7

Quarter 3
Lesson Exemplar Lesson

for English 1
Lesson Exemplar for English Grade 7
Quarter 3: Lesson 1 of 8 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
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Development Team
Writers:
• Gina F. Bonior, PhD (Silliman University)
• Bea Mara L. Zamora (Silliman University)
Validator:
• Nimfa G. Dimaculangan, PhD (Laguna State Polytechnic University)
• Ryan G. de la Torre (Bicol University)
• PNU Development Team

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
ENGLISH/QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
Standards structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on
one’s purpose, context, and target audience.

B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
Standards based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C. Learning EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and purpose:
Competencies comparison and contrast
and Objectives EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts.
EN7INF-III-9 Analyze how non-linear texts represent and/or summarize the contents of informational texts: graphical
organizer
EN7INF-III-3 Examine how visual elements are used as tools to achieve the intended meaning of informational texts:
animations

Lesson Objectives
1. Examine the two methods in writing comparison-contrast text – point by point and block methods.
2. Analyze how animations aid in presenting information.
3. Use graphic organizers in analyzing, representing, and summarizing information from expository texts.

D. Content • Comparison and Contrast text structure

• Analyzing use of visual elements in informative texts
• Summarizing significant information in a comparison-contrast essay

E. Integration Local, regional, and national celebrations/holidays

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II. LEARNING RESOURCES

Bicknell, M. Compare and Contrast: Explanations and Examples. Houston Community College Learning Web. https://cpb-ca-
c1.wpmucdn.com/myriverside.sd43.bc.ca/dist/9/678/files/2014/09/Compare-and-Contrast-Explanations-and-Examples-1sy13za.pdf
Eye in the sky. (2009, April 11). Songkran Festival and the Water-Splashing Revelry of Thailand. https://eye-in-the-blue-
sky.blogspot.com/2009/04/songkran-festival-and-water-splashing.html
Festival Masks of the Philippines. http://www.philippinestamps.net/RP2014-Masks.htm
Health Sciences Center Kuwait University. Comparison and Contrast Essay: Block method.
http://www.hsc.edu.kw/vpo/ELU/EFLLAB/Writing/e182/Sample_Block_Method_Essay.htm
Heart 2 Teach. Writing Process Posters. Pinterest. https://www.pinterest.ph/pin/333829391133356011/
Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.
https://www.hilldale.k12.ok.us/vimages/shared/vnews/stories/5b7b01e8417ae/Authors%20Purpose%20Notes.pdf
Illinois State University. Text Structure Resources. https://education.illinoisstate.edu/downloads/casei/3-01-04-
handout%20TextStructureResources%201.pdf
Kapwa Travel. Filipino Fiestas, Festivals, and Holidays. https://kapwatravel.com/filipino-fiestas-festivals-holidays/
Leal, L. (2023). Interactive Notebook Lesson for Comparing and Contrasting Paleo Indians and Archaic People.
https://www.lumoslearning.com/llwp/resources/pinterest_listings.html?id=1447950
Rappler. (2013, January 19). #PHTravel: Sinulog, Ati-Atihan, and Dinagyang. https://www.rappler.com/life-and-style/20016-phtravel-festival-
facts-sinulog-ati-atihan-dinagyang/
Saratsiotis, G. Organizational Patterns for the Comparison/Contrast Essay. San Jose State University Writing Center.
https://www.sjsu.edu/people/saul.cohn/courses/100W/s1/Organization_CompareContrast.pdf

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review
Transition markers for Comparing and Contrasting

Transition markers connect sentences

so they become a unified whole rather
than separate ideas. Below are
commonly used transition markers.

Let’s do a quick review of these signal words when writing about similarities and
differences by filling in the blanks below with the appropriate transition markers.

like similarly although in contrast also while

unlike in the same way

The Sinulog and Ati-atihan are alike in some ways but they also differ in other ways.

Like the Sinulog Festival, Ati-Atihan began as a celebration of pre-colonial history and later
on evolved into a religious commemoration after the Spaniards converted our ancestors to
Catholicism.

1) ___________________, both the Sinulog and Ati-atihan festivals are celebrated to honor the
baby Jesus or Senor Sto. Nino.
Answer Key:
2) The Sinulog festival commemorates the establishment of the friendship between two 1. Also
warring parties: Ferdinand Magellan and Hara Amihan, wife of Rajah Humabon. 2. Similarly
_________________, the Ati-atihan re-enacts the peace talk between the Atis of Aklan and 3. in the same way
the Maraynons from Borneo. 4. while
5. In contrast

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 3) Sinulog dancers dance to the beat of drums ________________________ as the Ati-atihan
dancers.

