NLC23 - Grade 7 Consolidation English Notes To Teachers - Final

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Consolidation
Learning Camp
English
Teacher Notes
Contents
Rationale and Overview – English ................................................................................................................................ 1
Introduction ............................................................................................................................................................. 1
Texts in English ......................................................................................................................................................... 1
The English Camp lessons and Learning Competencies for Grade 7 ....................................................................... 1
Structure of the Learning Camp ............................................................................................................................... 3
English Grade 7 Lesson Overview ........................................................................................................................ 3
Structure of the lessons ........................................................................................................................................... 4
The questions ....................................................................................................................................................... 4
Similarities and Differences between the Grade 7 and Grade 8 Lessons ............................................................ 5
Conclusion ............................................................................................................................................................ 5
English Notes for the Teacher ...................................................................................................................................... 6
Appendix A ................................................................................................................................................................... 8
Grade 7 Curriculum References and Learning Competencies ................................................................................. 8
English Grade 7 Week 1 Lesson 1 ........................................................................................................................ 8
English Grade 7 Week 1 Lesson 4 ...................................................................................................................... 10
English Grade 7 Week 2 Lesson 10 .................................................................................................................... 14
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Dear Reader,
Every care has been taken to ensure the accuracy of the information provided in this Booklet. Nevertheless, if you
identify a mistake, error or issue, or wish to provide a comment we would appreciate you informing the Office of
the Director of the Bureau of Learning Delivery via telephone numbers (02) 8637-4346 and 8637-4347 or by email
at bld.od@deped.gov.ph
Thank you for your support.
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Rationale and Overview – English
Introduction
The English lessons for the Philippines Learning Camp are designed to:
1. consolidate knowledge of content that students in Grade 7 have already been taught; and
2. create enhanced conditions for students to be successful in tests of Reading.
Texts in English
Testing in English typically involves reading and comprehending single and multiple texts and
answering comprehension questions. Questions often require the reader to locate relevant
information in more than one place, both within individual texts and between multiple texts. The
questions include both literal and inferential comprehension tasks. Question types may be multiple
choice or require short written responses. Students can be required to read a substantial amount in
English in a limited time and at a pace and level of understanding commensurate with those
students for whom English is their first language.
These factors have influenced the nature and structure of the English lessons presented. In the
lessons, students engage with a range of text types and answer questions about them. Lessons
begin with a single text as each type of text is introduced, but in the fifth lesson of each week, at
least two texts are encountered, one of which students have not seen earlier in the week.
Questions have been designed at literal, inferential and applied levels, but also require students to
engage with the generic features of the texts – that is, with the types of texts to which the chosen
texts belong and conform.
The English Camp lessons and Learning Competencies for Grade 7

The English K-12 Curriculum Guide (2016) mandates a range of text types for study and
performance in Grade 7.
Learning Competencies to do with text types include:
• Identify the genre, purpose, intended audience and features of various viewed texts (Q1)
• Classify text types (narrative, expository, explanation, recount, persuasive) (Q4)
• Use of appropriate reading strategies for various text types (Q4)
• Make generalizations from different text types (Q4)
• Compose simple narrative texts (Q1 and Q2) and informative texts (Q3 and Q4)
• Identify features of narrative writing (Q3)
• Compose personal and factual recounts (Q3).
Often students are presented with reading texts they had never encountered before, and asked to
answer questions about them under time pressure. This has been identified as an issue for many
students. A key first step in dealing with such texts is to identify what type of text it is. This way
students know what its purpose is, how it is structured, where to look for its key information and
even what sort of language devices to expect and recognize. In other words, they read with a
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purpose, a map, rather than merely trying to remember what they have read for later questions,
which overloads their working memory.
A significant component of the Learning Camp English lessons, then, deals with the nature,
structures and language features of Narrative, Recounts, Expository texts (including Information
Reports, Explanations and Instructional texts) and Persuasive texts explored through close readings
of specific texts. Such a focus necessarily involved the incorporation into the lessons of Learning
Competencies associated with reading, comprehending, analyzing and responding to texts. These
included for Grade 7:
• Read intensively to find answers to specific questions (Q1)

