Quarter: ___3______ Grade Level: ____7____

Learning Area: _ENGLISH_______ Week: 1 - 7

Topic: Enhancing Communication & Critical Thinking: Utilizing Multimedia, Oral Language and Textual Analysis for Effective Expression and Inquiry
Content Standard: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.
Performance Standard: The learner transfers learning by; showing appreciation for the literature of the past; comprehending texts using appropriate reading styles;
participating in conversation using appropriate context dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject verb agreement.
Learning The learner will be able to:
Competencie 1. Identify multimedia resources
s 2. Define the basic factors of delivery
3. Infer thoughts and feelings expressed in the text listened to,
Acquisition
4. Differentiate belief from conviction
5. Define general statements and specific statements.
6. Define fact and opinion
7. Define Wh-question
The student will be able to understand:
1. Classify different types of multimedia resources
2. Narrate events in factual and personal recounts using the basic factors of delivery
3. Tell important details in a selection
Meaning Making
4. Familiarize expressions in stating beliefs/convictions
5. Distinguish general and specific statements in a text
6. Distinguish fact from opinion
7. Construct wh-questions correctly and formulate content questions based on the ideas expressed
Transfer The student in the long run will be able to:
1. Use correct and appropriate multimedia resources when orally giving information, instructions, making explanations, and narrating
events in personal or factual recounts.
2. Deliver a speech using the appropriate oral language, stance and behavior when making explanations and giving information.
3. Explain how a selection may be influenced by culture, history, environment, and other factors.
4. Express one’s beliefs/convictions based on a material viewed
5. Cite textual evidence to support the general statements in a text

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 6. React to assertion or expression made by the author in the text using fact or opinion
7. Raise sensible, challenging, and thought-provoking questions in public forums/panel discussions, etc.

1. Student will be able to select and integrate appropriate multimedia resources (such as videos, images and audio) to effectively enhance their presentation
Learning and ensure that their audience clearly understands the information.
Goals 2. Students will develop and demonstrate the ability to deliver speeches that employ appropriate tone, vocabulary and sentence structure, matching their
speech style to the context, audience and purpose.
3. Students will be able to read and analyze a text to infer the underlying thoughts, ideas or intentions of the author, using context clues and prior knowledge
to draw logical conclusions.
4. Students will be able to articulate their believes and convictions confidently in both written and oral formats, supporting their viewpoints with well-
reasoned arguments and evidence.
5. Students will develop the skill of identifying and citing specific textual evidence that effectively supports a general statement or argument, demonstrating a
clear understanding of the text and its context.
6. Students will be able to critically evaluate and respond to the assertion or expressions made by an author, providing thoughtful and evidence-based
reactions that reflect an understanding of the text’s meaning and implications.
7. Students will be able to develop the ability to formulate and pose insightful, challenging and thought provoking questions about a text, topic or issue,
encouraging deeper analysis and discussions among peers.
TOPIC ACTIVITIES

ACTIVITY 1:

A1 Directions: Identify the text type or multimedia resources described in each of the statements below. Choose your answer from the list of terms in the box.
Write the answers in your notebook.
A. Recount F. Audio
B. Explanations G. Text
C. Procedures H. Video
D. Narrative I. Animation
E. Descriptions J. Picture/graphics
________________1. This type of text aims to entertain, amuse, or instruct through fictional and non-fictional
works.
________________2. This text type teaches us how to do something through a series of steps.
________________3. This text type refers to retelling a series of events which may either be factual or personal.
________________4. This refers to moving images that provide audio and visual experience to the viewers.

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 ________________5. This text type provides information on how or why something happens.
________________6. This multimedia resource comes from images that are initially drawn and photographed in
succession to make them appear as if they are moving.
________________7. This refers to written or printed characters, letters, and symbols used to create words,
sentences, and paragraphs.
________________8. This pertains to recorded or transmitted sound
________________9. It is a text type that presents the characteristics or features of a thing or a phenomenon.
_______________10. It is one of the oldest forms of media which uses images to represent someone or something.

ACTIVITY 1.1:
Directions: Using the concept map, write key ideas about the concept of multimedia.

