ENGLISH 7

QUARTER 2 G7 English

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. The Editors PIVOT 4A CALABARZON English G7

PIVOT 4A Learner’s Material Quarter 2 First Edition, 2020 English Grade 7 Job S. Zape, Jr. PIVOT 4A Instructional Design & Development Lead John Lerry F. Villalobos Content Creator & Writer Jhonathan S. Cadavido & Art Angelo A. Enelo Internal Reviewers & Editors Lhovie A. Cauilan, Don Kirby Alvarez & Melanie Mae N. Moreno Layout Artists & Illustrators Jhucel A. del Rosario & Melanie Mae N. Moreno Graphic Artist & Cover Designer Ephraim L. Gibas IT & Logistics Published by: Department of Education Region IV-A CALABARZON Regional Director: Wilfredo E. Cabral Assistant Regional Director: Ruth L. Fuentes PIVOT 4A CALABARZON English G7

Guide in Using PIVOT 4A Learner’s Material For the Parents/Guardians This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) in English as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in guided and independent learning activities at their own pace. Furthermore, this also aims to help learners acquire the essential 21st century skills while taking into consideration their needs and circumstances. You are expected to assist the children in the tasks and ensure the learner’s mastery of the subject matter. Be reminded that learners have to answer all the activities in their own notebook. For the Learners The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed grade- level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to : a. answer all activities on separate sheets of paper; b. accomplish the PIVOT Assessment Card for Learners on page 38 by providing the appropriate symbols that correspond to your personal assessment of your performance; and c. submit the outputs to your respective teachers on the time and date agreed upon. PIVOT 4A CALABARZON English G7

Parts of PIVOT 4A Learner’s Material K to 12 Learning Descriptions Delivery Modules Introduction What I need to know This part presents the MELC/s and the desired What is new learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This maximizes awareness of his/her own knowledge as regards content and skills required for the lesson. Development What I know This part presents activities, tasks and contents What is in of value and interest to learner. This exposes What is it him/her on what he/she knew, what he/she does not know and what he/she wants to know and learn. Most of the activities and tasks simply and directly revolve around the concepts of developing mastery of the target skills or MELC/s. Engagement What is more In this part, the learner engages in various tasks What I can do and opportunities in building his/her knowledge, Assimilation What else I can do skills and attitude/values (KSAVs) to What I have learned meaningfully connect his/her concepts after What I can achieve doing the tasks in the D part. This also exposes him/her to real life situations/tasks that shall: ignite his/ her interests to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help him/her fully understand the target skills and concepts . This part brings the learner to a process where he/she shall demonstrate ideas, interpretation, mindset or values and create pieces of information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Textbooks provided by schools and/or Schools Division Offices, and thru other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction (TVI). PIVOT 4A CALABARZON English G7

WEEK I Listening Strategies 1 Lesson Listening, though often underrated, is one of the most essential skills we use in our day-to-day communication. When done right, it enables us to completely understand matters we hear and come up with appropriate feedback when needed. Whether we listen for specific idea or an array of more complex concepts and details, it is vital that we know how to employ ways that can help us listen effectively. This lesson focuses on using listening strategies based on purpose, familiarity with the topic, and levels of difficulty of short texts listened to. As you explore more about this lesson, you are expected to understand deeply how individuals comprehend what they listen to and examine listening texts. Have you tried listening to at least one of the materials listed below? Copy the table below in your notebook. Then, use a check (/) to mark the ones which you have experienced listening to. ________ radio-based news programs ________ recorded speeches ________ podcasts ________ lesson recordings ________ radio commercials ________ recorded stories ________ OPM songs ________ radio weather forecasts ________ public announcements ________ audio books D Learning Task 1: Decide whether each of the listening strategies below should be categorized as top-down or bottom-up strategies. Write your answers in your notebook. _______________ 1. taking down notes _______________ 2. listening for specific details _______________ 3. identifying the speaker _______________ 4. summarizing _______________ 5. drawing inferences _______________ 6. recognizing cognates _______________ 7. recognizing divisions between words _______________ 8. listening for the main idea _______________ 9. recognizing word-order patterns _______________ 10. making predictions Learning Task 2: Copy the given scenarios below. Examine and identify whether a top-down or bottom-up listening strategy is being shown or applied in each scenario. Write your answers in your notebook. 1. Mr. Cruz, your English teacher, asked you to read some information about a certain topic. Then, he instructed you to listen to a recorded material to find out whether or not the same points are mentioned. PIVOT 4A CALABARZON English G7 6

2. A friend tries to explain how you can go on a trip to Palawan for the first time. You make sure you do not miss out any important details and instructions about the trip. 3. In one of your classes, your teacher asked you to listen to a pre-recorded conversation and identify where the conversation took place. 4. Your mother gave you a call and you were asked to buy some items at the grocery store. Since you were not familiar with the items she cited, you made sure to remember specific details she mentioned. 5. While listening to a lecture, you saw one of your classmates taking down important notes. This classmate of yours also made a word map to connect those words and phrases that he/she listed. LISTENING STRATEGIES While listening is a usual skill that we often use as individuals, there are times when we need to use techniques or activities that will help us listen more effectively and focus on the main objective of a specific listening task. These techniques which contribute directly to the comprehension and recall of a listening input are called listening strategies. There are numerous listening strategies one may use or apply. They may depend on factors like the topic, type of listening material to be used and the purpose of listening, among others. When listening based on purpose, familiarity with the topic and levels of difficulty, one may employ strategies which can be classified by the way the listener processes the input. Experts categorize these strategies as either top-down or bottom-up listening strategies. Top-down listening strategies are considered listener-based strategies. In these strategies, the listener uses background knowledge of the topic, the situation or context, the type of the text and the language to make sense of what he/she is listening to. This means that he/she already knows a fair amount of information about the topic and he/she is able to relate a story or information into a previously established schema or prior knowledge. Bottom-up listening strategies, on the other hand, are considered text-based strategies. When using these strategies, the listener attempts to make sense of the language sound by sound or word by word, with less use of background knowledge. The listener relies on the language in the message (e.g. sounds, words and grammar) that creates the meaning. Study the examples below. Top-Down Bottom-Up listening for main idea listening for specific details making predictions recognizing word-order patterns drawing inferences summarizing recognizing word sounds taking down notes recognizing cognates 7 PIVOT 4A CALABARZON English G7