• Recognize main/key ideas and supporting details (Q2)
• Identify figures of speech that show comparison (simile, metaphor, personification) (Q2)
• Identify the author’s intentions for writing (Q3)
• Distinguish fact from opinion, fantasy from reality in the text (Q3)
• Make generalizations from different text types (Q4)
• Make a stand (Q4)
• Determine the tone, mood, technique and purpose of the author (Q2-Q4).
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Structure of the Learning Camp
Each week focuses on a particular type of text, with five lessons devoted to intense experience of
the chosen text types and questions about them ranging from literal to inferential to applied. The
sixth lesson in each week provides students with an opportunity to practice the knowledge and
skills covered in the week. Week 1 lessons are devoted to Narrative texts, Week 2 to Expository
texts and Week 3 to Persuasive texts. Weeks 4 and 5 revisit some Key Ideas from the earlier weeks.
English Grade 7 Lesson Overview

WEEK 1: READING STORIES (SINGLE TEXTS)
Lesson 1 Key idea: Reading the text – Narratives
Lesson 2 Key idea: Locating information in the text - Narratives
Lesson 3 Key idea: Comparing the narrative story-line from different cultures
Lesson 4 Key idea: Reading the text – Recounts
Lesson 5 Key idea: Comparing narratives and recounts
Lesson 6 Consolidation – Features of narratives
WEEK 2: READING FOR INFORMATION (LINEAR AND NON-LINEAR TEXTS)
Lesson 7 Key idea: Reading expository texts
Lesson 8 Key idea: Locating and interpreting information in graphs
Lesson 9 Key idea: Reading instructional texts
Lesson 10 Key idea: Locating and interpreting information in explanation texts
Lesson 11 Key idea: Comparing informational texts
Lesson 12 Consolidation – Features of informational texts
WEEK 3: READING PERSUASIVE TEXTS (MULTIPLE TEXTS)
Lesson 13 Key idea: Using language to persuade
Lesson 14 Key idea: Identifying the structure and features of an argument
Lesson 15 Key idea: Reading persuasive texts - Arguments
Lesson 16 Key idea: Reading persuasive texts – Discussions
Lesson 17 Key idea: Comparing different types of persuasive texts
Lesson 18 Consolidation – Features of persuasive texts
WEEK 4: NARRATIVES, DESCRIPTIONS, AND RECOUNTS
Lesson 19 Key idea: Reading the text – Narratives
Lesson 20 Key idea: Locating information in Narratives
Lesson 21 Key idea: Literary Descriptions
Lesson 22 Key idea: Reading the text – Recounts
Lesson 23 Key idea: Comparing Recounts and Narratives
Lesson 24 Consolidation: The structure of stories
WEEK 5: INFORMATIONAL AND PERSUASIVE TEXTS
Lesson 25 Key idea: Reading expository texts - Information Reports
Lesson 26 Key idea: Reading expository texts - Instructions
Lesson 27 Key idea: Reading expository texts – Explanations
Lesson 28 Key idea: Reading persuasive texts - Arguments
Lesson 29 Key idea: Reading persuasive texts – Discussions
Lesson 30 Consolidation – Features of persuasive texts
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Structure of the lessons
Each lesson is structured in the same way:
1. Component 1: A short review of knowledge and understandings based on the Learning
Competencies of the grade and on the content of the previous lessons
2. Component 2: A description of the purpose of the lesson
3. Component 3: An orientation to the language and vocabulary to be encountered in the text
for analysis in the next stage of the lesson – Language Practice
4. Component 4: The main activity of the lesson made up of:
A. The teacher reading the chosen text, with some focus on the vocabulary identified in
the Language Practice section
B. The provision of a first set of questions (usually three) on the text which move from
literal to inferential levels and that students answer on their worksheets, followed by
correction and discussion of answers
C. The provision of a second set of questions (usually three) on the text which move
from literal to inferential to application levels and that students answer on their
worksheets, followed by correction and discussion of answers.
5. Component 5: A Conclusion based on questions concerning student responses to the lesson,
including the strategies they used to answer the questions.
The questions
Lesson questions have been designed to engage students gradually in the higher-order thinking
required to successfully answer the sort of questions they will encounter in advanced reading tests.
The questions include:
• Literal questions that require students to find the answer from specific words in the text.
• Inferential questions that require students to derive the answer from implied meanings in
the text, or to draw conclusions about the information in the text, based either on several
parts of the text or on a reading of the whole text.
• Applied questions that require students to create texts of their own that respond either
critically or creatively to the information in the text.
• Evaluative questions that require students to assess the quality and credibility of
information in the text, and to reflect on content and form.
The questions, together with the vocabulary preparation provided in the Language practice
component, thus enable access to students at all levels of English commensurate with the
standards required for Grade 7. In Grade 7, the Program and the Grade Level Standards require
‘communicative competence through understanding of literature and other text types’.
Communicative competence is defined in the English K-12 Curriculum Guide (page 6) as ‘a synthesis
of knowledge of basic grammatical principles, knowledge of how language is used in social settings
to perform communicative functions, and how knowledge of utterances and communicative
functions can be combined according to the principles of discourse.’ The Lesson questions target all
aspects of this definition in providing opportunities for students to develop, consolidate and
enhance knowledge of:
• the structural and grammatical features of the designated text types;
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• the ways language is used in the types of texts designed to carry out specific forms of
communication in school and society; and
• the application and combination of such knowledge in the creation of short texts to perform
communicative functions.
Teachers should feel free to allow answers from student pairs or groups and to model answers to
questions, especially in the early stages of each week, in order to ease students into the type of
thinking required at the higher levels. Modelled and guided writing should also support the
production of written responses to the applied questions, particularly when a new type of writing
task is introduced.
Similarities and Differences between the Grade 7 and Grade 8 Lessons

