Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office
North Fairview High School
North Fairview, 5th District, Quezon City, Metro Manila
April 10, 2023 (Monday)
SEMI-DETAILED LESSON PLAN
DAY 1
(ENGLISH 7)
I. LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
1. distinguish the difference between general and specific statements;
2. select the statements that are more specific between the sentences, and;
3. locate the general and specific statements in a paragraph.
II. LEARNING CONTENT
Topic: Citing Evidence to Support a General Statement
● Distinguish Between General and Specific Statements
MELC: Cite evidence to support a general statement
Reference: English TIME Grade 7, vol. No. XXIV no. 3 (pp. 51-52)
Skills: Writing, Listening, Comprehension, HOTS
III. LEARNING STRATEGIES
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
A. Initial Task
TASK 1. ANALYZE ME!
“Class, I have here a paragraph. Can
someone read this?”
“Now, I have here some questions
about the paragraph for you to answer.
First question, ‘What does grandmother
love?’”
“Yes, very good! The next question, is
‘What are the different flowers she has
in her garden?’”
“My grandmother loves flowers. She
has different flowers in her garden. She
has gumamelas, santans,roses,
sampaguitas, and orchids.”
“Flowers, Ma’am.”
“Ma’am, gumamelas, santans, roses,
sampaguitas, and orchids.”
“Great! Those are the different flowers
she has in her garden.”
“Let us have this another paragraph.
Can someone read this?
“We also have questions for this
paragraph. So, the first question is
‘What does grandfather do in his
pastime?’”
“And what are those hobbies?”
“My grandfather has different hobbies
for his pastime. He likes to go fishing,
biking, and woodworking.”
“He has different hobbies, Ma’am.”
“Ma’am, he likes to go fishing, biking,
and woodworking.”
“Great job, class.”
“Let us read again the two paragraphs.”
“As you can see we have the words
flowers and hobbies. Can you give me
examples of flowers?”
“Also, give me examples of hobbies.”
(The students read the paragraphs)
“Ma’am, gumamelas, santans, roses,
sampaguitas, and orchids.”
“Fishing, biking, and woodworking.”
“So, can you see the connection
between the two words flowers and
hobbies to the examples that you have
given?”
“Yes, Ma’am. The examples are under
the words flowers and hobbies.”
“Exactly! flowers and hobbies are
general terms while the examples are
the specific ones.”
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
B. Discovery Task
TASK 2. KNOW ME!
“Now, let us discuss what general and
specific statements are. Can someone
read the meaning of the general
statement?”
“Okay, let us know first what is vague.
Class, who knows what vague is?”
“Okay, by means of that general
statements are not precise. For
example, the sentences ‘my
grandmother loves flowers’ and ‘my
“General statement is normally vague
and represents a broad description of
something.”
“Ma’am, vague means something is not
clearly, precisely, or definitely
expressed or stated.”
grandfather has different hobbies for
his pastime’. In these sentences not
precisely stated what kind of flowers
the grandmother loves or what different
hobbies the grandfather does in his
pastime, right?”
“Yes, Ma’am.”
“Another example of a general
statement is ‘the school children like
reading books.’ Is it presented in the
sentence what kind of books the school
children like to read?”
“No, Ma’am.”
“So, that is a general statement it
represents a broad description of
something.”
“Now, let us discuss what is a specific
statement. Can someone read its
definition?”
“Okay, when we say specific statement
it is the opposite of general. A specific
statement is something is precisely
stated. Let us have our paragraph
earlier.”
“Specific statement refers to exact,
precise act or description of something
mentioned in the text.”
“The flowers that the grandmother loves
are specifically stated which are
gumamelas, santans, roses,
sampaguitas, and orchids. So, that this
means the statement ‘She has
gumamelas, santans, roses,
sampaguitas, and orchids.’ and ‘He
likes to go fishing, biking, and
woodworking’ are examples of specific
statements. Is that clear?”
“Class, just remember a general
statement is normally the topic or
broad description of something in the
paragraph and a specific statement
refers to an exact, precise fact or
description of something mentioned in
the text.”
“Yes, Ma’am.”
“Yes, Ma’am.”
TEACHER’S ACTIVITY
Oral Tasks
TASK 3. IDENTIFY ME!
