MATATAG K TO 10 CURRICULUM

School: Visit DepEdResources.com for More Grade Level: 7

MATATAG Name of Teacher Learning Area: ENGLISH
K to 10 Curriculum Teaching Dates and Time: NOVEMBER 11 - 15, 2024 (WEEK 7-8) Quarter: Second
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (prose)
Standards for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect
local and national identity.

B. Performance The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature
Standards (prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that
reflect local and national identity.

C. Learning Revise the literary texts for coherence and cohesion.

Competencies  Use transitional markers
and Objectives

D. Content Transitional Devices as Tool for Coherence and Cohesion

E. Integration ESP/Filipino Values and Local/National Identity

II. LEARNING RESOURCES

Mrs. Rooney / Revising Editing. (n.d.). Mrsrooney. from http://mrsrooney.pbworks.com/w/page/94013528/Revising%20%20Editing

Editing Marks Anchor Chart | Teaching Resources. (n.d.). Www.tes.com. https://www.tes.com/teaching-resource/editing-marks-anchor-chart-
12304895

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Springboard (5 minutes)
Gauge the students’ knowledge on the writing process by beginning the
discussion with the following questions:

● In writing a story, what is the first thing that you usually do?
● What should you do to make your story interesting and understandable, or
clearly written?

B. Establishing 1. Lesson Purpose (1 minute)

Lesson Purpose Establish the lesson purpose by presenting the objectives of the study. The teacher
may say:

The discussions we had last week on the writing process will be enhanced
further this week since our focus is on revising and editing with the use of
transitional devices.

B. Developing and Revising and Editing (Using Transitional Markers for Cohesion and Coherence)
Deepening
Understanding 1. Explicitation (35 - 40 minutes)
Lead the discussion on the third and fourth steps in the writing process: Revising
and Editing. Ask students to compare the two. Then, discuss the following Venn
diagram:

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Source: http://mrsrooney.pbworks.com/w/page/94013528/Revising%20%20Editing
This can be done by pair, so
2. Worked Example students can brainstorm
Ask the students to compare the plot elements in Column A and Column B and and create mini discussion
identify which is clearer and easier to understand. to promotion collaboration.

Plot Element Column A Column B

Exposition It was a common sight for In 1945, it was a common sight

Filipinos to see American for Filipinos to see American
soldiers who were subject to soldiers who were subject to the
the influence of alcohol. An influence of alcohol. One day, an
American soldier named Joe American soldier named Joe
asked a Filipino farmer asked a Filipino farmer where he
where he could find a bar in could find a bar in the barrio.
the barrio.

Rising Action There were no bars in the Because there were no bars in
barrio. The farmer invited Joe the barrio, the farmer invited Joe
to his nipa hut and offered to his nipa hut and offered
lambanog. Joe got drunk. lambanog. Joe got drunk while
The farmer didn’t. the farmer didn’t.

Climax Joe was so drunk. He Since Joe was so drunk, he

mistook the farmer as a mistook the farmer as a Japanese
Japanese soldier and the soldier and the farmer’s mother
farmer’s mother as a geisha. as a geisha. She screamed, ran,
She screamed, ran, and and alarmed the people in the
alarmed the people in the barrio.
barrio.

Falling Action The American soldier became After the American soldier
delusional. He passed out. became delusional, he passed
out.

Resolution The Filipino farmer brought So, the Filipino farmer brought
the soldier back to his camp. the soldier back to his camp
where he was offered a can of
beer. However, he refused saying

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that Filipinos are mild drinkers.

Guide Question:
 Which plot clearer and easier to understand?
 What words made the plot in Column B clearer? How do you say so?
 How do we call these words?

Day 2
TRANSITIONAL MARKS
ACTIVITY 1: Bottle it Up (25 minutes)

Post some transitional markers around the room. Ask the students to accomplish
the worksheet which requires them to classify the transitional markers based on
their functions.

To add To
prove

Present the following transitional markers and their functions.

TO ADD:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too,
next, lastly, what's more, moreover, in addition, first (second, etc.)

TO COMPARE:
whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by
comparison, where, compared to, up against, balanced against, vis a vis, but, although,
conversely, meanwhile, after all, in contrast, although this may be true

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TO PROVE:
because, for, since, for the same reason, obviously, evidently, furthermore, moreover,
besides, indeed, in fact, in addition, in any case, that is

TO SHOW EXCEPTION:
yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

TO SHOW TIME:
immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly,
first (second, etc.), next, and then

TO REPEAT:
in brief, as I have said, as I have noted, as has been noted

TO EMPHASIZE:
definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively,
naturally, surprisingly, always, forever, perennially, eternally, never, emphatically,
unquestionably, without a doubt, certainly, undeniably, without reservation

TO SHOW SEQUENCE:
first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this
time, now, at this point, after, afterward, subsequently, finally, consequently, previously,
before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon

TO GIVE AN EXAMPLE:
for example, for instance, in this case, in another case, on this occasion, in this situation,
take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

TO SUMMARIZE OR CONCLUDE:
in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have
said, hence, therefore, accordingly, thus, as a result, consequently

ACTIVITY 2: Transition it (20 minutes)

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A. Write the appropriate transitional markers on the blanks provided in the

following summary of “My Father Goes to Court”. Choose your answers from
the box below.

because consequently lastly

meanwhile moreover rather
then when while

In a small town in Luzon, two families lived. One was a rich family 1.
the other was poor. The kids of the poor family were healthy 2. they
would go out and play. 3. , the rich family’s children usually seldom
came out. they became pale, sickly, and anemic.

Since they were next-door neighbors, the poor family would inhale the aroma of the
rich family’s food whenever their servants cooked something delicious.
4. , the rich man accused the poor man and his family of stealing the
spirit of their wealth and food.