The focus of the lessons for both grades is on developing and enhancing knowledge about the types
of texts mandated in the 2016 K-12 English Curriculum Guide. Accordingly, the lessons cover the
same content pattern for both grades, with some adjustment for content specific to each of the
grades (e.g., propaganda techniques for Grade 8) and increased complexity of texts for Grade 8. It is
acknowledged that lessons for Grade 8 in a 2024 Learning Camp may need to be redeveloped to
build on the content experienced by Grade 7 students in 2023 to avoid duplication.
Conclusion
The 2023 English Learning Camp lessons have been designed to provide opportunities for teachers
and students to engage closely with texts across the range of text types mandated in the 2016 K-12
English Curriculum Guide, and to practice the knowledge and skills required to meet Grade
Standard questions at all levels.
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English Notes for the Teacher
The notes below provide general guidance for teachers regarding each lesson component in the
English lesson plans. The lesson plans also include brief notes for the teacher that are specific to
each lesson.
Component 1: Short Review

Time: 7 minutes
The purpose of Component 1 is to provide a short review of related content that has been
previously taught.
The teacher asks learners to answer 3-4 questions to activate their prior knowledge. The
questions are designed to remind learners of content that has been covered before, to help
them to recall past learning, or connect to past experiences; or simply to revisit some pre-
requisite knowledge that is relevant to the lesson to come. Suggested answers are provided
below each question in the lesson plans.
The teacher provides answers to questions and highlights key concepts. In the time
available, the teacher addresses issues that may have arisen in student answers. Any issues
not able to be addressed (because of time) should be noted at the end of the lesson for
later review.
Component 2: Purpose of the lesson
Time: 3 minutes
The teacher briefly states the purpose/focus of the lesson. The description should attempt
to: (i) promote student engagement; and (ii) offer students information that is
meaningful/interpretable to most students.
Component 3: Lesson Language Practice
Time: 5 minutes
In this part of the lesson, students engage in deliberate practice of words or phrases that
are important to learn in this lesson. Students need practice in word recognition, speaking
and showing understanding. The teacher provides explicit instruction by modelling how to
pronounce the words and ensuring that students understand what the words mean.
Students then practice the words in pairs or individually through one or two activities such
as: saying them aloud, talking about their meanings, using them in a sentence, writing them
down or spelling key words.
Component 4: Lesson Activity
Time: 25 minutes
The main lesson activity is divided into 3 parts. The purpose of Component 4A is to guide
students in reading the text. The teacher should first read the text aloud to provide a model
of a fluent reading with appropriate pacing, phrasing and expression. Students listen and
follow along, and highlight or underline any words they don’t know. Students then read the
text together, in pairs or individually, identifying problematic or unfamiliar language. Over
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time, the aim is for students to read fluently. Allow 5-10 minutes, depending on the
length/complexity of the text.
Components 4B and 4C include a range of literal and inferential comprehension questions.
There might be more than one question of each type to develop students higher order