“Now, I have here different sentences
and I want to identify if it is an example
STUDENT’S ACTIVITY
of a general statement or a specific
statement.”
“For our first statement, ‘Philippines is
a beautiful country.’ Is it an example of
a general or specific statement?”
“Ma’am, that is an example of a general
statement.”
“Yes, this is a general statement
because it is not clearly stated why the
Philippines is a beautiful country.”
“Okay next, Boracay is a tourist spot in
the Philippines. Is it an example of a
general or specific statement?”
“That is an example of specific
statement, Ma’am.”
“Very good! This is a specific statement
because the statement stated the
tourist spot which is Boracay.”
“For our third statement, ‘Jose Rizal
was one of our heroes who sacrificed
his life for us.’ Is it an example of a
general or specific statement?”
“Excellent! This is a specific statement
because it is stated who was the hero
who sacrificed his life which is Jose
Rizal.”
“Next, ‘There have been a total of 16
Presidents of the Philippines.’ Is it an
example of a general or specific
statement?”
“Ma’am, that is also an example of a
specific statement.”
“That is an example of a general
statement, Ma’am.”
“Awesome! This is a general statement
because it is not stated who are the 16
Presidents of the Philippines.”
“Last number, ‘Teachers are
professional individuals.’ Is it an
example of general or specific
statement?”
“Very good! This is a general statement
because it is not stated why teachers
are professional individuals.”
Task 4: CHOOSE ME!
“For our next activity, I have here pair
of sentences. In each pair of sentences,
“Ma’am, that is an example of general
statement.”
choose the more specific sentence. Are
you ready?”
“Can someone read our first pair of
sentences?”
“What is more specific between the
two? Is it letter A or letter B?”
“Awesome! That is correct! Okay, can
someone read our next pair of
sentences?”
“What is more specific between the
two? Is it letter A or letter B?”
“Great! That is the correct. Next pair of
sentences, can someone read it?”
“What is more specific between the
two? Is it letter A or letter B?”
“Great! That is correct. Next, who can
read it?”
“Class, what is more specific between
the two? Is it letter A or letter B?”
“Exactly! For our last number, can
someone read it?”
“Yes, Ma’am.”
“A. Lesley likes reading true stories and
books about real life. B. Lesley likes
reading books very much.”
“Ma’am, it is letter A because it is
stated what books Lesley likes to read.”
“A. The Grade IV pupils will have their
final test this week. B. The pupils will
have a test this week.”
“Ma’am, it is letter A because it is
stated what grade of pupils and what
test they will have this week.”
“A. Reading has a lot o advantages. B.
Reading helps us to gain knowledge
and become open-minded.”
“Ma’am, it is letter B because it is
stated what to gain when reading.”
“A. Taylor is going to make a fruit
salad. She bought many fruits in the
supermarket. B. Taylor is going to
make a fruit salad. She bought
pineapple, apples, watermelon, and
grapes at Joe’s Supermarket.”
“Ma’am, it is letter B because it is
stated what fruits Taylor bought and
where supermarket she went to.”
“A. Jogging is good for your health. B.
Exercise is good for your health.”
“What is more specific between the
two? Is it letter A or letter B?”
“Ma’am, it is letter A because exercise is
a general term while jogging is more
specific.”
“Great job, class! You have answered all
the numbers correctly.”
IV. EVALUATION
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
C. Final Task. LOOK FOR ME!
“Your final task is to apply your
knowledge of General and Specific
statements in the following exercise. I
have here a paragraph that contains
general and specific statements. I want
you to locate them and I will call you
randomly. I will ask you to give me
either general or specific statement
based on this given paragraph. Is that
clear?”
“Yes, Ma’am.”
(The teacher randomly calls a student
and the student answers)
V. LEARNING EXTENSION
TEACHER’S ACTIVITY
“Okay, time is up! Pass your papers.”
STUDENT’S ACTIVITY
(Students will pass their papers)
“Let us further enhance your knowledge
about general and specific statements.
On a 1/2 sheet crosswise paper, write
your own three general statements and
another three specific statements. Is it
clear, class?”
“Yes, Ma’am.”
“Okay, the class is ended. Thank you
for listening! Goodbye, class!”
