College of Teacher Education

Detailed Lesson Plan in English 7

Content Standard: Identify and analyze the different purposes authors have in writing,
understand how an author’s purpose influences the tone, language, and structure of a text and
also to differentiate between explicit and implicit messages and understand how these contribute
to the overall meaning of the text.

Performance Standard: The learner can identify and articulate the author’s primary purpose in
the text (e.g., to persuade, inform, entertain) and demonstrates understanding of how the author’s
purpose influences the structure, tone, and approach of the text.

Learning Competencies: Draw inferences and conclusions to formulate sound judgment:

- author’s purpose and meaning
-target audience: hypothetical vs. real, experts vs. laypeople, manageral vs. rank-and-file

I. OBJECTIVES

At the end of the lesson, the students will be able to:

a. Infer thoughts and feelings expressed in the text.
b. Makw inferences based on background knowledge and clues from the text.

II. SUBJECT MATTER

A. Topic: Making Inferences

B. Skill/s Inferring thoughts and feelings expressed in the text and making thoughts and feelings
expressed ion the text.
C. References: English Learner’s Material Grade 7., pg 313, Google
D. Materials: Visual Aids

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III. PROCEDURE

IV. At the end of the lesson,

the students will be able
to:
V. a. Infer thoughts and
feelings expressed in the
text.
VI. b. Make inferences based
on background knowledge
and clues from the text.
VII. At the end of the lesson,
the students will be able
to:

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VIII. a. Infer thoughts and

feelings expressed in the
text.
IX. b. Make inferences based
on background knowledge
and clues from the text.
Teacher’s Activities Student’s Activities
I. Preparation Activities

a. Greetings
“Good Morning/Afternoon Grade 7” “Good Morning/Afternoon, Ma’am!”
“How’s your day going so far?” “ It’s been pretty good Ma’am”

b. Prayer
"Let’s take a moment to start the class with a ( One student will volunteer)
prayer. Would anyone like to lead it?"

“In the name of the Father, the Son, the Holy “In the name of the Father, the Son, the Holy
Spirit. Amen.” “Divine Creator, true source of Spirit. Amen.” “Divine Creator, true source of
light and fountain of wisdom. Pour forth your light and fountain of wisdom. Pour forth your
brilliance upon our dense intellect. Dissipate the brilliance upon our dense intellect. Dissipate the
darkness which covers us, that of sin and of darkness which covers us, that of sin and of
ignorance. Grant us a penetrating mind to ignorance. Grant us a penetrating mind to
understand, a retentive memory, method and understand, a retentive memory, method and
ease in learning, the lucidity to comprehend and ease in learning, the lucidity to comprehend and
abundant grace in expressing ourselves. Guide abundant grace in expressing ourselves. Guide
the beginning of our work, direct its progress, the beginning of our work, direct its progress,
and bring it to successful completion. Amen.” and bring it to successful completion. Amen.”

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c. Classroom Management
“Before you sit, pick up the pieces of paper and
plastic beside and under your chair.”

“Also, keep your phone inside your bag during

our class time.”

“Lastly, if you want to answer and participate in

the discussion, raise your hand.”

“Do you understand class?” “Yes, Ma’am!”

d. Attendance
“None Ma’am”
“Ms.Gomez, kindly check our attendance. Do
we have any absentees for today?”

“If that so, Everyone is very good today”

e. Review

“Before we begin with our new topic, let have a

recap. Last meeting we discussed the differe

f. Motivation

(The teacher will present his/her activities using

a laptop)

“Now we will be having first an motivational

activities that is connected on what will be
discussing later”

What does each signage mean? Where do we

usually see these signage?

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“Who would like to answer?” Yes, Ms. Cruz

(The teacher will call those students who raise

their hands)

“The signage means No Smoking and No

Drinking Alcohol. I usually see that signage in
the school and hospital”

“Thank you, Ms Cruz that is correct!”

“ Next one, who want to describe what does the

pictures is trying to imply”

“Yes Mr. Bautista

(The teacher will call who raised their hands)
“Anyone?”

“The picture shows the common side effects of

“Yes Mr. Bautista”
Nicotine Use such us lack of appetite, increased
heart rate and blood pressure, sweating,
diarrhea and nausea”

“Good Job, Mr. Bautista!”

“From the last picture, what do you think

is all about?”

