MATATAG K TO 10 CURRICULUM

School: NAGBUNGA INTEGRATED SCHOOL Grade Level: 7 - MAKAKALIKASAN

Daily Lesson Log Name of Teacher CHELLIE MAE L. CAJOBE Learning Area: ENGLISH
Teaching Dates and Time: JANUARY 6-10, 2025 Quarter: THIRD

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- based
Standards 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: comparison
Competencies and contrast
and Objectives EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts: transition
devices
EN7INF-III-4 Extract significant information.
EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing

Lesson Objectives
1. Analyze the text structure of different types of expository texts by noting purpose and organization of ideas.
2. Identify the meaning and use of different transitional devices in expository texts.
3. Note important details to summarize information presented in expository texts.

D. Content ● Text structures of Expository Texts

● Transition markers
● Extracting significant information to summarize

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

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review To make this game-like, the teacher

Knowledge Students recall their experience writing a short story by arranging the five boxes showing may have four to six groups of
the various stages of writing. students (depending on the class
size) compete on which group could
first post/paste the printed boxes in
the correct order.

To prepare for the game, the teacher

must 1.) print four to six sets of
cards/printed boxes, depending on
the number of groups, and 2.)
prepare them on

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recycled newspaper/ calendars or

manila paper the template (See Figure
1) where each group will paste their
output.

The groupings could be composed

of the same students who worked
Image source: https://www.pinterest.ph/pin/333829391133356011/ together on the final writing task in
Quarter 2.
Figure 1. The Writing Process

The teacher may use Think-Triad-

Share so that each student can share
their experience with two others.
While the students share their
experiences, they complete the
Feedback Table A.1. and submit it
as their output.

(The Feedback table must be

completed by the students as they
2. Feedback share their writing experience
Students share with two seatmates what they did in each of the five stages of writing during because “writing pushes thinking.”
the final writing activity in Quarter 2. Students’ sharing will be guided by the Feedback By noting their groupmates' answers,
Table A.1 below. Students focus on sharing and
“noticing” the strategies they use in
What did your group do in each stage? each of the five stages of writing.)
Stage
Student 1 Student 2 Student 3

Pre-writing

Drafting

Revising

Editing

Publishing

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B. Establishing 1. Lesson Purpose

Lesson Purpose Suggested Lesson Introduction:
In your final writing task in Quarter 2, you used a story map as a pre-writing activity. This
is because you used narration as a method of paragraph development. In this quarter, we
will learn about another method: Exposition. The main difference between narrative and
expository methods of paragraph development is that in the narrative, you tell a story about a
certain character/s in a specific time and place. This means you present a sequence of events
leading to the climax (the story's most important, often highest point). On the other hand,
expository essays explain or inform the reader about a certain topic or idea. For example, in
the Rappler article which you are about to read, the writer describes the Sinulog, Ati-
Atihan, and Dinagyang Festivals to inform the reader and encourage them to join or learn
more about them.

There are four most commonly used expository methods of paragraph development: 1.)
sequence/process, 2.) comparison and contrast, 3.) cause and effect, and 4.) problem and
solution. The expository essay that we will read, #PHTravel: Sinulog, Ati-Atihan, and
Dinagyang, describes the similarities and differences between these three festivals. At the
end of this lesson, you will be able to write your comparison and contrast expository essay.

2. Unlocking Content Area Vocabulary We may use translanguaging if

Using context clues, students think about the possible meaning of the following unfamiliar students find it difficult to guess the
words from the article #PHTravel: Sinulog, Ati-Atihan, and Dinagyang. An example is meaning based on the context clue
provided below. or explain their understanding of
The Sinulog dance mimics the back-and-forth movement of the word in English.
water currents. Dancers sway to the left and the right like
the waters moving toward a specific direction. Translanguaging is “a natural
Clue: sway to the left and the right like the waters Possible phenomenon that multilingual
Meaning based on the clue: to follow or imitate students engage in when using
multiple language practices. In a
multilingual context, students and
1. Cebuanos used to dance the Sinulog for their pagan
teachers strategically use their full
idols, whom they worshipped with singing and dancing.
linguistic repertoire
Clue:
Canagarajah, 2011).
Possible Meaning:
For example, teachers could
2. After their conversion from paganism to Catholicism, they continued to dance the
encourage students to explain their
Sinulog, but this time, in honor of the Santo Niño.
understanding of the identified
Clue:
vocabulary in their first
Possible Meaning:

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language by giving an example or

3. A major event during the festival is a re-enactment of Magellan baptizing the rajah and through direct translation. Then, s/he
his wife and bequeathing the statue to Hara Amihan, who, thereafter, was called Queen may call other students to restate the
Juana. correct explanation in their first
Clue: language to English.
Possible Meaning:

1. The Ati-Atihan dancers emulate the Atis' dark skin by covering their skin with soot, a
black powdery substance consisting of carbon, to make it dark, and dressing up in the
tribe’s traditional costume.
Clue:
Possible Meaning:

2. The Atis were hostile to the foreigners or Maraynons. Seeing the Maraynons as
enemies, they engaged in bloody battles.
Clue:
Possible Meaning:

3. The Maraynons or foreigners-initiated peace talks with the aboriginal tribe or people from
the earliest times before the arrival of the Spaniards.
Clue:
Possible Meaning:

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C. Developing and Structure of Expository Texts To emphasize the importance of

Deepening 1. Explicitation composing a well-written text, students
Understanding Students answer the question: Which of the two versions is easier to understand, is more are asked to compare the two texts in
organized, and is well-written? Why? Table B.1.