“Thank you, Ma’am! Goodbye!”
April 11, 2023 (Tuesday)
SEMI-DETAILED LESSON PLAN
DAY 2
(ENGLISH 7)
I. LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
1. determine the truths about evidence to support a general statement;
2. understand the importance of evidence to support a statement, and;
3. complete the sentences after reading a passage.
II. LEARNING CONTENT
Topic: Citing Evidence to Support a General Statement
● Evidence to Support a statement
MELC: Cite evidence to support a general statement
Reference: English TIME Grade 7, vol. No. XXIV no. 3 (pp. 51-52)
Skills: Writing, Listening, Viewing, Comprehension, HOTS
III. LEARNING STRATEGIES
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
A. Initial Task
TASK 1. WATCH ME!
“Class, I have a short clip of scenarios
from Detective Conan. Let us watch
this video and answer the following
questions after.”
“Okay, let us now answer the following
questions. First question, what can you
observe from the video?”
“Good observation. Now, based on this
short video clip of Detective Conan,
what are the ways that Conan used to
reveal the culprits?”
“Ma’am, the video shows how Detective
Conan reveals the culprits.”
“He scrutinized the place where the
incident happened to look for things
that can be used to solve the case,
Ma’am.”
“Ma’am, he asked people who were
around when the incident happened.”
“He also used tools like tape recorders
to create evidence, Ma’am.”
“Very good, everyone. Do you think
people who are there when the
incidents happened and the tools that
serve as evidence are important in
solving a case?”
“Yes because the people who are there
during the incident will serve as
witnesses, Ma’am.”
“Great! All of your answers are correct.”
“Ma’am, the tools that serve as
evidence will help the victim to prove
that he/she is telling facts.”
TASK 2. What’s New
“Now, let us read this paragraph that I
have presented and answer the
following questions after.”
“Can you read this paragraph
altogether, class?”
“Continue to read the general
statement and specific evidence under
it.”
“Let us now proceed to our first
question. ‘How does the general
statement differ from the evidence?’”
“Very good! The next question is,
‘Which of the two presents the overall
message of the paragraph?’”
“The color of a metal changes when its
temperature changes. At higher
temperatures, it becomes yellow and
finally white. When the wire inside
becomes yellow-hot, the light bulb
glows, or gives light.”
“General statement: The color of a
metal changes when its temperature
changes.
Specific evidence: At higher
temperatures, it becomes yellow and
finally white. When the wire inside
becomes yellow-hot, the light bulb
glows, or gives light. When
metals become very hot, it begins to
glow.”
“Ma’am, the general statement only
stated the vague part of the paragraph
while the specific evidence listed down
the details about metals when the
temperature changes.”
“Ma’am, the specific evidence presents
the whole message of the paragraph
because you can see the whole point of
“Great! Specific evidence presented the
overall message of the paragraph. Next
question, ‘What do you think is the
purpose for the details or evidence?’”
“Exactly! Evidence is here to support
and prove the general statement.”
TEACHER’S ACTIVITY
the paragraph because it is more
detailed.”
“The importance of evidence is it will
explain and prove the general
statement so that the readers will
understand.”
STUDENT’S ACTIVITY
B. Discovery Task
TASK 3. What is it
“Now, let us have this chart to know
how to find evidence to support a
statement.”
“Can someone read the first box?”
“Okay, the first step in finding evidence
is to of course, to read the paragraph
and identify what its general statement
is.”
“Read the paragraph and identify the
general statement or main idea.”
“Let us have the example paragraph we
had yesterday.”
“Can you name the general statement
or main idea in this paragraph?”
“Very good! That is the general
statement. Now, let us the next step.
Can someone read the next box in our
chart?”
“‘Sun exposure is linked to skin
cancer.’, Ma’am.”
“This time, we need to closely read the
paragraph to identify its specific
statement.”
“Closely read the text and identify the
specific statements that provide the
details of the main idea.”
“Class, can you give me a specific
statement based on our paragraph?”
“Ma’am, ‘Be sure to wear protective
clothing and hats when you are
outside’.”
“‘Use sunscreen year-round on exposed
skin, like your face and hands’,
Ma’am.”
