Republic of the Philippines

Department of Education
REGION I
PANGASINAN SCHOOLS DIVISION OFFICE II
UMINGAN NATIONAL HIGH SCHOOL
Burgos St., Poblacion West Umingan Pangasinan

Learning Delivery Modality Face to Face

School Umingan National High Grade Level/Section Grade 7- Del Pilar,
School Burgos, and Bonifacio
Teacher/s Ruby May T. Hipona Learning Area English 7
Teaching Date/Time March 4, 2024 Quarter 3rd
9:45-10:45 a.m.
10:00-11:45 p.m.
1:00-2:00 p.m.

I. MELC/LEARNING COMPETENCY:

React to what is asserted or expressed in a text. (K to 12 BEC CG: EN7LT-III-C-5)

II. LEARNING OBJECTIVES:

At the end of the lesson, the learners are expected to:

A. Recount the events in the story;

B. Unlock the meanings of unfamiliar words; and
C. Express insights about the presented details in the text.

III. LEARNING CONTENT

A. TOPIC: Expressing Reactions in a Text

B. REFERENCE: English 7 Quarter 3 Module 6
C. MATERIALS: English 7 Module 6, Handouts, PowerPoint Presentation, Laptop, TV, Chalkboard and Chalk, and
Visual Aids.
D. INTEGRATION: Science, Entrepreneurship,

IV. PROCEDURES

A. Reviewing Previous Lesson or Presenting the New Lesson

Do you still Remember?
 The teacher will ask her learners about the previous topic.
 The teacher will present a short game for the learners.

Title: “The Lucky Stars!”

Directions:
 A box will be given to the student and when the music plays, the student needs to pass it to someone
sitting next to him or her. Once the music stops, the student who is holding the box will pick and act the
scenario he or she choose. If the given scenario needs a pair, the teacher will select random numbers from
her class record.
 The teacher will flash on the screen the scenario and dialogue that the learner/s will act.
 After acting the scenario/s, all learners will identify what type of conflict is acted by their classmate/s.
 “The Lucky Stars!” will receive a prize after the game will end.
 Random conflict scenarios: Man vs. Self, Man vs. Man, Man vs. Nature, and Man vs. Fate
 Scenario
Scenario
You and another customer argue on a
make-up set of BLK that both of you You lost all your properties because of
want to have. the typhoon Juaning.

Dialogue Dialogue
You: It’s a nice set of make-up, right? I
want to buy it! You: I lost all my possessions because
Customer: Wait a minute! But it suits of bagyong Juaning! What will I do
me well! now? What will happen to me?
You: I saw it first! (weeping silently)
Customer: It’s mine!
You: Hey! It’s mine! Give it to me! Answer: Man vs. Nature

Answer: Man vs. Man

Scenario

The witch put curse upon you. Every Scenario

12 midnight you will turn into a half
You have to choose either studying for
human and a half snake.
the coming examination or practicing
Dialogue basketball for the sports tournament.

Witch: Because you destroyed my Dialogue: Oh no! I don’t know what

potions, I will curse you!
You: Stop! Stop! I am sorry, okay?
Witch: That is not enough! Wonder,
wonder spell! Make him/her a half
human and a half snake every 12
midnight! Hihihi! (the witch laughed)
to do now. Should I practice basketball
for the upcoming tournament? Or
should I study for my examinations?
It’s so hard to choose! (distress voice)
Answer: Man vs. Self

You: No! (desperate shout)

Answer: Man vs. Fate

B. Establishing the Purpose of the Lesson

Think, Reflect, and Share (Part 1)

 The students will read all the words on the screen.

 The students will identify the central idea of what they read.
 The students will enumerate the main four types of conflict.
 The students will answer the Pre-test/Formative Assessment.

Part I: What is Correct?

Directions: From 1 to 5, choose and encircle the letter of the best answer.

1. It is a statement or declaration made regarding an idea, a topic, or an issue.

a. Declaration b. prediction c. Assertion d. contradiction

2. Which of the following are expressed by assertions?

a. Feelings b. opinions c. beliefs d. facts

3. In the band’s press release, they stated that they would hold their concert in Manila on the 22nd of September.
However, the concert did not push through because of a typhoon. The concert should be rescheduled, and those who
cannot go but already have tickets should be refunded their money.