5. the poor father appeared in court, he collected coins from his wife
and children and jingled them inside his hat. 6. , he asked if the rich
man heard the spirit of the money and said that he had already paid with the spirit of
the money. The judge dismissed the case 7. he even came down from
his high chair to congratulate the poor man.

Day 3
REVISING (40 minutes)
Show the revised version of the sample draft. Ask the students to go over the draft and
use the Story Writing Checklist for self-evaluation on Revising. After which, ask
them to collaborate with a classmate for peer evaluation.

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Draft Revised Version This is added to

It was the year specify that
1945, when the It was the year 1945. The Americans refer to
Americans came back to American liberation forces American soldiers.
the Philippines after came back to the Philippines
World War II. In our after World War II. We were This is to set the
barrio, it was common to glad to see that they were back, mood that the
see American soldiers not because they were Filipinos were okay
who were drunk. Americans, but because they with having the
were not Japanese. In our Americans around
One day, as I was barrio, it was common to see
working on the field, an drunk American soldiers . changed to
American soldier passed simplify the
by and asked, “Hey My first acquaintance statement
amigo, do you know any with groggy soldiers began
bars around here?” one late afternoon. I was
plowing our rice field with our This is added for
“I’m sorry but carabao named Carpio. local color and
there are no bars here, Disabled tanks and shot-down more visualization
Joe” planes still cluttered the fields. of the setting.
I was barefooted and stripped
“Do you know any to the waist.
place where I could get
whiskey?” An American soldier was
walking and when he saw me,
“There is none he headed toward me. I
that I know of, Joe. We stopped plowing waited for
Filipinos don’t drink him. I noticed he was carrying
whisky. Why don’t you a half-pint bottle of whisky.
just go with me? I can Whisky bottles seemed part of
offer you lambanog. It’s the American uniform.
our local drink, though
I am not sure if you will "Hello, Joe!" i said.
like it.” I replied.
"“Oh hi amigo, do you
Joe smiled and accepted know any bars around here?”

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my offer. I hurriedly he asked.

attended to my carabao Dialogues are
and got ready to go "I am sorry, Joe, but added to show
home. there are no bars in this that the
Barrio," I replied. characters
have
"Oh, well! You know established
where I could buy more rapport.
whiskey?"

"No, Joe, I am sorry. We

do not drink whisky."
This line tells
Here, have a swig. You the readers
have been working too hard," that the farmer
he said, offering me his half- is humble.
filled bottle.

"NO. thank you, Joe," I

said. "We Filipinos are mild
drinkers."

"Well, don't you drink at

all?"

"Yes, Joe, I drink but not

whisky."

"What the hell do you

drink?"
Local color
"I drink

lambanog." "Jungle

juice, eh?"

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 MATATAG K TO 10 CURRICULUM
"I guess that is what the

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GIs call it."

You know where I could

buy some?"
This is added
"I have some you can to show that
have, but I do not think you the American
will like it." soldier is proud
and confident
“I’ll like it. Don't worry about his
about that. I have drunk alcohol
everything.” tolerance.

Day 4

EDITING (30 minutes)

Discuss the common editing marks.

Source: https://www.tes.com/teaching-resource/editing-marks-anchor-chart-12304895

Present and discuss how editing marks are used using the sample below.

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 MATATAG K TO 10 CURRICULUM

Present the edited

version. Ask the students
to repeat the process of
evaluation focusing on the
Editing section. Process
their answer/evaluation.

Edited Version
An American soldier was walking and when he saw me, he headed toward me. I stopped
plowing and waited for him. I noticed he was carrying a half-pint bottle of whisky.
Whisky bottles seemed part of the American uniform.

"Hello, Joe!" I said.

"“Oh hi amigo, do you know any bars around here?” he asked.

"I am sorry, Joe, but there are no bars in this Barrio," I replied.

"Oh, well! You know where I could buy more whiskey?"

"No, Joe, I am sorry. We do not drink whisky."

C. Making Learners’ Takeaways (5 minutes)

Generalizations
Learning Targets I can do this on I can do this I am not able to
my own. with a little help do this on my
from others. own. I am still

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confused.

I can compose
literary texts
using appropriate
structure.

I can revise the

literary texts for
coherence and
cohesion.

I can use
transitional
markers.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment (10 minutes) Answer key:

Learning
Transitional Markers: Complete each sentence by filling in the blanks with the 1. Even though
correct transitional marker. Choose your answers from the box below. 2. because
3. such as
4. However
as a result for instance otherwise 5. On the other hand
because however such as 6. Otherwise

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even though on the other hand

1. Filipinos have faced so many challenges, we still remain strong

and resilient.

2. The short stories written by our Filipino writers play a very important role in
our society they reveal our experiences and culture.

3. Filipinos have unique traditions and customs bayanihan (mutual

cooperation) and pamamanhikan (proposing a wedding and asking permission
to the family of the partner).

4. The Philippines is blessed with so many natural resources. , some

of us have neglected these gifts from above.

5. The Spanish colonizers brought Christianity to our country. , the

American colonizers introduced English as a medium of instruction.

6. We need to protect our country. , what our heroes fought for will
be put to waste.

B. Teacher’s Note observations on The teacher may take note

Remarks any of the following Effective Practices Problems Encountered of some observations
areas: related to the effective
practices and problems
encountered after utilizing
strategies explored
the different strategies,
materials used, learner
materials used engagement, and other
related stuff.
learner
engagement/
interaction

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Others Teacher may also suggest

ways to improve the
different activities
explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection lesson
▪ principles behind the teaching
conducted/facilitated is
What principles and beliefs informed my lesson?
essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an
▪ students input for the
What roles did my students play in my lesson? LAC/collaborative sessions.
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?

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