7

ENGLISH
SUBJECT:
COMPETENCY CODE: EN7LT-IV-a-6, EN7RC-IV-a-12.3, EN7LC-IV-a-8, EN7RC-IV-a-3.2,
EN7LT-IV-a-6.1, EN7WC-IV-a-2.8.4, EN7OL-IV-a 3, EN7OL-IV-a-1.26,
EN7G-IV-a-4, EN7WC-IV-a-2.2

Authors

MARIA BASILIA M. SAGUIPADO

RESALIE O. PIDO
ALMA S. NAREDO

Department of Education, Division of Antique

 Published by the
LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS)
Department of Education
Region VI, Western Visayas
DIVISION OF ANTIQUE
San Jose de Buenavista

Copyright 2018

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Republic of the Philippines.
However, prior approval of the government agency of office wherein the work is created shall be
necessary for exploitation of such work for profit.”

This material has been developed within the English Project implemented by the Curriculum
Implementation Division (CID) of the Department of Education Regional Office VI (DepED RO6),
Division of Antique. It can be reproduced for educational purposes and the source must be clearly
acknowledged. The material may be modified for the purpose of translation into another language but the
original work must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes and profit.

Author
MARIA BASILIA M. SAGUIPADO
RESALIE O. PIDO
ALMA S. NAREDO

Project Manager
SCHUBERT ANTHONY C. SIALONGO

Support Staff

PHOENIX ALLANAH ZANDRIA Q. SALCEDO MARIAN ROSE B. SARMIENTO

Project Development Officer Cataloguer

Editor
SARAH MICHELLE NIETES

Grade Level: 7 Language: ENGLISH

This first digital edition has been produced for print and online distribution within the Department of
Education, Philippines via the Learning Resources Management Development Systems (LRMDS) Portal
by Region VI, Division of Antique. http://lrmds.deped.gov.ph

i
 School Grade Level 7
GRADE 7
DAILY Teacher Learning Area English
LESSON LOG
T e a c h i n g D a t e s a n d T i me Week 1 Quarter 4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended text
types; lexical and contextual clues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions.
A. Content Standard

The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate strategies to comprehend extended
text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral
B. Performance Standard language, stance and behavior in various information-sharing formats.

EN7LT-IV-a-6: Discover
through Philippine literature
the need to work
cooperatively and
responsibly in today’s
global village
C. Learning Competency /
EN7RC-IV-a-12.3: Use
Objectives
lexical and contextual cues in
understanding unfamiliar
words and expressions
EN7LC-IV-a-8: Process
information mentioned in the
text listened to
EN7RC-IV-a-3.2: Classify
text types (narrative,
expository, explanation,
recount, persuasive)
EN7LT-IV-a-6.1: Identify the
distinguishing features of
selected literary genres during
the Contemporary Period
EN7WC-IV-a-
2.8.4: Identify features of
personal essays
EN7OL-IV-a 3: Observe and EN7G-IV-a-4: Use ICL
use the appropriate oral imperatives and prepositions Unfinished activities
language, stance and behavior when giving instructions
when giving information,
instructions, making EN7WC-IV-a-2.2:
explanations, and narrating Compose simple informative
events in factual and personal texts
recounts
EN7OL-IV-a-1.26: Give
clear precise and concise
information, explanations and
instructions in varied oral
communication situations

II. CONTENT ―I am a Filipino‖ by Carlos P. Essay Conducting an Oral Interview Imperatives and Prepositions
Romulo - features when giving instruction
- types
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Textbook pages English Arts I 2000 pp 55-59 Ventures in Communication I

p.38)

