Claret School - English 7 - 3rd Quarter

Claret School o f Zamboanga City
LEVEL II PAASCU ACCREDITED

Ruste Drive, San Jose Road, Zamboanga City
Junior High School
S.Y. 2017-2018
Learning Activity Sheet in Grade 7 English
Activity No.1 (Third Quarter)

Activity Title: Asking/Answering Questions Intelligently
Learning Target/s:
participate and contribute information by asking and answering questions.
References: Reference 1, Rojas, L.A. (2013).Language in Literature. Philippines: Vibal Publishing
House, Inc., pp.202-203.
Values: Excellence and Humility
I. Essential Ideas
To give intelligent answers, do the following:
1. Think about the information asked for.
2. Support your answer.
3. Focus on the information needed.
To ask intelligent questions, do the following:
1. Be relevant.
2. Be concise.
3. Use simple vocabulary.
4. Use correct grammar.
II. Learning Experiences
A. Clarifying Understanding
Direction: Form groups. Choose for your discussion a current topic on science, history, government, or
education. Each member of the group should participate in the discussion by contributing information and
by asking and answering questions.
B. Processing Questions
1. How do you make sure you give intelligent answers or ask intelligent questions?
C. Framing Concepts
Direction:Complete the idea presented in the vertical picture list.
Asking and Answering Questions...
are helpful because
.
it will be effective if
.
I can use these skills in...

.
.
.
D. Lifelong Learning
Direction: Answer the question/s below.
 How do Filipinos stand out from a crowd when they interact with other nationalities?
 You have learned in your lesson that asking questions properly is a quick way in finding
information, like of the gospel inMatthew 7:7 it says, “Ask, and it will be given to you; seek,
and you will find; knock, and it will be opened to you.” What do you think God is saying to His
people?
Facilitator’s Signature/s:
Prepared by Checked by
Ms. Corrie Gay S. Desingaño Ms. Ivy Pilar A. Ancis

Grade 7 English Teacher English Subject Area Coordinator
Mrs. Cristy DR. Gumera

JHS Academic Coordinator
Approved by
Mrs. Daisy B. Natividad

HS Principal
Junior High School
S.Y. 2017-2018

Activity Title:Inferring
Learning Target/s:
use information presented in a reading of selection to make inferences.
References: Reference 2 Academic.cuesta.edu/acasupp/as/309.htm(2003)
Values: Peace and Camaraderie
I. Essential Ideas
Making Inferences
Drawing conclusions refers to information that is implied or inferred. This means that the information is never
clearly stated.
Inference is just a big word that means a conclusion or judgement. If you infer that something has happened,
you do not see, hear, feel, smell, or taste the actual event. But from what you know, it makes sense to think that
it has happened.
Example:
Suppose you are sitting in your car stopped at a red signal light. You hear screeching tires, then a loud crash
and breaking glass. (Those are the observations.)You see nothing, but you infer that there has been a car
accident. We all know the sounds of screeching tires and a crash. We know that these sounds almost
always mean a car accident.

Direction:Read the paragraph below. Put a check mark in the blank before the sentence which states a correct
inference or conclusion. Write X if the conclusion or inference is wrong. The first blank is filled for you.
Mang Andres is a clerk in one of the office of a state university. He had spent his 25 years in that
school. He always brings a lunchbox for his grandson every lunch break. He is a good disciplinarian
both to himself and to his loved ones. He is liked by everyone when one day he was hit by a car.
Everybody mourned.
X 1. All the clerks were girls.

X 2.Mang Andres reported to his office after nine o’clock.
X 3. The girls’ lunches were balanced diets.
X 4. The girls received big salaries.
/ 5. It was almost twelve o’clock in the daytime.
X 6.Mang Andres didn’t eat lunch at noon that day.
X 7.Mang Andres is a very thrifty man.
X 8. His wife didn’t know how to cook.
X 9.Mang Andres is on a diet because he is probably over-weighted.
/ 10.Mang Andres is a very caring man.

1. What are needed before someone can infer?
2. How can an inference help you in making decision?
C. Framing Concepts
Directions: Fill in graphic organizer with what is asked.
Significant learning/s….
Making inferences My misconceptions….
Directions: Just choose one to ponder on.
 Was there a time when you made some conclusions and led you to commit mistakes?
What were those? What did you do to resolve the trouble you made?
 Making judgment about people usually brings you to trouble. Cite one instance in life
when you gave unfair remarks about a friend or classmate. What is the result of this?


Approved by

HS Principal
Junior High School
S.Y. 2017-2018

Activity Title:Sequencing
Events Learning Target/s:
sequence a series of events mentioned and listened to, and
picture the order in which events happen.
References: Reference 1, p.6-7.
Values: Peace and Camaraderie
I. Essential Ideas
A time line is a way of picturing the order in which events happen.
To make a timeline, do the following:
1. Draw a straight line from left to right.
2. Draw a dot on the line for each event in the story, and then number the dots.
3. Near each dot, write a few words to explain which event the dot stands for.
(Check out page 6 of your textbook for further information about the topic.)

