7

Quarter 3
Lesson Exemplar Lesson

for English 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 3: Lesson 1 (for Weeks 1-2)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer/s:
• Gina F. Bonior, PhD (Silliman University)
• Bea Mara L. Zamora (Silliman University)
Validator:
• Nimfa G. Dimaculangan, PhD (Laguna State Polytechnic University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
ENGLISH/QUARTER 3/ GRADE 7 (for Weeks 1 to 2)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
Standards structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
text skills; and knowledge of non-verbal cues and propaganda techniques to produce culture-based texts based on
one’s purpose, context, and target audience.

B. Performance The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
Standards based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C. Learning Learning Competency

Competencies
and Objectives EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and purpose:
i. sequence/process
ii. comparison and contrast
iii. cause and effect
iv. problem and solution
EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts:
• diction and style
• transition devices
• sentence structure and function
EN7INF-III-3 Examine how visual elements are used as tools to achieve the intended meaning of informational texts:
• vectors (for scientific, mathematical, or technical topics) and viewpoint
• technical editing
• animations
EN7INF-III-4 Extract significant information.
EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts.
EN7INF-III-8 Draw inferences and conclusions to formulate sound judgment:
• author’s purpose and meaning
• target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file

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 EN7INF-III-9 Analyze how non-linear texts represent and/or summarize the contents of informational texts:
1. graphs
2. charts
3. infographics
4. graphical organizer
EN7INF-III-11 Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, and
summarizing

D. Content • Examining text structures of non-journalistic (expository) texts for clarity of meaning and purpose:
i. Sequence/process
ii. comparison and contrast
iii. cause and effect
iv. problem and solution
• Identifying appropriate transition markers for clarity of meaning in the various expository texts
• Drawing inferences about the author’s purpose and target audience
• Analyzing real-world issues presented
• Analyzing how textual evidence supports arguments by summarizing, paraphrasing, and quoting
• Analyzing how non-linear texts summarize and/or represent information
• Synthesizing significant information

E. Integration Local, regional, and national celebrations/holidays

SDG 10. Reduced Inequalities
SDG 16. Peace, Justice, and Strong Institutions

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II. LEARNING RESOURCES

Bicknell, M. Compare and Contrast: Explanations and Examples. Houston Community College Learning Web. https://cpb-ca-
c1.wpmucdn.com/myriverside.sd43.bc.ca/dist/9/678/files/2014/09/Compare-and-Contrast-Explanations-and-Examples-1sy13za.pdf

Eye in the sky. (2009, April 11). Songkran Festival and the Water-Splashing Revelry of Thailand. https://eye-in-the-blue-
sky.blogspot.com/2009/04/songkran-festival-and-water-splashing.html
Festival Masks of the Philippines. http://www.philippinestamps.net/RP2014-Masks.htm

Health Sciences Center Kuwait University. Comparison and Contrast Essay: Block method.
http://www.hsc.edu.kw/vpo/ELU/EFLLAB/Writing/e182/Sample_Block_Method_Essay.htm

Heart 2 Teach. Writing Process Posters. Pinterest. https://www.pinterest.ph/pin/333829391133356011/

Hilldale Public Schools. Author’s Purpose, Inferences, and Predictions.

https://www.hilldale.k12.ok.us/vimages/shared/vnews/stories/5b7b01e8417ae/Authors%20Purpose%20Notes.pdf

Illinois State University. Text Structure Resources. https://education.illinoisstate.edu/downloads/casei/3-01-04-

handout%20TextStructureResources%201.pdf

Kapwa Travel. Filipino Fiestas, Festivals, and Holidays. https://kapwatravel.com/filipino-fiestas-festivals-holidays/

Leal, L. (2023). Interactive Notebook Lesson for Comparing and Contrasting Paleo Indians and Archaic People.
https://www.lumoslearning.com/llwp/resources/pinterest_listings.html?id=1447950

Rappler. (2013, January 19). #PHTravel: Sinulog, Ati-Atihan, and Dinagyang. https://www.rappler.com/life-and-style/20016-phtravel-festival-
facts-sinulog-ati-atihan-dinagyang/

Saratsiotis, G. Organizational Patterns for the Comparison/Contrast Essay. San Jose State University Writing Center.
https://www.sjsu.edu/people/saul.cohn/courses/100W/s1/Organization_CompareContrast.pdf

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review Time allotment: 5 minutes

Knowledge Students recall their experience writing a short story by arranging the five boxes
showing the various stages of writing. To make this game-like, the
teacher may have four to six
groups of students (depending
on the class size) compete on
which group could first
post/paste the printed boxes in
the correct order.

To prepare for the game, the

teacher must 1.) print four to
six sets of cards/printed boxes,
depending on the number of
groups, and 2.) prepare them
on recycled newspaper/
calendars or manila paper the
template (See Figure 1) where
each group will paste their
output.

The groupings could be

composed of the same students
Heart 2 Teach. Writing Process Posters. Pinterest. who worked together on the
https://www.pinterest.ph/pin/333829391133356011/ final writing task in Quarter 2.