1
 MONDAY
4. Additional Materials
from Learning
Resource (LR)portal
https://www.youtube.com/wat
B. Other Learning ch?v=PDy5RlrBR7M&list=
Resource RDPDy5RlrBR7M
IV. PROCEDURES
Video Clips about a Filipino
(not logged/to be developed)
A. Reviewing previous
lesson or presenting the
new lesson
Using theVenn Diagram,
compare and contrast the
qualities of Filipino before
and at the present
B. Establishing a purpose
Vocabulary Development
for the lesson
through lexical and
Contextual cues
Presentation of the essay and
C. Presenting background of the author ―I
examples/Instances of am a Filipino by Carlos P.
the new lesson Romulo‖
p.55,
Guided Reading
Guided Questions:
1. What are the qualities of
our ancestors that we
D. Discussing new concepts
inherit?
and practicing new
2. Describe the land
skills # 1
mentioned in the essay.
What is the land being
referred to?
3. Compare the characteristics
of the Filipinos inherited
TUESDAY
https://www.youtube.com/wat
ch?v=IdfkKgH9T9Y
What has the Filipino
inherited from the early
settlers and from other
people who have interacted
with the Philippines?
What character traits of the
early Filipino may be
inferred from the selection?
(before)
undisputed
Activity 1:
Discussion of the
classification of texts and
Present a video clip about
text types.
Ask the students what type of
essay is ―I am a Filipino‖
Activity 2: Discussion of
features of an essay
.
2
WEDNESDAY
https://www.recruiter.com/i/h
ow-to-conduct-an-interview-
in-5-easy-steps/
Video clip about
Duterte interviewed by
Karen Davila. Speech
about a Modern Filipinos.
(after)
Ask students if they’ve ever
interviewed someone.Invite
them to share their
experiences including what
went well, what didn’t and
why.
Discussion of the topic ―Oral
interview‖
Provide the steps in
conducting an oral
interview
THURSDAY FRIDAY
https://www.slideshare.net/na
diaespinosa1/prepositions-
imperatives
Motive Questions:
Group yourselves into two
according to your gender.
Choose a representative to
write the information
needed.
What are the steps in cooking
parboiled vegetables
―laswa‖?
Activity 6: Discussion about
Imperatives and
Prepositions in Giving
instructions
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
from the East and of the (https://www.slideshare.net/ly
West. dellehaha/elements-and-
4. How can you protect our types-of-essay)
glorious inheritance?
5. Choose one quality of a
Filipino which you think
is the best and explain.
Cite examples to justify
your answer.

DI DI Activity :Group Activity DI

Form Group of 5
G1 Role Play showing the
hospitality of a Filipino.
G2 Draw an image that
symbolizes being a
Filipino
E. Discussing new concepts G3 Make a two stanza poem
and practicing new depicting the qualities of a
skills # 2 Filipino
G4 Compose a Nationalistic
Song
G5 Choose a Paragraph and
Interpret through Reading
F. Developing mastery
(leads to Formative
Assessment 3)
CHARACTER WEB
G. Finding practical
As a student, what are your
application of concepts
best traits that you can be
and skills in daily living
proud of?
What are the traits of a being a
Filipino that we can be
H. Making generalizations proud of? Explain in 2-3
and abstractions about sentences.
the lesson
Form group of 4
1. Choose a leader and
secretary.
2. Ask one representative to
pick a copy of an essay
(narrative,expository,descr
iptive,persuasive)
3. Classify the type of essay
that you have picked.
4. Identify the elements of an
essay that you have
picked.
Activity
1. Group yourselves into two.
2. Classify the features of
essays printed on
metacards. 3.Post
metacards on its
corresponding type of
essay using graphic
organizer.
Which kind of essay does I―I
am a Filipino‖ belong to?
What are the features of an
essay. Explain each feature
by giving example using
the essay ―I am a Filipino‖
1. Form two groups.
2. Choose a leader, secretary
and a reporter.
3.Assign a member as an
interviewer to interview
about the positive and
negative traits/characters
of a Filipino.
4. The secretary will gather
the data from the
interviews.
5. 30 minutes is given to
gather the data needed.
6. After the given time, the
reporter will present to the
class the gathered data.
How are you going to conduct
an interview?
What are the things that you
have to consider in the
presentation of the data
gathered.
Group activity: 2 groups
Group I: Using Imperative in
a Role Play.
Situation: The new classmate
asks where the library is.
Group 2: Using Prepositions
in giving steps or
procedures.
Steps in cooking
―Linapwahan‖ or
Parboiled Vegetable.
Composition
Make an essay
(narrative,expository,descri
ptive,persuasive)using
imperatives and
prepositions.
Composition of informative
text about Filipinos using
Imperatives and
Prepositions.
How do you give directions or
instruction?

