Lesson Exemplar – Grade 7/Rose

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate their multiliteracies and communicative competence in evaluating informational
A. Content Standards texts (expository texts and journalistic texts: news and press releases, and features) for clarity of meaning,
purpose, and target audience as a foundation for publishing original informational texts
The learners analyze the style, form, and features of informational texts (expository texts, news and press
B. Performance Standards releases, and features); evaluate informational texts for clarity of meaning, purpose, and target audience;
and compose and publish original multimodal informational texts (expository texts, news and press
releases, and features) using appropriate forms and structures.
C. Learning Competencies and Day 1
Objectives EN7INF-III-9: Analyze how nonlinear texts represent and/or summarize the contents of informational
texts.
1. Define Nonlinear and Linear Texts
2. Appreciate the importance of nonlinear texts in daily life.
3. Create different types of nonlinear texts.
Day 2
EN7INF-III-9: Analyze how nonlinear texts represent and/or summarize the contents of informational
texts.
1. Define Quotation, Paraphrasing, and Summarizing
2. Demonstrate the importance of quotation, paraphrasing, and summarizing in citing sources.
Day 3
EN7INF-III-1 Examine text structure for clarity of meaning and purpose of journalistic texts.
1. Define News
2. Value the importance of news values in order to recognize timely news
Day 4
EN7INF-III-1 Examine text structure for clarity of meaning and purpose of journalistic texts.
1. Identify the different purposes of feature article.
2. Recognize the importance of the structure of feature article.
 Day 5
EN7INF-III-8 Draw inferences and conclusions to formulate sound judgement.
1. Identify the different types of target audience
2. Appreciate the importance of knowing audience.

D. Content Day 1 – Linear and Nonlinear Texts

Day 2 – Quoting, Paraphrasing, and Summarizing
Day 3 – Multimodal texts
Day 4 – Structure of Feature Article
Day 5 – Target Audience

II. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHER

1. Activating Prior Knowledge Day 1
X and Y
The teacher will divide the class into two groups. The x will be the
boys and the y will be the girls. The last person who stand will be the
one to answer a question.

Day 2
Hep Hep, Horay!
The teacher will divide the class into two groups. The group 1 is the
hephep and the group 2 is the horay. The last person who stand will be
the one to answer a question.

Day 3
I’m alive, alert, awake song
The teacher will divide the class into four groups. The group 1 is the
I’m alive, the group 2 is the alert awake, the group 3 is the
 enthusiastic. The class will sing and if it is their turn they will have to
stand and sing their line. The last person who stand will be the one to
answer a question.

Day 4
SHHH!
The teacher will mention a numbers from 1-30. The students must not
mention the numbers that are stated by the teacher. The student who
makes mistake by mentioning the number will be the one to answer the
question prepared by the teacher.

Day 5
Do Not Stop
The teacher will state the category from things, place, and names. The
student will have to supply a word that is related to the category. The
student who mention the same word from his/her classmate will be the
one to anser the question.
2. Establishing Lesson Purpose 1. Lesson Purpose Lesson Purpose
Day 1
Picture analysis
Analyze the picture below.

Guide Questions:
1. What do you think is the picture all about?
2. How do you think they differ in their usage and purpose?
Day 2
“Retell, Reword, and Recap”
"The sun was setting over the horizon, casting a golden glow across
the sky. Birds were flying back to their nests, and the air was filled Video Reference:
with the sweet scent of blooming flowers. It was a perfect end to a The Bear and the Bee - US English
beautiful day." accent (TheFableCottage.com) -
YouTube
Guide Questions:
1. What challenges did you face in summarizing/rephrasing the
passage?
2. Why is it important to know the message first before rephrasing a
text?

Day 3
The Bear and The Bee
(Video Presentation)

Guide Questions:
1. Based on the video, what do you think are the elements the help you
to understand the story.
2. How do animations help you understand the story?

Day 4
Building a Story Puzzle
Headline: "Local Community Rallies to Save Historic Landmark"

Residents of Pineville have united to save the town's historic clock

tower from demolition. The clock tower, a symbol of Pineville's
heritage for over a century, was under threat from new development
plans. Local historian Jane Thompson led a passionate campaign,
garnering support through fundraising events and social media.

