School Grade Level 7

Teacher HANAH KIZZIAH M.

Learning Area ENGLISH
BARBARONA
Teaching Dates
and Time Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner demonstrates understanding of: Philippine literature in the Period of
Emergence as a tool to assert one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and associations; informative
speech forms; and use of direct/reported speech, passive/ active voice, simple past
and past perfect tenses, and sentence
connectors.
The learner transfers learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas, opinions, and feelings through various
formats; and enriching written and spoken communication using direct/reported
speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and appropriately

C. Learning Competencies MELCs Grade 7 English Quarter 3:

Cite evidence to support a general statement.

II. CONTENT General and Specific Statements

III. LEARNING RESOURCES
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing pervious lesson or
Presenting the new lesson
 Self-Learning Module:
Quarter 3 – Module 5: Cite Evidence to Support a General Statement First
Edition, 2020
I. Preliminary activities:
The teacher will facilitate the preliminary activities before the lesson:
1. Recite WATCH prayer
2. Greetings
3. Reminders on the strict observance of Health Protocols inside the classroom
4. Announcements, if any.

II. Review of the Lesson

In reviewing the lesson, the teacher will:

1. Ask the students about the previous discussion.

2. Call volunteers to start the 3-minute recapitulation.
3. Accept all answers and further recall the previous discussion.

B. Establishing a purpose of the
lesson
The teacher will present the following objectives.
At the end of the lesson, the students are expected to:
a) Distinguish between general and specific statements;
b) Cite textual evidence to support the general statements in a text; and
c) Deliver a TED talk about the power of reading.
 C. Presenting Instructions: Each box has four pictures representing an idea. Figure out the
examples/instances of hidden idea by arranging the jumbled words provided below and form them to a
the new lesson phrase or a sentence.

Answers:
1. Education is the key to success.
2. There are several ways to show respect.
3. Philippines has a rich and diverse culture.
4. Reading makes your mind bloom.
5. Beware of the negative effects of social media.
 D. Discussing new concept
and practicing new skills #1
E. Developing Mastery
(Leads to Formative
Assessment)
GENERAL STATEMENT- is a main idea that is supported by specific
statements or details.
The main idea can be identified by asking the following questions:
1. What key point does the author want me to know about the topic?
2. Who is this all about?
3. What is this all about?
SPECIFIC STATEMENTS– are the details or small idea that reinforce the
main idea or general statement. It can be facts, examples, reasons, facts, or
statistics that elaborate or explain about the general statement. Specific
statements answer the who, what, where, when, and why about the topic.
Example:
Activity 2: Let’s Try It! (Time allotted- 10 minutes)
Instructions: In your group, read the paragraph and then complete the outline
by supplying what is asked.
Group 1:
 Group 2:

Group 3:

Group 4:

Group 5:
 F. Making generalization The teacher will let the learners share their insights about the lesson by
and abstraction about the answering the following questions:
lesson
1. How does the general statement differ from the evidence?
2. What do you think is the purpose for the details or evidence?
G. Evaluating learning Activity 4: Test Me! (Time allotted- 5 minutes)

Instructions: Choose the sentence that best supports the given general
statement. Write ONLY THE LETTER that corresponds to the correct answer.
Do this on a separate sheet of paper.

D 1. General Statement: Aunt Isabel is my least favorite relative.

A. She wears very little makeup—just some mascara and sometimes

lip gloss.
B. She dropped out of high school, but earned her GED and then
attended community college.
C. She is about five foot seven, wears her hair very short and always
has long dangly earrings.
D. When we meet, she always has something critical to say, such as
“What have you done with your hair?” or “You look terrible in that
color.
C 2. General Statement: That child is very curious.

A. He borrowed his father’s hammer to break rocks.

B. He was reciting the alphabet when he was only three years old.
C. He has taken apart all the clocks in the house to see how they work.
D. He doesn’t start picking up his toys until the fifth or sixth time he is
told.

B 3. General Statement: Our kitten causes us lots of trouble.

A. He seems to be careful with everything he touches.

B. He has shredded the curtains in my bedroom with his claws.
C. He’s not always into places where he doesn’t belong.
D. He plays too gently, and that can be so adorable.

C 4. General Statement: That roller coaster is dangerous.

A. It is slower than any other roller coaster in the state.

B. It is known as one of the best roller coasters in the country.
C. It broke down several times, leaving people stranded in their
seats sixty feet off the ground.
D. It gives people the feeling of excitement and fulfillment once
they reach the view from above the park.

A 5. General Statement: My boss is considerate.

A. She asks us to do things instead of giving us orders.

B. She greets employees and customers alike with a warm smile.
C. She won’t buy anything new, so her secretary is still using an
old typewriter.
D. She always looks at the clock time and make sure that no one gets
late after lunch hours.
H. Additional activities for (Time allotted- 10 minutes)
application or remediation
Instructions: Create your own general statement about the topic “The Power
of Reading.” Then, write 3-4 evidence to support your general statement or
main idea. Write your answers on a separate sheet of paper. Then, deliver a
TED talk about the power of reading. Use your output in the previous activity
as your piece.

TED TALK RUBRIC

Content/Relevance 10 points
Delivery 7 points
Originality 3 points
Total 20 points

V. REMARKS

VI. REFLECTION

Prepared by:

HANAH KIZZIAH M. BARBARONA

Demo Teacher