Direction:Draw a timeline to show what happens first, next, and last in the popular fable “The Monkey
and the Crocodile” found on page 7 of your book.
B. Processing Question
1. What is the importance of knowing how to make a timeline?
C. Framing Concepts
Directions: Fill in graphic organizer with what is asked.
Significant learning/s….
Making a Timeline My misconceptions….

 Was there a time when you made some conclusions and led you to commit mistakes?
What were those? What did you do to resolve the trouble you made?
 Making judgment about people usually brings you to trouble. Cite one instance in life
when you gave unfair remarks about a friend or classmate. What is the result of this?


Approved by

HS Principal
Junior High School
S.Y. 2017-2018
Activity No.4 (ThirdQuarter)

Activity Title: Mini-Task(Conducting an Interview)
Learning Target/s:
perform a GRASP activity using the lessons learned on how to conduct an interview, and
recall early learning about friendly letters.
References: Reference 1, pp. 360-365.
Values: Fortitude, Wisdom and Justice
I. Learning Experiences
A1. Directions: Decide to join the group. Each one of you as an interviewer will take on one reliable
personality in your barangay and have all the research questions answered.
A2. Directions: Check out the specific task of your Performance Task on page 364 of your book. Follow
the rubric on page 365.

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Junior High School
S.Y. 2017-2018

Activity Title:Viewing Comprehension Activity: Philippines During the Contemporary
Period Learning Target/s:
determine the key message conveyed in the material viewed.
References: Reference 3https://youtu.be/87jqDcdyxf8(2015)
Values: Independence
I. Essential Ideas
Radio and Television are good sources of current information. To be able to comprehend the content,
a. Pay attention to what the speaker is saying
b. Think about what the speaker is saying
c. Think about what other people will probably ask when you pass on the information.

Directions: watch the video at https://youtu.be/87jqDcdyxf8(2015). Form small groups. Formulate, ask
and answer questions based on the topic viewed.
1. How well were you able to comprehend what you have watched?
2. What happens when you are able to listen and comprehend well?
C. Framing Concepts
Directions: Directions: Fill out the graphic organizer below.
At first, I’m thinking
My new thinking is
My thinking changed because

Direction: Choose one of the following to reflect on.
 In this lesson, you have learned that a good listener functions well when done correctly. Similarly, you
may not always think about the people who work hard to make your class function well but they play a
crucial role in your everyday school life. In this premise, who do you think is one person or a group of
people who deserve acknowledgement in making your school life go smoothly and orderly? What
would you like to say to him/her/them?
 You have learned in this lesson thatit isimportant for us to have a complete comprehension of what we
are viewing. What factors, if removed from your life, would make your life completely different from
your life at present?
Ms. Ivy Pilar A. Ancis
Jacqueline V. Francisco Ms. Ivy Pilar A. Ancis
Vibal Writers English Subject Area Coordinator
Edited by
Ms. Corrie Gay S. Desingaño Mrs. Cristy DR. Gumera
Grade 7 English Teacher JHS Academic Coordinator
Approved by

HS Principal
Junior High School
S.Y. 2017-2018

Activity Title:Listening Comprehension Activity: Identifying Cause-Effect Relationship by Noting
Signals of Causality
Learning Target/s:
determine listening comprehension skills.; and
watch a news program and list reported current events connected by cause and effect.
References: Reference 1, pp. 347.
Values: Independence
I. Essential Ideas
Eventsin a literary work are often connected by cause and effect. This means one event is the reason
and other event happens.
Cause is the event that happens first.

Effect is the result that follows the cause. It can be an event and it can also be a change in the way a
character behaves or thinks.
Cue words and phrases point out causes and their effects.
Example:
Because, therefore, since, in order, that, so that, if-then

A1. Directions: watch a news program on television. List at least five reported current events connected by
cause and effect. Share your documentation with a classmate.
A2. Directions: Listen to an expository paragraph your teacher will read to you. List down statements
that detail cause-and-effect relationships.
1. What causes the event to happen ?
2. What happens as a result of this event?
C. Framing Concepts
Directions: Directions: Complete the PCI chart below with the concepts you have learned about cause
and effect relationship. Write your answers inside the box.
P C I
Positives Concerns Interesting Insights
Directions: Choose one to answer.
 Choose an event in your life where you have brought happiness and joy in the life of a person
close to you. What effect or effects have occurred after doing such?
 In life there are three four truths that we must know. First is, everybody are given a choice in
what they will do with their lives, second is that we may choose what is our choice, but thirdly
we are not anymore free to choose the consequence of their choice. In your life, what was the
thing that made you regret of your choice and what was the consequence or result of that act.
Edited by
Approved by