A2 ACTIVITY 2:

Directions: In this activity, you will share the origin of your name. Make a draft in your notebook. You will be given a minute to deliver your answer by
recording it through your cellphone’s video camera.

Process Questions:
 How do you feel about the activity?
 What are your observations while viewing your performance?

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 ACTIVITY 2.1:

watch the videos about the methods of delivery and sample of extemporaneous speech. Access the links below:
Answer the process questions below.
https://www.youtube.com/watch?v=XfedtBlYau8m%2Fwatch%3Fv%3DxGfukDMuhdQ&t=30s
https://www.youtube.com/watch?v=xGfukDMuhdQ&t=30s.
Process Questions:
 What have you noticed?
 What methods or strategies used?
 What have you notice about the hand gestures and movements?

Activity 2.2: Say something positive and negative about the given pictures. You may use your cellphone’s video camera to record yourself.

A3
ACTIVITY 3:

Directions: Below are pictures from different epics in the Philippines. Identify which of them is Lam-ang, Aliguyon, and Tuwaang. State also the ethnic group
to which the following epic heroes belong.

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 ACTIVITY 3.1:

What stories from ancient Luzon do you know?

Click the link below to read the stories of The Good Prince Bantugan, which tells about the strange adventure of a noble prince. After reading the story, The
Good Prince Bantugan, you will be guided by the following questions.

1. Why was the old king of Bumbaran unhappy?

2. Why did the people like Prince Bantugan?
3. While Prince Bantugan was away, why did the king plot against him?
4. What specific characteristics made Prince Bantugan a hero?
5. What main characteristic of this text make it an epic?

ACTIVITY 4:

A4 What are your beliefs or convictions about the issues presented in the following images? First, draw thought bubbles in your notebook, then write your ideas
inside the thought bubbles.

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ACTIVITY 4.1:

Directions: Study each picture carefully. Write your beliefs about the pictures using a word or phrase and explain why you hold such beliefs in the third
column under WHY.

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 Process Questions:
1. Based on the activity, what are beliefs and convictions?
2. What words, phrases or expressions do we usually use in expressing our beliefs and convictions?

ACTIVITY 5:
A5
Directions: Read the sample paragraph below and answer the questions that follow. Write your answers on a separate sheet of paper.
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.

Answer the following questions for analysis.

1. How does the general statement differ from the evidence?
2. Which presents the overall message of the paragraph?
3. What do you think is the purpose for the details or evidence?

ACTIVITY 6:
Read the paragraph below about a popular snack. As you read, take note of statements that can be true as stated in the paragraph. Also, take note of

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A6
statements that tell what someone thinks or feels.

Popcorn is the best snack to eat at fairs, movies, and ball games. I believe that popcorn is the most healthful treat. Popcorn is actually good for you, if you
leave out the butter or salt. People have been popping popcorn for thousands of years. The
native people in what is now Mexico were the first to grow popcorn plants. The popcorn kernels were too hard to eat. One native tossed a handful of the
hard kernels into the fire. Pop! America’s most tasty treat was born.

Now, in your notebook, write at least three (3) of the following:

STATEMENTS THAT CAN BE TRUE AS STATED IN THE PARAGRAPH:
1.
2.
3.
STATEMENTS THAT TELL WHAT SOMEONE THINKS OR FEELS:
1.
2.
3.
A7
ACTIVITY 7: Complete Me!
Directions: Complete each question below by writing the appropriate word. Choose your answer from the list of words in the word cloud. Write your answers
on your answer sheet.
What Which one How long

When Why How How often

1. ________________ does it take for COVID-19 symptoms to appear?

2. ________________ is it necessary to wear a face mask especially when you go out of your home?
3. If you were to choose between staying home bored, but not exposed to the virus and going out delighted, but exposed to
the virus, ____________ would you choose?
4. ________________ can you avoid getting infected with the COVID-19?
5. ________________ are the simple precautions one should take to stay safe during the pandemic?