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Figure 1. The Writing Process

2. Feedback
Students share with two seatmates what specifically they did in each of the five For the Feedback Activity, the
stages of writing during the final writing activity in Quarter 2. Students’ sharing teacher instructs students to
will be guided by the Feedback Table A.1. recall their final writing task in
Quarter 2 and share with two
What did your group do in each stage?
seatmates what specifically
Stage they did in each of the five
Student 1 Student 2 Student 3 stages of writing during the
final writing activity in Quarter
Pre-writing 2. The teacher instructs each
triad to fill our Feedback Table
Drafting A.1. based on the following
questions:
Revising
1) What are the five steps
Editing in the writing process?
2) What did your group do
Publishing in the Pre-writing stage?
Drafting? Revising?
Editing? Publishing?
In your final writing task in quarter two, you used a story map as a pre-writing
activity. This is because you used narration as a method of paragraph
development. In this quarter, we will learn about another method: Exposition. The
main difference between narrative and expository methods of paragraph
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development is that in the narrative, you tell a story about a certain character/s The teacher may use Think-
in a specific time and place. This means that you present a sequence of events Triad-Share so that each
leading to the climax (the most important, often highest point of the story). On the student can share their
other hand, expository essays explain or inform the reader about a certain topic or experience with two others.
idea. For example, in the Rappler article that you are about to read, the writer While the students share their
describes the Sinulog, Ati-Atihan, and Dinagyang Festivals to inform the reader experiences, they complete the
and perhaps also persuade them to join or at least learn more about them. Feedback Table A.1. and
submit it as their output.
There are four most commonly used expository methods of paragraph
development: 1.) sequence/process, 2.) comparison and contrast, 3.) cause and (The Feedback table must be
effect, and 4.) problem and solution. In this quarter, we will focus on comparison completed by the students as
and contrast because the expository essay that we will read, #PHTravel: Sinulog, they share their writing
Ati-Atihan, and Dinagyang” describes the similarities and differences between experience because “writing
these three festivals. At the end of this lesson, you will be able to write your own pushes thinking.” By noting
comparison and contrast expository essay. their groupmates' answers,
Students focus on sharing and
engage in “noticing” the
strategies they use in each of
the five stages of writing.)

6
B. Establishing 1. Lesson Purpose To emphasize the importance of
Lesson Purpose composing a well-written text,
Students answer the question: Which of the two versions is easier to
students are asked to compare
understand, is more organized, and is well-written? Why?
the two texts found in Table
B.1.
Table B.1.
Text A Text B The teacher may ask students
to work with the same
Filipinos are among the happiest Filipinos are among the happiest groupmates from the previous
people in the world. It is hard not to people in the world. It’s hard not to activity. They need to compare
be when you live in a place where be, right? We live in a place where these texts and choose which
there are countless fiestas, festivals, there are countless fiestas, festivals, one is better based on the
and holidays all year round. No and holidays all year round. No clarity in meaning and the
occasion is ever ordinary because occasion is ever ordinary coz organization in terms of unity,
Filipinos will find a way to make it Filipinos will find a way to make it coherence, and cohesion.
special. special.
The teacher guides students to
In this lesson, we will be learning We will be learning about the three notice the diction/word choice
about the three Philippine festivals Philippine festivals. Exciting, huh? used in writing Text A.
which are held in January. These are That’s in January. These are the Students are made to realize
the Sinulog in Cebu, Ati-Atihan in Sinulog in Cebu, Ati-Atihan in that a formal style of writing is
Aklan, and Dinagyang in Iloilo. Aklan, and Dinagyang in Iloilo. observed in expository texts.
Thus, it does not use a
We know that a text is well-written if it is well-organized in terms of unity, conversational and more
cohesion, and coherence. By unity, we mean that the topic sentence (our personal tone or language.
statement or stand) is supported by details such as examples and reasons. By
cohesion and coherence, we mean that appropriate transition markers or signal
words such as however, similarly, next are used to connect the ideas logically.

Unity, coherence, and cohesion are not exact synonyms but are closely related.
Coherence is about the unity of the ideas in a whole composition. It is the
composition’s overall structure and quality of being logical and understandable.
Cohesion, on the other hand, refers to how the whole composition is formed. It is
the glue that holds a composition together, the link that connects ideas and
makes the flow of thoughts clear. That is to say, cohesion is achieved when
sentences are connected using cohesive or transitional devices, which may be

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grammatical or lexical (words) devices. Cohesion and coherence go hand in hand
to produce a clear and easy-to-understand composition. Cohesive or transitional
devices are used to achieve coherence. We will observe how these are used in the
Rappler article that follows.