thinking. Students are instructed to use various strategies to engage with the text and to
answer the questions. The questions are designed to develop applied and critical thinking to
evaluate ideas and justify their answers.
The teacher displays the questions on the board and models how to identify key words in
the questions by underlining them. E.g., Let’s look at each question carefully. What
information do we need to answer the question?
The teacher models and scaffolds the process of locating and highlighting relevant
information for answering the first question. E.g., Where can we find the answer? Is it here
in the words? Is it hidden in the text? Is it in your head?
Students demonstrate their understanding in a range of answer formats, such as written
answers (words, phrases, sentences or short paragraphs), completing tables or diagrams on
the Student Worksheet, and oral answers in class discussion. Allow 7-10 minutes for each
set of questions.
Component 5 Lesson Conclusion
Time: 5 minutes
The lesson conclusion provides an opportunity for students to reflect on their own learning.
The teacher initiates by asking students to identify which questions they found the easiest
and hardest, and the reasons why.
Alternatively, students could be asked to recall what were the key concepts and what they
learned; or respond to more open questions such as:
o What was one or two things you really enjoyed about the lesson?
o What is something you would like to learn more about in this topic?
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Appendix A
Grade 7 Curriculum References and Learning Competencies
English Grade 7 Week 1 Lesson 1

Curriculum: K to 12 Curriculum Guide English (Grade 1 to Grade 10) August 2016
Grade-Quarter: Grade 7 – Quarters 1-4
Content Section: Literature, Reading Comprehension, Viewing Comprehension, Vocabulary Development,
Writing and Composition, Listening Comprehension
Learning Competencies:
Reading Comprehension
• EN7RC-I-c-7.1: Read intensively to find answers to specific questions
• EN7RC-III-g-9: Identify the author’s intentions for writing
• EN7RC-IV-a-3.2: Classify text types (narrative, expository, explanation, recount, persuasive)
Listening Comprehension
• EN7LC-II-c- 2.1/3.1: Note specific details/elements of the text listened to
• EN7LC-II-g- 2.8.3: Infer the purpose of the text listened to
Viewing Comprehension
• EN7VC-I-d-6 identify genre, purpose of text (MELC)
• EN7VC-IV-f-16 Express one’s beliefs/convictions based on a material viewed (MELC)
Vocabulary Development
• EN7V-II-a- 10.1.1: Classify sample texts into literal or figurative
Writing and Composition
• EN7WC-III-a- 2.2.12: Identify features of narrative writing
Literature
• EN7LT-I-a-2.1: Identify the distinguishing features of proverbs, myths, and legends
• EN7LT-I-f-2.2.3: Determine the tone, mood, technique, and purpose of the author
• EN7LT-III-b-5: Discover literature as a tool to assert one’s unique identity and to better understand
other people (MELC)
Content Standard
The learner demonstrates understanding of:
• strategies in listening to and viewing of informative and short narrative texts
Performance Standard
The learner transfers learning by:
• comprehending texts using appropriate reading styles
• comprehending informative and short narrative texts using schema and appropriate listening and
viewing strategies
• expressing ideas, opinions, and feelings through various formats
Most Essential Learning Competencies
• Use appropriate reading strategies to meet one’s purpose (e.g., Scanning, skimming, close reading,
etc.) (EN7RC-IV-b-10)
• Determine the worth of ideas mentioned in the text listened to (EN7LC-IV-g-8.2)
• Cite evidence to support a general statement (EN7RC-IV-g-10.4)
• React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)

