Republic of the Philippines

Department of Education
MIMAROPA Region
School Division of Palawan
SEMINARIO DE SAN JOSE
Puerto Princesa City, Palawan

DETAILED LESSON PLAN IN GRADE 7-ENGLISH

School SEMINARIO DE SAN JOSE Grade Level GRADE 7
Teacher CRIS JOHN DAVE G. ECAYAN Section NAZARETH
Teaching Date January 8, 2025 8:45- 9:45 A.M Learning Area ENGLISH
& Time
Time Allotment 60 MINUTES Quarter THIRD
I. OBJECTIVES
A. Content The learners demonstrate their multiliteracies and communicative competence in
Standards evaluating informational 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.
B. Performance The learners analyze the style, form, and features of informational texts (expository
Standards texts, news and press 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 that represent their meaning,
purpose, and target audience.
C. Most Essential EN7INF-III-11 Analyze textual evidence to support an argument/general statement:
Learning
Competency -quoting
(MELC’s) -paraphrasing
-summarizing

EN7INF-III-13 Synthesize significant information for critical understanding.

D. Learning At the end of the lesson, the student will be able to:
Objectives
1. Define evidence and textual evidence.
2. Explain the importance of quoting, paraphrasing, and summarizing.
3. Create a synthesized paragraph based on the various sources read.

II. CONTENT QUARTER 3 - ANALYZE TEXTUAL EVIDENCE TO SUPPORT AN

ARGUMENT/GENERAL STATEMENT
Subject Matter
III. LEARNING
RESOURCES
A. References
1. Materials from Textbook
Learning
Resource (LR)
portal

1. Other Visual Aids: PowerPoint Presentation, Video/s, Pictures

Learning
Resource
Preparatory Everyone please stand!
Activities
1.Routine
Activity Let us pray. Student: Dear Lord, thank You for this
new day. You’ve made it a day of joy
and opportunity. Fill me with Your joy
as I face this day. Be with me
throughout my school day, guiding my
thoughts and actions. Help me to focus
on You and rely on Your strength. Grant
me a sharp mind and a teachable spirit
for every class.
Amen.

Good morning everyone! Good morning, Sir!

You may take your seat.

Students: None sir!

Let’s check your attendance. Who is absent
today?

IV.
PROCEDURES
Teacher Activities Student Activities
A. Establishing
Before having our discussion, let’s have an
a purpose for activity first. This activity is entitled “Read
the lesson it, Cite it and Prove it”.

Now I want you to listen as I discuss the

instruction. You only have 2 minutes to
read and analyze the story silently. One will
read the story loudly and the rest will read
it silently. After that I will ask someone
from the class to answer the provided
questions later on. You may use the details
in the story to serve as your basis in
providing such evidences and proofs to
justify your answer.

Is everything clear? Students: Yes Sir!

Okay, Marco will you please read the story? Marco: Yes Sir!

It was the fifth day of their family

vacation. Jack was out of sorts. Riding
in the car had grown irritating. He
started out the window. Even seeing
mountains and deer wasn’t fun
anymore. A mountain is just a big,
dumb rock, he thought. A deer is just a
boring brown mammal with antlers. Big
deal! Jack’s mother saw him grimace.
“You seem hangry”, she said. Handing
him a granola bar. Hungry plus angry =
hangry. That’s sure how Jack felt. He ate
the granola and started out the
window. Suddenly, the whole world
just seemed so much better and Jack
felt awesome. “Look over there at the
bottom of that incredible mountain”, he
said. “There’s a gorgeous deer!”. Yup,
happy Jack was back.

Isn’t it exciting? We can see some changes

of tone and mode occurs from Jack.

Now, were you able to understand the Students: Yes, Sir.

story?
Jose: Sir, the tone is a playful tone to
With that said, what do you think is the describe Jack's mood swings and his
tone of the story? Yes, Jose? transformation from "hangry" to happy.

Very good!
Richard: Sir, "A mountain is just a big,
Which sentence from the story dumb rock, he thought. A deer is just a
shows angry tone? Yes, Richard? boring brown mammal with antlers. Big
deal!"
 Brilliant!

From the activity we did, what is actually

noticeable?
Jazan: Yes, Sir. “You seem hangry” and
Can you tell me which lines has the “Look over there at the bottom of that
quotation mark? Yes, Jazan? incredible mountain, there’s a gorgeous
deer!.”