Table B.1. The teacher may ask students to

work with the same groupmates
Text A Text B from the previous activity. They
need to compare these texts and
Filipinos are among the happiest people Filipinos are among the happiest people choose which is better based on the
in the world. It is hard not to be when in the world. It’s hard not to be, right? clarity in meaning and the
you live in a place with countless fiestas, We live in a place where there are organization in terms of unity,
festivals, and holidays all year round. No countless fiestas, festivals, and holidays coherence, and cohesion.
occasion is ever ordinary because all year round. No occasion is ever
Filipinos will find a way to make it ordinary coz Filipinos will find a way to The teacher guides students to notice
special. make it special. the diction/word choice used in
writing Text A. Students are made
In this lesson, we will be learning about We will be learning about the three to realize that a formal writing style
the three Philippine festivals which are Philippine festivals. Exciting, huh? is observed in expository texts.
held in January. These are the Sinulog That’s in January. These are the Sinulog Thus, it does not use a
in Cebu, Ati-Atihan in Aklan, and in Cebu, Ati-Atihan in Aklan, and conversational and more personal
Dinagyang in Iloilo. Dinagyang in Iloilo. tone or language.

Suggested Content Input:

We know that a text is well-written if it is well-organized in terms of unity, cohesion, and coherence.
By unity, we mean that the topic sentence (our statement or stand) is supported by details such as
examples and reasons. By cohesion and coherence, we mean that appropriate transition markers or
signal words such as however, similarly, next are used to connect the ideas logically.

Unity, coherence, and cohesion are not exact synonyms but are closely related. Coherence is
about the unity of the ideas in a whole composition. It is the composition’s overall structure and
quality of being logical and understandable. Cohesion, on the other hand, refers to how the
whole composition is formed. It is the glue that holds a composition together, the link that
connects ideas and makes the flow of thoughts clear. That is to say; cohesion is achieved when
sentences are connected using cohesive or transitional devices, which may be grammatical or
lexical (words) devices. Cohesion and coherence go hand in hand to produce a clear and easy-
to-understand composition. Cohesive or transitional devices are

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used to achieve coherence. We will observe how these are used in the Rappler article that
follows.

2. Worked Example
As mentioned at the beginning of this quarter, four commonly used expository text
structures exist. Ask the class to work in groups to recall understanding of expository text
structures through a jigsaw activity.

Instruction: In your group, each member must be assigned to one of the four expository
text structures and your goal is to become an “expert” on it. Read the material about the The teacher divides the class into
assigned topic and fill out the table below. Once you finish your part, complete the other groups of four. A set of metacards
parts of the table by listening to what the other experts say about their topic. with the definition, transition words
and concept maps of each expository
text structure is given to each
Structure Definition Transition Words Concept Maps group. The teacher may opt to also
have the information posted on each
of the four walls of the classroom,
Sequence
and have students go to the area
assigned to them to get the
Comparison and information they need.
Contrast

Cause and Effect

Problem and Solution

The teacher guides the class discussion by asking students to share what they have discussed in
their group.

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Structure Definition Transition Words Concept Maps

Sequence describes the o first, second, third

order of events, o next
or the steps to o finally
follow in doing o then, after
or making o before, before
something. o not long after
o while, meanwhile
o at the same time

Comparison and describes how o differs from

Contrast two or more o similar to
things are alike o in contrast
and/or different. o alike
o same as
o as well as
o on the other hand
o either
o or
o however

Cause and explains why or o if….then

Effect how something o because of
happens or exists o as a result
o so
Cause - what o since
made it happen o to
o effects of
Effect - what
happened o caused by
o brought about by

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Problem and tells the o problem is…

Solution problem(s), and o because
sometimes why o since
it/they exist(s), o this led to
and how it can be o one possible
solved solution is…
o therefore
o if…. then, thus

The following paragraph frames or templates are presented and classified into different expository
text structures.
Sequence
1. Here are the steps in . First, . Then,
. Next, . Finally,
.

Problem and Solution

2. is a problem because . One possible solution is
. Another solution is . These are good
ways to solve the problem because . As a result,
.

Cause and Effect

3. The reason why happened was because of . If ,
then . In order to , . Since ,
. Finally, due to , . This explains why
.

Comparison and Contrast

4. Both and are alike in some ways. Both and have

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similar . Both also as well as .

On the other hand, there are differences as well. One way they differ is
. Another difference is .