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Content Section: Literature, Reading Comprehension, Vocabulary Development, Writing and Composition,
• Use appropriate reading strategies to meet one’s purpose (e.g., scanning, skimming, close reading,
etc.) EN7RC-IV-b-10
• Read intensively to find answers to specific questions EN7RC-I-c-7.1
• Identify the author’s intentions for writing EN7RC-III-g-9
• Use different listening strategies based on purpose, topic and levels of difficulty of simple
informative and short narrative texts EN7LC-III-a-7
• Infer the purpose of the text listened to EN7LC-II-g- 2.8.3
• Identify figures of speech that show comparison (simile) EN7V-II-c-10.1.2
• Identify features of narrative writing EN7WC-III-a- 2.2.12
Content Standard
• pre-colonial Philippine literature as a means of connecting to the past
• showing appreciation for the literature of the past;
• comprehending texts using appropriate reading styles;
viewing strategies
The learner will:
etc.) EN7RC-IV-b-10
• Use direct and reported speech appropriately in varied contexts EN7G-III-e-3
• Discover literature as a tool to assert one’s unique identity and to better understand other people
EN7LT-III-b-5

• EN7RC-IV-b-10: Use appropriate reading strategies for various text types (MELC)
• ENRC-III-i.2.1.7: React to assertions made by the author in a text
• EN7VC-I-d-6 identify genre, purpose of text (MELC) (Q1)
Literature
• WN7LT-II-h-4: Draw similarities and differences of the featured selectins in relation to the theme –
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Q2
Content Standard
The learners demonstrate understanding of:
• various extended text types; lexical and context clues
Performance Standard:
viewing strategies
• expressing ideas, opinions and feelings through various formats
• using appropriate strategies to comprehend extended text types
Most Essential Learning Competencies:

Quarter: Grade 7 – Quarters 1-4
Content Section: Literature, Reading Comprehension, Viewing Comprehension, Writing and Composition,
• EN7LC-IV-g-8.2: Determine the worth of ideas mentioned in the text listened to (MELC)
• Express one’s beliefs/convictions based on a material viewed (MELC)
Content Standard
viewing strategies
• expressing ideas, opinions, and feelings through various formats.
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Content Section: Literature, Reading Comprehension, Viewing Comprehension, Writing and Composition,
• ENRCIII-g-2.13: Distinguish fact from opinion, fantasy from reality
• EN7WC-III-a- 2.2.12: Identify features of narrative writing (EN7WC-III-a-2.2)
Content Standard:
viewing strategies
• using appropriate strategies to comprehend extended text types.

Curriculum: K to 12 English Curriculum Guide (Grade 1 to Grade 10) August 2016
Quarter: Grade 7; Quarters 1 to 4
Content section: Literature, Reading Comprehension, Vocabulary Development, Writing and Composition,
• Use appropriate reading strategies for various text types (MELC) EN7RC-IV-b-10
• Classify text types (narrative, expository, explanation, recount, persuasive) EN7RC-IV-a-3.2
• Identify the author’s intentions for writing EN7RC-III-g-9:
• Note specific details/elements of the text listened to EN7LC-II-c- 2.1/3.1
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• Determine the worth of ideas mentioned in the text listened to (MELC) EN7LC-IV-g-8.2
Content Standard
• showing appreciation for the literature of the past
• distinguishing between and using literal and figurative language
viewing strategies; expressing ideas, opinions, and feelings through various formats
The learner will:
etc.) EN7RC-IV-b-10
• Identify the genre, purpose, intended audience and features of various viewed texts such as
…EN7VC-I-d-6
• React to what is asserted or expressed in a text
• Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16 Q3
EN7LT-III-b-5