Fantastic! Students: Sir, our lesson is about citing

a quotation.
Now, from our activity, what do you think
is our lesson all about?

Great! Our lesson today is about analyzing

textual evidence and synthesizing
significant information.

B. Presenting
examples/insta Before we proceed to our discussion
nces of the new proper, let us first read our lesson
lesson objectives.

Joshua, will you please read our lesson Joshua: Yes sir.
objectives. At the end of the discussion, the
students will be able to:
a. Define evidence and textual
evidence
b. Explain the importance of
quoting, paraphrasing and
summarizing, and
c. Create a synthesized
paragraph based on the various
sources read.

Great! Thank you!

To start our formal discussion, everybody

sit properly.

Now let us define first the meaning of

evidence and textual evidence.

Evidence is made up of facts, statements

(written or spoken by credible sources), or
physical signs that prove something or
 support a conclusion. People draw
conclusions, or make inferences, based on
the information that is presented to them.

Textual evidence is evidence found in a

written text that is used to support an
argument, a position, or a conclusion.

C. Discussing Now we are done on defining textual

new concepts evidences. Now let’s proceed to our next
and practicing discussion.
new skills #1
Will you please read Mark. Mark: Quoting pertains to directly
citing of specific passages or sentences
from a text to provide strong evidence
for an argument.

Thank You!

Example: According to Dr. Jose Rizal, “Ang

kabataan ang pag-asa ng bayan.”

Who can give another example?

Okay next.

Tristan will you please read? Tristan: Yes, Sir. Paraphrasing

involves rephrasing the original text
using your own words. In doing this,
you have to maintain the original text
meaning and essence of the original
source.

Very good!
 Example:
Original text: “Ate Kim was famous for her
delicious candy. Students and teachers loved
to eat it”
Paraphrased: Ate Kim known throughout
the seminary because people enjoyed
eating the tasty candy she sell.
Based on your understanding, what is
summarizing? Student: Sir, summarizing is making a
shorter version of something by only
including the most important parts.

Correct! Fantastic!
Summarizing involves changing the main
ideas, key points and other essential
information of a text into a concise form.
This is stating the essential ideas together
of the text in a shorter way. It is a way of
giving a brief statement of the main points.
Example:
Original Paragraph: Skipping breakfast
might seem like an easy way for dieters to
cut calories. However, new research finds
that the majority of people who are
successful at losing weight and keeping it
off eat breakfast everyday.
Summarized paragraph: Researched shows
that people who wished to lose weight do
not skip breakfast.
Is everything clear?

Okay. Good. Students: Yes, Sir.

D. Discussing
new concepts Now we are done on discussing the
and practicing examples of a textual evidence. Now let us
new skills #2 proceed to our next discussion.

The prefix “syn” in synthesis means

together. Hence, synthesizing is pulling
together different ideas to come up with a
 new, bigger idea. It is an on-going process
where old and new knowledge,
experiences, opinions add up, blend, and fit
together to create new understanding.
Example:
Original paragraph: Skipping breakfast
might seem like an easy way for dieters to
cut calories. However, new research finds
that the majority of people who are
successful at losing weight and keeping it
off eat breakfast everyday.

Synthesized statement: Contrary to

popular belief, skipping breakfast is not an
effective weight loss strategy. Emerging
research indicates that consistent breakfast
consumption is a key component of
successful long-term weight management.

E. Developing To further understand our discussion, let

mastery (Leads us have an activity.
to Formative
Assessment) #1 ACTIVITY 1

Direction: Divide the class into three

groups. Each group has a corresponding
tasks. One will cite a quotation. The other
will paraphrase and the other will
summarize.

Quotation
And even when the street signs are there,
they often don’t correspond to the gure out
where a certain Arnaiz Street, where
Powerbooks was going to open, could
possibly be. “I always thought that
Powerbooks was going to be on Pasay
Road,” she said. I shrugged. “So did l. Well,
let’s try to find the street. ” We asked
around. No one in Makati knew where
Arnaiz Street was. We eventually found
Powerbooks by accident;; and it was, as I
believed, on Pasay Road. To this day, I still
haven’t managed to find this mysterious
Arnaiz Street. Another interesting exercise
in frustration is actually trying to use a map
in Manila. (A Street Observation, Clinton
Palanca)
 Quotation: “I always thought that
Powerbooks was going to be on Pasay
Road,” she said. I shrugged. “So did l. Well,
let’s try to find the street. ”

Paraphrase

Original: In one of Aesop’s fables, a

ferocious lion spares a timid, little mouse
who had disturbed his sleep. He had
planned to eat it but changed his mind
when the mouse begged to spare his life. In
a twist of fate, the mouse later saved the
lion who was caught in a hunter’s trap.