To get a clearer grasp of the two categories, imagine the following situations: While having your recess, your classmate tells you a story about his/her recent vacation, which was an exciting one. You attentively listen and give reactions at appropriate moments, perhaps to show that you can relate to what is being told. That same day, a friend calls to invite you to a celebration at his/her house the following weekend. As you have never been to his/her house before, he/she gives you directions. You listen carefully and pay attention to these specific details. Were you able to figure out the difference in the two scenarios? How you listened to the vacation story could be characterized as top-down listening since you made use of background knowledge in understanding the meaning of the message. In contrast, when listening to directions going to a friend’s place, comprehension is achieved by dividing and decoding the words and the sound signals bit by bit. This is an example of bottom-up listening. It is, however, essential to know that there are times when a certain listener may have to combine these two strategies to fully comprehend and make sense of what is listened to. Learning Task 3: Listen to your favorite English song. Copy its lyrics in your notebook. Then, answer the questions that follow. 1. What do you think is your chosen song about? 2. Which words or phrases helped you understand the context of your chosen song? Explain your answer. 3. How will you rate your familiarity of the context of your chosen song using a scale of 1 to 10 (1 being the lowest and 10 as the highest)? 4. Do you know of real-life scenarios or stories that you can relate to your chosen song? Cite at least one and explain how it relates to your chosen song. E Learning Task 4: Examine the excerpts taken from President Rodrigo Roa Duterte’s speech. As you read/listen, complete the table provided on the next page. The table asks you to provide specific details about some of the areas/ concerns mentioned by the President. Write your answers in your notebook. State of the Nation Address (SONA) July 27, 2020 If you have a way to connect to the Internet, you may listen to (and watch) the said speech through this link: https://www.youtube.com/watch?v=x0WglYr6Bpk . My countrymen, it is sad that while government focuses its attention and resources to battle the coronavirus, there are those who take advantage of a pre-occupied government… PIVOT 4A CALABARZON English G7 8

The dealers and purveyors of illegal drugs, hiding in the shadow of COVID-19, have stepped up their activities. The amount of shabu valued at millions of pesos seized during police operations speak volumes of the enormity and weight of the problem that we bear. The corrupt, the grafters and the influence peddlers also take advantage of the fear and confusion that the coronavirus generates. The financial and material assistance of the government to the unemployed, the sick and the destitute running into billions of pesos, are not spared from corruption and ineptitude. Even the donations from well-meaning private persons are skimmed before reaching their intended beneficiaries. It is like snatching food from the mouths of babies. The profiteers, over-pricers and corrupt felons must be laughing while they stash their dirty monies. But not for long. They cannot outrun the long arm of the law… … If we allow greed, self-interest and ambition to rule us, then as stated by one prominent physician, we will “be left with nothing better than the lesser evil instead of the greater good.”… …The efforts and resources which we poured out produced the momentum needed to bring our country closer to our goals. Suffice it to state, we made significant strides over time. What did the President say about these topics? COVID-19 Response Illegal Drugs Graft and Corruption Learning Task 5: Using the excerpt provided in the previous task, write a short essay that summarizes your expectations and realizations after reading or listening to it. Write it in your notebook. Learning Task 6: Using the knowledge you have gained about listening strategies, copy and accomplish the matrix below in your notebook. Then, cite at least three real-life situations where you can employ top-down and bottom-up listening strategies. Top-Down Bottom-Up 9 PIVOT 4A CALABARZON English G7

A Learning Task 7: Think of a song, a poem or a story that you would like to listen to. You may also use the ones you have saved or downloaded in your gadget. Employ at least one of the strategies discussed as you listen to your chosen material. After listening, write a short essay that reflects your understanding of the material you listened to and how it relates to your life as a person. Do this in your notebook. -------------------------------------------------------- In your notebook, copy and complete the Venn diagram below to show the similarities and differences between the listening strategies discussed. Top-Down Bottom-Up PIVOT 4A CALABARZON English G7 10