The community's efforts successfully raised the necessary funds to

preserve and restore the clock tower. Restoration work will begin next
month, ensuring that this cherished landmark remains a focal point for
Pineville's future generations and community celebrations.

Guide Questions:
1. What did you find most challenging about organizing the
information?
2. How did you ensure that your body paragraph provided enough
information?

Day 5
Communicate Like a Pro!

 You just got a new pet, and you're telling your little sibling about it.
 You did something amazing in a game, and you're sharing it with
your best friend.
 You're explaining how to play a game to a new student.

Guide Questions:
1. What changes did you make in your tone or language for each
scenario?
2. How did the context of each scenario influence your
communication?
3. Developing and Deepening Explicitation
Understanding Day 1
Ana is a tour guide in a bustling city. Her job is to help tourists
understand and appreciate the rich history and attractions of the area.
Instead of showing them a clear, easy-to-read map that highlights the
key landmarks and routes, Ana decides to describe every street, alley,
and building in exhaustive detail. She talks non-stop about the history
of each location, the architectural styles, and even the stories behind
every shop and café they pass.
While the tourists appreciate Ana's enthusiasm and wealth of
knowledge, they quickly become overwhelmed and lost. They find it
hard to keep track of where they are and where they're going. A well-
designed map would have provided a clear overview and made their
journey much more enjoyable and easy to follow.

Similarly, by over-explaining in her report instead of using a more

straightforward approach, Ana leaves her audience feeling confused
and unable to grasp the main points quickly.

Guide question:
1. Based on the analogy, what do you think is the author trying to
convey?
2. How should we craft a report if it is lengthy?

Day 2
Roll the Dice
The teacher will give a dice to a student.
The music will play, the student who holds the dice the moment that
the music stop the student will have to roll the dice.
Whatever number it is, the student will pick rolled paper that has a
statement and identify act it out, read or pass the statement in front.

1. “YOU’RE A LIAR! GET OUT OF MY HOUSE!” said Anne after

finding out that her husband has a mistress.
2. PASS
3. According to the school principal, the pre-service teachers can print
their lesson plan to their cooperating teachers.
4. PASS
5. “You can drag me down but you can’t I will always shine” said
Andrea in her drama.
6. Maria states “there will be no classes today.”
Audio Reference:
Day 3 Kid Books Read Aloud | (Fun Animal
Exploring Multimodal Texts Alphabet) - YouTube
(Audio Presentation)

Guide Questions:
1. What did you learn about combining different modes to convey a
message?
2. Why was it important to include each mode in your presentation?

Day 4
Feature Article Treasure Hunt!

Greentown residents have made significant strides toward creating

a sustainable community. Their goal is to reduce the town's carbon
footprint and promote environmental awareness. These efforts aim to
engage all age groups.
The community garden provides fresh produce to local families
through volunteer efforts. Greentown's comprehensive recycling
program encourages proper waste disposal and recycling. Local
schools incorporate environmental education, inspiring eco-conscious
citizenship.
Greentown's dedication to green initiatives demonstrates collective
action's power. Community efforts significantly reduce environmental
impact and foster responsibility. Small changes yield substantial
differences when everyone contributes.

Guide Questions:
1. What is the introduction’s main purpose?
2. How does the author engage readers?

Day 5
Audience Match

Guide Questions:
1. What considerations should creators keep in mind?
1. Why is identifying target audience is important?
(Day 1)
What is Linear and Nonlinear Texts?

Linear Texts
- are texts that needs to be read from beginning to end.
Ex:
Essays, Poem, Articles, etc.

Nonlinear Texts
- are texts that can be read without following a sequence.
Ex:
Charts, graphs, infographics, maps, graphic organizers, etc.