Paraphrase: In one of Aesop's fables, a

fierce lion decides not to eat a small,
frightened mouse that had interrupted his
rest. Initially, the lion intended to devour
the mouse but changed his mind when the
mouse pleaded for mercy. Later, the mouse
unexpectedly rescued the lion, who had
become trapped in a hunter's net.

Summarize

In every school, there are people who read

good books during lunch, and scribble
poetry or short stories in their Math
notebooks. I did not find these people until
senior year in high school, when they took
the editorial exams. We literary geeks to
got together and ran the school paper. (A
History of Geek Civilization, Jessica Zafra)

Summary: There are secret readers and

writers in every school. I didn't find them
until senior year. We formed a group and
ran the school paper.

Now we understand how to us textual

evidences through citation, paraphrasing
and summarizing. Now let us proceed to
our next activity.
F. Developing ACTIVITY 2.
mastery (Leads
to Formative This activity is entitled “SHOW YOUR
Assessment) #2 EVIDENCE”. In this activity, I will post one
 passage about a particular topic. All of you
will read and analyze the passage then
after that, you will complete the missing
words/phrases in this anchor chart. Strictly
follow the given format in filling out the
anchor chart for you to come up
thoroughly
justifying your evidence. I will randomly
choose to present your answer.

This activity will allow all of you to use

your learnings from the lesson that was
discussed.

“The Filipino Christmas has adapted much

from the foreign cultures that history has
introduced into our lives. Just as Christmas
cards and trees have joined the belen,
villacicos like “Vamos Pastores” and the
misa de gallo; just as blinking Christmas
lights surround the star-shaped bamboo
parol; so have turkey, cheese cake, and rum
puddings joined the naive Spanish dishes
on the media noche table. ((Puto-Bumbong,
Bibingka, Salabat, atbp.:The Filipino
Christmas Table, Doreen Fernandez)”

From the passage given, the author

said,
_____________________________________________
___________________________because,
_____________________________________, for
example,
____________________________________________. In
the sentence
“__________________________________________”,
I realized that
___________________________________.

G. Finding Let us reflect on this question.

practical
application of In reading our Scriptures, why do we need
concepts and to determine textual evidence?
skills in daily
living Anybody from the class?

Yes, Troy? Troy: It helps you understand the

author's purpose and perspective by
examining the evidence they present.
 Correct!

Another hand?

Yes, James: James: It provides concrete proof to

back up our arguments or
interpretations.

H. Making
generalizations Before we proceed to our final activity, let
and me seek answer first from you regarding
abstractions with this question.
about the
lesson Why is textual evidence is important?
Student: Textual evidence is necessary
to support discussions about a text with
friends, classmates, or teachers.
Great!

Do you have any question with regards to

our lesson today? Students: None Sir.

Okay, if there is no question then let us

have an assessment.
I. Evaluating Let us have an assessment.
learning
Direction: Make a synthesized paragraph
through the given situation.
On a chilly autumn evening, Emma, a
retired teacher, spotted a young man
struggling to change a flat tire on the side
of a busy road. Cars zipped by, their drivers
oblivious to his plight. Without hesitation,
she pulled over, her hazard lights flashing.
Approaching him with a warm smile, she
offered her assistance, and together they
worked under the glow of her car's
headlights. When the spare was finally in
place, the man, a college student named
Jake, explained he was rushing to a job
interview and couldn't afford to miss it.
Emma handed him a thermos of tea and
wished him luck. Hours later, Jake called
her, voice brimming with gratitude—he got
the job. Emma hung up, her heart
lightened, knowing a small act of kindness
 had made a big difference.
Please pass your paper. 3, 2, 1. Go!!!
Is everything clear?
That concludes our lesson. Good bye
everyone! See you next meeting!
Yes, Sir.
J. Additional
activities for
application

Prepared by:

CRIS JOHN DAVE G. ECAYAN

Student Teacher

Checked by:

MS. VENUS BONALES

Cooperating Teacher