Locating Specific Sources WEEK 2 Lesson I This lesson deals with locating specific resources using an online search engine. While there are numerous means and platforms to locate information from available resources, resorting to ones that run electronically will usually be one’s primary option. Technology has indeed done a great job in making things possible and easier to do in a shorter amount of time compared to doing them manually. As you journey through this lesson, you will be engaged in tasks that will allow you to learn more about electronic search engines, different types of search engines, how they actually work, and how they can help in locating specific resources. Say, you need a specific set of information about COVID-19, what resources will you use? A newspaper? An encyclopedia? A poster? The Internet? D Learning Task 1: Identify which of the statements below are true about online search engines. Copy and answer the given table in your notebook. Use a check E() to mark the ones which you think are true and a cross ( X ) for those you consider false. ________ 1. An online search engine is similar to a webpage. ________ 2. We need online search engines to lead us to sources in the Internet. ________ 3. A search engine may still work even without the Internet. ________ 4. A website is another term for a search engine. ________ 5. Search engines make our access to the information we need possible. Learning Task 2: Check your background knowledge about online search engines. Classify each item below as to GENERAL, METASEARCH and SPECIFIC. Write your answers in your notebook. _________ 1. MSN’s Bing _________ 2. Dogpile _________ 3. Blingo _________ 4. Google _________ 5. Ask.com _________ 6. JSTOR _________ 7. Yahoo! _________ 8. Academic Search _________ 9. Metacrawler _________ 10. AltaVista 11 PIVOT 4A CALABARZON English G7

ONLINE SEARCH ENGINES While the library is usually the primary go-to place for students when they are in need of information or data from specific resources, technology has deeply changed the way we perceive library work and research from using electronic resources like Online Public Access Catalog (OPAC) to accessing a wide array of online libraries from all over the world through the mechanism of online search engines. The World Wide Web or the Internet contains truckloads of information. This is why searching for a specific information in this huge pool of knowledge can both be tiring and intimidating. The primary key to navigating the Internet successfully and with ease is actually knowing where to start. This is where the roles of a search engine come into play. An online search engine is actually a program that searches for words or phrases in documents, most often in articles, web pages, and published materials in the Internet. It is similar to a library in an online setting as it gives you access to millions of domain names that store vast amounts of information. There are three (3) common types of search engines one may use. These are general search engines, metasearch engines and specific search engines. General search engines refer to wide-ranging search engines capable of searching millions upon millions of sites for specific information. These include the likes of MSN, Ask.com, Yahoo! and Google. A metasearch engine, on the other hand, works by actually using other search engines to find the needed information. It works the same way when you use a website to help find the best deals on a particular product or say, flight booking for your trip. Popular examples of this type include Blingo, Dogpile and Metacrawler. Finally, a specific search engine, as the name implies, is a much smaller and more specific type and is designed more specifically for certain users’ needs. A good example for this type is a periodical database on culture, history, politics, and government which are usually accessed for research purposes. While specific search engines can usually be accessed for free as in the case of academic databases in libraries, most would require user enrolment or subscription to allow unlimited access. Some examples under this type are Academic Search, JSTOR and LexisNexis. Regardless of what type of search engine you decide to use, you will always find a vast selection of resources. Most users would usually prefer using one search engine before all others, and you might decide to just do the same. It is essential, however, to note that in order for you to maximize the efficiency of your use of search engines, there are strategies that may be used to help you find the most relevant results. These also save time and ensure that you only get the data that you actually need. These strategies include knowing the proper keywords to be used in the search. Addition of keys that can prompt the search engine helps in limiting search results. PIVOT 4A CALABARZON English G7 12

Learning Task 3: Using the knowledge you have gained about online search engines, copy and complete the matrix below in your notebook. Some answers have been provided to serve as your guide/clues. Type Description Examples Metasearch designed more specifically to Google Search, Engines cater the user’s specific needs Yahoo! E Learning Task 4: Reach out to three persons at home (or in your neighborhood if possible). If you have a way to access the Internet, this may be done using social media platforms like Facebook, Messenger or via email. You may also use SMS (text message) to get the information you need. Ask them to cite at least three online search engines that they know and use. Also, ask them how these search engines help them locate specific resources. In your notebook, copy and answer the matrix provided below. Search Engines How Search Engines Commonly Used Help Them Person 1 Person 2 Person 3 A Learning Task 5: Make a research about five best search engines (e.g. Google) for students like you. Provide a short explanation for each highlighting how it may help in locating specific resources needed. Do this in your notebook. Search Engine Advantages / Uses -------------------------------------------------------- In your notebook, come up with a graphic organizer (a concept diagram for example) that shows what a search engine is, what are its common types and how does one work in terms of locating specific resources. 13 PIVOT 4A CALABARZON English G7

WEEK I Features of a Website 3 Lesson Exploring pages on the Internet to find specific details and information about certain topics can be tiring, especially if you are not used or accustomed to how these pages actually work. This lesson focuses on exploring the different parts and features of a website to help you be familiarized with matters essential to every web experience. You are expected to understand basic terminologies and concepts that will help you navigate a website using essential features like headings and links, among others. Have you seen a website before? Let us examine the sample website below. Using the picture above, can you tell the different features of a website? D Learning Task 1: Identify the part/feature of a website being described in each statement. Choose from the list provided below. Write your answers in your notebook. header navigation menu footer sidebar slider homepage 1. It refers to the content area at the bottom of every page that consists a website. 2. This is the part of the header which bears the links that take or direct visitors to other parts of the website. 3. This is the opening page which does the job of welcoming the website visitors. 4. This is the content area at the top of the website which bears the logo as well as the navigation menu. 5. This refers to the changing content area that presents ‘slides’ of visual information including large images and texts. 6. This area of the website displays information that is not part of the page’s main content like a call to action or links to recent blog posts or social media accounts. PIVOT 4A CALABARZON English G7 14