3
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Evaluating learning

J. Additional activities for

application or
remediation
I. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared By:
Name & Pisition Maria Basilia M. Saguipado, Teacher I Resalie O. Pido, Teacher III Alma S.Naredo, Teacher III
School & Division Guintas NHS, Division of Antique Northern Antique VS, Division of Antique Antique VS / Division of Antique
Contact details 09061169857 / redbirds_wafz11@yahoo.com 09186741871 / jazrylrenz@gmail.com 09055663667 / almasnaredo@gmail.com

BIBLIOGRAPHY

 Non-Print
https://www.youtube.com/watch?v=PDy5RlrBR7M&list=RDPDy5RlrBR7M
https://www.youtube.com/watch?v=IdfkKgH9T9Y Teacher III
https://www.slideshare.net/nadiaespinosa1/prepositions-imperatives 09771734225
http://www.tomyads.info/oral-presentation-scoring-rubric-template/oral-presentation-scoring-rubric-template-poe-field-trip-free/ San Pedro National High School
https://www.wikihow.com/Answer-Questions-on-a-Structured-Oral-Interview Division of Antique
 Print
English Arts I 2000 pp 55-59
Ventures in Communication I p.38)
PROFICIENCY IN ENGLISH k to 12 Edition

ATTACHMENTS
1. Activity Sheet

4
 ACTIVITY SHEET

Competency: Discover through Philippine literature the need to work cooperatively and responsibly
in today’s global village.
Competency Code: EN7LT-IV-a-6:
Objective: At the end of the lesson, learners should be able to perform the different tasks given.

ACTIVITY 1: Group Activity (Differentiated Instruction)

1. Group yourselves into four.
2. Use the following activities:
Group 1 Role Play showing the hospitality of a Filipino.
Group 2 Draw an image that symbolizes a true Filipino.
Group 3 Compose a poem of the qualities of a Filipino.
Group 4 Compose a Nationalistic Song.
Group 5 Choose a paragraph and interpret through reading.
1. Choose a leader that will facilitate the group.
2. The leader will assign the roles for each member.
3. You are given 15 minutes to prepare and 5 minutes for your presentation.

Competency: Classify text types (narrative, expository, explanation, recount, persuasive)

Competency Code: EN7RC-IV-a-3.2
Objective: At the end of the lesson, learners should be able to
1. classify the text types;
2. identify the elements of an essay.

ACTIVITY 2: Group Activity (Differentiated Instruction)

1. Group yourselves into four.
2. Choose a leader, secretary, and reporter.
3. One representative will pick a copy of an essay
(narrative, expository, descriptive, persuasive)
4. Classify the type of essay that you have picked.
5. Identify the elements of an essay that you have picked.
6. You are given 10 minutes to prepare and 5 minutes for your presentation.

Competency: Identify the features of personal essays.

Competency Code: EN7WC-IV-a-2.8.4
Objective: At the end of the lesson, learners should be able to identify and arrange the information
given by the use of metacards.

ACTIVITY 3: Group Activity (METACARDS)

1. Group yourselves into two.
2. Choose a leader to facilitate the group.
3. Using the Graphic Organizer, arrange the metacards given to you with the different features of an essay.
4. Place the metacards on its corresponding type of essay.
5. You are given 5 minutes to do the task.
6. The teacher will check if you labeled it correctly.
 Competency: Give clear, precise, and concise information, explanations and instructions in varied
oral communication situations.
Competency Code: EN70L-IV-a-1.26
Objective: At the end of the lesson, learners should be able to;
1. conduct an interview about positive and negative traits of a Filipino;
2. present the data gathered in clear, precise, and concise information and explanation.

ACTIVITY 4: Group Activity (conducting an oral interview)

1. Group yourselves into two.
2. Choose a leader to facilitate the group, a secretary, and a reporter.
3. Each group will assign an interviewer to be interviewed about the positive and negative traits/characters
of a Filipino.
4. The secretary will gather the data from the interviews.
5. You are given 30 minutes to gather the data needed and prepare for reporting.
6. After the given time, the reporter will present to the class the gathered data.

Competency: Use imperatives and prepositions when giving instructions.

Competency Code: EN7G-IV-a-4
Objective: At the end of the lesson, learners should be able to;
1. act out the given situation using imperatives;
2. make a procedure using prepositions.

ACTIVITY 5: Group Activity (Role play and Making a Procedure)

1. Group yourselves into two.
a. Group I: Using Imperative in a Role Play.
Situation: The new classmate asks where the library is.
b. Group 2: Use of Pepositions in giving a steps or procedure.
Steps in cooking “Laswa” or Parboiled Vegetable.
2. Choose a leader to facilitate the group, a secretary and a reporter.
3. You are given 10 minutes to prepare and 5 minutes for presentation.
 MOTIVATION
VENN DIAGRAM

Directions: Compare and Contrast the qualities of a Filipino.

