Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

Instructional Design Framework (IDF)

MATATAG Curriculum

Teacher’s Name: MA. GRACE AMOR C. BRINA Quarter: 3 Date: December 9-13, 2024
Subject and Grade Level: English 7 Week: 1 Time: 11:00-12:00 & 1:30-2:30
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal,
A. Content Standards 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.
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- based texts:
B. Performance narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and regional celebrations); and
Standards target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
Learning Competencies
EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for clarity of meaning and purpose: comparison and contrast
EN7INF-III-2 Examine linguistic features as tools to achieve organizational efficiency in informational texts: transition devices
C. Learning EN7INF-III-4 Extract significant information.
Competencies and EN7INF-III-11 Analyze textual evidence to support an argument/general statement: summarizing
Objectives Lesson Objectives
1. Analyze the text structure of different types of expository texts by noting purpose and organization of ideas.
2. Identify the meaning and use of different transitional devices in expository texts.
3. Note important details to summarize information presented in expository texts.
Text structures of Expository Texts
D. Content/s Transition markers
Extracting significant information to summarize
A. Integration Local, regional, and national celebrations/holidays
I. 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

II. TEACHING AND LEARNING PROCEDURE

A. Activating Prior 1. Short Review
Knowledge Students recall their experience writing a short story by arranging the five boxes showing the various stages of writing.
(Minds & Moods)

Figure 1. The Writing Process

 2. Feedback
Students share with two seatmates what they did in each of the five stages of writing during the final writing activity in Quarter 2.
Students’ sharing will be guided by the Feedback Table A.1 below.

B. Establishing Lesson
Purpose 1. Lesson Purpose
(Aims) Suggested Lesson Introduction:

In your final writing task in Quarter 2, 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 development is that in the narrative, you tell a story about a certain character/s in a specific time and
place. This means you present a sequence of events leading to the climax (the story's most important, often highest point). On the other
hand, expository essays explain or inform the reader about a certain topic or idea. For example, in the Rappler article which you are
about to read, the writer describes the Sinulog, Ati-Atihan, and Dinagyang Festivals to inform the reader and encourage them to join or
learn more about them.

There are four most commonly used expository methods of paragraph development: 1.) sequence/process, 2.) comparison and contrast,
3.) cause and effect, and 4.) problem and solution. The expository essay that we will read, #PHTravel: Sinulog, Ati-Atihan, and
Dinagyang, describes the similarities and differences between these three festivals. At the end of this lesson, you will be able to write
your comparison and contrast expository essay.

2. Unlocking Content Area Vocabulary Using context clues, students think about the possible meaning of the following unfamiliar words
from the article #PHTravel: Sinulog, Ati-Atihan, and Dinagyang. An example is provided below.
 The Sinulog dance mimics the back-and-forth movement of water currents. Dancers sway to the left and the right like the waters moving
toward a specific direction.
Clue: sway to the left and the right like the waters
Possible Meaning based on the clue: to follow or imitate

1. Cebuanos used to dance the Sinulog for their pagan idols, whom they worshipped with singing and dancing.
Clue: _________________________________________________________________
Possible Meaning: ______________________________________________________
2. After their conversion from paganism to Catholicism, they continued to dance the Sinulog, but this time, in honor of the Santo
Niño.
Clue: ________________________________________________________________
Possible Meaning: _____________________________________________________
3. 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.
Clue: ________________________________________________________________
Possible Meaning: _____________________________________________________

1. The Ati-Atihan dancers emulate the Atis' dark skin by covering their skin with soot, 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: ___________________________________________________

Structure of Expository Texts 1.

Explicitation.
C. Developing and
Deepening Students answer the question:
Understanding
(Tasks and Thoughts) Which of the two versions is easier to understand, is more organized, and is well-written? Why?
Suggested Content Input:
We know that a text is well-written if it is well-organized in terms of unity, cohesion, and coherence. By unity, we mean that the topic
sentence (our 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 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. Worked Example

As mentioned at the beginning of this quarter, four commonly used expository text structures exist. Ask the class to work in groups to
recall understanding of expository text structures through a jigsaw activity. Instruction: In your group, each member must be assigned to
one of the four expository text structures and your goal is to become an “expert” on it. Read the material about the assigned topic and fill
out the table below. Once you finish your part, complete the other parts of the table by listening to what the other experts say about their
topic.
The teacher guides the class discussion by asking students to share what they have discussed in their group.
The following paragraph frames or templates are presented and classified into different expository text structures.
3. Lesson Activity
Ask the students to identify the expository method used to develop each paragraph based on your knowledge of the different expository
text structures.

1. The Philippines is home to a variety of festivals, both religious and secular or nonreligious. These festivals have benefited the country
in some ways. Because of these festivals, Filipinos have strengthened their pride in their cultural heritage. These festivals have also
created opportunities for building relationships among Filipinos and even with visitors from other parts of the world. Lastly, since these
festivals attract visitors, there is an increase in business activities, and the economy also grows.

2. There are a few steps to planning for a trip around the Philippines and experiencing 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 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 declined. Schools and the local government units
(LGUs) have proposed solutions to this problem. One solution was to ensure that students were excused from some school activities or
given more time to complete school tasks. Another solution was for the LGU to subsidize the students’ costumes and props. Lastly,
attractive cash prizes are also given to deserving winners.

Answer Key: 1. cause and effect 2. sequence 3. comparison and contrast 4. problem and solution
 1. Learners’ Takeaways
Under the second column, draw the following emojis that represent how you feel about each statement:

D. Making Generalizations
(Abstraction)
2. Reflection on Learning
II. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Expository Text Structure.

Identify what is asked in each of the following items. Encircle the letter that corresponds to the correct answer.

1. What graphic organizer is used to organize information for a comparison and contrast article?

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

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
A. Evaluating Learning D. Challenges in Writing and How to Overcome Them
(Test)
B. Transition Markers: Complete each sentence by filling in the blanks with the correct transition marker. Choose your answers from the
box below.
Prepared by: Checked by:

MA. GRACE AMOR C. BRINA JUDITH S. REAL

Subject Teacher Principal I