2. Unlocking Content Area Vocabulary

Students think about the possible meaning of the following unfamiliar words
from the article #PHTravel: Sinulog, Ati-Atihan, and Dinagyang using context We may use translanguaging if
clues. An example is provided below. students find it difficult to
guess the meaning based on
The Sinulog dance mimics the back-and-forth the context clue or explain their
movement of water currents. Dancers sway to the understanding of the word in
left and the right like the waters moving toward a English.
specific direction.
Clue: sway to the left and the right like the waters Translanguaging is “a natural
Possible Meaning based on the clue: to follow or phenomenon that multilingual
imitate students engage in when using
multiple language practices. In
1. Cebuanos used to dance the Sinulog for their pagan idols, whom they a multilingual context,
worshipped with singing and dancing. students and teachers
Clue: _________________________________________________________________ strategically use their full
Possible Meaning: ____________________________________________________ linguistic repertoire in the
classroom (Canagarajah, 2011).
2. After their conversion from paganism to Catholicism, they continued to
dance the Sinulog, but this time, in honor of the Santo Niño. For example, teachers could
Clue: ________________________________________________________________ encourage students to explain
Possible Meaning: ___________________________________________________ in their first language their
understanding of the identified
3. A major event during the festival is a re-enactment of Magellan baptizing vocabulary by giving an
the rajah and his wife and bequeathing the statue to Hara Amihan, who, example or through direct
thereafter, was called Queen Juana. translation. Then, s/he may
Clue: ________________________________________________________________ call on other students to restate
Possible Meaning: ___________________________________________________ the correct explanation that
was done in his/her first
language to English.

8
1. The Ati-Atihan dancers emulate the Atis' dark skin by covering their skin
with soot, which is a black powdery substance consisting of carbon, to
make it dark, and dressing up in the tribe’s traditional costume.
Clue: ________________________________________________________________
Possible Meaning: ___________________________________________________

2. The Atis were hostile to the foreigners or Maraynons. Seeing the

Maraynons as enemies, they engaged in bloody battles.
Clue: ________________________________________________________________
Possible Meaning: ___________________________________________________

3. The Maraynons or foreigners-initiated peace talks with the aboriginal tribe

or people from the earliest times before the arrival of the Spaniards.
Clue: ________________________________________________________________
Possible Meaning: ___________________________________________________

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C. Developing and SUB-TOPIC 1: Expository Text Structure Time allotment: 55 minutes
Deepening 1. Explicitation
Understanding As mentioned at the beginning of this quarter, there are four commonly used
expository text structures. Let’s get to know these expository text structures The teacher divides the class
through a jigsaw activity. into groups of four. A set of
metacards with the definition,
In your group, each member must be assigned to one of the four expository text transition words and concept
structures and your goal is to become an “expert” on it. Read the material about maps of each expository text
the assigned topic and fill out the table below. Once you are done with your part, structure is given to each
complete the other parts of the table by listening to what the other experts have to group. The teacher may opt to
say about their topic. also have the information
posted on each of the four walls
of the classroom, and have
Structure Definition Transition Words Concept Maps
students go to the area
assigned to them to get the
Sequence information they need.

Comparison and
Contrast

Cause and Effect

Problem and
Solution

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2. Worked Example
The teacher guides the class discussion by asking students to share what
they have discussed in their group.

Structure Definition Transition Words Concept Maps

Sequence describes the o first, second,

order of third
events, or the o next
steps to follow o finally
in doing or o then, after
making o before, before
something. o not long after
o while, meanwhile
o at the same time

Comparison describes how o differs from

and Contrast two or more o similar to
things are o in contrast
alike and/or o alike
different. o same as
o as well as
o on the other hand
o either
o or
o however

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Cause and explains why o if….then
Effect or how o because of
something o as a result
happens or o so
exists o since
o to
cause - what o effects of
made it o caused by
happen o brought about by

affect - what
happened

Problem and tells the o problem is…

Solution problem(s), o because
and o since
sometimes o this led to
why it/they o one possible
exist(s), and solution is…
how it can be o therefore
solved o if…. then, thus

12
The following paragraph frames or templates are presented and they classify it
into the different expository text structures. Answer Key:
1. sequence
2. problem and solution
1. Here are the steps in _______________. First, _________________________.
3. cause and effect
Then, _________________________. Next, _________________________. Finally,
4. comparison and contrast
_________________________.

2. _______________ is a problem because _______________. One possible

solution is ________________. Another solution is
_________________________. These are good ways to solve the problem
because ________________________. As a result, _________________________.

3. The reason why __________ happened was because of __________. If

__________, then __________. In order to __________, __________. Since
_______________, _______________. Finally, due to ___________, ____________.
This explains why _______________.

4. Both __________ and ________ are alike in some ways. Both _____ and
______ have similar _______. Both also ________ as well as __________.
On the other hand, there are differences as well. One way they differ is
__________. Another difference is __________.

3. Lesson Activity
Based on your knowledge of the different expository text structures, identify the The teacher may give the
expository method used to develop each paragraph. Lesson Activity for Subtopic 1
as an individual quiz or a group
1. The Philippines is home to a variety of festivals, both religious and secular activity.
or non-religious. These festivals have benefited the country in some ways.
Because of these festivals, Filipinos have strengthened their pride in their Answer Key:
cultural heritage. These festivals have also created opportunities for 1. cause and effect
building relationships among Filipinos and even with visitors from other 2. sequence
3. comparison and contrast

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 parts of the world. Lastly, since these festivals attract visitors, there is an 4. problem and solution
increase in business activities, and the economy also grows.