 VOCABULARY DEVELOPMENT
Choose the correct meaning of the underlined word through context clue.
.
1. The appurtenances of wealth are something to be used..
a. equipment needed for something
b. box of bills
c. baggage
d. a gift that was given by someone

2. The long overdue vindication of the politician needs to be cleared of.

a. clearing
b. conviction
c. injustice
d. assurance

3. The imperialists strive for domination and not for democratic system.
a. humble
b. dictatorial
c. democratic
d. submissive

4. Very large doses in animals cause lethargy, collapse, and death.

a. laziness
b. eagerness
c. enthusiasm
d. spiritedness

5. As soon as the residents of the village saw the vanguard of the king’s forces heading their way, they
ran and hid.
a. lead
b. follower
c. rear
d. old-guard
 ESSAY
The story allows you to start your journey in identifying and understanding yourself being a Filipino.You
will learn to discover your true essence for having such kind of qualities.
Carlos P. Romulo is a writer, a lecturer and a journalist. He was elected as the first Asian Filipino who
holds the prestigious position.

I Am a Filipino
Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a
two-fold task–the task of meeting my responsibility to the past, and the task of performing my obligation to
the future.

I sprung from a hardy race, child many generations removed of ancient Malayan pioneers. Across the
centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that
were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and
the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was
to be their home and their children’s forever.

This is the land they sought and found. Every inch of shore that their eyes first set upon, every hill and
mountain that beckoned to them with a green-and-purple invitation, every mile of rolling plain that their
view encompassed, every river and lake that promised a plentiful living and the fruitfulness of commerce, is
a hallowed spot to me.

By the strength of their hearts and hands, by every right of law, human and divine, this land and all the
appurtenances thereof–the black and fertile soil, the seas and lakes and rivers teeming with fish, the forests
with their inexhaustible wealth in wild life and timber, the mountains with their bowels swollen with
minerals–the whole of this rich and happy land has been, for centuries without number, the land of my
fathers. This land I received in trust from them and in trust will pass it to my children, and so on until the
world is no more.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries in
deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle
against the first invader of this land that nerved Lakandula in the combat against the alien foe that drove
Diego Silang and Dagohoy into rebellion against the foreign oppressor.

That seed is immortal. It is the self-same seed that flowered in the heart of Jose Rizal that morning in
Bagumbayan when a volley of shots put an end to all that was mortal of him and made his spirit deathless
forever, the same that flowered in the hearts of Bonifacio in Balintawak, of Gergorio del Pilar at Tirad Pass,
of Antonio Luna at Calumpit; that bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo at
Palanan, and yet burst fourth royally again in the proud heart of Manuel L. Quezon when he stood at last on
the threshold of ancient Malacañan Palace, in the symbolic act of possession and racial vindication.

The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol of dignity as a
human being. Like the seeds that were once buried in the tomb of Tutankhamen many thousand years ago,
it shall grow and flower and bear fruit again. It is the insignia of my race, and my generation is but a stage
in the unending search of my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the West. The East, with its languor and mysticism, its
passivity and endurance, was my mother, and my sire was the West that came thundering across the seas
with the Cross and Sword and the Machine. I am of the East, an eager participant in its spirit, and in its
struggles for liberation from the imperialist yoke. But I also know that the East must awake from its
centuried sleep, shake off the lethargy that has bound his limbs, and start moving where destiny awaits.

For I, too, am of the West, and the vigorous peoples of the West have destroyed forever the peace and quiet
that once were ours. I can no longer live, a being apart from those whose world now trembles to the roar of
bomb and cannon-shot. I cannot say of a matter of universal life-and-death, of freedom and slavery for all
mankind, that it concerns me not. For no man and no nation is an island, but a part of the main, there is no
longer any East and West–only individuals and nations making those momentous choices which are the
hinges upon which history resolves.

At the vanguard of progress in this part of the world I stand–a forlorn figure in the eyes of some, but not one
defeated and lost. For, through the thick, interlacing branches of habit and custom above me, I have seen the
light of the sun, and I know that it is good. I have seen the light of justice and equality and freedom, my
heart has been lifted by the vision of democracy, and I shall not rest until my land and my people shall have
been blessed by these, beyond the power of any man or nation to subvert or destroy.