HS Principal
Junior High School
S.Y. 2017-2018

Activity Title: Feature Article
Learning Target/s:
compose a feature article based on a personally selected topic.
References: Reference 5
www.skwirk.com.au/feature-article/nsw/featurearticle/skills-by-text-form/required-
skills-and-knowledge- specific-text-forms (2014)
Values:Discipline and Perseverance
I. Essential Ideas
Purpose
The purpose of a feature article is to explore or discuss a particular topic of interest. It is subjective and
demonstrates either the opinion of the composer or the various opinions of community groups. Unlike
newspaper reports and letters to the editor they are not topical - that is, they are not related to current
topics of news. Quite often the purpose of a feature article is to entertain rather than to inform.
Elements of a feature article
 A catchy headline is essential. The use of puns is a particularly popular technique used for feature
articles.
 Feature articles are often combined with an image or photograph. This photograph needs to catch the
responder's attention. This can be humorous, shocking or intriguing.
 Feature articles can be written in formal or informal language. Many articles that you will come
across will be informal and amusing with entertainment as the main purpose.
Hints for writing an effective feature article
 When composing a feature article, be sure to choose a topic that you know a lot about.
 Remember that feature articles are subjective; it is your opinion that is required.
 How you present your feature article is up to you - will it be humorous or serious? If you have the
choice, decide upon the tone before you start. Consider the topic that you have chosen first. If your
topic is about how difficult it is to get out of bed, you may choose to write a humorous article. If
your topic is to do with the health risks associated with obsessive gaming, then you may choose to
write a serious article.
Structure
The structure of a feature article is really decided by the composer. Do not forget, however, that there
are a few simple rules that will keep your composition clear and logical.
Introduction
 You should always begin with an introduction that informs the responder as to the subject of the
article. This can be done formally or through an anecdote.
Body
 The body of your article should discuss different opinions or explain your own. Be sure to give
examples, and remember that if the tone of your feature article is serious, then use real, empirical
evidence rather than anecdotal evidence.
Conclusion
 You should conclude your feature article with your most startling fact or humorous anecdote.
 Your final sentence should offer either advice or a warning based on the opinions of your feature
article.

Directions:Applying what you have learned from the lesson, write a feature article based on
your own selected topic. Write your article in three paragraphs only. Use cohesive
devices that you have learned from your previous lessons.
(TITLE)
Introduction:
Introduce the
subject of your
article. Begin with a
simple statement, a
question or an
anecdote.
BODY:
Paragraph one:
Give background
information about
your topic.
Paragraph two:
Discuss one piece
of evidence that
supports your
point of view on
your topic.
Include a
quote
where necessary.
Paragraph three:
Discuss one piece of
evidence
that supports your

point of view on
your topic.
Include a quote
where necessary.
CONCLUSION:
Conclude with an
interesting point that
will make your reader
keep thinking about
your topic.
Give a warning or an
advice.
1. How is a feature article different from other articles in newspapers and magazines?
2. What skill and/or attitude helped you come up with a good article?
C. Framing Essential Concepts

Directions: Complete the statements below.
In this activity, I learned that
I can use this (when/because…)
Directions: Choose one to reflect on.
 Writing an effective and interesting feature articles require discipline and passion. Every
human being has his/her passion in life or something that he/she ultimately desires to do
or accomplish in life. What is yours? And how do you discipline yourself in pursuing that
passion. Cite some vivid examples.
 Perseverance is needed to complete any kind of task even in writing feature articles, since
it needs focus and hard work. It is stated in James 1:4 (NIV), “Let perseverance finish its
work so that you may be mature and complete, not lacking anything.” In your studies,
how did you persevere to earn good grades?
Edited by
Approved by

HS Principal
Junior High School
S.Y. 2017-2018

Activity Title:Journal Writing
Learning Target/s:
come up with a three-day diary entry.
References: www.wikihow.com/write-a-journal-entry(2014)
Values: Keenness, Excellence, Orderliness
I. Essential Ideas
A journal reflects its writer, who chooses what to write about and how often to make entries in
the journal. It is a record of insights, observations, or special interests. It can be written daily,
weekly, or anytime you want to.
Purpose of Journal Writing
- To keep track of everyday events

- To express candid feelings and insights
- To record key events or moments in life
- To record experiences in an area of special interest

A1. Directions: Read the sample journal below then answer the given questions.
September 28, 2013
Dear Diary,
Today I had a very long day. My mom brought me with her to join the rally against pork
barrel. There were a lot of us gathered in the streets to the plaza. I can’t understand anything but
I guess this pork barrel is really bad that is why mom joined in the movement. I could see that
she was really angry. But she smiles whenever she looks at me and just say, “This is for you my
princess.” I could just feel her love for me. I guess that’s it for now.
Your owner,
Princess
1. What was the content of the journal?

Personal experience
2. What was the purpose of the author in writing his journal?