Content Section: Reading Comprehension, Viewing Comprehension, Writing and Composition
• EN7RC-III-e-2.8: Make predictions about the text
• EN7VC-I-d-6: identify genre, purpose of text (MELC)
Writing and composition
• EN7WC-II-c-5: Extract information from a text using a summary, precis, and paraphrase
Program Standard:
The learner demonstrates communicative competence through his/her understanding of Philippines
literature and other text types for a deeper appreciation of Philippines culture. (Q1-4)
Content Standard:
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viewing strategies
• Use appropriate reading strategies for various text types (EN7RC-IV-b-10)
• Summarize key information from a text (EN6OL-IVj-3.6)

Content Section: Reading Comprehension, Visual Comprehension, Grammar Awareness
• EN7RC-I-f-1.2 Transcode orally and in writing the information presented in diagrams, charts, tables,
graphs etc.
Visual Comprehension
• EN7VC-I-d-6 Q1 Identify the genre, purpose, intended audience and features of various viewed
texts.
• EN7VC-II-b-1/2: Note details, sequence, and relationships of ideas and events
• EN7VC-III-a-13 Determine the key message in the material viewed
Program Standard:
Content Standard:
viewing strategies
• Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11)
• Use phrases, clauses, and sentences appropriately and meaningfully (EN7G-II-a-1)

Curriculum references
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Content Section: Reading Comprehension, Vocabulary Development, Writing and Composition, Listening
Comprehension
• EN7RC-IV-a-3.2: Classify text types (narrative, expository, explanation, recount, persuasive) (Q4)
• EN7RC-I-c-7.1: Read intensively to find answers to specific questions (Q1)
• EN7RC-IV-f-10.3: Sequence steps in a process
• EN7RC-IV-e-2.10: Sequence/reorganize ideas or information
• EN7RC-IV-b-10: Use appropriate reading strategies for various text types (MELC) (Q4)
Program Standard:
Content Standard:
• strategies in listening to and viewing of informative and short narrative texts (Q3)
• various extended text types; lexical and context clues (Q4)
viewing strategies (Q3)
• expressing ideas, opinions, and feelings through various formats (Q3)
• using appropriate strategies to comprehend extended text types (Q4)
• Identify genre, purpose of text (EN7VC-I-d-6) (Q1)
etc.) (EN7RC-IV-b-10) (Q1)
• Cite evidence to support a general statement (EN7RC-IV-g-10.4) (Q3)
• React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7) (Q3)

Content Section: Reading Comprehension, Viewing Comprehension, Vocabulary Development, Writing and
Composition
• EN7RC-IV-b-12.3: Use lexical and contextual cues in understanding unfamiliar words and expressions
• EN7WC-I-c-4.2: Distinguish features of academic writing (Q4)
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Program Standard:
Content Standard:
• strategies in listening to and viewing of informative and short narrative texts (Q3)
• various extended text types; lexical and context clues (Q4)
viewing strategies (Q3)
• expressing ideas, opinions, and feelings through various formats (Q3)
• using appropriate strategies to comprehend extended text types (Q4)
• Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-d-6
(Q1)
• Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11) (Q2)
• Use appropriate reading strategies for various text types (EN7RC-IV-b-10) (Q4)
• Summarize key information from a text (EN6OL-IVj-3.6) (Q2)

Composition
• EN7RC-I-c-7.1: Read intensively to find answers to specific questions (Q1)
• EN7RC-IV-a-3.2: Classify text types (narrative, expository, explanation, recount, persuasive) (Q4)
• EN7RC-IV-b-10: Use appropriate reading strategies for various text types (MELC) (Q4)
• EN7VC-I-d-6 identify genre, purpose of text (MELC) (Q1).
Program Standard:
Content Standard:
• Q3 strategies in listening to and viewing of informative and short narrative texts
• Q4 various extended text types; lexical and context clues
• Q3 … comprehending informative and short narrative texts using schema and appropriate listening
and viewing strategies
• Q3 expressing ideas, opinions and feelings through various formats
• Q4 using appropriate strategies to comprehend extended text types.
• Q1: Use appropriate reading strategies to meet one’s purpose (e.g., Scanning, skimming, close
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reading, etc.) (EN7RC-IV-b-10)
• Q3: Cite evidence to support a general statement (EN7RC-IV-g-10.4)
• Q3: React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)