I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my
inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be
compounded of the joyous cries of my Malayan forebears when first they saw the contours of this land
loom before their eyes, of the battle cries that have resounded in every field of combat from Mactan to
Tirad Pass, of the voices of my people when they sing:

Land of the morning

Child of the sun returning
Ne’er shall invaders
Trample thy sacred shores
,
Out of the lush green of these seven thousand isles, out of the heartstrings of sixteen million people all
vibrating to one song, I shall weave the mighty fabric of my pledge. Out of the songs of the farmers at
sunrise when they go to labor in the fields, out of the sweat of the hard-bitten pioneers in Mal-lig and
Koronadal, out of the silent endurance of stevedores at the piers and the ominous grumbling of peasants in
Pampanga, out of the first cries of babies newly born and the lullabies that mothers sing, out of the crashing
of gears and the whine of turbines in the factories, out of the crunch of plough-shares upturning the earth,
out of the limitless patience of teachers in the classrooms and doctors in the clinics, out of the tramp of
soldiers marching, I shall make the pattern of my pledge:

―I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto my
inheritance—for myself and my children and my children’s children—forever.‖

Guided Questions:
1. What are the qualities of our ancestors that we inherit?
2. Describe the land mentioned in the essay. Where is this land referring to?
3. Compare the characteristics inherited from the East and of the West.
4. How can you protect our glorious inheritance?
5. Choose one quality which you think is the best and explain. Cite examples to justify your answer.
CHARACTER WEB

Directions: As a student, what are your best traits that you can be proud of?
ACTIVITY 2. SAMPLE ESSAYS

SUMMER
Heather Riede
(Descriptive)

Everyone has a comfortable place to escape to for relaxation. They go there when they need to be
alone and not with people to disturb them. My place is nature in the summer. The summer time relaxes me
like no exact place could. Nature, in the summer, relaxes me with its naturalness. I love sitting in the grass
and listening to the nature sounds around me while it’s summer. One of the sounds I tune to first is the
sound of the birds singing and chirping away as if they are creating a song. After sitting for a few minutes,
I’ll hear the light breeze coming down through the trees, rustling their leaves. Besides those two things I
hear, it is a peaceful quietness that you can’t get in a city or town. That’s why I love nature, but only in the
summer. They are always associated with each other. When I look around me, in the summer time when
I’m outside somewhere, I see beautiful bright clear things. For example, the tall green grass and the leaves
on the trees sway in the breeze. Then I see bright or pastel flowers around, never too far away from any one
person. Most days, unless rainy, are bright, sunny, and warm. The sky is a beautiful landscape blue with
little clouds, if any, in it. If I’m in the forest, I see big tall trees all around me. The feeling of summer all
around me is friendly to me. The sun is so warm against my hot skin. And the breeze cools my skin off
again as it lightly touches it from blowing down from the trees. Then, when I am sitting in the grass, I either
feel its dryness or its moistness against my body. I also love the smells of summer that are in any place you
are, but I will not talk about it in this essay. I will now say, I absolutely am perfectly calm whenever I am
listening, feeling, and looking at the summer around me. Summer is my favorite season, and nature when its
summer is relaxing and comfortable.
 Essay (Excerpt)
Samantha Springer
Narrative

All people have memories - good memories about themselves that give themself-confidence in the
years to come. I have one particular memory that made me feel good and more sure of myself. It showed
me my strength. I now knew how great of a singer I was. It was a beautiful Saturday - not a cloud in the
sky. I was with six other people at Paramount Kings Island - all of which were my friends. We had just met
up with my mom and step-dad, Todd, and they brought up the idea for me to sing at the country karaoke
booth. You see, I had been planning on singing "Don’t Be Stupid" by Shania Twain at my school talent
show that year, and they thought it would be great practice. Well, obviously, I wasn’t too thrilled with this
idea. I was afraid that I would mess up and that there would be too much competition. On top of that, all of
my friends were there. I wasn’t about to embarrass myself in front of all of them! Peer pressure is hard to
deal with and Im telling you, my friends do not know how to take the answer, "No." They had heard me
sing before, and they weren’t going to let me back down. By that time, my friends and I were sitting in the
audiences place, planning on watching the singers perform. What I didn’t know, was Todd had already
signed my name up. I watched in amazement as the woman running the booth sang her opening song, "Any
Man of Mine." She was awesome. However, when she announced the first singer to sing karaoke, my jaw
just about to hit the floor. The first singer was me! Nervously, I walked up the steps to the stage and took
the microphone. I forced a smile, and introduced myself to the audience. Then the familiar music started.
For a second, I panicked, thinking that I had forgotten all of the words, even they were right in front of me.
Despite my nervousness, I naturally started singing and dancing – without relying on the screen for the
words. I was really getting into it. Though, the beating of my heart seemed to drown out the sound of my
voice, the audience looked like they were really enjoying it. .
 Digital Cameras (Excerpt)
Expository