Learning Task 2: Examine the items presented below. Decide which among the listed features help in navigating a website properly and easily. Copy the table in your notebook; then, circle your answers. good design credible easy to navigate has too easy to read many links distracting colors irrelevant relevant design content mobility FEATURES OF A WEBSITE In an era where almost every information can be searched through the Internet, it is essential for one to know how basic aspects of the web actually work. As cited in the previous lesson, searching for something in the web can be a tedious job especially if you are not used to how the system works. That is why it is essential to understand the different parts and features of a website, the aspect which presents different resources about almost everything. A website refers to a collection of web pages usually grouped and connected together in a number of different ways. It may also be written as “web site” or simply, a “site.” Every website is composed of different parts. Each part plays certain roles as to how the entire repertoire of web pages actually works. Below are the different parts of a website that you need to understand in order to fully navigate one. The home page is the opening page which does the job of welcoming the website visitors; makes them feel they are in the right place; and immediately explains what the website does or is made for. Sliders refer to the changing content area that presents ‘slides’ of visual information including large images, texts, announcements, updates and promotions. The header is the content area at the top of the website which bears the logo, as well as the navigation menu. This part likewise includes the taglines, addresses, contact numbers, or buttons used to sign up and log in. The navigation menu is the part of the header which bears the links that take or direct visitors to other parts of the website. This part is sometimes called tabs, links or pages. Some websites use a secondary navigation menu in cases where a lot of navigation is needed and the most important links should be highlighted. The sidebar is the area of the website which displays information that is not part of the page’s main content like a call to action or links to recent blog posts or social media accounts. A “call to action” (CTA) is considered one of the most essential parts of a website as it encourages visitors to take action by guiding them on what they really want them to do. 15 PIVOT 4A CALABARZON English G7

Finally, a footer refers to the content area at the bottom of every page that consists a website. This usually bears the contact details, maps and links to social media accounts among others. Once you are familiar with the different parts of a website, it is now important to learn about the features that make navigating a website easy. A website must at all times: 1. be easy to navigate; 2. be easy to read; 3. present relevant and up-to-date content; 4. use relevant design (themes, colors and visuals); 5. include a well-presented call to action (CTA); 6. manifest credibility; 7. be clear, simple and can be viewed comfortably; and 8. be mobile-friendly. All these features work together so that visitors of any website may be engaged in exploring every part and every content presented and available. E Learning Task 3: Evaluate the following statements as valid or not. In your notebook, write FACT if the statement is true and acceptable and BLUFF if it is not. ______________ 1. A website is just another term for a webpage. ______________ 2. Websites need to have reliable and up-to-date content. ______________ 3. The footer is always placed at the topmost part of a website. ______________ 4. It is essential for a website to look clean and simple. ______________ 5. One of the most essential parts of a website is the “call to action”. ______________ 6. The use of proper colors and photos matters in a website. ______________ 7. A website must, first and foremost, be easy to navigate. ______________ 8. Loud and intense colors should be used when designing a website. ______________ 9. Font size and font style do not matter when designing a website. ______________ 10. A website must present a clear direction and impression to visitors. PIVOT 4A CALABARZON English G7 16

A Learning Task 4: Imagine that you are to come up with a website for your school project. It may be about an English lesson, a collection of short stories or any educational topic that you want. On a separate sheet of paper (bond paper), draw or illustrate how you visualize the appearance and parts of your website. Do not forget to provide a 5-sentence discussion or explanation of your work. -------------------------------------------------------- In your notebook, come up with a graphic organizer (e.g. a concept map) that presents the key features a good website should manifest. 17 PIVOT 4A CALABARZON English G7

WEEK I Researching a Topic 4 Lesson Researching about a specific topic can be a tough responsibility when you do not know where to get all the information you need. While information is literally everywhere, it is essential that one knows how to select possible or potential sources of useful information. This lesson focuses on different sources of information when researching for a specific topic. As you explore this part of the module, you will be engaged in tasks and activities that will widen your knowledge about locating information using available sources. You are likewise expected to research a topic using two or three sources. Are you familiar with Mount Mayon? It is considered as one of the most active volcanoes in the Philippines. Also, it is usually called as the volcano with the most perfect cone. Using your background knowledge, provide other descriptions about Mount Mayon. Do you know how and why volcanic eruption occurs? If you do not have sufficient knowledge about this volcano, what resources or materials will you use to help you in gaining more and other useful information about it? Source: Cadavido (2020) D Learning Task 1: Using the given scenario above, choose at least three (3) materials listed below that you will most likely use in researching for additional information. Then, provide short explanations why you chose them. Do this in your notebook. newspapers websites video clips images podcasts magazines interviews speeches periodicals books What will you most likely use? Why did you choose this material? PIVOT 4A CALABARZON English G7 18

