1st Quarter Grade 7

Supplemental Lesson Plan

Lesson 1
Focus: Use appropriate idiomatic expressions in a variety of basic interpersonal
communicative situations
A. Introduction/Preparatory Activities
1. Ask the students to read the comic strips below.

Danny, where were Well… Have you

you last night? I’ve got anything to
been so worried! say or has the cat
got your tongue?

Source: http://kibishipaul.com/blog1/2008/02/16/idiotic-idioms-3-cat-got-your-tongue-text/

Well, I don’t know

So, did you Yes, I started How’s it the ropes yet. I’ve
start the new last month. going? a lot to learn and
job yet?
it is hard work.

Source: http://kibishipaul.com/blog1/2008/04/07/idiotic-idioms-5-know-the-ropes/

2. Ask the students to share their ideas about the meaning of the expressions “cat
got your tongue” and “know the ropes” based on the given comic strips.

1
B. Body/Developmental Activities
1. Introduce idiomatic expressions.

An idiom (also called idiomatic expression) is an expression, word, or

phrase that has a figurative meaning conventionally understood by native
speakers. This meaning is different from the literal meaning of the idiom’s
individual elements. In other words, idioms don’t mean exactly what the words
say. They have, however, hidden meaning.
Source: http://www.myenglishpages.com/site_php_files/vocabulary-lesson-idioms.
php

2. Show the students a slide show presentation depicting different idiomatic

expressions, their meanings, and the appropriate situations in which they are
used. Ask them what other situations can the idiomatic expressions be used.
3. For practice, ask the students to find a partner. Give each pair of students a piece
of paper with an idiomatic expression and its meaning. Instruct each pair of
students to write a dialogue using the assigned idiomatic expression. Have each
pair present in front of the class. Ask the other students to identify the idiomatic
expression and its meaning based on the given dialogue by their classmates.
4. Ask the students to answer the following exercise:
Write the letter of the correct idiomatic expression that will complete each
sentence.
Idiomatic Expression Meaning
A. KEEP YOUR NOSE CLEAN Stay out of trouble
B. TRICKS OF THE TRADE Clever or expert way of doing something
C. FOOT THE BILL Pay, often unwillingly or for another person
D. KEEP YOUR HAIR ON Calm down, don’t get angry
E. DOWN IN THE DUMPS Sad or depressed
F. FACE THE MUSIC Deal with an unpleasant situation
G. FIGHT TOOTH AND NAIL Fight fiercely, with great energy and
determination
H. BROKE To have no money
I. HIT THE HAY Go to bed
J. EASY AS PIE Very easy
1. Being into the construction business for last 10 years, I know all the
_________________.
2. I’ve been feeling _________________ lately because of the tragedy.

2
 3. _________________ and stay out of jail.
4. The lawyer knows her client is innocent. She will _________________for
him in the courtroom.
5. Jean forgot to bring money to the restaurant, so Franz had to
_________________.
6. I am sorry to have dented your car. But _________________! I promise to
pay for the repair.
7. What he did was wrong but at least he had the courage to _________________.
8. He said the exam was hard but I found it as _________________.
9. I need to borrow money from my father because right now I’m
_________________.
10. It’s already past midnight. It’s time for you to _________________.
C. Conclusion/Evaluation
Ask the students to make a comic strip similar to the one that they had in class.
Instruct the students that the comic strip should make use of idiomatic expressions.
RUBRIC FOR COMICS
CATEGORY 4 3 2 1
Idiomatic Idiomatic Idiomatic Idiomatic
Idiomatic expression is used expression is expression is expression is
Expression correctly and used correctly. used fairly. used poorly.
appropriately.
All four panels All four panels All three panels All two panels
are complete with are are are
an appropriate complete with complete with complete with
cause-and-effect an an appropriate an appropriate
Panels/Layout
relationship appropriate cause-and- cause-and-
in a creative, cause-and- effect effect
organized effect relationship. relationship.
format. relationship.
Strip contains Strip contains Strip contains Strip contains
four completed four three two
(colored) completed completed completed
Illustration drawings in (colored) (colored) (colored)
a creative, drawings. drawings. drawings.
organized
format.
There are no There are no There are no There are five
Grammar/ more than two more than more than or more errors.
Mechanics errors. three four errors.
errors.

3
Lesson 2
Focus: Common Purposes for Writing
A. Introduction/Preparatory Activities
1. Ask the students to read Why Do We Write.

