School ESNCHS Grade Level 7

Teacher ELDWIN A. SANCHEZ Learning Area ENGLISH

GRADE 7-12 Teaching Dates and Time February 25-29, 2024 Quarter THIRD
DAILY 7:00 – 8:00 – G7- Sunflower
LESSON LOG 8:00 – 9:00 – G7- Petunia
12:30 – 1:30 – G7- Camia
2:30 – 3:30 – G7 - Dhalia

I. OBJECTIVES Session 1 Session2 Session3 Session 4

A. Content Standards The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
B. Performance The learner transfer learning by: showing ways of asserting one’s identity, comprehending informative texts using schema and appropriate
Standards listening and viewing strategies, expressing ideas, opinions, and feelings through various formats, and enriching written and spoken
communication using analogy, direct/reported speech,active/passive voice, simple past and past perfect and connectors correctly and
appropriately.
C. Learning Cite evidence to support a general statement (EN7VC-IV-g-10.4) Cite evidence to support a general statement (EN7VC-IV-g-10.4)
Competencies /
Objectives 1.distinguish between general and specific statements b. cite textual evidence to support the general statements in a text and
(Write the LC code 2. identify the general idea and specific statement in a text c. appreciate the use of text evidence in supporting general statement
Cite evidence to support a general statement
for each)
II. CONTENT Distinguish Between General Distinguish Between General Cite Evidence to Support a Cite Evidence to Support a
and Specific Statements and Specific Statements General Statement General Statement
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Manila paper, Various Manila paper, Various
Resources multimedia resources (images, multimedia resources (images,
videos, audio clips, etc.) videos, audio clips, etc.)
IV. PROCEDURE
A. Reviewing Identify whether the statement is Begin by reviewing the The students will read a selections The teacher will ask the students
previous lesson or a belief or conviction. Clap difference between general and they will identify the general to recall the previous lesson.
presenting a new three times if the statement and specific statements. and specific ideas.
lesson expresses belief and stamp your
feet two times if it is a
conviction.
1. In my opinion, we
should avoid eating
meat because animal’s
life if sacred.(belief)
2. I believe, reading and
rereading a text helps
to improve one’s
memory.(Conviction)
3. I feel that wearing red
on New Year’s Day
ward off bad vibes and
invite blessings in
return.(belief)
4. I believe, putting a
book under the pillow
improve one’s memory.
(belief)
5. In my opinion, social
distancing can be the
best measure to avoid
COVID-19.
(conviction)

B. Establishing a The students will be The teacher will explain that The teacher will emphasize that
purpose for the lesson divided into two groups; understanding the distinction analyzing specific statements and
each group will be given between general and specific cite them to support the general
letters. They will be asked to statements and learn how to statements presented in reading
arrange the letter in order to cite textual evidence to selections
form three words which will be support general statements.
the lesson for today. The
arranged letters should be put
on the board and whoever
group would finish the task first,
they should read it loudly.

