a series of steps.
Q3. One type presents one side of an argument (Argument) while the other provides both sides
(Discussion).
Time: 3 minutes
In this lesson, we are going to bring together what we know about the key elements of
Expository and Persuasive texts by reading 2 texts about the most popular sports in the
Philippines.
Time: 5 minutes
• the national sport (the sport that seems to represent the national culture)
• national icons (people who most seem to embody the national culture and values)
115
• makeshift courts (improvised, rough, playing in places that have not been designed to play the
sport)
• organized leagues (local and national competitions)
• viewership (people who watch the sport on television)
 Students complete the table of words and their meanings in the Workbook.
Time: 25 minutes
 Teacher reads Text A to the class, drawing attention to the words and phrases in Component 3.
Text A Why is Basketball the most popular sport in the Philippines?

Basketball is the most popular sport in the Philippines and is considered to be the
national sport. Over 40 million people play the sport and 81% of the population are
basketball fans. There are several reasons for its success.
Firstly, Basketball was introduced to the Philippines in the early 20th century by the
Americans. The influence of American education and the establishment of basketball
leagues contributed to its popularity.
Secondly, Filipino basketball players and national teams have been very successful both
here and overseas. Filipino players who achieved notable careers, such as Carlos Loyzaga
and later on, PBA stars like Robert Jaworski and Alvin Patrimonio, became national icons
and inspired a generation of basketball fans and players.
Thirdly, Basketball is a cheap sport to play compared to some others, requiring only a ball
and a hoop. It can be played in various settings, from makeshift courts in local
neighborhoods to organized leagues. This allows people of different backgrounds and
ages to participate, contributing to its widespread appeal.
Fourthly, Basketball receives extensive media coverage, both in traditional and digital
platforms. The Philippine Basketball Association (PBA), the country's professional
basketball league, has a significant following, and games are televised nationwide.
Filipinos are also fans of the American league, the NBA, and the Philippines has the
second-highest basketball viewership after the United States.
In conclusion, Basketball is often associated with Filipino national pride and serves as a
source of unity because of all these reasons.
 Teacher reads questions.
Questions:
Q1. What type of text is Why is Basketball the most popular sport in the Philippines? Give a
reason for your answer.
Q2. Give each paragraph a heading.
Q3. Of the four reasons for basketball’s popularity, which one in your opinion is the strongest?
Give a reason for your answer.
 Students write their answers in the Workbook.
116
Suggested Answers:
Q1. Explanation. It presents reasons for the sport’s popularity. It is also organized like an
Explanation.
Q2. 1 – Definition of topic or phenomenon; 2-5 explanatory sequence; 2 – History; 3 – Successful
players; 4 – Accessibility or easy to play for everyone; 5 – media coverage; 6 – Conclusion, extra
information, effect of the reasons given.
Q3. Expect a variety of answers – focus on the reasons given.
Component 4C
 Teacher reads Text B.
Text B Football is a better sport than basketball.

Football is a far better sport than basketball and deserves to be more popular in the
Philippines. It is a more global sport, simple and inexpensive to play and requires skill and
fitness from its players.
Soccer is played and watched by more people than any other sport in the world. The FIFA
World Cup played every 4 years, is the biggest sporting event on earth. Basketball is only a
minor Olympic sport and is played by fewer countries.
You hardly require any equipment to play soccer. An open space and a ball are all you
need, so it is cheaper as well as simpler to play than basketball which needs hoops and a
backboard.
Soccer is often called ‘the beautiful game’ because of the skills shown by its players, its
spectacular goals and amazing saves. It is much more exciting to watch than basketball.
So, it is time for the Philippines to get with the rest of the world and get serious about
improving soccer in this country.
 Teacher reads questions.

 Students write their answers in the Workbook.
Questions:
Q4. What type of text is Text B?
Q5. What are the 3 main reasons why the author of Text B says soccer is a better sport than
basketball?
Q6. How would the writer of Text A respond to the writer of Text B? Write 1 or 2 paragraphs
giving what you think the Text A writer would say.
 Teacher checks the answers to the questions by involving the students.
Suggested answers:
Q4. Argument.
Q5. ‘It is a more global sport, simple and inexpensive to play and requires skill and fitness from its
players.’
Q6. Expect a variety of answers – focus on the creativity of the response and the extent to which
they use the information in both texts.
[Teacher Notes: Feel free to do Questions 4 and 5 in class to allow more time for Q6. Feel free to allow
students to do Q6 in pairs.]
117
Time: 5 minutes
Q1. The focus of the lesson was on bringing together what you’ve learned about Expository and
Persuasive texts. How has the lesson helped you to understand this?
118
Appendix 1: Book cover
119
Appendix 2: Map
120

NLC23 - Grade 7 Consolidation English Lesson Plan - Final

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Component 4 has three aspects, 4A, 4B, and 4C.

Most Essential Learning Competencies

Component 1: Short Review

Component 4A Reading the Text

The Hare and the Tortoise

Component 1: Short Review

The Striped Blanket

Component 5: Lesson Conclusion

Component 1: Short review

 Teacher samples answers to Questions 2 and 3, providing feedback.

The Carabao and the Shell

Component 4B Questions (~10 minutes)

Component 1: Short review

 Teacher samples answers to Questions 2 and 3, providing feedback.

Component 4C Questions [~10 minutes]

Component 1: Short review

Text 1: The Carabao and the Shell

Component 4C Questions (~10 minutes)

Component 4A Reading the texts

Text 1 Story Mountain

[Story Mountain (nd). 7th Grade Humanities Graphic Organizers. http://7thgradehumanities.weebly.com/organizing.html]

 Teacher reads Text 2 aloud to the class.

Text 2 The Flood Story

Component 1: Short review

Component 4B Questions [10 minutes]

Component 1: Short review

 Now let us go over what each word means.

[HikersBay (nd). Temperature and precipitation in Philippines. http://hikersbay.com/climate-

 Here are some tips on getting information from a graph.

Component 4C Questions [~10 minutes]

Component 1: Short review

Component 4C Questions [10 minutes]

Most Essential Learning Competencies:

Component 1: Short review

 Now let’s go over what each word means.

Source: Public Domain https://freesvg.org/water-cycle-vector-illustration

Component 5: Lesson Conclusion

Component 1: Short review

1. African Elephants (Answer: Information Report)

Component 2: Purpose of the lesson

Component 3: Lesson Language Practice

Text 2 Why Generation Z Loves Multimedia

Most Essential Learning Competencies:

Component 1: Short review

by Cyanocorax, 2020. https://openclipart.org/detail/322877/a-butterflys-lifecycle

Text 3 How to get information from a non-linear text

Component 4B Questions [10 minutes]

Most Essential Learning Competencies:

Component 1: Short review

 Teacher then asks students to practice reading the texts in pairs.

Component 4B Questions [5 minutes]

Most Essential Learning Competencies

Component 1: Short review

Component 2: Purpose of the lesson

Component 3: Lesson Language Practice

Component 4B Questions [10 minutes]

Component 5: Lesson Conclusion

Component 1: Short review

Component 2: Purpose of the lesson

Component 3: Lesson Language Practice