Composition
• EN7WC-I-c-4.2: Distinguish features of academic writing
Program Standard:
Content Standard:
viewing strategies
• Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-d-6
(Q1)
• Summarize key information from a text (EN6OL-IVj-3.6) (Q2)
• Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11) (Q2)
• Use appropriate reading strategies for various text types (EN7RC-IV-b-10) (Q4)

Content Section: Reading Comprehension, Listening Comprehension, Viewing Comprehension, Vocabulary
Development, Writing and Composition
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• EN7RC-III-g-2.13: Distinguish fact from opinion, fantasy from reality in the text
• EN7RC-IV-d-10.2: Distinguish between general and specific statements
• EN7VC-I-d-6: Identify the genre, purpose, intended audience and features of texts
• EN7VC-IV-c-15: Research a topic with support using two or three sources
• EN7WC-II-d-5.1: Identify key ideas
• EN7WC-II-g-5.2: Identify supporting details
Content Standard
• Identify the genre, purpose, intended audience and features of various viewed texts (EN7VC-I-d-6)
• Research a topic with support using two or three sources EN7VC-IV-c-15

Content Section: Reading Comprehension, Listening Comprehension, Vocabulary Development, Writing and
Composition
• Determine the key message conveyed in the material viewed
Content Standard
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• Research a topic with support using two or three sources (EN7VC-IV-c-15)
• Express one’s beliefs/convictions based on a material viewed
• Use phrases, clauses, and sentences appropriately and meaningfully EN7G-II-a-1

Content Section: Reading Comprehension, Listening Comprehension, Viewing Comprehension, Writing and
Composition
• EN7RC-IIIe-2.1.7: React to what is asserted or expressed in a text
• EN7LC-IV-g-8.2: Determine the worth of ideas mentioned in the text listened to (MELC)
• EN7WC-II-d-5.1 Identify key ideas
• EN7WC-II-f5.2 Identify supporting details
Program Standard
Content Standard
• various extended text types; lexical and context clues.
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Composition
• EN7RC-Ie-1.2: Transcode orally and in writing the information presented in diagrams, tables, charts
etc.
• EN7VC-I-d-6 identify genre, purpose of text (MELC).
Program Standard:
Content Standard:
• React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7).

• EN7VC-I-d-6 identify genre, purpose of text (MELC).
Program Standard
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Content Standard

Content Section: Reading Comprehension, Listening Comprehension, Viewing Comprehension, Vocabulary
Development, Writing and Composition
Content Standard
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Content Section: Literature, Reading Comprehension, Viewing Comprehension, Vocabulary Development,
Writing and Composition, Listening Comprehension
• EN7VC-IV-f-16 Express one’s beliefs/convictions based on a material viewed (MELC)
Literature
• EN7LT-I-a-2.1: Identify the distinguishing features of proverbs, myths, and legends
• EN7LT-I-f-2.2.3: Determine the tone, mood, technique, and purpose of the author
Content Standard
viewing strategies
• Use appropriate reading strategies to meet one’s purpose (e.g. Scanning, skimming, close reading,
(EN7LT-III-b-5)

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• Use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming, close reading,
etc.) EN7RC-IV-b-10
• Identify figures of speech that show comparison EN7V-II-c-10.1.2
Content Standard
The learner will:
etc.) EN7RC-IV-b-10
(EN7LT-III-b-5)
(EN7LT-III-b-5)

etc.) EN7RC-IV-b-10
• Identify figures of speech that show comparison EN7V-II-c-10.1.2
Content Standard
The learner will:
etc.) EN7RC-IV-b-10
22
(EN7LT-III-b-5)
(EN7LT-III-b-5)