To record an event in life
A.2. Directions: Write three journal entries about the happenings in your life for the past three
days. Use the spaces provided below.
Day 1
Day 2
Day 3
1. How does writing a diary help you write the events in your life?
2. What are some challenges you encountered while writing your daily journal about your
life events?
C. Framing Concepts
Directions: Complete the graphic organizer below by placing the uses of a journal to a person.
to me because to me because
My Journal is a
to me because to me because
Directions: Choose only one to reflect on.
 Do you have a journal? What do you usually place in it? Why?
 We knew that a journal is a personal thing. If ever someone will be able to read your
journal accidentally, how will you react?
 Psalm 90:12 says that “Teach us to number our days aright, that we may gain a heart of wisdom”. How
will you relate them to the way you keep record of your everyday life activities? Is it worth doing? Why
or why not?
Edited by
Approved by

HS Principal
Junior High School
S.Y. 2017-2018

Activity Title:Writing a Friendly Letter
Learning Target/s:
identify the parts and write a friendly letter.
References: Reference 7, www.janbrett.com/piggybacks/friendlet.htm (2011)
Values: Camaraderie, Simplicity, Practicality
I. Essential Ideas
Letters are written to convey important messages. The friendly letter is the most familiar type. It is
usually written to friends, relatives, or new acquaintances.
The different kinds of friendly letters are the letter of invitation, letter of regret, letter of
condolence, and letter of appreciation or thank you letter.
A letter has the following parts:

1. Heading- this contains the sender’s complete address and the date when the letter is written.
2. Salutation- this contains the sender’s greeting.
3. Body- this relays the sender’s message.
4. Complimentary close- this closes or ends the letter.
5. Signature- this has the name of the sender.

Directions: With the use of the information inside the box, fill out the data asked below to come up
with a letter.
Your friend,
Lady L.
Dear Susan
It feels like such a long time since the last time I saw you. I know it's only been several weeks since I
saw you. So far my summer has been great!
I spend my all my weekends at the beach. I am getting a nice tan and you can no longer say I am
paler than you. I have been playing lots of volleyball, surfing and building a nice collection of sea shells. Just
this past weekend I took second place in a sandcastle building contest!
On the weekdays I work. I drive an ice cream truck around and sell ice cream to the kids. It is so cool.
It is a combination of the two things I love most, ice cream and kids. The pay isn't too great but I love the
job so much.
I hope the summer's been going well for you too. There's only a month and a half left in summer
vacation and after that it's back to school. Would you like to meet up some time before school starts?
506 Country Lane

North Baysville, CA 53286
July 16, 2007
MY FRIENDLY LETTER
(Heading) 506 Country Lane
North Baysville, CA 53286
July 16,2007
Dear Susan,(Salutation)
It feels like such a long time since the last time I saw you. I know it's only been
several weeks since I saw you. So far my summer has been great!
I spend my all my weekends at the beach. I am getting a nice tan and you can no
longer say I am paler than you. I have been playing lots of volleyball, surfing and
building a nice collection of sea shells. Just this past weekend I took second place in a
sandcastle building contest!
On the weekdays I work. I drive an ice cream truck around and sell ice cream to the
kids. It is so cool. It is a combination of the two things I love most, ice cream and kids.
The pay isn't too great but I love the job so much.
I hope the summer's been going well for you too. There's only a month and a half
left in summer vacation and after that it's back to school. Would you like to meet up some
time before school starts?(BODY)
(Complimentary Close) Your friend,

(Signature)Susan
1. Was it easy for you to identify the different parts of a friendly letter? Why or why not?
2. Do you find receiving a letter worthwhile? What are the possible feelings that are awaken by
a letter from a friend?
C. Framing Concepts
Directions: Complete the statement below.
A friendly letter is like
because .
 1. Proverbs 17:17 says that “A friend loves at all times, and a brother is born for
adversity. “If you are to show appreciation to a friend, what do you usually do to show
such appreciation?
 2. If you are to choose between a message sent through e-mail and a handwritten letter,
which will you prefer? Elaborate your answer.
Edited by
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HS Principal
Junior High School
S.Y. 2017-2018

Activity Title: Mini-Task(Compose a Travelogue)
Learning Target/s:
students will write about a journey in story format: present a situation, complicate a
situation and then provide climax along with resolution.
References: Reference 8, http://www.ehow.com/how_2317744_write-travelogue.html(2016)
Values: Fortitude and Wisdom
A1. Brainstorming.
Directions: Be familiar with the task by visiting this site:http://www.ehow.com/how_2317744_write-
travelogue.html(2016)
A2. Preparing your Output.

Directions:Write about a journey that you have experienced in a story format: present a situation,
complicate a situation and then provide climax along with resolution. Follow the rubrics provided.
.
A3. After writing your paragraph, critique what you have written using the checklist. If your answer does
not fall under YES, revise your narrative.
A4. Revising
Directions: To make sure that people will take time to listen to your output, consider the checklist
below. Ask a peer to place a  or X to answer each question. Afterwards, have the revised work ready
for editing.
CRITIQUE QUESTIONS
Is the message clear?
Is the message written using simple and compound sentences that can
easily grab the reader’s attention?
Is the information brief and easy to read?
Is the poster neat and clutter free?
Are illustrations used to explain the event or topic?
Is the layout interesting?
A5. Editing.
Directions: Before you prepare the poster for posting, proofread its content. Note the basic rules on the
subject-verb-agreement.
A singular subject needs a singular verb.
Knowledgeis wealth that can’t be stolen.
A plural subject needs a plural verb.
Riddles are witty sayings.


