DETAILED LESSON PLAN IN ENGLISH 7

School Maite Integrated School Grade Level 7

Teacher Lovely D. Bello
Learning English
Area
I. LEARNING OBJECTIVES
Content Standards
Quarter 3
Teaching Dates & Duration
Feb 27,2023
The learner demonstrates communicative competence
through his/ her understanding of Philippine Literature
and other texts types for a deeper appreciation of
Philippine Culture.

Performance Standards The learner transfers learning by showing communicative

competence in using
Learning Competencies/Code Cite evidence to support a general statement
EN7RC-IV-g-10.4
Objectives
 Knowledge Identify correctly what citing evidence means
 Skills Cite evidence to support a general statement
 Attitude Display self-independence in accomplishing tasks and exercises
on citing evidence to support a general statement
II. CONTENT Cite Evidence to Support a General Evidence
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Quarter 3 - Module 3
Learning Resource (LR) portal
B. Other Learning Resources Pictures
C. Supplies, Equipment, Tools, etc. Powerpoint Presentations
IV. PROCEDURE
A. Review/ The teacher will set the class with the following preliminaries:
Introductory
Activity a. Prayer b. Attendance check c. energizer
(2 minutes Preliminaries)
B. Activity/ Directions: Read each item carefully. Write TRUE if the statement is true
Motivation about citing evidence and write FALSE if it is not correct.
1. When we read, we often are asked to answer questions or express our ideas
about the text. In order to let people, know we aren’t making stuff up, we
should use Cite Evidence to support our opinions or answers.
2. In real life, people who can back up an opinion about a text with Evidence
are taken more seriously than people who can only give a reason of “just
because.”
3. If you use direct quotes from a text, you must use quotation marks.
4. When we examine an author’s message, often called the central idea, and
most accurately called the “AUTHOR’S CLAIM”, it is important not to
examine the way an author supports his ideas.
5. In citing evidence, we look for different types of evidences, such as
FACTS, STATISTICS, EXAMPLES, EXPERT TESTIMONY, and
LOGICALREASONING.
 6. Using evidence means that we need to explain how the author supports his
claim by presenting a particular fact or example.
7. In citing evidence, paraphrase is one of the forms. A paraphrase
means that you have translated the author’s words your own.
8. Citing textual evidence makes your argument less powerful.
9. The evidence you pick shows that you understand what you are actually
reading.
10. Textual evidence goes beyond just your opinions, thoughts, and feelings.
C.Analysis Directions: Answer the following questions interactively in the class.
1. How did you find the activity
2. Did you answer the given statements correctly?
3. What can you say about the words like facts,
statistics, examples, etc?
4. Are these words familiar?
D.Abstraction Evidence is one of the foundations of critical thinking and good decision-
making. Citing textual evidence requires students to look back into the text for
evidence to support an idea, answer a question or make a claim. Citing
evidence requires students to think more deeply about the text, analyze the
author, source etc.
Citing or documenting the sources used in your research or to support general
statement serves three purposes:
 It gives proper credit to the authors of the words or ideas that you
Incorporated into your paper.
 It allows those who are reading your work to locate your sources, to
learn more about the ideas that you include in your paper.
 Citing your sources consistently and accurately helps you avoid
Committing plagiarism in your writing.

WHAT IS A GENERAL STATEMENT?

A general statement is a sentence that defines or declares some large
and overarching truth. General ideas usually express the main point or main
idea of a piece of writing. They present the topic of a paragraph, essay, or
book and make a statement about it, usually a claim that needs to be
proven. Specific ideas provide evidence tofurther define the general or main
idea and prove that it is valid.
In short, a GENERAL STATEMENT is the thesis statement:
 states the specific topic of the essay;
 often lists the main (controlling) ideas of the essay;
 may indicate the method of organization of the essay;
 is usually at the end of the introduction;
 is usually one sentence.

Citing Textual Evidence to support a general statement .What does it mean?

● As readers, writers, and thinkers, it is natural for students to develop
ideas, ask questions, and make claims regarding what they are reading.
● Citing textual evidence requires students to look back into the text
for evidence to support an idea, answer a question or make a claim.
● Citing evidence requires students to think more deeply about
the text,analyze the author, source etc.
● Students also need to practice finding strong evidence to support their ideas.
○ Good evidence doesn’t require a lot of explanation to fit a claim.
 Why do I need to cite evidence from a text?

 The textual evidence makes your argument more powerful.

 It goes beyond just your opinions, thoughts, feelings.
 The evidence you pick shows that you understand what you are
reading.

How do I cite evidence from a text?

 Read the text.

 Develop an answer to the question.
 Find pieces of text that will help you strengthen your answer.
 Use the evidence from the text in your paragraph-long answer.

Some of the expressions used to cite evidence to support a general

statement:
 According to the text...
 The author stated...
 Based on the text...
 The text mentioned that...
 In the second paragraph, it stated that on page ,
 the page stated
 An example from the text is...