The given statement is _________.

a. An escalating assertion b. A confrontive assertion

c. an I-Language assertion d. an emphatic assertion

4. In expressing one’s feelings regarding a negative behavior and what one wants to happen about it, which of the
following types of assertions is used?

a. An escalating assertion b. A confrontive assertion

c. an I-Language assertion d. an emphatic assertion

5. Iris walked up to Lea and told her that she was very pleased with how Lea handled her nervousness when she had to
speak in front of the class. She also told Lea how proud she was of her. Which of the following types of assertions
did Iris use?

a. basic assertion b. confrontive assertion

c. positive assertion d. an emphatic assertion

Part II: Let’s Choose!

Directions: From 6 to 10, choose the correct answer from the box and write your answer in the space provided.

 Basic Assertion
 Escalating Assertion
 Positive Assertion
 Emphatic Assertion
 I-language Assertion
 Confrontive Assertion

__________________6. This is a simple and direct expression of one’s opinion, feelings, or belief.

__________________7. This shows sympathy to another person.

__________________8. One gives a reason or an explanation for a good feeling or opinion.

__________________9. This states three closely related actions: an action that was supposed to be done, the
actual action, and the action that the speaker wants done.

__________________10. This is a firm, but respectful statement made by a person who is expecting another
person’s response to his or her earlier assertion.

C. Presenting Example/Instances of the Lesson

 The students will read the definition of Assertion.
 An ASSERTION is a statement or declaration made regarding an idea, a topic, or an issue. It expresses a
person’s opinion, feelings, or belief. To add, an assertion is a statement most people believe to be true but
cannot be proven.
 An assertion is a statement used to make a declaration or to make a firm and strong belief on a particular
topic. Moreover, in writing an assertion, the writer aims to convey an idea or feeling directly and
convinces the reader to accept his or her claim about a particular topic.
 The students will read the examples of assertion
Examples:
1. Art lifts up our mood.
2. Canada offers diverse opportunities for a person’s career.
3. The Adventures of Tom Sawyer is the top selling book and you must read it.
4. Taking vitamins everyday makes you healthy and strong.
5. Lord of the Rings is the best movie and everyone has to watch it.
6. People nowadays are cruel to animals.
7. An apple a day keeps the doctor away.

 The students will answer the following questions:

 1. What is Assertion based on the definition and the discussion?
2. Share an experience that you have used Assertion in your daily life.

D. Discussing New Concepts and Practicing New Skills #1

 The students will read the different types of assertion.
1. Basic assertion – This is a simple and direct expression of one’s opinion, feelings, or belief.
Examples:
a. “I wish I could have expressed this idea earlier, because now someone else has taken the credit.”
b. “Excuse me, first I want to finish my work, then I shall go with you.”

2. Empathic assertion – This shows sympathy to another person. It is an acknowledgment of the other
person’s feelings or situation and at the same time a show of support to the rights of the person.
a. “I understand you are busy, and me too, but it is difficult for me to finish this project on my own. So, I
want you to help me complete this project.”
b. “I know this is making you angry and frustrated because you have not gotten a response yet. But I can
help you by giving you an estimate of how long it might take.”

3. Positive assertion – This expresses positive feelings or emotions. To make this assertion, one gives a
reason or an explanation for a good feeling or opinion.
a. “You’ve done a great job today.”
b. “I am happy that we did well on our group presentation!”

4. Confrontive assertion – This states three closely related actions: an action that was supposed to be
done, the actual action, and the action that the speaker wants done.
a. "I told you to complete the forms by November 15, and you agreed to do so. Now it is January 15 and
you are telling me that you forgot the forms but you still expect to complete our business on time. What is
it that you want me to do?"
b. “I already gave details about the task, and you said that it was clear. But why are there so many errors
in our work? Did you really understand the details?”

5. Escalating assertion – This is a firm, but respectful statement made by a person who is expecting
another person’s response to his or her earlier assertion. However, the other person has not given any
response.
a. “If you do not finish this work by 6:00 tonight, I will engage the services of another worker.”
b. “I really want to finish this point before you start yours.”
c. I need immediately the details of the upcoming project at 2 p.m.