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Activity Title: Intonation
Learning Target/s:
identify the four pitch levels in English.;and
apply intonation skills in phrases and sentences.
References: Reference 9, pp.50-51.
Values: Truthfulness
I. Essential Ideas
Intonation
 In spoken/oral English, there are rules and patterns to follow to attain a more effective
expression of a message, and a clearer understanding of that message among those patterns is
intonation.
 It is the rise and fall of the voice that can be compared to a combination of tunes when a person
pronounces the syllables of words in sentences,
 Through it, we are able to say our message-whether it is a statement, a question, a command, or a
request. We can sound formal or informal, business-like or casual.

A1. Direction: Listen and repeat on how the four pitch level of intonation in English is produced.
A2. Direction: Practice reading the sentences following the intonation lines.
A3. Directions: Read a conversation aloud observing correct intonation.
1. What negative tune is being eliminated if we were able to apply intonation in our oral skills?
2. What is the importance of having a proper intonation in communicating?
C. Framing Concepts
Directions: Complete the statement.
Intonation is the and of the voice. Thus, using proper intonation in oral
communication eliminates in speaking. This will help you become an
English speaker because it is able to convey the right and the emotions of our messages.
Direction: Answer the question below.
 As a Claretian, we must help in building God’s kingdom by becoming communicators of

truth. How do you act this out as a grade 7 student in school, at home, and in your
community?
 Using the proper intonation in words enhances truthfulness in what we say. Reflect on the verse
of John 8:32that says, “Then you will know the truth, and the truth will set you free.”Have you
been dishonest? What did you do in order to patch up your ways?

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HS Principal
Junior High School
S.Y. 2017-2018

Activity Title:Rhythm
Learning Target/s:
employ appropriate oral language skill.; and
saying phrases and sentences using proper
rhythm.
References: Reference 9, pp.159-160.
Values: Sensitive to other’s feelings, Appreciation of one’s life
I. Essential Ideas
Rhythm
 Speaking with regularity or speaking following a pattern of stressed and unstressed syllables in a
beat (rhythm unit)
Note: In your discussion let your students also pronounce the words with the correct rhythm.

Exercises 1.Directions: Practice saying the phrases in just one beat which means stressing only
the content word in each rhythm unit.
Exercises 2. Directions: Say the sentences pronouncing the words within the rhythm unit in just one
beat.
1. How do we decide where the stress is in the word?
2. Does accurate stressing of words make one’s rhythm more effective and clear? Explain.
C. Framing Concepts
Direction: Complete the phrase below.
I learned that rhythm could .
Directions: Just choose one to answer.
 Stress in rhythm gives importance/significance to syllables or words. There is a saying that goes
like this “It is not important what you say but rather how you say it.” Reflecting in this, what
are the things that you will do before confronting a friend with issues to settle?
 Our daily life is somehow predicted or directed by the things we emphasize. In your case, how
do you see life? What are the things which you stress or usually give importance above all?

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HS Principal
Junior High School
S.Y. 2017-2018

Activity Title: Determiners
Learning Target/s:
identify the determiners used in the sentences; and
recognizing nouns through noun signaling devices.
Values: Excellence, Clarity and Orderliness
I. Essential Ideas
The articles a, an, the, signal that a noun follows. Sometimes however, an adjective comes
between the article and the noun. The adjectives as well as the demonstratives are also noun-
signalling devices. These noun-signalling devices are called determiners.
Examples:
A child in a room is sleeping.
The man with a blue hat is an employee.

Directions: Listen to the teacher very carefully. Write down the determiners and the noun that comes after
it in every sentence.
One day, Christian and Earl, who are the best of friends, had an adventure in one of the
caves of Lanaodel Norte. They got pictures of the best views and features inside the cave.
However, the two young men did not know that this cave is connected to the sea and that there
will be an upcoming typhoon. They were shocked and horrified when the waves quickly run
towards them. The current was so strong. Christian fell out of the pump boat and he doesn’t know
how to swim. Earl doesn’t know what to do that time. He just let his body and emotions rule him
and so he jumped off of the boat and tried to save his friend.
Answers:
1. The, best- friends, An- adventure, the-cave

2. The, best- views and features, the-cave
3. Two, young- men, the-sea
4. The-waves
5. The-current
6. the-pump boat
1. How do we decide which article or determiner we are to use in writing our sentences?
2. What is the role of a determiner in communication?
C. Framing Concepts
Directions: Fill out the graphic organizer below.
At first, I’m thinking
My new thinking is
My thinking changed because
Directions: Just choose one to reflect on.
 Determiners are sometimes unnoticeable in constructing our sentences and yet it has its
significance in the clarity of the statement. It was stated in Romans 8:28 “And we know that in
all things God works for the good of those who love him, who have been called according to his
purpose.” Cite some of little things you have that you think are very useful to you? Elaborate
your answer.
 A determiner is a signalling device. In life you have sorts of signalling devices to warn you
when you are losing out of patience. Proverbs 14:29 stated that “A patient man has great
understanding, but a quick-tempered man displays folly”. What do you do when you notice that
you’re losing your patience?