2. There are a few steps to plan for a trip around the Philippines and
experience Philippine festivals on a budget. First, plan your trip budget.
Second, choose the places you want to go. Third, decide how long the trip
will be and check if the festival date matches your schedule. Fourth,
research flights and deals and look for deals. Finally, start saving up.

3. The Songkran Festival and the Wattah Wattah or Basaan Festival are alike
in some ways and different in others. Both of these are celebrated in
Southeast Asia and are considered religious festivals. However, Songkran is
a Buddhist tradition in Thailand, while Basaan is a Catholic celebration in
the Philippines in honor of St. John the Baptist. In Songkran and Basaan
celebrations, people are allowed to spray water and drench the people
joining in the festivity, but this is done for days in Thailand in the month of
April, while Basaan is done only on the feast day, June 24th.
These celebrations are enjoyed by locals and tourists alike.

4. The number of school contenders for the town fiesta’s street dance
competition has been declining. With this problem, schools and the local
government units (LGUs) have proposed solutions. One solution was to
ensure that students are excused from some school activities or they are
given more time to complete school tasks. Another solution was for the
LGU to give subsidies for the students’ costumes and props. Lastly,
attractive cash prizes are also given to deserving winners.

SUB-TOPIC 2: Comparison and Contrast as a Text Type

Time allotment: 3 days x 55
1. Explicitation minutes

Look at the images below. What do these images remind you of? What are Teacher may say:
they about? Look at Picture 1. What do you
know about the Sinulog
Festival? (The teacher asks
students to talk with their

14
 seatmates for 30 seconds to
share prior knowledge about the
Sinulog Festival. Then, s/he
calls on a few pairs to share
their thoughts with the class.
S/he writes students’
acceptable answers in the form
of an advanced organizer such
as a concept map. See sample
below.)

What do you know about the

Sinulog Festival?

What do you know about the

Ati-Atihan Festival?

2. Worked Example

Students talk with their seatmates for 30 seconds about why festivals are important
to us as Filipinos. Then, they share their thoughts with the class. Students read
part one of the article, “#PHTravel: Sinulog, Ati-Atihan, and Dinagyang” focusing on
the Sinulog Festival. The teacher leads the class in the While Reading Activity 1,
Today, we will get to know
Noting Details. The teacher presents the incomplete table and guides the class in
these festivals better. Why are
completing it based on students’ responses.
festivals important to us as
Filipinos? (The teacher
emphasizes that festivals reflect
our cultural heritage.)
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 #PHTravel: Sinulog, Ati-Atihan, and Dinagyang

MANILA, Philippines – Filipinos kick off the year on an energetic note with 3 major The teacher prepares or draws
festivals in the month of January: the incomplete table on the
● Sinulog in Cebu board, and asks students input
● Ati-atihan in Aklan to complete it based on their
● Dinagyang in Iloilo understanding of the article.
But aside from the colorful street parades, dazzling costumes, and rousing music,
festivals are bearers of the region’s culture, history, and way of life.

Rappler celebrates each festival’s story and the elements that give each its unique
spirit.

What it’s all about

“Sinulog” comes from the Cebuano word “sulog” describing the back-and-forth
movement of water currents which the Sinulog dance mimics. During the festival’s
street dance parade, participants in colorful “moro moro” costumes dance the
Sinulog, consisting of two forward steps and one backward step, to the beat of drums.
Visitors are free to join the dance!

History
Cebu City’s festival celebrates the conversion of ancient Cebuanos to Catholicism
and their new faith’s harmonious blend with some of their original pagan practices.

16
 In 1521, Ferdinand Magellan presented Hara Amihan, wife of Rajah Humabon, with
a statue of the Santo Niño. Before then, Cebuanos would dance the Sinulog for their
pagan idols. After their conversion, they continued to dance the Sinulog, but this
time, in honor of the Santo Niño.

This is why a major event during the festival is a re-enactment of Magellan baptizing
the rajah and his wife and bequeathing the statue to Hara Amihan who, thereafter,
was called Queen Juana.

Highlights
Aside from the re-enactment, highlights of the festival include a river parade, a
Sinulog Grand Parade with floats, gigantic, and costumed dancers, a spectacular
fireworks display, the crowning of Miss Cebu, and a variety of competitions in sports,
film, and photography.

To demonstrate understanding of the passage, students will fill out the Notes Table
below with the guidance of the teacher. The teacher then demonstrates how the
details in the table may be used to summarize the article.