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M1
Activity 1.2: Classifying Multimedia

Directions: Classify each multimedia as text, audio/sound, photograph/graphics, video, or animation. Write your answer in the space provided.
____________________ 1. Hypertext
____________________ 2. Podcast
____________________ 3. Painting
____________________ 4. Song
____________________ 5. Slideshow/Power Point Presentation
____________________ 6. Documentary Film
____________________ 7. Radio Program
____________________ 8. Paper Document
____________________ 9. 2D and 3D
____________________ 10. Diagrams

M2 Activity 2.3:
Directions: In this activity, you are going to apply the basic factors of delivery while narrating a personal recount. Pick one topic and use the given outline
below for the details. Write it in your notebook. You may hold the copy of your outline while you deliver your manuscript speech. Then, record your
narration in your cellphone’s video camera. Please refer to the rubric below.

Topics:
1. My “new normal” learning experience.
2. How’s my modular learning experience? Online learning experience?
3. What is my contribution to my community during pandemic?

Recount – refers to the events that have happened to you or other people.
Title
Orientation Tells when and where the event
began and who was there.

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 Events Tells the events in sequence.

Ending Tells how the experience ended

and some thoughts you may have
about it.

The teacher will give you feedback about your performance.

Attachment number one: Rubric for Oral Delivery
Delivery 1 3 5
Voice Voice and language are adequate Voice and language are Volume, tone, timing,
for the delivery of the speech. skillful and effective. inflection, and language
are used to enhance
speech
Body Language Body language, facial expressions Body language, gestures, Body language, gestures,
and gestures lack variety and and facial expressions and facial expressions
spontaneity compliment message adds greatly to the
message
Content Mentions topic and briefly explains Mentions topic and its Demonstrates command
its significance significance. Uses the of the topic throughout
topic as a path for the the speech. Discusses the
speech. Student offers topic and its significance.
explanations and insights Uses the topic as a path
that link back to the for the speech. Student
topic. offers explanations and
insights that enhance the
understanding of the
topic
Language Multiple grammar errors and use One or two minor Correct use of grammar
of inappropriate vocabulary grammar errors. Effective use of
Vocabulary use is too appropriate vocabulary
elementary or not for the purpose and for
effective the audience

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 ACTIVITY 3.2: DARE TO ANSWER
M3
Check your understanding on the following points by answering the questions below.
1. How do you think, history, culture, environment, and other factors influence the author to express the majority themes of the story? Explain your
answer by filling out the web below.

Title of the Story

History Cultures

Themes

Environment and other Factors

2. Explain how a character’s experience taught you about the value of recognizing that people show strength when they
do great things despite many challenges in life.

ACTIVITY 3.3: CHARACTER MAP

Do the following task below. Use the character map to answer this activity.

Name of the Character Proofs/Evidences

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M4 ACTIVITY 4.2: Unbox the Picture
In this part of the lesson, you will practice what you have learned from the previous activities and discussions. Write your own belief/conviction on the
different social issues presented in the visual images.

ACTIVITY 5.1:
Directions: Read the text carefully. Identify the general idea and note the specific evidence used to support the general statement. Write your answers on the
M5 table below.

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 Maintaining space between yourself and others is a best practice and is one of the best tools to avoid exposure to the
COVID-19 virus. People can spread the virus without being sick or knowing they are sick, so it is important to maintain
social distance from others whenever possible. Physical distancing is required on USM's main campus and in satellite
locations to limit exposure to the COVID-19 virus and slow its spread.

https://www.usm.edu/student-health-services/covid-19-health-protocols.php/
General Statement Specific details that support the general statement

ACIITIVITY 5.2:
Directions: Read the paragraph carefully. Then, identify the General and Specific statements using the given graphic organizer. Write your answers on a
separate sheet of paper.
Leslie’s favorite spot is his bed. It’s a cozy queen-sized bed, which can be folded into a couch (though so far there has
never been an occasion which required the bed to be folded), layered with soft, warm quilts and piled with numerous
pillows in different sizes and colors. Leslie spends the entire day sprawled on the bed. His eyes glued to the huge smart
plasma TV mounted on the wall of his bedroom. Leslie’s grandparents can never understand why it’s called the “smart”
TV.

Activity 6.1: Be a Detective

M6 Directions: Solve each case below by reading the paragraph and identify each as “Fact” or “Opinion”.