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HS Principal
Junior High School
S.Y. 2017-2018

Activity Title: Partitive
Learning Target/s:
determine words or expressions with part-whole relations.
References: Reference 10 http://grammar.about.com/od/pq/g/partitiveterm (2014)
Values: Cooperation, Unity, Spiritual Awareness
I. Essential Ideas
Partitive
A word or phrase (such as some of or any of) that indicates a part or quantity of something as distinct
from a whole. Partitives can appear before mass (or non-count) nouns as well as count nouns.
Study the following examples:
"You can fool all the people some of the time, and some of the people all of the time, but you cannot fool
all the people all the time." (Abraham Lincoln)
"A lot of movies are about life; mine are like a slice of cake." (Alfred Hitchcock)
"Now Murrell's eyes followed an ant on a blade ofgrass, up the blade and down, many times in the
single moment." (Eudora Welty, "A Still Moment." The Collected Stories of Eudora Welty. Harcourt,
1980)
"Not a part of the rock or a speck of moss or a streak of some other mineral, it was one of those stubborn
bits ofgreen felted cardboard that these rocks were always fixed on inside of the boxes." (Sharon Fiffer,
Buried Stuff. Minotaur Books, 2010)
The underlined words are examples of partitives.

Directions: Complete the sentences with the correct partitives.
CLERK- Good morning! Mrs. Walters.

CLIENT- Good morning, Sam. Can I have a _kilo of meat and a quart of
cheese, please?
CLERK- Of, course. Anything else?
CLIENT- Yes, give me a dozen of eggs, a bottle of syrup, a bag of
potato shipsand a can of beans.
CLERK- Here you are.
CLIENT- Thank you,
Sam.
Retrieved from http://www.englishexercises.org/makeagame/viewgame.asp?id=2624
1. When do you usually use partitives?
2. You learned about partitives in your English class. Can you think of similar concepts used in
partitives that are applied in other subject matter/s? If yes, where, and what is that particular
concept?
C. Framing Concepts
Directions: Accomplish the graphic chart below with what is asked.
What I learned
How I learned it
Where I can use it

distinct part of what is whole. This concept tells us that a whole is composed of parts. Based on this concept, choose on
 Everyone is a part of something. A child is part of a family. A student is part of a school.

A citizen is part of a country. In a general context, what can you do to ensure that you are
an efficient productive member of a community like your family or school?
 Ephesians 2:19says, “Consequently, you are no longer foreigners and strangers, but
fellow citizens with God’s people and also members of his household.” As a member of
God’s household, how do you fulfil your role in the church? List at least three.

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Activity Title: Direct and Reported Speech
Learning Target/s:
formulate direct and reported speech forms; and
read statements and study their similarities and differences.
Values: Truthfulness and Equality
I. Essential Ideas
Direct Speech is the exact words of the speaker enclosed in quotation marks.
Reported Speech is a restatement of what the speaker has said.
(Read further about the topic on page 425 of your book.)

Directions: Do Exercise A and B on pages 425-426 of your book.
1. How do you convert direct speeches to reported speeches?
2. What have you observed while converting direct speeches to reported speeches?
C. Framing Concepts
Directions: Using the T-Chart below, list down the things you learned about Direct and Reported speech
forms.
Direct Speech Reported Speech

 Direct speech must be converted into reported speech correctly so as not to distort its
intended message. In life, why do you think it’s important to always relay clear and
correct messages? What would happen if people will communicate wrong messages?
 Direct speech and reported speech are two types of speech forms. Though they are two
different types each is equally important in written and oral communication. This verse
from 2 Corinthians 8:13, “Our desire is not that others might be relieved while you are
hard pressed, but that there might be equality,” also speaks of equality. Give your
opinions as to how equality should be demonstrated to others.

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Activity Title: Expressing Opinion
Learning Target/s:
identify and formulate the statements that show opinion.
References: Reference 11http://en.wikipedia.org/wiki/opinion
Values: Attentiveness, Respect, Honesty, and Openness
I. Essential Ideas
An opinion is a judgment, viewpoint, or statement about matters commonly considered to be
subjective.
What distinguishes fact from opinion is that facts are verifiable, or can be objectively proven
to have occurred. While an opinionmay be supported by facts, in which case it becomes an
argument, although people may draw opposing opinions from the same set of facts.
In casual use, the term opinion may be the result of a person's perspective, understanding,
particular feelings, beliefs, and desires. It may refer to unsubstantiated information, in contrast to
knowledge and fact.

Directions: Study the dialogues below. Underline the statement which gives an opinion.
It was summer time when the students of I-Empowerment unexpectedly met.
Kenan: Ohh, look who are here?! How are you guys?!
Ruther: Kenan?! Is it really you? We did not know you are here too.
Al Shane: Seems like this is a kind of reunion…!
Emmerie: Yes, I think so. No plans yet we met each other.
Rovin: Anyways, let’s go back to our topic and Kenan you may join us.
Ruther: Yes, who do you think is the crush of Khyle in our class?
Al Shane: I think it is Christa.
Ruther: Why?
Al Shane: It is because she is pretty.
Kenan: And, you like her. Don’t you?
Al Shane: Huh?..uhh…I..I don’t like her. Let us have another topic. How about Angelica’s crush
on Julius? Why do you think Angelica liked Julius?
Kenan: I guess it is because Julius is a leader type.
Emmerie: No, I think it is because Julius is a tall guy.
(Kenan’s mom came.)
Mom: Kenan, Come on now, let us have our lunch!
Kenan: Okay mom, but may I invite my friends to join us?
Mom: Yes.
1. What is the difference between fact and opinion?
2. When does a statement become an opinion?
C. Framing Concepts
Directions: Complete the table below by giving your opinion about why we do the things written in the first
column.
Actions Opinion Statement about the action