While Reading Activity 1. Note-taking using Notes Table (Sinulog)

Instructions: Study the headings in each column of the Table below. Then, refer Aswer Key:
to the article about Sinulog and complete the Table. Below are the answers to the
While Reading Activity 1. Notes
Place Table
Name of Origin of the History of the
Where it is Highlights
Festival Name Festival
Celebrated Name of Festival: Sinulog
Sinulog Where it is celebrated: Cebu

Origin of the Name: from the

Cebuano word “sulog”
describing the back-and-forth
movement of water currents

History of the Festival: In

1521, Ferdinand Magellan

17
 presented Hara Amihan, wife of
Rajah Humabon, with a statue
of the Santo Niño. Before then,
Cebuanos would dance the
Sinulog for their pagan idols.
After their conversion, they
continued to dance the Sinulog,
but this time, in honor of the
Santo Niño. This is why a major
event during the festival is a re-
enactment of Magellan
baptising the rajah and his wife
and bequeathing the statue to
Hara Amihan who, thereafter,
was called Queen Juana.

Highlights:
● river parade
● Sinulog grand parade
with a float
● higantes and costumed
dancers
● fireworks display
● crowning of Miss Cebu
● competitions in sports,
film and photography

Students will read the article

on Ati-Atihan Festival and
complete the Notes Table
based on the information from
the said article.

18
Now, observe how the details in the Notes Table were used to summarize the This may be done
article. Read the summary below. collaboratively (two to three
students per group) so that
Summary of the Article students will have the
opportunity to discuss the
Sinulog is a Christian festival celebrated in Cebu. Sinulog comes from the word similarities and differences of
“sulog,” which means “the back-and-forth movement of water currents.” Sinulog the two passages.
used to be a religious practice of Cebuano ancestors before the coming of the
Spaniards. During the Spanish occupation, some of the rituals such as dancing
to the gods became part of their religious practice. However, the Spaniards danced
not to the pagan gods but to the image of Sto Nino or the baby Jesus. The Sinulog
re-enacts Magellan’s presentation of the statue of Sto. Niño to the wife of Rajah
Humabon, so that they would be converted to Christianity. Thus, the most
important part of the festival is the baptism of Rajah Humabon and his wife Hara
Amihan, which marks the Christianization of Cebu.

Note that the summary is 1.) shorter than the original text; and 2.) primarily a re-
writing of the original passage. Thus, it has to be written in your own words. When
you copy important words, phrases, or sentences from the original, such as “the
back-and-forth movement of water currents,” you need to use quotation marks.

19
3. Lesson Activity
Now, you will demonstrate your comprehension of the text about the second festival,
Ati-Atihan by 1.) completing the Notes Table, and 2.) writing a summary based on
the details in the table.

What it’s all about

“Ati-Atihan” means “to be like Ati,” Ati being the local name of the aboriginal
highland tribe who continue to live in Panay, the island of which Aklan is a
province. The Atis (or Aetas) have dark skin, a trait that Ati-Atihan dancers
emulate by covering their skin with soot and dressing up in the tribe’s
traditional costume.

Ati-Atihan is said to be the “mother of Philippine festivals,” inspiring the

Sinulog and Dinagyang festivals.

History
Like the Sinulog Festival, Ati-Atihan began as a celebration of pre-colonial
history and later on evolved to a religious commemoration after the Spaniards
converted natives to Catholicism.

20
 In the 13th century, when only the Atis inhabited Aklan, boatloads of people
from Borneo landed on its shores after fleeing from their homeland. The Atis,
hostile to the foreigners or Maraynons, engaged them in bloody battles until
the Maraynons initiated a peace talk with the aboriginal tribe.

The momentous event culminated with a feast during which the Maraynons
covered their faces with soot to signify their friendship with the Atis. This was
the first Ati-Atihan.

During the Spanish colonial period, under the initiative of a Spanish

encomiendero, the festival was held in honor of the Holy Child Jesus or the
Santo Niño.

Highlights
Santo Niño has since become the patron of Aklan with his feast celebrated
during Ati-Atihan. A major festival event is the religious procession and street
dance in which devotees carry images of the Santo Niño while shouting, “Hala
Bira! Viva Señor Santo Niño!”

Other activities include a parade of floats, a bazaar, mass celebrations for the
Santo Niño, and street dances of Ati-Atihan tribes accompanied by lively
drum beats.

After you read the passage above, extract relevant information to complete Notes
Table 2 below.

While Reading Activity 2. Note-taking using Notes Table (Ati-Atihan)

Name of Where it is Origin of the History of the Highlights

Festival Celebrated Name Festival

Ati-Atihan

21
Based on the information inputted in the above table, complete the summary
below.

The __________________ festival is celebrated in ____________________. The word

“Ati-atihan” comes from ___________________________________________________.
Ati-atihan has been dubbed the “mother of all Festivals” because it is the basis
of other festivals such as Sinulog. ___________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

SUB-TOPIC 3: Methods of Writing Comparing and Contrast Compositions

Time allotment: 3 days x 55
minutes
1. Explicitation
In comparing and contrasting, we need to identify the similarities and
Teacher draws or posts a blank
differences between two or more people, places, ideas, or things. Now, let us
Venn Diagram on the board.
re-read the two articles and note the similarities and differences between the
Students are guided in filling
two festivals: Sinulog and Ati-Atihan. To do this, let us complete the Venn
out the Venn Diagram. The
Diagram below by writing three differences between the Sinulog and Ati-
similarities of Sinulog and Ati-
atihan festivals.
Atihan are placed in the
overlapping parts of the circles.
The differences or unique
descriptions or information
about Sinulog and Ati-Atihan
are placed in the non-
overlapping parts.