3. Lesson Activity
Ask the students to identify the expository method used to develop each paragraph based on
your knowledge of the different expository text structures.

1. The Philippines is home to a variety of festivals, both religious and secular or non-
religious. These festivals have benefited the country in some ways. Because of these
festivals, Filipinos have strengthened their pride in their cultural heritage. These
festivals have also created opportunities for building relationships among Filipinos and
even with visitors from other parts of the world. Lastly, since these festivals attract
visitors, there is an increase in business activities, and the economy also grows.

2. There are a few steps to planning for a trip around the Philippines and experiencing
Philippine festivals on a budget. First, plan your trip budget. Second, choose the places
you want to go. Third, decide how long the trip will be and check if the festival date
matches your schedule. Fourth, research flights and deals and look for deals. Finally,
start saving up.

3. The Songkran Festival and the Wattah Wattah or Basaan Festival are alike in some
ways and different in others. Both of these are celebrated in Southeast Asia and are
considered religious festivals. However, Songkran is a Buddhist tradition in Thailand,
while Basaan is a Catholic celebration in the Philippines in honor of St. John the
Baptist. In Songkran and Basaan celebrations, people are allowed to spray water and
drench the people joining in the festivity, but this is done for days in Thailand in April,
while Basaan is done only on the feast day, June 24th.
These celebrations are enjoyed by locals and tourists alike.

4. The number of school contenders for the town fiesta’s street dance competition has
declined. Schools and the local government units (LGUs) have proposed solutions to
this problem. One solution was to ensure that students were excused from some
Answer Key:
school activities or given more time to complete school tasks. Another solution 1. cause and effect
was for the LGU to subsidize the students’ costumes and props. Lastly, 2. sequence
attractive cash prizes are also given to deserving winners. 3. comparison and contrast
4. problem and solution

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D. Making
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 -

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.

2. Reflection on Learning

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating Formative Assessment
Learning A. Expository Text Structure. Identify what is asked in each of the following items. Answer Key:
Encircle the letter that corresponds to the correct answer. A. Expository Text Structure
1. D.
2. D.
1. What graphic organizer is used to organize information for a comparison and 3. A.
contrast article? 4. C.
A. C. 5. D.
B. Transition Markers
1. while
2. On the other hand
3. Unlike
B. D. 4. At the same time
5. Similarly

2. Which expository text structure is used in writing how-to articles?

A. cause and effect C. problem and solution
B. comparison and contrast D. sequence

3. Read the paragraph below and identify its structure.

Though celebrating Philippine festivals benefits the locality where they are celebrated,
people may encounter a few problems during these gatherings. One of these is the
heavy traffic experienced by motorists. Another is the increase in the demand for
products, like food items, which also means an increase in prices. Lastly, prices of
hotels and flight tickets tend to be higher.
A. cause and effect C. problem and solution
B. comparison and contrast D. sequence

4. In your Social Studies class, you were asked to interview people involved in the fiesta
celebration preparations (e.g., tourism officers and church officials) and ask about
the usual challenges they face during these preparations and their intended plan of
action or solution. Once you make a report on the data you gathered, what
expository text structure will you use?
A. cause and effect C. problem and solution
B. comparison and contrast D. sequence

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5. Below are the titles of articles; which among the following do you think is an
expository text that most likely uses the problem and solution structure?
A. Steps in the Writing Process
B. Expository vs. Narrative Text
C. Five Common Mistakes in Writing
D. Challenges in Writing and How to Overcome Them

B. Transition Markers: Complete each sentence by filling in the blanks with the correct
transition marker. Choose your answers from the box below.

at the same time in the same way on the other hand unlike
besides likewise similarly while

The Masskara Festival and Moriones Festival are two Philippine festivals that showcase
Filipino creativity and resilience. These festivals are similar in a way, but they have more
differences.

1. The Moriones Festival has been celebrated for centuries the

Masskara Festival is more recent.

2. The Masskara Festival is celebrated in Bacolod City, the capital of Negros

Occidental, every October. , the Moriones Festival is held on the
island of Marinduque every Holy Week.
3. the Moriones Festival which is a Christian tradition to celebrate the life
and passion of Christ, the Masskara Festival is not a religious celebration.

4. The Masskara Festival started in 1980 when a sea vessel, MV Don Juan, and a
Tacloban tanker collided, taking away around 700 lives. the
Negrenses experienced a crisis when the price of sugar, the major product of Negros
Occidental, dropped.

5. The Masskara Festival is celebrated with street dancers wearing smiling masks.
, the Moriones Festival is characterized by penitents wearing masks and
intricate costumes, bringing to life the Roman soldiers wearing Morion helmets.

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C. 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 different strategies,
strategies explored materials used, learner engagement
and other related stuff.
materials used
Teachers may also suggest ways to
learner engagement/ improve the different activities
interaction explored/lesson exemplar.

others

D. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection ▪ Principles behind the teaching conducted/ facilitated is essential and
What principles and beliefs informed my lesson? Why necessary to improve practice. You
did I teach the lesson the way I did? 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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