Case # 1: Baking cookies takes less than an hour. First, you need to add 2 cups flour, ½ cup sugar, 2 cups chocolate chips, 2 eggs, 1 teaspoon salt and 1

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 teaspoon vanilla to a mixing bowl. Next you stir the ingredients together until they are completely combined. Preheat oven to 350 degrees Fahrenheit. Put a
spoonful of cookie batter an inch apart onto a greased cookie sheet. Bake for about 10 minutes or until the cookies are light brown at the edges.
FACT or OPINION: __________
How can you say that it is a fact or an opinion?

Case # 2: My mom’s cookies are the best in town! First, she uses the creamiest butter, and she gets the freshest eggs from our neighbor’s chickens. The milk
she buys to drink while eating the cookies make the cookies even better because the milk come from a local dairy farm. They’re good when they’re cooled
down, but even better when they’re still warm.
FACT or OPINION: __________
How can you say that it is a fact or an opinion?

ACTIVITY 7.1:
M7 Directions: On each of the given issues/topics, formulate two thought-provoking questions. Be guided be the rubric below.
 Cyberbullying
1.
2.
 War on Drugs
1.
2.
 Fake News on Social Media
1.
2.
Rubric for Scoring
Criteria (Excellent) 5 (Good) 3 (Poor) 1
Relevance to the Topic The question is relevant to The question is somehow The question is not relevant
the topic and is essential to relevant to the topic and is to the topic and therefore
further understand the somehow essential to not essential to further
topic. further understand the understand the topic
topic.
Clarity and Grammar The question is clear and The question is clear but The question is unclear or
free from grammatical with minor grammatical confusing due to
errors. errors. grammatical errors.

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 Difficulty The question evokes deep The question evokes The question evokes simple
and serious understanding understanding of the topic. and obvious answers.
of the topic.

T1 Activity 1.3: Creating Procedures

Directions: Create procedures (or instructions) about “Getting Ready for School”. As your output, make a video presentation of the procedures you have
created. Send your output to your facilitator.
Rubric in Giving Instructions through Video Presentation
CRITERIA Excellent 4 Good 3 Fair 2 Poor 1
Content and The video presentation The video presentation The video The video
Organization includes relevant includes relevant presentation presentation
elements and information elements and information, lacks the does not include
and it is presented in a but it is not presented in a relevant relevant required
well-organized manner. well-organized manner. elements and elements and
information. information.
Work The work done exceeds The work is done with Work is done Work is done
Quality and expectations. Maximum good effort. Good effort is with fair effort, with little effort
Effort effort was put into the evident in the video but the quality is and quality. It is
video presentation. presentation. still not what is evident that the
expected. It is work was rushed
evident that the and thus
work was incomplete.
rushed.
Style and The video presentation The video presentation is The video The video
Mechanics has great creativity and clear and logical but lacks presentation presentation
style. Viewers are some creativity and clarity lacks style and lacks a clear
WOWed. and with a few mistakes. creativity; understanding of
however, it the subject
presents matter, has
adequate many errors, and
information. leaves out vital
information.
Presentation The presenter speaks The presenter speaks There are No preparation

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 clearly and shows mastery clearly and presents the confusing was done and
of the topic being expected information. moments during the presentation
presented. The the presentation lacks expected
information presented is and the information.
complete. information
shared is
incomplete.

Activity 1.4: Giving Information through Description

Directions: Interview the members of your family on the importance of family in this world we live in. Make a video presentation describing the results of the
interview. Send the video to your facilitator.
Sample Interview Question:
a. How will you describe your family in one word?
b. How important is your family especially during the time of the pandemic?
c. What are some of the things you love to do together with your family?

ACTIVITY 2.4:
T2 A. Write an informative speech following the given outline. You may choose your topic from the given list and deliver your speech using the appropriate
oral language, stance and behavior.

You will be rated based on the basic factors in delivering a speech such as eye contact, facial expressions, language, body movements and gestures,
content and central idea. Please refer to the rubric below. You are given 2-3 minutes delivery time. Record your performance using your cellphone’s
video camera. Copy the outline below in your notebook.

Rubric for Informative Speech

1 3 5
EYE CONTACT Attempts to establish eye Consistently engages Effectively, consistently
contact but sometimes audience with eye contact. engages audience with
appears distracted or tied to sustained eye contact.

