GRADE 7

ENHANCEMENT
 LESSON 7:
NARRATIVES
 Review:
Last week we talked about different types of texts.
We learned that they are called Narrative,
Expository, Explanation, Recount or Persuasive
and we focused on types of text that involved
telling a story – sometimes they were factual, they
actually happened (recounts) and some of them
were fictional, made up, imaginary (narratives).
 Questions to answer:
Q1.Look at these headings taken from textbooks and
decide whether they are Expository or Explanation
text types – write your answers on the Worksheet:
1. How Does Rain Happen?
2. Tornadoes, Cyclones and Hurricanes
3. Japan
4. Why the Dinosaurs Became Extinct
◦Q2.With a partner, work out 3
types of information you would
expect to find in a text called
‘Tornadoes, Cyclones and
Hurricanes’ and write them on
your worksheet.
 Lesson Purpose
This lesson we look at a short Expository text and we
are going to see how it works so that when you get a
text to read that you have not seen before you know:
1. whether it is an Expository text such as an
Information Report
2. how it works – its parts or structure – how it starts
and then how the rest of it is organized
3. where its most important information is located.
Expository texts like Information
Reports usually have 2 major
components:
1. A definition of the topic or thing,
sometimes called a classification.
2. Paragraphs for the each of the
various aspects of the topic or thing.
◦ Some Expository/Information Reports may have a third
feature – a conclusion, usually in the form of a general
statement about the topic or thing. It’s not always there
though because the main thing about these types of texts is
to give you a lot of organized information on the topic but
not always an opinion about it.
◦ Vocabulary
◦ • Multimedia – We will get the answer to this from the very first paragraph of the text, so look out for it
when I read it aloud.
◦ • Integrated – let us see if we can work out the meaning of this word from the words that are around it
when I read the text aloud [A. a number of different things combined together in such a way that they
form a whole]
◦ • Animation – cartoons
◦ • Interactivity – “the ability of a computer, program or other content to respond to the actions of the
person who is using it.”
◦ • Hypermedia – Again the meaning of this word will become clear when I read the text – look out for it.
[A. another term for multimedia, usually involving links between sites and functions on the internet]
◦ • Infographics – a visual rather than a verbal presentation of information
◦ • Webinar – an event on the internet where people can join in using their computer
 Multimedia
Multimedia is a form of communication that combines different content forms integrated
together. Whenever text, audio, still images, animation, video, and interactivity are
combined together, the result is multimedia. Other terms that are sometimes used for
multimedia include hypermedia or rich media. An example of multimedia is a web page
with animation. Multimedia can be also an interactive media such as video games and
CDROMS. Slides for example are considered to be multimedia as they combine text,
images, sometimes video and other types. Below is a list of various multimedia formats
used in education.
• Text and Graphics – PowerPoint, diagrams, infographics, slideshow presentation
• Audio – Podcast
• Video – screen capture, lecture capture, talking head, animation, glass screen • Others –
webinar and online meeting, blogs, interactive content. There are other multimedia
formats used in business, entertainments, recreation, and the likes. Multimedia plays an
important role in our society. It enables us to keep up with the times.
Answer the Following Questions:
Q1.What goes in the opening paragraph of an Information
Report?
Q2.Give each paragraph a heading that indicates which aspect of
multimedia they are about. Match each heading to the
components of Expository texts/Information Reports that we
talked about at the start of the lesson.
Q3.How does the author show that multimedia ‘enables us to
keep up with the times’?
Q4. Define multimedia in your own words.
Q5. List the things in the first 2 paragraphs that are examples
of multimedia when used together.
Q6. Imagine that your job was to design an advertisement for
multimedia that would show its benefits to society. You have
to write the script for a webpage or TV advertisement. a. How
would you change the heading? b. How would you change
the first paragraph? c. How would you change the last
sentence? d. What visuals would you add?
Lesson Conclusion
Teacher displays the questions:
Q1.The focus of the lesson was on learning about how
information is presented in an Expository text like an
Information Report. How has the lesson helped you to
understand this?
Q2.Which questions were easy to answer? Why? Q3.What
strategies did you use to answer the harder questions?
End of Lesson 7
 LESSON 8:
LOCATING
INFORMATION IN
NARRATIVES
Review:
◦Briefly review the features of
informational texts encountered so far,
using the questions as a guide and inviting
oral contributions from students. This
week we’ve been learning about different
types of information texts.
Questions:
Q1. What are some types of information texts
you know?
Q2. What is the purpose of information texts?
Q3. What are some features of information
texts?
Unlocking of Difficulties
• bar graph (a bar graph or chart displays information (data) by using
rectangular bars of different heights.)
• key (an explanatory list of symbols used in a map, graph or table)
• axis (the line along the bottom or side of a graph that is used to measure data)
• precipitation (rain, hail, sleet or snow that falls from clouds to the ground)
• temperature (the degree of heat or cold of an object or an environment)
• average (the result that you get when you add two or more numbers together and divide the total by the
number of numbers you added together)
• oC (degrees Celsius – abbreviation) mm (millimeters – abbreviation)
Here are some tips on getting information from a graph.
• Read the title which gives the gist of what the graph is about.
• Analyze the data by examining the information and the labels
thoroughly.
• Examine the pictures, symbols, shapes or any image that tell
information.
• Study the relationship of the information and images deeply.
• Summarize the text’s main message.
Q1. What does this graph show? (Write
your answer in a full sentence.)
Q2. According to the graph, which are the
three coolest months of the year in the
Philippines?
Q3. How much rain falls in the wettest
month of the year?
Q4. What does the graph tell you about the two warmest months in the
year?
Q5. What does the graph tell you about the average rainfall and
temperature in the Philippines from January to April?
Q6. A friend who lives in another country wants to visit the Philippines
in the early part of the year. They ask you what the weather is like. What
would you tell them? (Write one sentence to summarize the information
from the graph in your answer.)
Conclusion
Teacher displays the questions:
1. The focus of the lesson was on learning about how to
locate and interpret information presented visually in a
graph. How has the lesson helped you to make sense of
graphs?
2. Which questions were easy to answer? Why?
3. What strategies did you use to answer the harder
questions?
End of Lesson 8