See Lesson 4 Week 1

See Lesson 5 Week 1

Content section: Literature, Reading Comprehension, Vocabulary Development, Writing and Composition,
• Identify the author’s intentions for writing EN7RC-III-g-9:
Content Standard
• showing appreciation for the literature of the past
• distinguishing between and using literal and figurative language
viewing strategies; expressing ideas, opinions, and feelings through various formats
The learner will:
etc.) EN7RC-IV-b-10
…EN7VC-I-d-6
• Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16 Q3
23
EN7LT-III-b-5

• EN7VC-I-d-6: identify genre, purpose of text (MELC)
Writing and composition
Program Standard:
Content Standard:
• comprehending informative and short narrative texts using schema and appropriate -listening and
viewing strategies

Content Section: Reading Comprehension, Vocabulary Development, Writing and Composition, Listening
Comprehension
• EN7RC-IV-f-10.3: Sequence steps in a process
• EN7RC-IV-e-2.10: Sequence/reorganize ideas or information
24
Program Standard:
Content Standard:
viewing strategies
• Identify genre, purpose of text (EN7VC-I-d-6)

See Lesson 4 Week 2

Content Section: Reading Comprehension, Listening Comprehension, Vocabulary Development, Writing and
Composition
Content Standard
25
• Research a topic with support using two or three sources (EN7VC-IV-c-15)
• Use phrases, clauses, and sentences appropriately and meaningfully EN7G-II-a-1

Content Section: Reading Comprehension, Listening Comprehension, Viewing Comprehension, Writing and
Composition
• EN7RC-IIIe-2.1.7: React to what is asserted or expressed in a text
• EN7LC-IV-g-8.2: Determine the worth of ideas mentioned in the text listened to Q4) (MELC
Program Standard
Content Standard
etc.) ( EN7RC-IV-b-10)
26
• Identify the author’s intentions for writing EN7RC-III-g-9.
Viewing Comprehension:
• Extract information from a text using a summary, precis, and paraphrase EN7WC-II-c-5
Content Standard
viewing strategies

The learner will:
etc.) EN7RC-IV-b-10
…EN7VC-I-d-6
• Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16
• Summarize key information from a text (EN6OL-IVj-3.6).
27

NLC23 - Grade 7 Consolidation English Notes To Teachers - Final

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NLC23 - Grade 7 Consolidation English Notes To Teachers - Final

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The English Camp lessons and Learning Competencies for Grade 7

• Read intensively to find answers to specific questions (Q1)

English Grade 7 Lesson Overview

• the structural and grammatical features of the designated text types;

Similarities and Differences between the Grade 7 and Grade 8 Lessons

Component 1: Short Review

English Grade 7 Week 1 Lesson 1

English Grade 7 Week 1 Lesson 2

English Grade 7 Week 1 Lesson 3

English Grade 7 Week 1 Lesson 4

English Grade 7 Week 1 Lesson 5

English Grade 7 Week 1 Lesson 6

English Grade 7 Week 2 Lesson 7

English Grade 7 Week 2 Lesson 8

English Grade 7 Week 2 Lesson 9

English Grade 7 Week 2 Lesson 10

English Grade 7 Week 2 Lesson 11

English Grade 7 Week 2 Lesson 12

English Grade 7 Week 3 Lesson 13

English Grade 7 Week 3 Lesson 14

English Grade 7 Week 3 Lesson 15

English Grade 7 Week 3 Lesson 16

English Grade 7 Week 3 Lesson 17

English Grade 7 Week 3 Lesson 18

English Grade 7 Week 4 Lesson 19

English Grade 7 Week 4 Lesson 20

English Grade 7 Week 4 Lesson 21

English Grade 7 Week 4 Lesson 22

English Grade 7 Week 4 Lesson 23

English Grade 7 Week 4 Lesson 24

English Grade 7 Week 5 Lesson 25

English Grade 7 Week 5 Lesson 26

English Grade 7 Week 5 Lesson 27

English Grade 7 Week 5 Lesson 28

English Grade 7 Week 5 Lesson 29

Most Essential Learning Competencies

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