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2. Worked Example Possible answers:
The Venn Diagram is one of several strategies that would help us generate Differences
ideas for writing comparison and contrast compositions. Complete the Sinulog
comparison and contrast passage below based on what you wrote on the • celebrated in Cebu
Venn diagram. • commemorates the start of
the friendship of Magellan
and Raja Humanabon and
Hara Amihan and their
conversion to Catholicism
• Dancers chant “Pit Senor.”
• Dancers do not color their
skin black

Ati-Atihan
• celebrated in Aklan
• reenacts the peace talk (end
of the war) between the Atis
and the Maraynons of
Borneo.
• Dancers chant ““Hala bira.
Viva Señor Santo Niño!”
• Dancers color their skin
black to signify the color of
our Ati ancestors.
The Sinulog and Ati-Atihan festivals have similarities and differences. In terms
of their similarities, both are celebrated as a religious festival to honor Senor
Sto. Nino. Both originated from pagan religious celebrations. Similarly, both are
________________________________________________.

In terms of their differences, while Sinulog is celebrated in Cebu, Ati-Atihan is

done in Aklan. In Sinulog, _________________________________________ whereas
in Ati-Atihan________________________________________________________________.
In Sinulog, __________________________________________________________________.
However, in Ati-Atihan, ______________________________________________________.
Finally, in Sinulog, ______________________________________, but in Ati-Atihan,
________________________________________________________.

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i. Transition markers for Comparing and Contrasting
When we build a house, it is not enough to put one building block on top of
another. You may have noticed that construction workers would firmly insert
metal rods at the center of the hollow blocks and fill them with mixed
concrete. This is to make sure that the hollow blocks are firmly connected to
each other. Transition markers serve the same purpose. They connect the
sentences so they become a unified whole rather than separate ideas. Below
are commonly used transition markers.

Leal, L. (2023). Interactive Notebook Lesson for Comparing and Contrasting Paleo Indians and Archaic
People. https://www.lumoslearning.com/llwp/resources/pinterest_listings.html?id=1447950

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Let’s do a quick review of these signal words when writing about similarities
and differences by filling in the blanks below with the appropriate transition
markers.

like similarly although in contrast also

while unlike in the same way

The Sinulog and Ati-atihan are alike in some ways but they also differ in other
ways.

Like the Sinulog Festival, Ati-Atihan began as a celebration of pre-colonial

history and later on evolved into a religious commemoration after the Spaniards
converted our ancestors to Catholicism.
Answer Key:
1) ___________________, both the Sinulog and Ati-atihan festivals are celebrated 1. Also
to honor the baby Jesus or Senor Sto. Nino. 2. Similarly
3. in the same way
2) The Sinulog festival commemorates the establishment of the friendship 4. while
between two warring parties: Ferdinand Magellan and Hara Amihan, wife of 5. In contrast
Rajah Humabon. _________________, the Ati-atihan re-enacts the peace talk
between the Atis of Aklan and the Maraynons from Borneo.

3) Sinulog dancers dance to the beat of drums ________________________ as the

Ati-atihan dancers.

4) Sinulog dancers chant “Pit Senor” ________________ Ati-Atihan dancers chant

“Hala bira. Viva Señor Santo Niño!”

5) Finally, Sinulog dancers do not paint their skin. __________________, Ati-

Atihan dancers would color their skin black to signify the color of our Ati
ancestors.

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ii. Two Methods of Writing Comparison and Contrast Compositions:

Venn Diagram is one of the most common ways of putting together ideas to
prepare for writing a Comparison and Contrast composition. Another popular
way of putting information together for your comparison and contrast essay is
through outlining. Below is an example of an outline for an essay on how to
write Comparison and contrast essays using the Block Method.

As shown outline below, the writer starts with the introduction, where s/he
presents his thesis or opinion about the topic. For example, in #PHTravel:
Sinulog, Ati-Atihan, and Dinagyang, the author’s thesis could be “The Sinulog and
Ati-Atihan festivals are similar in some ways but each has distinct
characteristics. Since this is the claim of the author, s/he must provide details
such as examples, and reasons to prove or support his/her claim that the two
festivals are alike in some ways but different in other ways. One way of doing
this is by presenting the supporting details using the Block Method, as shown
below.

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 After you put together all the needed information for the first and the second
topics or subjects that you will compare and contrast, you are ready to start
writing your first draft. There are two common methods of writing Comparison
and Contrast compositions: the Block Method and the Point-by-point Method.
The table below compares and contrasts these two writing methods.

There are two common types of comparison essays: 1.) Block comparison, and
2.) Point-by-Point. Read the table below to see the similarities and differences
of these two methods of writing using Comparison and Contrast compositions.