“Who would like to share their insight?”

(The teacher will call those students who

raise their hands)

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“Yes Ms. Jonson”
From the picture, based on what I understand it
shows when a person engage in drinking
alcohol it damage his/her brain, lungs, heart and
kidney

“Thank you, Ms Jonson. A very well said

answer”

“Thank you for participating everyone, with that

we can now proceed to our lesson proper”

II. Lesson Proper

a. Discussion

What is Inferences?

Inferences is the process of arriving at a certain

conclusion using reasoning or evidence, which
makes them more than just an
assumptions.Here are some example of
inference

She’s making herself a snack, so she must be

hungry.

He’s taken his coat, so it must be cold outside.

They’re an animal lover, so I bet they love cats

too

“To know that you really understand, in your “Yes, Mr Panganiban”

own opinion, why are inferences important?”
“Inferences helps us decipher and reach

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“Who would like to answer?” conclusions to find a meaning based on what
someone says or writes. Without inference, we
(The teacher will call those students who would treat what we hear or reading a very
raise their hands) literal sense”

The students will be form in group and going to

answer the group activity.

“Excellent response Mr. Panganiban”. So,

Inferences are important because they allow us
to read between the lines and understand
deeper meanings, even when information isn’t
directly stated. They help us make sense of
incomplete data, form predictions, and draw
conclusions based on what we already know.
This skill is essential for problem-solving and
decision-making because it enables us to fill in
gaps and think critically about the information
we encounter. For example, in everyday
situations or while reading, we often encounter
indirect clues rather than direct statements.
Using inferences, we can interpret others'
intentions, predict outcomes, and make better
“None Ma’am”
judgments. This makes us more effective
communicators, learners, and problem-solvers
because we can interpret and respond to
complex situations more thoughtfully.”

“Do you have any questions class?”

“If that so, we will be moving about general

sense”
“Yes Ms. Tenorio
“Who wants to read what’s written on slide?”

(The teacher will call those students who raise

their hands)

“Thank you, Ms Tenorio”

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General Sense

The meaning of a word may be implied by the

general sense of its context, as the meaning of
the word incarcerated is implied in the following
sentence:
Murderers are usually incarcerated for longer
periods of time than robbers.

You may infer the meaning of incarcerated by

answering the question "What usually happens
to those found guilty of murder or robbery?"

If you answered that they are locked up in jail,

prison, or a penitentiary, you correctly inferred
the meaning of incarcerated.

Those who enjoy belonging to clubs, going to

parties, and inviting friends often to their homes
for dinner are gregarious.

You may infer the meaning of gregarious by

answering the question "What word or words
describe people who belong to clubs, go to
parties a lot, and often invite friends over to their
homes for dinner?"
(Students raising their
If you guessed social or something like: "people
hands)
who enjoy the company of others", you correctly
inferred the meaning of gregarious.

“Class did you understand what is general

sense?”
“What is the difference between inference and
general sense, ma’am?”

“Why are you raising your hands Ms. Umali?”

” Making an inference means drawing a “Thank you Maam”

conclusion based on evidence and reasoning.

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When we infer, we use clues from the
information we have (like context or facts) and
combine them with what we already know to
come to a specific, logical conclusion. While in
general sense, grasping the overall idea or gist
without focusing on specific details. It’s more
about getting a broad, basic understanding
rather than making a specific conclusion. In
short, an inference is a specific conclusion
drawn from clues and evidence, while a general “None Maam” (In chorus)
sense is an overall understanding without
focusing on detail”

“Any question, clarification?”

Now were going to move on to what is

Antonyms and contrast..

Antonyms and Contrast

Antonyms is when the meaning of a word is not

implied by the general sense of its context or by
examples, it may be implied by an antonym or
by a contrasting thought in a context. Antonyms
are words that have opposite meanings, such
as happy and sad. For example,

Ben is fearless, but his brother is timorous.

You may infer the meaning of timorous by

answering the question "If Ben is fearless and
Jim is very different from Ben with regard to
fear, then what word describes Jim?"
Yes teacher (In chorus)
if you answer a word such as timid, or afraid, or
fearful, you inferred the meaning of timorous.
(Student raised their hand)
Did you understand what is antonyms?