Learning Task 2: Identify if the given item is a primary, secondary or tertiary source. Write your answers in your notebook. __________ 1. textbooks __________ 2. court records __________ 3. surveys __________ 4. dictionaries __________ 5. studies published in academic journals __________ 6. magazines __________ 7. abstracts __________ 8. indices __________ 9. newspapers __________ 10. diaries Learning Task 3: Read and examine the news report below published by GMA News Online on July 30, 2020. In your notebook, answer the questions that follow. NASA’s new rover Perseverance launches for Mars to seek signs of past life Published by Joey Roulette on July 30, 2020 NASA's next-generation Mars rover Perseverance blasted off from Florida's Cape Canaveral on Thursday atop an Atlas 5 rocket on a $2.4-billion mission to search for traces of potential past life on Earth's planetary neighbor. The next-generation robotic rover—a car-sized six-wheeled scientific vehicle—also is scheduled to deploy a mini helicopter on Mars and test out equipment for future human missions to the fourth planet from the sun. It is expected to reach Mars next February. It soared into the sky under clear, sunny and warm conditions carried by an Atlas 5 rocket from the Boeing-Lockheed joint venture United Launch Alliance. The launch took place after the Jet Propulsion Laboratory in California where its mission engineers were located was rattled by an earthquake. This marked NASA's ninth journey to the Martian surface. Perseverance is due to land at the base of an 820-foot-deep (250 meters) crater called Jezero, a former lake from 3.5 billion years ago that scientists suspect could bear evidence of potential past microbial life on Mars. Scientists have long debated whether Mars—once a much more hospitable place than it is today—ever harbored life. Water is considered a key ingredient for life, and Mars billions of years ago had lots of it on the surface before the planet became a harsh and desolate outpost. One of the most complex maneuvers in Perseverance's journey will be what mission engineers call the \"seven minutes of terror,\" when the robot endures extreme heat and speeds during its descent through the Martian atmosphere, deploying a set of supersonic parachutes before igniting mini rocket engines to gently touch down on the planet's surface. This was scheduled as the third launch from Earth to Mars during a busy month of July, following probes sent by the United Arab Emirates and China. The state from which the rover was launched, Florida, is currently one of the hot spots 19 PIVOT 4A CALABARZON English G7

in the United States for the coronavirus pandemic. Aboard Perseverance is a four-pound (1.8 kg) autonomous helicopter named Ingenuity that is due to test powered flight on Mars for the first time. Since NASA's first Mars rover Sojourner landed in 1997, the agency has sent two others—Spirit and Opportunity—that have explored the geology of expansive Martian plains and detected signs of past water formations, among other discoveries. NASA also has successfully sent three landers: Pathfinder, Phoenix, InSight. The United States has plans to send astronauts to Mars in the 2030s under a program that envisions using a return to the moon as a testing platform for human missions before making the more ambitious crewed journey to Mars. Perseverance will conduct an experiment to convert elements of the carbon dioxide-rich Martian atmosphere into propellant for future rockets launching off the planet's surface, or to produce breathable oxygen for future astronauts. The rover also is intended to help bring Martian rock samples back to Earth, collecting materials in cigar-sized capsules and leaving them in various spots on the surface for retrieval by a future \"fetch\" rover. That planned rover is expected to launch the samples back into space to link up with other spacecraft for an eventual Earth homecoming around 2031. — Reuters Source: GMA News Online 1. Is the material a primary, secondary or tertiary source of information? Explain. 2. What is the main goal of launching NASA’s rover Perseverance towards Mars? 3. What essential object is aboard rover Perseverance? 4. What is considered to be one of the most complex maneuvers in Perseverance's journey? 5. What does the United States plan to do in 2030? 6. What other significant details does the text provide? SOURCES OF INFORMATION WHEN RESEARCHING A TOPIC Researching about a given topic can be a daunting task especially when you have zero knowledge as to where to get every bit of information you need. There are various ways and means to obtain needed information including the use of print-based materials like newspapers and magazines or through electronic sources like websites and online databases. Generally, sources of information may be classified as primary, secondary and tertiary sources. It is essential to understand these classifications and identify which one is appropriate for your research topic. Primary Sources Primary sources of information include firsthand accounts, raw data, and other original materials on which other researches are based. This means that primary sources are authentic materials and have not been subjected to evaluation or assessment. PIVOT 4A CALABARZON English G7 20

This classification includes original works like poems, diaries, court records, interviews, surveys, and original research and research published in scholarly and/or academic journals. Secondary Sources Sources of information are classified as secondary sources when they describe, interpret or analyze primary sources. These are often information written or presented by authors who did not personally witness an event or occurrence. Common examples of secondary sources include materials like textbooks, magazine articles, book reviews, commentaries and almanacs. Tertiary Sources Sources of information are considered tertiary sources when they are used to organize and locate primary and secondary sources. This classification includes indexes, abstracts, bibliographies, directories and databases. It is also important to understand that definitions of each source type may vary from one context to another. Likewise, it is essential to take note of certain guideposts when using information gathered for activities like researching a topic, among others. Remember that information should always be accurate, reliable, up-to-date, consistent, relevant and unique. E Learning Task 4: Find information about the characteristics and main symptoms of Coronavirus Disease 2019 (COVID-19) using the three (3) sources of information whether electronic, non-electronic or print-based materials. Write your answers in your notebook. Use the table provided. Source 1 Information Obtained ________________________________ ________________________________ If taken from the Internet, indicate the URL. ________________________________ ________________________________ Source 2 ________________________________ ________________________________ ________________________________ If taken from the Internet, indicate the URL. Information Obtained ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ 21 PIVOT 4A CALABARZON English G7

Learning Task 5: Interview three persons (your parents, guardians and/or siblings) about the primary sources of information they use when they research for a specific topic. Using the matrix provided, also take note of their reasons for choosing such materials/sources of information. Write your answers in your notebook. Person 1 Source of Information: Reason: ____________________ _____________________ _____________________ Person 2 Source of Information: Reason: ____________________ _____________________ _____________________ Person 3 Source of Information: Reason: ____________________ _____________________ _____________________ Learning Task 6: Find information about one of the topics listed below. In your notebook, write a 150-word essay about your chosen topic. Please make sure to use at least two to three sources to support your write-up. 1. Philippine COVID-19 Response 2. Enrolment Rate in the Philippines for School Year 2020-2021 3. Education in the New Normal 4. Most Useful Online Learning Apps 5. Ways to Boost Immune System Against Viruses 6. Common Diseases During the Rainy Season A Provide examples of sources of information based on the classifications below. Write your answers in your notebook. Use the format provided. Primary Sources Secondary Sources Tertiary Sources PIVOT 4A CALABARZON English G7 22