“Awesome! All of you have said were
specific statements that support our
general statement.”
“Ma’am, ‘Choose a broad-spectrum
sunscreen that blocks both UVA and
UVB rays’.
“Next in our chart, ‘Note facts, expert
testimony, anecdote, and analogy are
used to support the general
statement.’”
“Let us first discuss what are facts. Can
someone read its definition?”
“Facts are statements that are true,
verifiable, and provable.”
“Facts are confirmed and valid
information expressed in numbers,
statements of verified information,
events known to have happened,
repeatable observations or
measurements or concepts. Facts are
the strongest pieces of evidence.”
“Let us have these examples of facts.
Can someone read the first one?”
“Okay, this example of facts is based on
statistics. Next example, ‘Jose Rizal is
the author of Noli Me Tangere.’ Is this
true or not?”
“In 2019, the total population of the
Philippines was approximately 107.29
million inhabitants.”
“It is true, Ma’am.”
“So, that means this is verified
information.”
“Next, let us proceed to expert
testimony. Can someone read its
definition?”
“Expert Testimony is someone who is
an expert because of their education,
training, skill, or experience. He/she
has exceptional knowledge about a
particular field or discipline.”
“Let us have an example here. For
example, to support your statement on
Education, you may use the testimony
of a teacher or principal because they
are experts in the field of education.”
“Next in our chart is Anecdote. Can
someone kindly read its description?
“Anecdote is a short, amusing, or
interesting story about an actual
incident or person.”
“okay, the anecdote may not be able to
persuade some persons about the
truthfulness of your statement, but it
can serve a valuable literary purpose by
keeping them engaged and leading
them to facts.”
“Anecdote is usually based on
individual experiences or observations,
as distinct from probabilistic evidence
that gives estimates of how likely
something is to occur based on
experience with large numbers of
people. Is it clear?”
“Next in our chart is Analogy, can
someone read its meaning?”
“For example, you may say, "The
coronavirus is like an enemy to be
beaten." You can compare the
coronavirus to an enemy, so what you
said is an analogy. Do you understand,
class?”
“Yes, Ma’am.”
“Analogy compares two different
things.”
“Yes, Ma’am.”
“Okay, after we know the evidence that
can support the statement, next in our
chart is to ‘Analyze if the evidence or
details are enough to support the
general statement.’”
“In this step, we are going to check if
the evidence that we gather is enough
to persuade or to prove our statement.”
“After the analysis, we can now use
sentence or phrase starters to provide
evidence. For example, ‘On page _____
stated that’ or ‘Based on studies, _____’”
“Class, do you understand the steps in
finding evidence to support a statement
that we have discussed?”
TASK 4. True or False
“Now, I have here five (5) sentences
about our discussion and you have
“Yes, Ma’am.”
identify if it is true or false. Are you
ready?”
“We are ready, Ma’am.”
“The first sentence is ‘ Anecdote is
evidence that compares two different
things.’ Is it true or false?”
“Correct! The right answer is Analogy.”
“Ma’am, it is false.”
“Next sentence, ‘Expert testimony is
evidence that uses the opinions of the
experts.’ Is it true or false?”
“Very good! It is correct.”
“True, Ma’am.”
“Next sentence, ‘Fact is evidence that
uses statistical data.’ Is it true or
false?”
“Great! It is correct.”
“Ma’am, it is true.”
“For our fourth sentence, ‘Analogy is
evidence that uses a personal
observation.’ Is it true or false?”
“Correct! The right answer is Anecdote.”
“False, Ma’am.”
“Last sentence, ‘Evidence is anything
that helps to prove something is or is
not true.’ Is it true or false?
“Awesome! It is correct.”
Group Task
TASK 5. What I Can Do
In this activity, the class will be grouped
into five (5). Per group, they will read the
passage below and complete the
sentences that follow. The groups will
write their answers on a separate sheet
of paper.
1. Highlight the reason Alexander
Graham Bell started to study sound.
According to the text _________________
2. Highlight the sentence that defines
the word deaf.
“True, Ma’am.”