Throughout the ages humanity has always been fascinated by the possibility of ―capturing
moments‖ or in other words perpetuating moments of high significance and outstanding beauty. This
provided the opportunity to share something that nobody else has seen or perceived. This idea has made a
long way from canvas-paintings to using cameras. Cameras, in their turn have also experienced a rather fast
evolution and nowadays everybody has a notion of what a digital camera is and the majority of people use
digital cameras. According to a standard definition a digital camera is ―…opposed to a film or video
camera, uses an electronic sensor to transform images and video into electronic data. Years ago people used
to possess two different devices in order to take pictures and to make video. The need to spare space and
make it more comfortable for people to do both things with higher quality results catalyzed the creation of
digital cameras. The multifunctionalism of digital cameras and the combination of several devices in one
make it the best possible choice for a modern man. For years a digital camera has been unaffordable for
many families, nevertheless, nowadays the great variety of digital cameras of different manufacturers and
diverse prices make a digital camera a potential purchase of almost every single family. The formula: price
+ quality satisfied customer used by the digital cameras manufacturers is especially reflected in the wide
choice of cameras that offer the best quality standards for the price-range they belong to.
 Why Women Should Not Have An Abortion
Persuasive

Many women in the entire world have abortions. Women believe there are many reasons to abort
such as fear of having or raising a child, rape, or not having enough money. But whatever the situation,
there is never an acceptable reason to get an abortion. Some important reasons why women should not abort
have to do with human values, religious values, and values of conscience. The first reason why women
should not have an abortion is related to basic human values. Women need to think about their unborn
babies who are not responsible for this situation. These unborn babies should have the privilege to live and
grow into a normal person. Women need to be more humanitarian and less egoistic with these babies. On
the other hand, the baby doesn’t know how or why he is here. It is not necessary to kill a life; there are
many other solutions to resolve this problem short of abortion. The second reason why women should not
abort has to do with religious values. In almost all religions, a woman is not permitted to have an abortion.
If they do, their religions will punish them. In some religions, for example, a woman cannot take
communion after having an abortion, and before taking communion again, she must do many things as a
form of penitence. In whatever religion, abortion is punished and for this reason, women should not abort.
Finally, the third and most important reason why women should not abort is the related to her conscience.
When a woman has an abortion, she will always think about the baby she might have had. She will always
think about the future that could have happened with her baby which will always remind her that she killed
it. Because she has had an abortion, she will never have a good life, and her conscience will remind her of
what she had done. Because a woman who has an abortion can’t forget about what she has done, these
thoughts will always be with her, and the results can be calamitous.
 Assessment Rubric for Oral Interpretation
CATEGORY 5 4 3 2 1

Content is
Content is Content is Content is Content is not
moderately
Content highly relevant fairly relevant quite relevant relevant to the
relevant to the
to the topic. to the topic. to the topic. topic.
topic.

Makes little or
Makes good
Makes fair use any use of
use of the Makes some Makes no real
of chosen medium, or
chosen use of medium use of any
Audience medium to does not
medium to to engage the medium. No
Engagement engage the attempt to
engage the audience’s audience
audience’s engage the
audience’s attention. engagement.
attention. audience’s
attention.
attention.

Student seems
Student is
Student is pretty prepared
somewhat Student did
completely but might have
prepared but it not seem at all Student did
Preparedness prepared and needed a
is clear that prepared to not present.
has obviously couple of more
rehearsal was present.
rehearsed. rehearsals.
lacking.
 GRAPHIC ORGANIZER

TYPES OF
ESSAY

NARRATIVE DESCRIPTIVE EXPOSITORY PERSUASIVE

Convinces the
Paints a Presents a reader to accept
Tells a story picture with balanced the writer’s point
about real- words analysis of a of view or
life topic recommendation
experience

Explains or Builds a case

Challenges Describes a using facts and
defines a
students to person, place, logic
topic using
think and write object or
facts
about memory
themselves.

Presents all
Encompasses a
Usually written Appeals to the sides of the
wide range of
in the first reader’s argument
essay
person ―I‖ emotions
variations