4) Sinulog dancers chant “Pit Senor” ________________ Ati-Atihan dancers chant “Hala bira.
Viva Señor Santo Niño!”

5) Finally, Sinulog dancers do not paint their skin. __________________, Ati-Atihan dancers
would color their skin black to signify the color of our Ati ancestors.

B. Establishing 1. Lesson Purpose

Lesson Purpose Have students go back to their Learner’s Takeaways chart in the previous lesson. The
following questions may be asked:
a. Which of the items are you most confident in? Why?
b. Which of the items do you need more help in? Why?

very confident - not so confident -

fairly confident - not confident at all -

Learning Targets I feel…

I can identify text structures of expository texts.

I can use correct transition markers for cohesion and coherence.

I can extract information from a given text.

I can summarize a text.

From the responses, highlight that Lesson 2 continues the discussion and practice in
reading informational texts. The lesson will also focus on analyzing the text structure,
using transition words, and summarizing but the tasks particularly cover comparing and
contrasting.

2. Unlocking Content Area Vocabulary

There are two common methods of writing Comparison and Contrast compositions: the
Block Method (section-by-section) and the Point-by-Point Method. The table below
compares and contrasts these two writing methods. Ask students to note details on the

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definition and use of these methods. Inform them that developing ideas using these
methods will be explored in the week’s lesson.

Comparison &
Contrast Definition Advantages Disadvantages
Methods

Block describing Keeps each set of points The reader does not
similarities first of for discussion close immediately see the
one point of a topic together. The reader does similarities and differences
with a point of the not have to remember as of the subjects or topics
other topic much information. Keeps being explained.
the paper clearly
organized. Avoids
summary

Point by Point a presentation of all Presents the whole The reader must remember
facts and supporting picture of the two sides; a lot since the comparison
details about one can be more effective if and contrast are done side
topic followed by the the essay is below 3-4 by side. The paper is not
facts and supporting pages and is covering a always as clearly organized.
details about the general issue. Does not Difficult to for papers over
second topic appear as monotonous 3-4 pages

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C. Developing and 1. Explicitation
Deepening Ask the students this question:
Understanding
Suppose that your assignment is to write an essay that compares and contrast two
games, artists, athletes, or movies that you like. Which two will you write about? Why?
How will you start writing the essay?

Link students’ responses to the viewing activity in the next lesson component.

2. Worked Example
Introduce the viewing text on Comparing and Contrasting. The short video is produced by
the University of North Carolina Writing Center and published on YouTube on November
26, 2018. The video will explain tips when writing a comparison and contrast paper. The Explore the Writing Center
video transcript and handout may be accessed in the writing center’s website. website. Instructional materials
on different writing topics can
After viewing, discuss the video content using the following questions: be downloaded for free.
1. The video shared a writing tip in comparing and contrasting where a table is
prepared to list factors for comparison in rows and items being compared in
columns. How can this help in writing a comparison-contrast essay? Link to Website
https://writingcenter.unc.edu/tips-and-
2. Another writing tip given is preparing a Venn diagram? How is this done? tools/comparing-and-contrasting/
3. According to the video, organizing information in comparing and contrasting
may be done section by section or point by point. Which between the two do
you prefer? Why?
Link to Video
https://www.youtube.com/watch?v=31Pqw
4. Were these writing tips explained clearly in the video? What made the dpdrP0
explanations clear? What made the explanations unclear?
5. Were the animated visual elements helpful in explaining comparing and
contrasting? If yes, how did they help? If no, why were they not helpful?

Guide the students in another example of using the Venn Diagram to generate ideas in
comparing and contrasting. Use the text on Sinulog and Ati-Atihan festivals covered in
the previous lesson. Possible answers:
1. This will help identify points of
The similarities of Sinulog and Ati-Atihan are placed in the overlapping parts of the comparison. This can also help
circles. The differences or unique descriptions or information about Sinulog and Ati- the writer draw ideas for the
Atihan are placed in the non-overlapping parts. thesis statement.
2. Each circle in the Venn
diagram represents the items
being compared. The common
ideas the two items share will

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 be listed where the circles
overlap.
3-5. Answers will vary.