“Contrast is a way of highlighting differences

“Class do you have any idea of what is between two or more things by setting them
contrast?” side by side. It’s often used to point out unique

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qualities or to emphasize how one thing differs
“Yes Mr Castillo” from another.”

Yes, your answer is correct, thank you, you can

take your seat.

So a contrast in the following sentence implies

the meaning of credence: for example

Dad gave credence to my story, but Mom's

reaction was one of total disbelief.

You may infer the meaning of credence by

answering the question "If Mom's reaction was
disbelief and Dad's reaction was very different
from Mom's, what was Dad's reaction?"

If you answer that Dad believed the story, you “Yes Ma’am”
correctly inferred the meaning of credence; it
means
"belief."

Class did you understand what is antonyms and

contrast are? ”Some people find math easy, while others find
it difficult”
“Can you give an example of antonyms?”

“Yes Mr. Noche”

"That's exactly right!"

“Emma is shy and reserved, whereas her sister
is outgoing and talkative”
“So can anyone give an example of contrast?”

Yes, Ms. Gomez

“Well done, Ms Gomez”

So thank you for sharing you ideas, now were

going to move on to another lesson about
interpreting what you read: Fact or Reason.

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Interpreting what you read FACT OR

OPINION

’”Because writers don't always say things

directly, you need to learn to "read between the
lines" - to take the information the writer gives
you and figure things out for yourself.”

“You will also need to learn to distinguish

between fact and opinion.”

“As you read an author's views, you should ask

yourself if the author is presenting you with an
established fact or with a personal opinion.”

“ Since the two may appear close together,

even in the same sentence, you have to be able
to distinguish between them.”

The key difference between facts and opinions

is that facts can be verified, or checked for
accuracy, by anyone. In contrast, opinions
cannot be checked for accuracy by some
outside source. Opinions are what someone
personally thinks or how he/she feel about an
issue. Opinions by definition are subjective and
relative.

“Let’s define what is facts so that you can

understand it better.”

“Facts are objective, concrete bits of

information.”

“They can be found in official government and “Yes, Ma’am”

legal records, and in the physical sciences.
Facts can be found in reference books, such as
encyclopedias and atlases, textbooks, and
relevant publications.”

‘Objective facts are what researchers seek in

laboratories or through controlled studies. Facts
are usually expressed by precise numbers or

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quantities, in weights and measures, and in
concrete language.”

“The decisions of Congress, specific

technological data, birth records, historical
documents, all provide researchers with reliable
facts.”

Defining A Fact
“Since anyone can look up facts, facts are
generally not the subject of disputes.
However, not all facts are absolutes. Often the
problem is that facts are simply not readily
available - such as battles like the Little/Big
Horn where all the witnesses who could give
information on what happened died in the
disaster.”

To sum up, facts

ocan be verified in reference books,
official records, and so forth.
o are expressed in concrete language or
specific numbers.
o once verified, are generally agreed upon
by people.

Opinions are based on subiective judgment and

personal values rather than on information that
can be verified. An opinion is a belief that
someone holds without complete proof or
positive knowledge that it is correct. Even
experts who have studied the same issue
carefully often have very different opinions
about that issue

Opinions are based on subiective judgment and

personal values rather than on information that
can be verified. An opinion is a belief that
someone holds without complete proof or
positive knowledge that it is correct. Even
experts who have studied the same issue
carefully often have very different opinions
about that issue.

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Opinions are often disputed, and many times
involve abstract concepts and complex moral
issues such as right or wrong, fairness and
loyalty. Abstract concepts, because they are not
easily understood, can never be defined to
everyone's satisfaction. For example, each of
us holds a personal opinion about what fairness
or loyalty is, about gun control and abortion, and
these issues always remain a matter of opinion,
not fact.

Although opinions cannot be verified for

accuracy, writers should, nevertheless, back
their opinions with evidence, facts, and reason -
by whatever information supports the opinion
and convinces the reader that it is a valid
opinion A valid opinion is one in which the
writer's support for his or her opinion is solid
and persuasive, and one in which the writer
cites other respected authorities who are in
agreement. If a writer presents an extreme or
unconvincing opinion, the reader should remain
wary or unconvince.

Determining An Opinion

Writers often slip their personal opinions into a

piece of writing, even when it is suppose to be a
"factual" account; alert readers can identify
subjective opinions by studying the writer's
language.