Comparison
& Contrast Definition Advantages Disadvantages
Methods

Block describing Keeps each set of The reader does not

similarities first points for discussion immediately see the
of one point of a close together. The similarities and
topic with a reader does not have differences of the
point of the other to remember as subjects or topics
topic much information. being explained.
Keeps the paper
clearly organized.
Avoids summary

Point by a presentation of Presents the whole The reader must

Point all facts and picture of the two remember a lot since
supporting sides; can be more the comparison and
details about one effective if the essay contrast are done side
topic followed by is below 3-4 pages by side. The paper is
the facts and and is covering a not always as clearly
supporting general issue. Does organized. Difficult to
details about the not appear as for papers over 3-4
second topic monotonous pages

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Using the information from the table above, a sample essay in two versions is
provided for you. The first composition uses the Block method while the second
composition uses the Point-by-Point Method.

1. Block Method of Writing Comparison and Contrast

Writing comparison and contrast essays may be challenging. One way of making
the writing easier is by arranging the information of each of the topics being
compared and contrasted using the block method or the Point-by-point
Method.

In the Block Method, the writer says all the details about the topic. This is good
because the reader sees the whole picture right away since all of the details of the
first topic are presented first before all of the details in the second topic are
discussed. For example, in the article on Philippine festivals, the writer will
present all details about the Sinulog Festival first, before talking about the Ati-
atihan Festival. The method is good for short essays about two or three topics
covering a general issue. The disadvantage is that the reader does not immediately
see the similarities and differences of the subjects or topics being explained.

In the Point-by-Point Method, the writer immediately compares one point of the
first topic with a point in the second topic. For example, in the article on Philippine
festivals, the writer will talk about the meaning of the word “Sinulog” and the
meaning of the word “Ati-atihan” in the same paragraph. Then, s/he will discuss
the history of the Sinulog festival and the history of the Ati-atihan festival in the
same sentence or paragraph, and so on. The advantage of this approach is that
the reader immediately sees the whole picture of the two sides. The disadvantage
is that the composition can appear repetitive and monotonous.

Whether the Block Method or the Point-by-Point Method is used, it is important

to consider the reader. Will the reader understand your composition better if you
present the similarities and differences of the topics side by side? Or will they
understand it better if you present everything about Topic A first before you
present the details for Topic B?

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Now that you have analyzed a sample Block Method above, let us examine the same
topic but this time, using the Point-by-Point Method. First, re-writing the
composition above using the Point-by-Point Method. You may use the format below
are your guide:

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2. Point-by-Point Method

In the Point-by-Point Method, you also start the paragraph by introducing the
two (or more) ideas or topics that you will compare and contrast or by stating your
opinion or claim or the thesis.

Then, in the second paragraph, the writer focuses on one aspect or feature of the
topics that you will compare and contrast. For example, in the #PHTravel: Sinulog,
Ati-Atihan, and Dinagyang article, the writer may state the similarities and differences
between Sinulog and Ati-Atihan focusing on the meaning and the origin of their
names first. Then, s/he will explain the similarities and differences of Sinulog and
Ati-Atihan focusing on the history of the two festivals. Finally, the writer explains
the similarities and differences of Sinulog and Ati-Atihan focusing only on the
highlights of the two festivals.

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Point-by-Point of Writing Comparison and Contrast

31
Writing comparison and contrast essays may be challenging. One way of making
the writing easier is by arranging the information of each of the topics being
compared and contrasted using the block method or the Point-by-point Method.

Whether you use the Block Method or the Point-by-Point Method, it is important
to consider the reader. Will the reader understand your composition better if you
present the similarities and differences of the topics side by side? Or will they
understand it better if you present everything about Topic A first, before you
present the details for Topic B?

3. Lesson Activity
Refer to the Rappler article, “#PHTravel: Sinulog, Ati-Atihan, and Dinagyang.”
What Method of Comparison and Contrast is used by the author? Why do you say
so? What have you noticed about how the ideas are organized? Did the author
immediately discuss the similarities and differences between Sinulog and Ati-
Atihan? Or did the author present everything about Sinulog first, followed by the
discussion of everything about Ati-Atihan?

Now, read the article below. This is the last section of the article published in Please point out to the students
Rappler about Philippine January Festivals. In this passage, the author describes that the Rappler article was
the Dinagyang Festival of Iloilo. Read the passage. Then, complete the table Venn written using the Block Method.
Diagram or the Comparison Table to note the similarities and differences between A careful analysis of the article
Sinulog Festival and Dinagyang. Finally, choose whether you write a comparison shows that the first section of
and contrast essay about the Sinulog and Dinagyang Festival using one of the two the article talks only about the
methods: the Block Method or the Point-by-Point Method. You may use the first topic, Sinulog Festival. The
writing plan below as your guide. writer focuses on three elements
of the Sinulog Festival: 1.) the
meaning of the Sinulog, 2.) the
history of the festival, and 3.)
the highlights of the festival.
Then, the second section
focuses only on the Ati-Atihan
Festival. Here, the author
discusses the same three

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 elements but only refers to Ati-
Atihan.