Possible answers:
Differences
Sinulog
• celebrated in Cebu
• commemorates the start of the
friendship of Magellan and
Raja Humanabon and Hara
The Sinulog and Ati-Atihan festivals have similarities and differences. In terms of their Amihan and their conversion
similarities, both are celebrated as a religious festival to honor Senor Sto. Nino. Both originated to Catholicism
from pagan religious celebrations. Similarly, both are • Dancers chant “Pit Senor.”
________________________________________________. • Dancers do not color their skin
black
In terms of their differences, while Sinulog is celebrated in Cebu, Ati-Atihan is done in Aklan. In
Sinulog, _________________________________________ whereas in Ati-
Atihan________________________________________________________________. In Sinulog, Ati-Atihan
__________________________________________________________________. However, in Ati-Atihan, • celebrated in Aklan
______________________________________________________. Finally, in Sinulog, • reenacts the peace talk (end of
______________________________________, but in Ati-Atihan, the war) between the Atis and
________________________________________________________. the Maraynons of Borneo.
• Dancers chant ““Hala bira.
The Venn Diagram is one of several strategies that would help generate ideas for Viva Señor Santo Niño!”
writing comparison and contrast compositions. Ask the students to complete the • Dancers color their skin black
comparison and contrast passage below based on what the class collaboratively to signify the color of our Ati
wrote on the Venn diagram. ancestors.

DAY 2 - 3
Two Methods of Writing Comparison and Contrast Compositions
There are two common methods of writing Comparison and Contrast compositions: the
Block Method and the Point-by-point Method. Use the text and graphic organizers to
discuss these.

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Block Method of Writing Comparison and Contrast

Writing comparison and contrast essays may be challenging. One way of making the writing easier
is by arranging the information of each of the topics being compared and contrasted using the block
method or the Point-by-point Method.

In the Block Method, the writer says all the details about the topic. This is good because the reader
sees the whole picture right away since all of the details of the first topic are presented first before
all of the details in the second topic are discussed. For example, in the article on Philippine festivals,
the writer will present all details about the Sinulog Festival first, before talking about the Ati-atihan
Festival. The method is good for short essays about two or three topics covering a general issue. The
disadvantage is that the reader does not immediately see the similarities and differences of the
subjects or topics being explained.

In the Point-by-Point Method, the writer immediately compares one point of the first topic with a
point in the second topic. For example, in the article on Philippine festivals, the writer will talk about
the meaning of the word “Sinulog” and the meaning of the word “Ati-atihan” in the same paragraph.
Then, s/he will discuss the history of the Sinulog festival and the history of the Ati-atihan festival
in the same sentence or paragraph, and so on. The advantage of this approach is that the reader
immediately sees the whole picture of the two sides. The disadvantage is that the composition can
appear repetitive and monotonous.

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Point-by-Point Method

In the Point-by-Point Method, you also start the paragraph by introducing the
two (or more) ideas or topics that you will compare and contrast or by stating your
opinion or claim or the thesis.

Then, in the second paragraph, the writer focuses on one aspect or feature of the
topics that you will compare and contrast. For example, in the #PHTravel: Sinulog,
Ati-Atihan, and Dinagyang article, the writer may state the similarities and differences
between Sinulog and Ati-Atihan focusing on the meaning and the origin of their
names first. Then, s/he will explain the similarities and differences of Sinulog and
Ati-Atihan focusing on the history of the two festivals. Finally, the writer explains
the similarities and differences of Sinulog and Ati-Atihan focusing only on the
highlights of the two festivals.

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Whether you use the Block Method or the Point-by-Point Method, it is important to
consider the reader. Will the reader understand your composition better if you present the
similarities and differences of the topics side by side? Or will they understand it better if
you present everything about Topic A first, before you present the details for Topic B?

3. Lesson Activity

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 Have the students read the article in the next page. This is the last section of the
article published in Rappler about Philippine January Festivals. Below is the
suggested instruction:

In this passage, the author describes the Dinagyang Festival of Iloilo. Read the passage.
Then, complete the table Venn Diagram or the Comparison Table to note the similarities
and differences between Sinulog Festival and Dinagyang. Finally, choose whether you
write a comparison and contrast essay about the Sinulog and Dinagyang Festival using
one of the two methods: the Block Method or the Point-by-Point Method. The writing plan
may be used as guide.

What it’s all about

“Dinagyang” is an Ilonggo word for revelry or merrymaking. The festival is Iloilo’s version
of the Ati-Atihan Festival. Iloilo and Aklan both belong to the island of Panay which
explains why their festivals celebrate almost the same historical events. Three major
events complete the festival: the Ati-Atihan street dancing contest, the Kasadyahan
street dancing contest, and the crowning of Miss Dinagyang.

History
In 1967, a replica of the Santo Niño statue in Cebu was brought to Iloilo as a gift to the
Parish of San Jose in Iloilo City. Devotees welcomed the image with a parade through
the major streets of the city. This first parade, then confined to the parish, evolved to
become the Dinagyang Festival. The task of organizing it now belongs to the city instead
of to the parish.