Summarizing Key Information WEEK 5 I Lesson While summarizing seems to be an easy task for many, a lot of people still find it a tough task to pull off. This is because summarizing as a skill requires full comprehension of an original material as well as an application of essential skills in reading and writing. This lesson focuses on how to summarize a text, how it differs to related concepts like paraphrasing, and how to properly write it through a set of guideposts to be followed. As part of your learning experiences, you are expected to summarize key information from texts provided. The COVID-19 pandemic has changed our educational system in a way that face-to-face classes have been suspended to avoid the spread of the virus. Can you still remember your experiences when you were in Grade 6? In 10 sentences, tell your story about the previous school year highlighting your key experiences. Ask your parents, guardians and/or siblings to listen to you as you retell your experiences. D Learning Task 1: In your notebook, summarize the paragraph by answering the guide questions. Write your sentences together to form a summary. Original Material Summary In Africa, music is usually Guide Questions: performed outdoors. There is 1. What does the paragraph say about spontaneous music making as well as music in Africa? performances by social and music 2. What makes African music unique? groups at ceremonies and feasts. There Summary: is no written music or music notation. ________________________________ African music tradition, like folklore and ________________________________ ________________________________ history, is transmitted orally. Music is a social activity in which almost everyone participates. Clearly, African music has several interesting characteristics. Source: https://www.helpteaching.com/questions/Summarizing 23 PIVOT 4A CALABARZON English G7

Learning Task 2: Read the statements listed below. Identify which ones are true about summarizing. Use a check (  ) to mark the ones you consider correct and a cross ( X ) to those which are incorrect. Answer this part in your notebook. ___________ 1. A summary should have the same length as the original text. ___________ 2. A good summary is objective. ___________ 3. A summary is just another term for a paraphrase. ___________ 4. A summary does not include the central ideas of the original material. ___________ 5. A good summary includes the writer’s personal opinion about the topic. Learning Task 3: Tell whether each of the statements below should be followed as a guide when summarizing a given material. Write AGREE or DIASGREE in your notebook. ____________ 1. Include personal opinions when summarizing key information. ____________ 2. Maintain coherence when writing a summary. ____________ 3. Include only the supporting details in your summary. ____________ 4. Use graphic organizers to maintain the good flow of ideas while drafting. ____________ 5. Include all important ideas from the original text. ____________ 6. Write a text with same length as the original text. SUMMARIZING KEY INFORMATION Summarizing is a common skill in learning English. While it usually sounds like an easy thing to do, one must still be properly guided when it comes to writing one out of an original text. A summary is defined as a brief statement that presents the most important points of an original material. It helps you retell a story or any material using a few statements. This is why a summary is usually short and easy to comprehend. A good summary focuses on the big picture and does not pay so much attention to minor details. Its main goal is to present the essential ideas in a written piece. It is vital to know that while summarizing and paraphrasing are two closely related concepts, they are actually two different techniques in writing. Paraphrasing refers to restating someone else’s work or idea in your own words at roughly the same level of details. Summarizing, on the other hand, involves putting the main ideas of a certain work into your own words, including only the big picture or the main ideas. Both are techniques used to incorporate sources or other writers’ ideas when writing materials like an essay or a research paper. When summarizing, it is important that one knows how to recognize the main ideas, the key information and the supporting details in a given text. The main idea refers to the central point that the author is trying to communicate in his/her work. A given text can have one or more central ideas usually found at the beginning. The details in a particular text are provided to support the main idea. PIVOT 4A CALABARZON English G7 24

Key information, meanwhile, refers to important pieces of evidence, reasons, examples and explanations that support the main idea. This include details that further establish one’s main point. Since a summary is a shortened version which presents the gist of a specific material, it is important to consider these important guidelines when writing one. 1. A summary should be based on the original piece. While you have to use your words, it does not mean that you should analyze and interpret the material using your own understanding. You can still make your summary sound like an independent piece without including misinterpretations of some sort. 2. A summary should be kept short and simple. A good summary is usually a lot shorter than the original text. This is because you only cite the central ideas that present the original text in a nutshell. 3. Use your own words. When writing a summary, one should use his/her own words to retell the most important ideas in a given text. Using one’s own words makes the summary easier to read and understand. 4. Know the main ideas or the key information in what you are summarizing. When summarizing, it pays to know which details are important and which information may be omitted without altering the meaning of the source material. 5. Keep the objectivity. When summarizing a given material, one must remember to be as objective as possible. This means that you should not include your personal opinion on the ideas in the original text. 6. A summary must be comprehensive. This means that as a writer, you should be able to identify all the important ideas from the original material to keep the meaning complete in the shorter version that you will be writing. 7. A summary needs to be concise. Since a summary is relatively short, you should be able to avoid repetitions of ideas when writing. This will keep the good flow of your summarized text. 8. Coherence is a key feature of a good summary. Even when you pick out only the main ideas from a text, your summary still has to be clear and organized. It should not sound like a set of disjointed sentences when read. In summarizing key information in a text, one must apply several skills like scanning and skimming while processing the original material. This will help you in identifying key ideas from supporting details. Note-taking, as well as the use of graphic organizers, to maintain a good flow of ideas may also largely contribute to the summary you are trying to write. E Learning Task 4: Read, analyze and summarize the paragraphs provided below. Do this in your notebook Text A It was beginning to get dark. We were still not home yet. I bet Dad was going to be mad at us, I thought. I yelled at my brother to ride his bike faster, but it was difficult to ride bikes uphill. I was so tired that every muscle in my legs was burning. My brother finally got off his bike and sat down. I stopped and went back 25 PIVOT 4A CALABARZON English G7