The primary reason for writing anything is to communicate with others to

stimulate interest or action from the reader. You may also use writing to help you
to reflect on your experiences and learn from them. While at University, a key
way of assessing the progress and learning of students is via the written work
you produce. When we write, therefore, we are either writing for ourselves or for
others.
When we write for ourselves, it helps us to think, learn, and understand.
Writing for ourselves is a private affair though it may be shared with others.
When we write for others, it is usually for assessment or publication for a
wider readership.
Source: http://www.nottingham.ac.uk/studyingeffectively/studying/writer/
whywrite/index.aspx

2. For motivation, ask the students to answer the question by writing their responses
on the balloons.
Why Do We Write?

3. Let them share their answers to the class.

4
B. Body/Developmental Activities
1. Ask the students to give their ideas as to what a paragraph is. Discuss the following
points:
• A paragraph is a group of sentences that develops an idea.
• The first sentence of a paragraph should be indented.
• The sentences in the paragraph support and give examples of the main
idea.
2. Introduce the Common Purposes for Writing:
• Persuade – To convince
• Entertain – To amuse or make the reader laugh
• Inform – To give information; This usually includes names, dates, times,
events, and places.
3. Give a short oral example of each purpose.
4. Break the students into small groups and give them samples of paragraphs. Ask
them to identify the purpose of each paragraph and to explain their answers.
5. For individual practice, ask the students to answer the exercise by identifying the
purpose of each given paragraph.
Exercise:
1. Spinner dolphins may differ in body size, shape, and color patterns. But, in general
they have common characters, namely, slender bodies; long and thin beak; small
flippers pointed at the tips and dark gray, light gray, and white colors. Most of
these spinner dolphins have white bellies. (INFORMATIVE)
2. You have to see this movie titled Fireproof! It’s about a firefighter who rescues his
own family from a hotel fire while on vacation. It’s the best movie I’ve ever seen.
Try to see it as soon as possible. (PERSUADE)
3. I had the best time last night at the party. I laughed all night with my friends. One
friend of mine named James, told us some funny stories. One story was about
when his tongue got stuck in the freezer. I laughed so hard that I fell on the floor.
(ENTERTAIN)
4. Everybody knows that smoking is dangerous. Smoking can damage our body, for
example, your lungs, brain, and heart. The poisonous chemicals in a cigarette can
cause death. Think about this: if you smoke, you won’t be able to run fast or jump
as high because you can’t breathe properly. (PERSUADE)
5. Star Wars is an American epic space opera franchise centered on a film series
created by George Lucas. The film series, consisting of two trilogies, has spawned
an extensive media franchise called the Expanded Universe including books,
television series, computer and video games, and comic books. (INFORMATIVE)

5
C. Conclusion/Evaluation
1. Have the students write three short paragraphs like they have encountered in
class. They are to write a persuasive, entertaining, and informative paragraph.
This can be part of the students’ homework.
RUBRIC FOR PARAGRAPH WRITING
Criteria Excellent Average Paragraph Paragraph Needs
(Total = 25 points) Paragraph Improvement
10 points 6 points 2 points
Content (10 points) Has five or more Has three to four Has less than three
sentences sentences sentences
10 points 6 points 2 points
Has a clear topic Has a topic sentence Does not have a
Organization sentence Some sentences clear topic sentence
(10 points) All sentences support the topic Sentences do not
support the topic sentence support each other
sentence
5 points 3 points 1 point
All sentences Has one to Has more than
follow correct three mistakes three mistakes
Mechanics (5 points) punctuation marks, with the use of with the use of
capitalization, and punctuation marks, punctuation marks,
spelling capitalization, and capitalization, and
spelling spelling

Lesson 3
Focus: Basic features and kinds of paragraph
A. Introduction/Preparatory Activities
1. For motivation, ask the students to read and compare the two paragraphs.

Paragraph 1 –
My family and I bought our first house last November, and we love it. It is
located near a lake. Although we cannot see the lake from our house, we do
have a beautiful view of Mount Timpanogos. Our house has three bedrooms, two
bathrooms, a living room and a family room, and a large kitchen and dining area.
We also have a large backyard and a small garden. We are very happy to have our
own home, and I hope that we will live there for several years.

6
 Paragraph 2 –
I live in a house near a lake. I like the view from our house. We have lived there
since November. We also have a car that I like very much. We were in an accident
a few months ago. We hit a dog that was crossing the street at night. I felt sorry
for the dog, but it cost a lot of money to repair the car.

2. Ask the students to share their comments regarding the two paragraphs. Have
them decide which paragraph is easier to understand and which paragraph
focuses on a single topic.
B. Body/Developmental Activities
1. Introduce the basic features of a paragraph. Discuss the following points:
• Unity – paragraph discusses one topic only
• Completeness – paragraph says all that it is intended to say
• Coherence – sentences move clearly from one idea to the next without gaps
• Emphasis/Order – sentences reveal an order that readers can follow and see
2. Using the two paragraphs that they had earlier, check for unity, completeness,
coherence, and order.
3. Divide the class into four groups. Give each group a kind of paragraph (narrative,
descriptive, expository, and persuasive).
4. Ask the students to identify which paragraphs tell a story, explain something, and
describe something; and try to get the reader to accept a particular point of view
or understand the writer’s position.
5. Discuss the characteristic of each type of paragraph. Provide other examples.
C. Conclusion/Evaluation
1. Give the students an activity sheet that contains samples of different kinds of
paragraphs. Have them identify what type of paragraph is each given example.
Discuss the answers.
2. Ask the students to make a compilation of each type of paragraph. They should
have at least four examples for each type and then ask the students to exchange
compilations with their partner. Instruct the students to examine the paragraphs
in their partner’s compilation. If a paragraph happens to be in the wrong category,
the student should place it under the proper type. Call some students to share
what they have experienced while checking each other’s compilation.