E.Valuing: Finding Directions: Read the following passage and answer the questions that follow.
Practical Refer to the text to check your answers when appropriate.
Applications of
Concepts and Skills By 1948 there were 4 big TV networks in America. They aired their shows
in Daily Living from 8 to 11 each night. Local shows were aired at other times. Most of the
time, nothing was shown at all. TV was not "always on" like it is now. Color
TVs came out in 1953. They cost too much money for most. Also, shows were
aired in black and white.
By 1965, colors TVs were cheaper. TV stations started airing shows in
color. People had to switch if they wanted to see the shows. Now most TVs
are high-def. This means that they have many lines on them. This makes the
image clear. TVs have come a long way since Baird's 30-line set. High-def
TVs have 1080 lines. There are state of the art sets called 4K TVs. These TVs
have 3,840 lines. Some people watch TV in 3D. I wonder what they will come
up with next. Smell-o- vision anyone?
https://www.ereadingworksheets.com/worksheets/reading/nonfiction-passages/tv/

The GENERAL STATEMENT: “Televisions today are more advanced and

smarter”.

From the given text, let us try to cite the statements that support the
general statement. And then, give your answers and short explanation why
 this/these are considered as evidence to the general statement. Answer
questions by citing evidence to support the claim:
 Why would have watching TV been boring in 1928?
Answer: According to the passage, TVs in 1928 had one color, It could only
show 30 lines, and they didn’t work well.
 2. Why did the 5-inch black-and-white TVs at the World's Fair impress
people?
Answer: Based on the text, the 5-inch black-and-white TVs at the World's
Fair impressed people because there were 200 small, black, and white TVs set
up around the fair. The U.S. President gave a speech over the TVs. The TVs
were only five inches big, but the people loved it.
 3. Why would it have been a bad idea to buy a color TV when they first
were released?
Answer: The text mentioned that it was a bad idea to buy a color TV when
they first released it because it cost too much, and the shows were aired in
black and white.
 4. How are TVs today?
Answer: In the last part of the text it mentioned that, “Now most TVs are
high-def. This means that they have many lines on them. This makes the
image clear. TVs have come a long way since Baird's 30-line set. High-def
TVs have 1080 lines. There are state of the art sets called 4K TVs. These TVs
have 3,840 lines. Some people watch TV in 3D”.
5.
F.Generalization In real life, people who can back up an opinion about a text with Explicit
Textual Evidence are taken more seriously than people who can only give a
reason of “just because.”
G. Assessment Directions: Read carefully and give the answers to what is asked.
1. What type of evidence do we need to cite to support our ideas?

2. Give at least 5 expressions when citing evidence.

a.
b.
c.
d.
e.
3. How do you cite evidence from a text?
a.
b.
c.
d.
H. Assignment Directions: Read the following passage and be ready for an activity next mee

Seat Belts
"Click!" That's the sound of safety. That's the sound of survival. That's the sound of a seat
belt locking in place. Seat belts save lives and that's a fact. That's why I don't drive anywhere
until mine is on tight. Choosing to wear your seat belt is as simple as choosing between life
and death. Which one do you choose?
Think about it. When you're driving in a car, you may be going 60 MPH or faster. That car is
zipping down the road. Then somebody ahead of you locks up his or her brakes. Your driver
doesn't have time to stop. The car that you are in crashes. Your car was going 60 miles per
hour. Now it has suddenly stopped. Your body, however, is still going 60 MPH.What's going
to stop your body? Will it be the windshield or your seat belt? Every time that you get into a
car you make that choice. I choose the seat belt. Some people think that seat belts are uncool.
They think that seat belts cramp their style, or that seat belts are uncomfortable. To them I
say, what's more uncomfortable?
Wearing a seat belt or flying through a car windshield? What's more uncool? Being safely
anchored to a car, or skidding across the road in your jean shorts? Wearing a seat belt is both
How about giving money away? Do you like to give your money away? Probably not. And
when you don't wear your seat belt, you are begging to give your money away. That's because
kids are required to wear seat belts in every state in America. If you're riding in a car, and you
don't have a seat belt on, the police can give you or your driver a ticket. Then you will have to
give money to the city. I'd rather keep my money, but you can spend yours how you want.
Wearing a seat belt does not make you invincible. You can still get hurt or killed while
wearing your seat belt. But wearing them has proven to be safer than driving without them.
You are much less likely to be killed in a car wreck if you are wearing a seat belt.
You are much less likely to get seriously injured if you are wearing one. So why not take the
safer way? Why not go the cooler and more comfortable than the alternatives.
Let's just take a closer look at your choices. If you are not wearing your seat belt, you can
hop around the car and slide in and out of your seat easily. That sounds like a lot of fun. But,
you are also more likely to die or suffer serious injuries. If you are wearing a seat belt, you
have to stay in your seat. That's no fun. But, you are much more likely to walk away
unharmed from a car accident. Hmmm... A small pleasure for a serious pain. That's a tough
choice. I think that I'll avoid the serious pain way that has been proven to result in fewer
deaths? You do want to live, don't you?

https://www.ereadingworksheets.com/workshe ets/reading/nonfiction-