1. Election
2. Budget
3. Avoiding Narrow Passage
 It was discussed that an opinion is a judgment, viewpoint, or statement. There

was once a great man who was always asked to give his opinion and
judgment, his name is Solomon. He was known to be a very wise man. Can
you think of someone who will be considered as Solomon, whom you can ask
for judgment and opinion? Aside from being wise what attitude and character
does this person have? How do these qualities help him/her to be a reliable
person?
 We know that transparency is a very important factor in any relationship like

family. Were you ever asked of opinions or judgment of certain issue your
family was involved? How did you feel about this?

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Activity Title: Persuasive Text
Learning Target/s:
conduct a panel discussion demonstrating a persuasive speech.
References: Reference 1, p. 508.
I. Essential Ideas
Persuasive Essay is a formal essay which tries to convince others to do or to believe something which
the writers believe in. It includes a topic sentence and facts or details to support it.
To be able to persuade your reader to your way of thinking, use one or more of the three
basic appeals:
1. Appeal to reason, which gives facts to support a position;
2. Appeal to ethical or universal moral standards, which recognizes that there is another side to
the issue; and
3. Appeal to emotion, which tries to use emotion to influence judgment.
(Read further about the topic on page 508 of your book.)

Directions: Do the Exercise on page 508 of your book.
1. How does a persuasive text differ from informative text?
2. When do we usually hear persuasive statements? Elaborate your answer.
C. Framing Concepts
Directions: Use the Venn diagram below to compare and contrast persuasive text and
informative text.
Informative Text Persuasive Text

 Persuasive speech or text solely aims to convince or to persuade. When you hear this statement, who
pops in your mind? Were they using their ability for good? Explain your answer.
 We learned that our tongue can be used to persuade people. The Bible also gave a statement about the
abilities of a tongue. In 1 Corinthians 13: 1-3
If I speak in the tongues[a] of men or of angels, but do not have love, I am only a resounding gong or a
clanging cymbal.2 If I have the gift of prophecy and can fathom all mysteries and all knowledge, and if I
have a faith that can move mountains, but do not have love, I am nothing. 3 If I give all I possess to the poor
and give over my body to hardship that I may boast,[b] but do not have love, I gain nothing.

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Activity Title: Persuasive Strategy: Ethos
Learning Target/s:
write a persuasive speech using ethos as a mode of persuasion.
References: Reference 12, http://pathosethoslogos.com/
I. Essential Ideas
Ethos is one of the modes of persuasion used to convince audiences.

Ethos (Greek word for “character”) or the ethical appeal means to convince an audience of the
author’s credibility or character. The word “ethic” is derived from ethos.
Ethos is used by an author to show to his audience that he is a credible source and is worth listening
to.
Ethos can be developed by choosing language that is appropriate for the audience and topic (also
means choosing proper level of vocabulary), making yourself sound fair or unbiased, introducing
your expertise or pedigree, and by using correct grammar and syntax.
Study this example use of Ethos:
"I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the Taliban in
Afghanistan. I will rebuild our military to meet future conflicts. But I will also renew the tough,
direct diplomacy that can prevent Iran from obtaining nuclear weapons and curb Russian
aggression. I will build new partnerships to defeat the threats of the 21st century: terrorism and
nuclear proliferation; poverty and genocide; climate change and disease. And I will restore our
moral standing, so that America is once again that last, best hope for all who are called to the cause
of freedom, who long for lives of peace, and who yearn for a better future."
~Democratic Presidential Candidate Acceptance Speech by Barack Obama. August 28th, 2008.
Directions: Write a two-paragraph persuasive speech on one of the suggested topics. Use Ethos
as your mode of persuasion.
 Anti-bullying
 3Rs: Reduce, Reuse and Recycle
 Early Marriage
1. How did you use ethos in your persuasive speech?
2. Do you think that your speech is better when you use ethos to persuade your audience? Why
or why not?
C. Framing Concepts
Directions: Use the concept map below to synthesize what you have learned about the three
Persuasive Strategies.
 You have learned in your activities that to persuade means to convince an audience about
something or to make an audience act on to something. But sometimes, you can be faced in a
situation wherein you will be forced to do something you do not want to do, similar to this
incident in Jeremiah 29: 31, “Send this message to all the exiles: ‘This is what the Lord says
about Shemaiah the Nehelamite: Because Shemaiah has prophesied to you, even though I did
not send him, and has persuaded you to trust in lies. If you will be facing a similar situation
wherein you are forced to do something against your will, what would you do?
 Persuasion involves influencing someone on to something. Mention someone you know that
has greatly influenced your life in a positive way? How did that person influence you? In
turn, have you also been a good influence to that person or maybe to somebody else? How?