After reading the passage on paragraph
____ now I know the definition of deaf is
_______________________________________
3. In what ways did the invention of the
telephone change the world? Based on
what I read, I found ___________________
(The students goes to their respective
groups and answers the activity)
IV. EVALUATION
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
C. Final Task.
TASK 6. Assessment
Read the text and answer the questions
that follow. Write the letter of the correct
answer on a separate sheet of paper.
1. What evidence supports Flora's that
the package was damaged?
a. The toy was broken.
b. She has a picture of the damaged
package.
c. She wanted a replacement or a
refund.
2. What evidence supports the claim
that the toy was also damaged?
a. The toy cannot be played.
b. The toy has scratches.
c. The toy doesn't have battery in the
box.
3. What evidence supports the claim
that Flora needs replacement of the toy?
a. Flora doesn't 't need the replacement
any more.
b. Flora will play with the toy together
with her son.
c. Flora will give the toy as a gift for her
son's birthday.
(The students answer the activity)
V. LEARNING EXTENSION
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
Directions: Interview your parents about
the statements below. Then, write 2-3
evidence to support each statement.
Write your answers on a separate sheet
of paper. This will be passed on to the
next meeting.
1. Jeepneys nationwide were scheduled
to be phased out by the end of the year,
to be replaced by more expensive
minibusses
under
a
government
modernization program.
2. Poverty became worse due to the
pandemic.
“Okay, the class is ended. Thank you
for listening! Goodbye, class!”
“Thank you, Ma’am! Goodbye!”
April 12-13, 2023 (Wednesday & Thursday)
SEMI-DETAILED LESSON PLAN
DAY 3-4
(ENGLISH 7)
II. LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
1. state some of the statements of their favorite characters;
2. distinguish the different ways to cite evidence, and;
3. cite some of the text or statement that are given.
II. LEARNING CONTENT
Topic: Citing Evidence to Support a General Statement
● Ways to Cite Evidence
MELC: Cite evidence to support a general statement
Reference: English TIME Grade 7, vol. No. XXIV no. 3 (pp. 53)
Skills: Writing, Listening, Comprehension, HOTS
III. LEARNING STRATEGIES
TEACHER’S ACTIVITY
A. Initial Task
TASK 1. NAME IT!
STUDENT’S ACTIVITY
“In this activity, I will show your
different favorite movie, show, or TV
series characters and I want you to give
at least three traits that describe them.
Is that clear?”
“Yes, Ma’am.”
“For our first character, who is she?”
“Can you give me three traits of
Darna?”
“Darna, Ma’am.”
“Ma’am, she is helpful.”
“She is strong, Ma’am.”
“Very good! Darna is helpful, strong,
and brave.”
“She is also brave, Ma’am.”
“Next character, who is she?”
“Correct! Give me three of her traits.”
“Anna from Frozen, Ma’am.”
“She is playful, Ma’am.”
“Ma’am, she is determined.”
“She is also adventurous, Ma’am.”
“Awesome! Anna is playful, determined,
and adventurous.”
“Next character, who is she?”
“Correct! Can you give three traits of
Dora?”
“Ma’am, that is Dora.”
“She is respectful, Ma’am.”
“Ma’am, just like Anna, she is
adventurous too.”
“Excellent! Dora is respectful,
adventurous, and kind to others.”
“And for our next character, who is
he?”
“Ma’am, she is kind to others.”
“That is Cardo Dalisay, Ma’am.”
“Correct! Can you give at least three
traits of Cardo Dalisay?”
“Ma’am, he is brave.”
“He fights for what is right, Ma’am.”
“Ma’am, he loves his family.”
“Amazing! I can see that you know
Cardo Dalisay so well.”
“After we get to know the characters
and their traits, I have a question. ‘Do
these characters have iconic lines in
their show?”
“Yes, they have a lot of iconic or famous
lines, Ma’am.”
“Class, can you state some of their
iconic lines? Let us have Darna first.”
“‘Ding, ang bato!’”
“Great! What about Anna’s iconic line?”
“She also shouts ‘Darna!’ when she
swallows the stone, Ma’am.”
“‘Do you wanna build a snowman?’”
“Very good! How about Dora’s famous
lines?”
“Ma’am, ‘Swiper, no swiping.’”
“‘We did it! Hooray!’”
“Awesome! And lastly, what are Cardo
Dalisay’s iconic lines?”