What is Charts?
- Charts are visual presentations of data or information designed
to make complex data easier to understand and interpret.
- They can take various forms including:
a. Bar Charts
b. Line Graphs
c. Pie Charts
d. Scatter Plots

What is Graphs?
- is a way to show connections between things using points
(called vertices or nodes) connected by lines (called edges).
- It can also mean a visual representation of data, like a chart,
that helps us see trends or relationships between numbers.
- They can take various forms including:
a. Bar Graph
b. Line Graph
 c. Area Graph
d. Box Plot

Pie Chart
- Represents data using a pie where each “slice” represents a part
of the data.
Examples:
 Causes of air pollution in City X:
45% vehicle emission
25% industrial emission
20% household emissions
10% incineration

Bar Chart
- Use bars to represent the data. The heights of the bars
correspond to the value of the category/group in the data, in
this case, the causes of the pollution in the city.

Example:
 Causes of air pollution in City X:
The bars can also be presented horizontally as seen below.

Map Charts
- Used to place the data in a geographical context. It is used in
tracking the spread of a disease, studying the popularity of
something in different places (e.g., where a certain brand has
higher or lower scale), examining the voter turnout in a city,
etc.

Ex:
Line Graph
- It is normally used to show the progression/regression of
something through time. It connects data points in order to
show the change or non-change.
Example:
 Number of products upcycled from 2018-2023 in
Neighborhood X:
o 2018: 20 items
o 2019: 50 items
o 2020: 25 items
o 2021: 30 items
o 2022: 45 items
o 2023: 60 items

Infographics
- Uses various visual representations (charts and graphs, photos,
4. Making Generalizations 1. Learner’s Takeaways
Learning Quest
On a 1/2 crosswise, the students will answer the following:
 Soaring Insights: List down three things you learned from this
topic
___________________________________________________
___________________________________________________
___________________________________________________

 Universal Wonder: List down two things you want to learn

about the topic.
___________________________________________________
___________________________________________________
___________________________________________________

 Deep Space Exploration: Ask one question about the topic.

___________________________________________________
___________________________________________________
___________________________________________________

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHER
1. Evaluating Learning Formative Assessment
Day 1
Directions: Create a Venn diagram and differentiate the importance of
linear and nonlinear text.
Day 2:
Direction: Write Q if the statement is Quotation, P if the statement is
paraphrasing, and S if the statement is Summarizing.

_____ 1. Leo interview a student for his article in journalism. He uses

the exact same word from the student and put it in his article.
_____ 2. Angelo reads a lengthy story for his report. After reading the
story he uses a method where he make it short and easy to understand.
What do you think is the method Angelo do?
_____ 3. Angela and Nia was tasked by their research leader to look
for a reliable source for their claims. After finding a source what
should Angela and Nia do?
_____ 4. You have to understand the main points are and make sure to
present them using your own words.
_____ 5. Allows you to support your claim by directly citing a
statement from a text.

Day 3
Directions: Write the correct answer below.

____________ 1. refers to one aspect of multimodality in texts (along

with linguistic, gestural, audio, and spatial)
____________ 2. this refers to a popular ways of making the content
more engaging and creative.
____________ 3. shows from where and at what point the image is
 seen or taken.
____________4. include resizing, color grading, font and size choices,
video editing, etc.
____________ 5. represent a measured value and direction.

Day 4
Directions: Write T if the statement is False and F if the statement is
True.
_____ 1. A Nut graph could also be called as Nutgraff.
_____ 2. Features may include an anecdote, a quote, a description,
etc., as its opener.
_____ 3. Body is where you summarize all the information discussed
in the introduction.
_____ 4. Feature article is often related to a news story.
_____ 5. Nut graph can be found in the body, often a few paragraphs
from the opener

Day 5
Directions: Answer the question below. Make it in 5 sentences. (10
points)
1. What are the importance of knowing your audience if you write an
article?

2. Teacher Remarks Note observations on any Effective Practices Problems The teacher may take note of some
of the following areas: Encountered observations related to the effective
Strategies Explored practices and problems encountered
after utilizing the different strategies.
 Materials Used Materials used, learner engagement and
other related stuff.

Learner Teachers may also suggest ways to

Engagement/Interaction improve the different activities
explored/lesson exemplar.
3. Teacher’s Reflection Reflection guide or prompt that can be on: Teacher’s reflection in every lesson
 Principles behind the teaching conducted/facilities is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may
Why did I teach the lesson the way I did? also consider this as an input for the
 Students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn?How did they learn?
 Ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by:
Mariel N. Candidier
Pre-Service Teacher