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Activity Title: Adjective Complementation
Learning Target/s:
use adjective complements in dialogue.
References:Reference 13, http://grammar.yourdictionary.com/parts-of-speech/adjectives/what-is-
an-adjectivecomplement.html
Values: Valuing life and Gratefulness
I. Essential Ideas
takes the place of a noun, it is a dependent clausecomplement

An adjective and cannot stand
is a alone as or
clause a sentence. Examples:
phrase that adds what youmeaning
to the hear, where
of they went.
an adjective or
modifies it. The adjective complement always follows the adjective it complements and it is a
noun clause or a prepositional phrase.
Study these examples:

 I am so happythat you are here.
 This book is too difficultto understand.
 Are you afraidof snakes?
on and modifies nouns and verbs. Examples: to the park, of the girl, on the table.
The underlined words are the complements of the adjectives written in bold letters.

Directions: Have a short dialogue with a partner regarding any topic of your interest. Use
adjective complements in your sentences. Write your dialogue in the callout bubbles
provided for you.
Student 1
Student 2
1. How can an adjective complement change the thought of a sentence?
2. How will you describe the experience of having a dialogue with your partner?
3. Aside from dialogues, where and when can you use adjective complements?
C. Framing Concepts
Directions: Fill in the learning web with facts learned about adjective complements.
Direction: Choose one to ponder on.
that an adjective complement gives more meaning to an adjective. Life as we know it is better lived when we know the
Anchored by this concept, answer one of the following questions.
 To you, what is the true meaning of life and how do you live that meaning day by
day?
 Jesus said in the Bible. “I am the way, the truth and the life; no one comes to the
Father except through Me.” The verse clearly says that our ‘passport’ to heaven is
Jesus Christ, and we owe our salvation to Him. Knowing this, how do you live your
life now to show your gratefulness of what Jesus did for you?

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Junior High School
S.Y. 2017-2018

Activity Title: Performance Task (Extemporaneous Speech)
Learning Target/s:
students will deliver an extemporaneous speech at the speech laboratory allowing the
speaker to adapt to the situation and engages the audience more.
References: Reference 14, http://wol.jw.org/en/wol/d/r1/lp-e/1102001096 (2016)
Values: Excellence
A1.Directions:
1. Click on this link, http://wol.jw.org/en/wol/d/r1/lp-e/1102001096 (2016) and know more about
how to give an Extemporaneous Speech
A2. Performance Task

Directions: Prepare to give your speech in front of the class. Your teacher will rate your
performance following the rubric provided.

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Claret School - English 7 - 3rd Quarter

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Claret School o f Zamboanga City

LEVEL II PAASCU ACCREDITED

Learning Activity Sheet in Grade 7 English

Activity No.1 (Third Quarter)

I can use these skills in...

Ms. Corrie Gay S. Desingaño Ms. Ivy Pilar A. Ancis

Mrs. Cristy DR. Gumera

Mrs. Daisy B. Natividad

Learning Activity Sheet in Grade 7 English

Activity No.2 (Third Quarter)

II. Learning Experiences

X 1. All the clerks were girls.

X 3. The girls’ lunches were balanced diets.

X 4. The girls received big salaries.

/ 5. It was almost twelve o’clock in the daytime.

X 6.Mang Andres didn’t eat lunch at noon that day.

X 7.Mang Andres is a very thrifty man.

X 8. His wife didn’t know how to cook.

X 9.Mang Andres is on a diet because he is probably over-weighted.

/ 10.Mang Andres is a very caring man.

1. What are needed before someone can infer?

2. How can an inference help you in making decision?

Making inferences My misconceptions….

Ms. Corrie Gay S. Desingaño Ms. Ivy Pilar A. Ancis

Mrs. Cristy DR. Gumera

Mrs. Daisy B. Natividad

Learning Activity Sheet in Grade 7 English

Activity No.3 (Third Quarter)

II. Learning Experiences

1. What is the importance of knowing how to make a timeline?

Making a Timeline My misconceptions….

Ms. Corrie Gay S. Desingaño Ms. Ivy Pilar A. Ancis

Mrs. Cristy DR. Gumera

Mrs. Daisy B. Natividad

Learning Activity Sheet in Grade 7 English

Activity No.4 (ThirdQuarter)

Mrs. Cristy DR. Gumera

Mrs. Daisy B. Natividad

Learning Activity Sheet in Grade 7 English

Activity No.5 (Third Quarter)

II. Learning Experiences

At first, I’m thinking

My thinking changed because

Mrs. Daisy B. Natividad

Learning Activity Sheet in Grade 7 English

Activity No.6 (Third Quarter)

Cause is the event that happens first.

II. Learning Experiences

1. What causes the event to happen ?

2. What happens as a result of this event?

Mrs. Daisy B. Natividad

Learning Activity Sheet in Grade 7 English

Activity No.7 (Third Quarter)

Elements of a feature article

Hints for writing an effective feature article

II. Learning Experiences

that supports your

C. Framing Essential Concepts

In this activity, I learned that