“Ma’am, the scene where someone told
him ‘Marami ka pang kakainini na
bigas!’ and then he said ‘Hindi ako
kumakain ng bigas, Major. Sinasaing
ko muna para maging kanin, bago ko
kainin.’”
“‘Isang bala ka lang!’”
“Very good! You know FPJ so well!”
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
B. Discovery Task
TASK 2. KNOW ME!
“Did you know that when we say or use
lines like the lines you stated earlier,
we must cite them properly?”
“Okay, what do we mean when we say
the word ‘cite’?”
“Ma’am, if you cite something, you
quote it or mention it, especially as an
example or proof of what you are
saying.”
“Exactly! There is a right way to cite
evidence. Let us take a look at this
chart.”
“Can someone read the first way?”
“Quote It! Place in quotation marks
everything that comes directly from the
“Quotation marks are necessary when
we use text or statements from others.
For example, the famous lines that you
have stated earlier.”
●
●
●
●
●
●
●
text or statement.”
“Ding, ang bato!”
“Darna!”
“Do you wanna build a
snowman?”
“Swiper, no swiping.”
“We did it! Hooray!”
“Hindi ako kumakain ng bigas,
Major. Sinasaing ko muna para
maging kanin, bago ko kainin.”
“Isang bala ka lang!”
“As you can see there are quotation
marks in each of the lines and this is
the first way to use in citing a text or
statement.”
“Next way, can someone read it?”
“So, in citing you can also use
paraphrasing. Let us use one of the
famous lines we had earlier.”
“Paraphrase it! Restate the idea in your
own words.”
“Instead of doing “Do you wanna build
a snowman?” you can also paraphrase
it like “Is building a snowman interests
you?”
“Let us paraphrase one more line.
Instead of “Swiper, no swiping.” you
can paraphrase it into “Swiping is not
allowed, Swiper.” Is ‘paraphrasing’
clear, class?”
“Okay, can someone read the last way
to cite here in our chart?”
“Class, not citing your source is
plagiarism. It is stealing because you
are using another’s words or ideas
without giving credit to that person.”
“Let me show you how to give the
source in citing.”
“First, put the text or statement with
quotation marks:”
“Hindi ako kumakain ng bigas, Major.
Sinasaing ko muna para maging kanin,
bago ko kainin.”
“Yes, Ma’am.”
“Cite It! Give the source where you
found the information.”
Next, under or next to the text or
statement put the name of the one who
said that statement and where he/she
said it. For example:”
“Hindi ako kumakain ng bigas, Major.
Sinasaing ko muna para maging kanin,
bago ko kainin.” - Dario Santiago, Batas
sa Aking Kamay
“Can you understand the format,
class?”
“Okay, can someone try to cite the line
‘Swiper, no swiping.’ using the third
way?
“Amazing! Class, you learned so fast.”
TEACHER’S ACTIVITY
“Yes, Ma’am.”
“Swiper, no swiping.” - Dora, Dora the
Explorer
STUDENT’S ACTIVITY
Oral Task
TASK 3. IDENTIFY ME!
“Let us have this activity. I will present
different texts or statements that were
cited and you have to identify which of
three ways: Quote It!, Paraphrase It!, or
Cite It! is used to cite it. Is that clear?”
1. “You don’t get to choose if you
get hurt in this world… but you
do have some say in who hurts
you. I like my choices”
“Yes, Ma’am.”
“Ma’am, that is Quote It!”
“Very good! This is Quote It! because it
only have quotation marks. Next, what
way was used to cite this?”
2. “Oh, I wouldn’t mind Hazel
Grace. It would be a privilege to
have my heart broken by you.” Augustus Waters, The Fault in
Our Stars
“Correct! This is Cite It! because it has
a quotation mark and the credits or the
one who said the line. Next, what way
was used to cite this?”
3. Original: “Giraffes like Acacia
leaves and hay and they can
“That is Cite It!, Ma’am.”
consume 75 pounds of food a
day.” this turned into “A giraffe
can eat up to 75 pounds of
Acacia leaves and hay every
day.”
“Ma’am, that is Paraphrase It!”
“Amazing! This is Paraphrase it!
because they changed the sentence into
a more simplified and short one. Next,
what way was used to cite this?”