6. I-language assertion – This expresses negative feelings. It describes the person’s feelings toward a
certain negative behavior and states what he or she desires to happen.
a. “When you speak harshly, I cannot work with you because I feel annoyed. Therefore, I want you to
speak nicely and then assign me a task.”
b. “When I don’t get enough sleep, it affects my nerves and I feel irritated. Therefore, I try to go to bed
earlier.
 The teacher will give supplemental explanations and examples in each type of assertion

E. Discussing New Concepts and Practicing New Skills #2

 The learners will read the passage that will be flash on the screen.
 Persuasive texts and argumentative texts naturally contain assertions. Persuasive texts like
advertisements, campaign speeches, and persuasive essays have assertions that are not always backed up
by evidence. On the other hand, argumentative texts have assertions that are supported by evidence like
facts, statistics, and examples. Also, they present opposing arguments and rebuttals for those arguments.
 The teacher provides supplemental explanations and examples.
Examples:
a. “Vote Andrew James Baltazar for President! Isang Kapamilya at Kapuso!”
b. Tigers are now considered endangered species. Today only about 4,800 tigers remain in the wild. We
must act now before it is too late!
c. Life is precious and abortion should not be legalized! We must do our part!
Below are some guide questions you can ask yourself as you read persuasive and argumentative texts
critically. By answering the questions, you can formulate your own assertions about those kinds of texts.
a. What is the author’s purpose?
b. What is the main assertion in the text?
c. What evidence does the author cite to support the main assertion?
d. How substantial is the evidence presented?
e. How is the information in the text organized?
 f. Is the author’s main assertion convincing? Why or why not?
g. Do you agree with the author’s main assertion? Why or why not?
h. Is the concluding statement strong enough to win the readers?

F. Developing Mastery (Leads to Formative Assessment)

Activity: What Type of Assertion?

 The students will answer the activity and they will identify what type of assertion in each following items.
1. “As a member of the environmentalist group, I feel annoyed when someone speaks ill against our
objectives.”
A. Basic Assertion B. Emphatic Assertion C. Escalating Assertion D. Language Assertion
2. “A healthy environment is imperative for the continued existence of humans, animals and plants. We
have to act now!”
A. Basic Assertion B. Emphatic Assertion C. Escalating Assertion D. Language Assertion
3. “I can feel the cold breeze of the wind in the seashore.”
A. Basic Assertion B. Emphatic Assertion C. Escalating Assertion D. Language Assertion
4. “I feel great because we are qualified for the next debate contest.”
A. Basic Assertion B. Emphatic Assertion C. Escalating Assertion D. Positive Assertion
5. “I want to buy sushi for dinner.”
A. Basic Assertion B. Emphatic Assertion C. Escalating Assertion D. Positive Assertion

G. Finding Practical Applications of Concepts and Skills in Daily Living

 What are the things you learned today that you can share with others?
 What are the advantages of learning the assertion and the different types of it?

H. Making Generalizations and Abstractions about the Lesson

 The students will define Assertion.
 The students will recite the different types of Assertion.
 The students will give an example or scenario of any different types of Assertion.

I. Evaluating Learning
 The students will find their partner or pair.
 The pair will create one example with any types of assertions discussed.
 The students will present their task after five minutes.
 Basic Assertion, Emphatic Assertion, Positive Assertion, Confrontive Assertion, Escalating Assertion, I-
language Assertion

J. Assignment
Directions: Read the story Hunger in Barok by N.V.M Gonzalez. If you have an internet connection or data you
can also watch the animated video on YouTube.
Click this link: https://youtu.be/pbw_G6lrnPk?si=0LAx6-hxYyFuSpPt

Prepared:
RUBY MAY T. HIPONA
Pangasinan State University – Sta. Maria Campus
Teaching Intern

Checked:

_________________________________
Umingan National High School (UNHS)
Teacher

_________________________________
Umingan National High School (UNHS)
MT-I/Chairperson, English Department

Noted:

_________________________________
Umingan National High School (UNHS)
Principal