C. Presenting The students will be The teacher will presents The teacher will present a passage Textual Evidence Treasure Hunt
examples/instances of divided into two details and the students will and the students will answer The teacher will provide students
the new lesson groups; each group will be decide which general questions after reading the with excerpts from various texts
given Letters. statement from A-D best passage. containing general statements. In
They will be asked to arrange captures the information small groups, students will read
the letter in presented in the details. the excerpts and identify the
order to form three words which general statements and the textual
will be the evidence that supports them. Each
lesson for today. The arranged group will present their findings to
letters should the class, explaining how the
be put on the board and evidence supports the general
whoever group statement.
would finish the task first, they
should read
it loudly
The students will be
divided into two
groups; each group will be
given Letters.
They will be asked to arrange
the letter in
order to form three words which
will be the
lesson for today. The arranged
letters should
be put on the board and
whoever group
would finish the task first, they
should read
it loudly
Have you tried being
asked by your teacher from the
selection you
read and you failed due to lack
of evidence
or support?
The teacher will ask the
students.
Have you tried being asked
by your teacher from the
selection you read and you
failed due to lack of evidenceor
support?
D. Discussing new The teacher will discuss the The teacher will discuss on The teacher will discuss tips and Lead a discussion on the
concepts and difference between general the characteristics of general ways in citing evidence from a text importance of providing evidence
practicing new skills # statement and supporting and specific statements, or statement. from the text to support general
1 statement; emphasizing the level of detail 1.Read the paragraph and identify statements,
General statement – is the main and specificity in each type of the general statement or main idea.
idea that is supported with statement. 2.Closely read the text and identify
specific details. the specific statements that
Supporting Statement – are the provide details to the main idea.
details that reinforce the main 3.Note facts, examples,
idea. descriptions,
The teacher will present a comparisons/contrast,analogy,
sample paragraph and the causes and effects that are used to
student will read and answer the support the general statement.
questions that follows. 4. Analyze if the evidence or
Questions: details are enough to support the
1. Which presents the overall general statement.
message of the paragraph? 5.Use sentence or phrase starters
2. What do you think is the to provide evidence * The authots
purpose for the details or wrote.. * On page_____it stated
evidence? that...
E. Discussing new The teacher will discuss the The students will read the
concepts and difference between general paragraph on Juvenile
practicing new skills # statement and supporting Delinquency and answer the
2 statement; questions that follow.
General statement – is the main 1.What is the general statement
idea that is supported with presented in the passage?
specific details. 2. What specific pieces of
Supporting Statement – are the evidence are presented to support
details that reinforce the main the general idea?
idea. 3. How does the writer support the
general statement?
F. Developing The students will read the text The class will be divided into Think-pair- share Textual Evidence Carousel
mastery (leads to carefully presented by the small group. They will be The students will find his/her The teacher will create stations
Formative Assessment teacher. They will identify the given different passages and partner. They will read the passage around the classroom with
3) general idea and note the they will identify the general presented by the teacher and they different texts or passages
specific evidence used to statement and supporting will complete the sentences that containing general statements.
support the general statement. details. follow. Divide students into groups and
1.Highlight the reason Alexander assign each group to a station.
Graham Bell started to study Students rotate through each
sound. station, reading the passage and
According to the text________ identifying the general statement
2. Highlight the sentence that and textual evidence. After
defines the word deaf. rotating through all stations, each
After reading the passage on group shares their findings with
 paragraph ____, now I know the the class.
definition of deaf is_____
3.In what ways did the invention
of the telephone change the world?
Based on what I read, I
found_______
G. Finding practical Ask the student about real-life The students will cite real-life
application of scenarios where understanding scenarios where citing textual
concepts and skills in the difference between general evidence is important.
daily living and specific statements and
citing textual evidence is
important (e.g., news articles,
academic papers, debates).
H. Making The students will differentiate Facilitate a discussion where Complete the sentence below: Facilitate a discussion where
generalizations and General statements from students reflect on how being The skill in citing textual evidence students reflect on how using
abstraction about the Specific statements by writing able to distinguish between to support a general statement is textual evidence strengthens their
lesson the characteristics of each term general and specific helpful because ______ arguments and enhances their
using the graphic organizer. statements can enhance their understanding of a text's meaning.
communication skills and
understanding of information.
I. Evaluating learning The students will read a The teacher will give the The teacher will present a text and Cite Evidence to Support a
paragraph. They will identify the students 10 items assessment the students will answer the General Statement
General and Specific statements questions that follow. 1.I always dreamed to become a
using the given graphic philanthropist. Someone
organizer. whodedicates oneself into helping
others. Someone who is capableof
providing anything essential to
others abundantly.
2. Homeless people have many
problems. In winter, it’s hard
tostay warm and it gets too hot in
summer. It also hard to keepthings
safe without a home. Worst is a
lack of privacy
Leslie’s favorite spot is his bed.
It’s a cozy queen- sized bed,
which can be folded into a couch.
It is layered with soft, warm
quilts and piled with
numerous pillows in different
sizes and
colors.
3.Leslie’s favorite spot is his bed.
 It’s a cozy queen- sized bed,which
can be folded into a couch. It is
layered with soft, warmquilts and
piled with numerous pillows
in different sizes andcolors.
4. Excessive use of gadgets
negatively affects children’s
health.For instance, prolonged
exposure to the screen causes
eyestrain. Children experience
dry, itchy and irritated eyes
whenthey spend hours using the
computer, tablet or cellular phone.
Weathering and erosion are
very slow processes. Geologists
believe the Colorado River has
been flowing through the Grand
Canyon for at least 17 million
years, and it has been gradually
shaping the canyon this entire
time. The flowing water of the
river and its tributaries has
carved away at the rock of
the
Colorado Plateau, creating the
amazing sight that is seen
nowadays.
5.Weathering and erosion are
very slow processes.
Geologistsbelieve the Colorado
River has been flowing through
the GrandCanyon for at least 17
million years, and it has been
graduallyshaping the canyon this
entire time. The flowing water of
theriver and its tributaries has
carved away at the rock of
theColorado Plateau, creating
the amazing sight that is
seennowadays.
J. Additional activities Interview your parents about the
for application or statements below. Then, write 2-3
remediation evidence to support each
 statement. Write your answers on
a separate sheet of paper.
1. Health protocols enforced in
the country keep COVID cases
low compared to those in other
countries.
2. Poverty became worse due to
the pandemic
V. REMARKS
VI. REFLECTION
A. No. of learners _ of Learners who earned 80%
who earned 80% in above
the evaluation
B. No. of learners who ___ of Learners who
require additional require additional
activities for activities for
remediation who remediation
___ of Learners who require
scored below 80%
additional activities for
remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who
learners who have caught up the lesson
caught up with the ___Yes ___No
____ of Learners who caught up
lesson
the lesson
D. No. of learners ___ of Learners who continue
who continue to to require remediation___ of
require remediation Learners who continue to
require remediation
E. Which of my strategies worked well? Why did strategies worked well? Why strategies worked well? Why did strategies worked well? Why did
strategies worked these work?Strategies used that did these work?Strategies these work?Strategies used that these work?Strategies used that
well? Why did this work well: used that work well: work well: work well:
work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
 Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in Cooperation in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks

F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials did
used which I wish to
share with other
teachers?

Prepared by: Reviewed:

ELDWIN A. SANCHEZ RAYMOND NEL R. ABELLA

Subject Teacher- Substitute Department Head