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 notes.
FACIAL EXPRESSION Facial expressions are Facial expressions are Facial expressions enhance
somewhat consistent with consistent with the intent of the message and are
the intent of the message the message throughout consistent with the intent of
most of the presentation. the message for the entire
presentation.
LANGUAGE Language is plain, Language is understandable Language is vivid, enhances
uninteresting; several with a few clarity; grammar/
grammar/pronunciation grammar/pronunciation pronunciation correctly
errors. errors.
BODY Attempts to use body Body movement and Natural use of body
MOVEMENTS/GESTURE movement and gestures. gestures appropriate but movement and gestures
Appears uncomfortable. infrequent. reinforce speech
throughout presentation.
ORGANIZATION Has an introduction, body, Has a clear explanation Introduction, body, and
and conclusion, but the between introduction, conclusion are very clear.
boundaries between them body, and conclusion. The flow and transitions
are unclear. between the sections is
smooth and enhances the
audience understanding.
CENTRAL IDEA Central idea is clearly Central idea is clearly Central idea is clearly
informative but not clearly informative in nature and is informative in nature.
or concisely stated. clearly stated. Central idea States central idea clearly
is not concisely stated. and concisely. Central idea
Central idea is not original. is original.

ACTIVITY 3.4: Share your Life’s Lessons

T3
List down your strengths and how you intend to use them. Use the table below.
My strengths I will use them to…

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 ACTIVITY 4.3:
T4 A. Belief of one, Belief of many!
In whole sheet of paper draw the images presented in this activity. Decide whether you agree or disagree to the given statements. If you agree with
what most people believe, then you may write your stand on the speech bubble on their side. However, if you believe otherwise, write on the other
speech bubble that is opposite to the image of the crowd.

ACTIVITY 4.4: In the News

Watch a news report and express your beliefs and convictions about the topic. Write a brief summary of the news before you present your ideas about it. Be
sure to use the different expressions for stating beliefs and convictions

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 Topic/Title of the News Report watched:
Date viewed:
Summary:

Beliefs/Convictions about the news:

T5 ACTIVITY 5.3:
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.
1. Health protocols enforced in the country keep COVID cases low compared to those in other countries.
2. Poverty became worse due to the pandemic.

T6
ACTIVITY 6.2: Say Something
Directions: Ask your family member, relatives or friends to say something about you. Record their answers in your notebooks. Choose one fact and one
opinion from among your recorded answers. Express why do you think they have that opinion about you.

T7 ACTIVITY 7.2:
Directions: Watch the video titled COVID-19: Johns Hopkins University Experts Discuss Novel Coronavirus and formulate five wh-questions to further deepen
your understanding and broaden your knowledge of the topic being discussed.
Here’s the link to the video: https://www.youtube.com/watch?
v=YyxZ_aaMqA8+and+formulate+five+whquestions+that+would+further+deepen+your+understanding+of+the+matter+when+ answered.

GRASP
GOAL: Your goal is to create and deliver a multimedia presentation that critically analyzes a chosen text. This presentation should effectively use multimedia resources to
convey information and, explanations and directions while demonstrating your ability to infer thoughts, express beliefs and cite textual evidence.
ROLE: You are a student tasked with showcasing your skills in oral communication, critical thinking and analytical reasoning. You will play the role of a presenter and analyst,
guiding your audience through your interpretation of the text.
AUDIENCE: Your audience includes your classmates and teacher, and possible other invite guests. They are interested in seeing how well you can articulate your thoughts,

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support your ideas with evidence and engage them with thought provoking questions.
SITUATION: You have been assigned a text (a short story, essay, or article) to analyze. Your task is to present your analysis using a multimedia platform (such as power point,
Prezi, or google slides) ensuring that your presentation is informative, persuasive and engaging.
PRODUCT: This performance task is designed to assess your ability to integrate multimedia resources into a presentation, deliver a well-structured speech, analyze a text
critically, and engage your audience with thoughtful insights and questions.
VALUES INTEGRATION
The students will be able to emphasize the importance of taking personal responsibility for being prepared and on time, which will help them become more dependent and
self-disciplined.

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