to help him. Suddenly, there was a car coming toward us. I could see headlights. It was Dad. He had come to look for us, since we were so late getting home. I knew I was going to get into trouble, but at least we were safe. Dad picked us up and took us home. Source: https://www.helpteaching.com/questions/Summarizing Text B March 2nd was a great day at the New York Public Library. More than 250 first and second graders wore red-and-white-striped stovepipe hats. They were celebrating The Cat in the Hat's 50th birthday. Dr. Seuss's The Cat in the Hat picture book has been published for 50 years now. The famous feline danced with children racing around him. At the same time, pink, purple, and white confetti rained down. Serena Williams, the tennis champion, read The Cat in the Hat to second graders. They sat on brightly-colored rugs around her. Two lucky second graders from PS 152 in Manhattan sat next to Williams on a big red chair. Pink and purple umbrellas hung from the ceiling. The students giggled while Williams made her voice change from deep to high for the many characters in the story. After reading the book, Williams shouted, \"Tip your hat to the Cat!\" The students took off their hats and waved them excitedly. Source: https://www.helpteaching.com/questions/Summarizing Learning Task 5: Read and analyze the news article provided below. In your notebook, summarize the said article. Apply the knowledge you have gained about summarizing key information from a given text. Roque: Duterte to deliver SONA at Batasan even as some expected attendees tested positive for COVID-19 Published on July 27, 2020 @ 2:50pm and Updated @ 2:53pm President Rodrigo Duterte will still deliver his fifth State of the Nation Address (SONA) at the Batasang Pambansa even as some individuals expected to attend the event have contracted COVID-19, Malacañang said Monday. “As of 2:30 [p.m.], President Duterte is expected to deliver his 5th SONA at Batasan,” presidential spokesperson Harry Roque said in a message to reporters. Roque issued the statement after House Deputy Speaker Johnny Pimentel and at least six Palace personnel who were supposed to render technical support during the SONA tested positive for COVID-19. Only those who will test negative for COVID-19 will be allowed to attend the SONA physically based on the event's safety protocols. PIVOT 4A CALABARZON English G7 26

Earlier, it was reported that Cabinet executives who tested negative are attending the SONA at the Batasan — Secretaries Menardo Guevarra (Justice), Wendel Avisado (Budget and Management) and Delfin Lorenzana (Defense) as well as presidential spokesperson Harry Roque. Secretaries Eduardo Año (Interior and Local Government) and William Dar (Agriculture) as well as Cabinet Secretary Karlo Nograles will also be present during the event, according to a separate report by dzBB’s Tuesday Niu. Duterte will deliver his SONA before a joint session of Congress at 4 p.m. — Virgil Lopez/RSJ, GMA News Learning Task 6: If you have a way to connect to the Internet, look for a copy of President Rodrigo Roa Duterte’s 5th State of The Nation Address which he delivered last July 27, 2020. Read and analyze the transcript of his speech. In your notebook, write down 5 to 10 sentences that summarize the key information in the said material. You may access the transcript of the said SONA through this link: https://www.officialgazette.gov.ph/2020/07/27/rodrigo-roa-duterte-fifth-state-of-the-nation-address-july-27- 2020/ If connecting to the Internet is not possible, you may use the excerpt of the said article on Page 9. A Learning Task 7: In your notebook, summarize DepEd Secretary Leonor Magtolis- Briones’ official statement about the opening of classes for this school year. Official Statement on the Opening of Classes for SY 2020-2021 In order to provide an appropriate answer on the issue of the school opening for SY 2020-2021, DepEd has been conducting consultations for the past 2 weeks, with its executive committee, management committee, civil society, business sector and education experts. Parents and learners also expressed their views on Facebook, and other forms of social media. The law provides that school opening shall start on the first Monday of June but not later that the last day of August. The responses favor any day in August as the preferred opening of the school year. DepEd is conducting a much bigger survey of more than 700,000 respondents, not only on the opening of the school year but also matters related to social distancing; and online classes, cellphone, television or radio as alternative or complementary approaches to learning. The results will come out in a few days. In the meantime, the IATF is seriously considering recommendations to the President on the ECQ. 27 PIVOT 4A CALABARZON English G7

All these factors will influence our final choice for the opening of the school year. We are accelerating the preparation of our Learning Continuity Plan (LCP), preparing benefits for our teaching and non-teaching staff, ensuring the readiness and cleanliness of our school infrastructure, and developing alternative delivery modes of learning. It will be recalled that at the height of the Marawi uprising, our call was “education must continue!” In the midst of the Coronavirus crisis, our call remains the same: Education must continue whether face-to-face or virtual, with or without physically going to school. What we assure our learners, parents, teachers, and the general public is that any decision we will make for the continuation of learning will have their health, safety and well-being as primary consideration. We shall overcome. Source: Secretary Leonor Magtolis-Briones / deped.gov.ph -------------------------------------------------------- Three incomplete paragraphs are provided below. Complete the meaning of each paragraph by filling in the blanks with the missing words or terms. Choose your answers from the pool of options provided. Write your answers in your notebook. beginning objective summary main/central ideas shortened shorter ideas opinions paraphrasing words nutshell Summary is a (1) ___________________ version of an original material. While it is closely related to (2) ___________________, they are different techniques usually employed when writing using other author’s (3) ___________________. When writing a summary, you should be able to identify the (4) ___________________ that make up the original material. The summary should only contain these ideas retold in your own (5) ___________________. A given text can have one or more central ideas usually found at the (6) ___________________. One important tip when writing a summary is to always remain (7) ___________________. This means that you should not include personal (8) ___________________ in what you are writing. In terms of length, summary is (9) ___________________ than the original material. It presents all the important ideas of the original text in a (10) ___________________. PIVOT 4A CALABARZON English G7 28