What it’s all about

“Dinagyang” is an Ilonggo word for revelry or merrymaking. The festival is Iloilo’s
version of the Ati-Atihan Festival. Iloilo and Aklan both belong to the island of
Panay which explains why their festivals celebrate almost the same historical
events. Three major events complete the festival: the Ati-Atihan street dancing
contest, the Kasadyahan street dancing contest, and the crowning of Miss
Dinagyang.

History
In 1967, a replica of the Santo Niño statue in Cebu was brought to Iloilo as a gift
to the Parish of San Jose in Iloilo City. Devotees welcomed the image with a
parade through the major streets of the city. This first parade, then confined to
the parish, evolved to become the Dinagyang Festival. The task of organizing it
now belongs to the city instead of to the parish.

Highlights
The Kasadyahan street dance parade is Dinagyang’s unique feature, celebrated
on the Saturday before the Ati-Ati street dancing contest. It is the Ilonggos’ way
of thanking God for the bountiful harvest, with performances by tribes from all
over Panay who try to best each other in costume, choreography and energy.

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Venn Diagram of Ati-Atihan and Dinagyang Festivals

Comparison and Contrast Writing Plan

34
Based on your writing plan above, write your comparison and contrast
composition on the Sinulog and Dinagyang festivals.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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D. Making 1. Learners’ Takeaways
Generalizations
Under the second column, draw the following emojis that represent how you feel
about each statement:

very confident - not so confident -

fairly confident - not confident at all -

Learning Targets I feel…

I can identify text structures of expository texts.

I can use correct transition markers for cohesion and

coherence.

I can identify different visual elements/graphic organizers

used in the different expository text structures.

I can extract information from a given text.

I can compare and contrast informational texts.

I can quote, paraphrase, and summarize a text.

2. Reflection on Learning

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

A. Evaluating Formative Assessment

Learning A. Expository Text Structure. Identify what is asked in each of the following Answer Key:
items. Encircle the letter that corresponds to the correct answer. A. Expository Text
Structure
1. What graphic organizer is used to organize information for a comparison and 1. D.
contrast article? 2. D.
A. C. 3. A.
4. C.
5. D.
B. Transition Markers
1. while
B. D. 2. On the other hand
3. Unlike
4. At the same time
5. Similarly

2. Which expository text structure is used in writing how-to articles?

A. cause and effect C. problem and solution
B. comparison and contrast D. sequence

3. Read the paragraph below and identify its structure.

Though celebrating Philippine festivals benefits the locality where they are
celebrated, people may encounter a few problems during these gatherings.
One of these is the heavy traffic experienced by motorists. Another is the
increase in the demand for products, like food items, which also means an
increase in prices. Lastly, prices of hotels and flight tickets tend to be higher.
A. cause and effect C. problem and solution
B. comparison and contrast D. sequence

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 4. In your Social Studies class, you were asked to interview people involved in
the fiesta celebration preparations (e.g., tourism officers and church officials)
and ask about the usual challenges they face during these preparations and
their intended plan of action or solution. Once you make a report on the data
you gathered, what expository text structure will you use?
A. cause and effect C. problem and solution
B. comparison and contrast D. sequence

5. Below are the titles of articles; which among the following do you think is an
expository text that most likely uses the problem and solution structure?
A. Steps in the Writing Process
B. Expository vs. Narrative Text
C. Five Common Mistakes in Writing
D. Challenges in Writing and How to Overcome Them

B. Transition Markers: Complete each sentence by filling in the blanks with the
correct transition marker. Choose your answers from the box below.

at the same time in the same way on the other hand unlike
besides likewise similarly while

The Masskara Festival and Moriones Festival are two Philippine festivals that
showcase Filipino creativity and resilience. These festivals are similar in a way, but
they have more differences.

1. The Moriones Festival has been celebrated for centuries _______________ the
Masskara Festival is more recent.

2. The Masskara Festival is celebrated in Bacolod City, the capital of Negros

Occidental, every October. _______________, the Moriones Festival is held on
the island of Marinduque every Holy Week.
3. _______________ the Moriones Festival which is a Christian tradition to
celebrate the life and passion of Christ, the Masskara Festival is not a
religious celebration.

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 4. The Masskara Festival started in 1980 when a sea vessel, MV Don Juan,
and a Tacloban tanker collided, taking away around 700 lives.
_______________ the Negrenses experienced a crisis when the price of sugar,
the major product of Negros Occidental, dropped.

5. The Masskara Festival is celebrated with street dancers wearing smiling

masks. _______________, the Moriones Festival is characterized by penitents
wearing masks and intricate costumes, bringing to life the Roman soldiers
wearing Morion helmets.

C. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

D. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ Principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
How did I choose the materials I used for this lesson?
▪ Students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ Ways forward
What strategies will I continue using which worked well for this lesson?
What could I have done differently?
What can I explore in the next lesson?

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