Opinions are often expressed as comparisons

(more, strongest, less, most, least efficient, but):
For example:
The painter Pablo Picasso was far more
innovative than any of his contemporaries
“Yes Ma’am”

(Students raising their hands)

“So class did you understand what is facts and
opinions?”

“What do you think is the essence of knowing “The essence of knowing the difference

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facts and opinions? between facts and opinions is that it helps us
think critically, make informed decisions, and
“Yes Mr De Guzman” understand perspectives clearly”

“Thank you for sharing your thoughts Mr. De

Guzman that was excellent!

“ The ability to distinguish between facts and

opinions is essential in today’s world, where
information is everywhere and often conflicting.
Knowing the difference enables us to think
critically, make informed decisions, and
communicate responsibly. Facts are objective,
verifiable truths—statements that can be proven
true or false. Opinions, on the other hand,
reflect personal beliefs, feelings, or
interpretations. They may be based on facts but
are ultimately subjective and shaped by
individual perspectives.”

“Since you guy’s understand the discussion

were going to continue about facts and opinion”

Fact Vs. Inference

“Since we are done discussing inference I’m

expecting that this topic will just give you a
broader understanding between fact and
inference”

Factual statement:
1. Based on observations.
2. Hence can only be made after an
observation.
3. Moves beyond observed information
and/or is unrelated to it. Removes and/or
adds in new information.
4. Hence limited number of statements.

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5. Statement reliability nearly certain.
6. Increases chance of agreement.

“These five points highlight key aspects

of factual statements and emphasize why
facts are reliable, trustworthy, and
essential in understanding information
accurately. Let’s explore the importance
of each point to factual statement”

Inferential statement:
1. Based on any of: observations, factual
statements, other inferential statements,
evaluations or assumptions, etc.
2. Can be made after, during or before an
observation, or relate to no observation
at
3. Moves beyond observed information
and/or is unrelated to it. Removes and/or
adds in new information.
4. Unlimited number of statements can be
made.
5. Statement reliability varies from very low
to high. Science uses many independent
facts (observations) to increase the
reliability of its inferences (theories)
Decreases chance of agreement.

“Any clarification about fact and inference?”

“If you don’t have questions, this would end of

our discussion. Thank you and Goodbye.”

III. Application

Directions: The students will be divided into 5

groups with 7 members. Each group must
analyze the author’s purpose, target audience
(real or hypothetical), and whether it’s aimed at
experts or laypeople. Afterward, they will
present their conclusions, defending their
inferences with evidence from the text.

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Group 1: Scientific Journal Article

(A research paper from a scientific journal about
the effects of climate change on polar bear
populations.)

Group 2: Product Advertisement

(An advertisement for a new smartphone from a
major tech company.)

Group 3: Political Speech

(A speech by a political leader discussing tax
reform and economic policy.)

Group 4: Instruction Manual

(A user guide for setting up and using a piece of
office equipment, like a printer.)

Group 5: Non-fiction Essay on Education

(A reflective essay on the importance of
teaching critical thinking in high school
classrooms.)

“Within your group, you will discuss the text,

focusing on the three key areas: author’s
purpose, target audience, and whether the text
is aimed at experts or laypeople.”

“As you analyze, be sure to use specific

evidence from the text to support your
conclusions. For example, if you think the
audience is experts, point to technical language
or complex concepts; if you think it’s aimed at
laypeople, highlight simpler language or more
general explanations.”

“After you’ve completed your analysis, you’ll

give a 3-5 minute presentation to the class.
During this, you’ll share your conclusions and
explain why you arrived at them, referencing
specific parts of the text to back up your points.”

“Is that clear?”

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IV. Assignment

Directions: Read each question carefully and

respond in essay format.

1. Explain how understanding the author’s

purpose can help readers draw better
conclusions about the text.

2. Identify and describe two differences

between a hypothetical target audience and a
real target audience in the context of a business
report.

X. At the end of the lesson,

the students will be able
to:
XI. a. Infer thoughts and
feelings expressed in the
text.

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XII. b. Make inferences based

on background knowledge
and clues from the tex
Prepared By:

Ms. Perez, Linelle Jane B.

Service Teacher

Mr. Rom, Axcel M.

Service Teacher

Ms. Rueco, Lancel Carine B.

Service Teacher

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