Highlights
The Kasadyahan street dance parade is Dinagyang’s unique feature, celebrated on the
Saturday before the Ati-Ati street dancing contest. It is the Ilonggos’ way of thanking
God for the bountiful harvest, with performances by tribes from all over Panay who try
to best each other in costume, choreography and energy.

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Venn Diagram of Ati-Atihan and Dinagyang Festivals

Comparison and Contrast Writing Plan

Please point out to the students

that the Rappler article was
written using the Block Method. A
careful analysis of the article
shows that the first section of the
article talks only about the first
topic, Sinulog Festival. The writer
focuses on three elements of the
Sinulog Festival: 1.) the meaning
of the Sinulog, 2.) the history of
the festival, and 3.) the highlights
of the festival. Then, the second
section focuses only on the Ati-
Atihan Festival. Here, the author
Based on your writing plan above, write your comparison and contrast composition on discusses the same three elements
the Sinulog and Dinagyang festivals. but only refers to Ati-Atihan.
______________________________________________________________________________________
______________________________________________________________________________________
_________________________________________________________________

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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________________

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 D. Making DAY 4
Generalizations 1. Learners’ Takeaways

Under the second column, draw the following emojis that represent how you feel about
each statement:

very confident - not so confident -

fairly confident - not confident at all -

After Lesson 1, After Lesson 2,

Learning Targets
I feel… I feel…

I can identify text structures of expository texts.

I can use correct transition markers for

cohesion and coherence.

I can extract information from a given text.

I can compare and contrast informational texts.

I can summarize a text.

2. Reflection on Learning
What helped me become confident in achieving the learning targets?
What other support do I need to be a better reader and writer?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment Depending on the context,

Learning Have the students write a 100 to150-word comparison-contrast essay. resources, or familiarity to the
topic, the students may choose
Use the task sheet which includes a writing plan. The score guide is also provided. among the following topics:
a. local festival

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 Criteria OUTSTANDING SATISFACTORY DEVELOPING BEGINNING b. Filipino games or
4 3 2 1 Larong Pinoy
Content The essay compares The essay The essay The essay c. Local delicacies or
and contrasts items compares and compares and compares or restaurants
clearly. The essay contrasts items contrasts items contrasts, but
d. Philippine legends
points to specific clearly, but the clearly, but the does not include
or myths
examples to supporting supporting both. There is no
illustrate the information is information is supporting e. local tourist spots
comparison. The general. The incomplete. The information or
paper includes only paper includes paper may support is
the information only the include incomplete.
relevant to the information information that
comparison. relevant to the is not relevant to
comparison. the comparison.
Organization The essay breaks The essay breaks The essay breaks Many details are
the information the information the information not in a logical or
following the block following the following the expected order.
method, or point- block method, or block method, or There is little
by-point structure. point-by-point point-by-point sense that the
It follows a structure but structure, but writing is
consistent order does not follow a some information organized.
when discussing consistent order is in the wrong
the comparison. when discussing section. Some
the comparison. details are not in
a logical or
expected order,
and this distracts
the reader.
Transitions The essay moves The essay moves Some transitions The transitions
smoothly from one from one idea to work well; but between ideas are
idea to the next. the next, but connections unclear or
The essay uses there is little between other nonexistent.
comparison and variety. The essay ideas seems
contrast transition uses comparison unclear.
words to show and contrast
relationships transition words
between ideas. The to show
essay uses a variety relationships
of sentence between ideas.
structures and
transitions.
Grammar and Writer makes no Writer makes a Writer makes Writer makes
Spelling errors in grammar few errors in several errors in many errors in
or spelling that grammar or grammar or grammar or

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 distract the reader spelling that may spelling that spelling that
from the content. distract the distract the distract the
reader from the reader from the reader from the
content. content. content and
cause confusion.

B. Teacher’s Note observations on The teacher may take note of some

Remarks any of the following Effective Practices Problems Encountered observations related to the effective
areas: practices and problems
encountered after utilizing the
strategies explored different strategies, materials
used, learner engagement and
materials used other related stuff.

learner engagement/ Teachers may also suggest ways to

improve the different activities
interaction
explored/lesson exemplar.
others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection ▪ Principles behind the teaching conducted/ facilitated is essential
What principles and beliefs informed my lesson? and necessary to improve practice.
Why did I teach the lesson the way I did? You may also consider this as an
input for the LAC/Collab sessions.
How did I choose the materials I used for this lesson?
▪ Students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ Ways forward
What strategies will I continue using which worked well for this lesson?
What could I have done differently?
What can I explore in the next lesson?

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