4. "If you are corrupt, I will fetch
you using a helicopter to Manila
and I will throw you out. I have
done this before. Why would I
not do it again?" - Former
President Rodrigo Duterte, during
a speech for the victims of
typhoon Nina
“That is Cite It!, Ma’am.”
“Great! This is Cite It! because it has a
quotation mark and the credits or the
one who said the line. Next, what way
was used to cite this?”
5. Original: “She angered me with
her inappropriate comments,
rumor-spreading, and
disrespectfulness at the formal
dinner table.” this turned into
“She made me angry when she
was rude at dinner.”
“Ma’am, that is Paraphrase It!”
“Very good! This is Paraphrase It!
because they changed the sentence into
a more simplified and short one.”
“Great job! You have identified all the
examples correctly.”
IV. EVALUATION
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
Group Task
C. Final Task. WRITE IT!
“In this activity, the class will be
grouped into five. I have here five texts
and statements that are listed from
numbers 1 to 5 randomly. These are
not cited yet. I will let each of the
groups pick a number randomly from
numbers 1 to 5 and I will give you your
picked text or statement. The same
with what way between the three ways
to cite: Quote It!, Paraphrase It!, or Cite
It! you are going to use, the groups will
also choose between the three ways. Is
that clear, class?”
“Yes, Ma’am.”
1. In
the
movie
‘Wednesday’,
Wednesday says to Principal
Weems that those who forget
history are doomed to repeat it.
2. Senator Panfilo Lacson said
Filipinos
and
government
institutions
should
be
nationalistic enough to enrich the
vocabulary and knowledge of the
youth in their native tongue.
3. I just hope you’ll look in the
mirror and remind yourself of
what you are, and what you are
not. You are not someone else’s
opinion of you. - Taylor Swift
4. President Marcos said that while
the
PUV
modernization
is
inevitable,
the
program’s
implementation leaves much to
be desired.
5. I have many faults and I have
many fears, but I am going to (The teacher let each of the groups pick
embrace myself as hard as I can, from numbers 1 to 5 for their statement
and I’m starting to love myself,
or text and also let them pick from
little by little. - Kim Nam Joon
numbers 1 to 3 for their way of citing.)
V. LEARNING EXTENSION
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
“For your assignment, read in advance
the Noli Me Tangere Is Also about Our
Faults by Michael Chua in English Time
pages 53 to 54 for your assessment
next meeting. Is that clear?”
“Okay, the class is ended. Thank you
for listening! Goodbye, class!”
“Yes, Ma’am.”
“Thank you, Ma’am! Goodbye!”
April 14, 2023 (Friday)
SEMI-DETAILED LESSON PLAN
DAY 5
(ENGLISH 7)
I. LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:
1. answer the questions correctly;
2. follow the instruction in the test correctly; and
3. exhibit honesty in answering the test.
II. LEARNING CONTENT
Topic: Citing Evidence to Support a General Statement
● Noli Me Tangere Is Also about Our Faults
MELC: Cite evidence to support a general statement
Reference: English TIME Grade 7, vol. No. XXIV no. 3 (pp. 53-54)
Skills: Writing, Reading, Listening, Comprehension, HOTS
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
Task 1. Read It!
“Read ‘Noli Me Tangere Is Also about
Our Faults’ by Michael Chua in your
English Time pages 53-54.”
(The students will read it)
IV. EVALUATION
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
Task 2. Test Proper
TEST I.
Based on the article ‘Noli Me Tangere Is
Also about Our Faults’ by Michael Chua
cite at least three statements using the
three different ways of citing: Quote It!,
Paraphrase It!, or Cite It!
“Okay, time is up pass your papers.”
“Thank you, class, for attending and
participating in our assessment.
Goodbye! See you next week.”
(The students pass their papers)
“Goodbye, Ma’am. See you next week.”
Prepared by:
JOANNA PEREZ
Student Teacher
Checked by:
ROWENA M. ALACON
Teacher I
Noted by:
MARIVIC T. LIWAG
Master Teacher I
Recommending Approval:
CHARLIE I. SORIANO
Head Teacher III
Approved by:
LAUNCELOT T. LAUIGAN, EdD
Principal IV