Analogy WEEK 6 Lesson I When describing something, we often resort to making comparisons to establish a clearer idea of what we are trying to describe or explain. There are many types of comparisons in the English language including the use of figures of speech like simile and metaphor. This lesson focuses on the use of other rhetorical devices like analogy in comparing things in order to describe or make a point. What can you say about a tree? Can a tree be associated to life? How will you relate life to a tree? Give at least five (5) concepts that will show the relationship between the two. Present your answers to your parents and/or guardians. Ask them to share their opinions about your answers. D Learning Task 1: Read, examine and classify each sentence below as to SIMILE, METAPHOR or ANALOGY. Write your answers in your notebook. ________ 1. He is as thin as a stick. ________ 2. “Life is like a bag of candies—you never know ________ 3. what you’re going to get.” ________ 4. ________ 5. Life is a wonderful journey. ________ 6. This problem is a death sentence. Teaching students requires the same passion you would give to plants in a garden. Nurture them, care for them, let them experience both light and dark. Soon, they will grow and bloom like you expect them to be. Her smile beams like the sun. 29 PIVOT 4A CALABARZON English G7

Learning Task 2: Identify which of the statements below are true about analogy. In your notebook, write GO if the statement is correct and NO if it says otherwise. _________________ 1. Analogy can show comparisons between unrelated things. _________________ 2. Analogy is just another term for simile. _________________ 3. Analogy can be used to explain a point. _________________ 4. Some analogies compare relationships. _________________ 5. Analogy can be used to describe unfamiliar concepts. ANALOGY Comparing objects or ideas is a common practice especially when writing. While there are many types of comparisons that one can make through usual figures of speech like simile and metaphor, there are also literary techniques or devices that can show and provide a more detailed comparison of things and ideas. One example of these techniques is the use of analogy. An analogy is a literary technique that involves comparison of how two things are alike, but with the ultimate goal of making a point about this comparison. Although often quite similar or related with simile and metaphor, an analogy is not a figure of speech. It is a rhetorical device used to make rational arguments and support ideas by showing connections and comparisons between unlike things. The main function of analogy is not just to show, but also to explain or justify. Meanwhile, figures of speech like simile or metaphor only aim to show without providing clear descriptions or explanations. As such, analogy is more complex in nature than figures of speech. Take a look at how simile, metaphor and analogy differ from each other through these examples: Simile: Life is like a tree. Metaphor: Life is a tree. Analogy: Life is just like a tree---it starts from a seedling that grows into a full-grown tree that has trunk and branches that make itself strong, and bears wonderful fruits. Generally, there are two types of analogies commonly employed in writing. 1. Analogies that identify identical relationships. This type of analogy takes the form “A is to B as C is to D,” and is often used to directly illustrate similar relationships between two pairs of words, often for the purpose of logical argument. Example: English : language :: Mathematics : arithmetic The example above vividly shows the connection between English and language and Mathematics and arithmetic. English is basically a subject that focuses on language while Mathematics deals primarily with arithmetic or numbers. PIVOT 4A CALABARZON English G7 30

2. Analogies that identify shared abstraction. This form of analogy compares two things or concepts that are technically unrelated in order to establish a connection between a characteristic that they share. This type is common and useful in writing because it can make abstract ideas and concepts more concrete. Example: “What soldiers do for the country, white blood cells do inside the body.” In the given example, the abstract concept of how white blood cells function in the body is made clear by explaining that they protect everything inside like how soldiers perform their sworn duty to protect their country. In writing, analogies play the function of making abstract concepts more concrete, adding depth and feeling to an image, and describing and making a point to establish an argument. Learning Task 3: Using available resources like books or magazines, look for at least five (5) examples of analogies that identify shared abstraction to describe or make a point. Write your answers in your notebook. Note: If you have a way to connect to the Internet, you may also look for examples in web pages. 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ E Learning Task 4: Complete the table below by providing an analogy for each of the given topics/situations. Do this in your notebook. Given Situation My Own Analogy Holding Classes Online Keeping the Family Safe from COVID-19 Buying Essential Goods during the Enhanced Community Quarantine (ECQ) Learning Task 5: Go back to the article “Roque: Duterte to deliver SONA at Batasan even as some expected attendees tested positive for COVID-19” in the previous lesson on pages 26-27. Read the article for the second time. Then, in your notebook, write a 10-sentence paragraph that shows your reaction about the article. Use analogies to describe and establish your points. 31 PIVOT 4A CALABARZON English G7

Learning Task 6: Think of or look for at least one (1) popular song OR poem which contains analogies. Provide a copy of the song lyrics / poem in your notebook and underline as many analogies as you can find. A Learning Task 7: In your notebook, write a short essay about any of the topics listed below. Make sure to use analogies in describing or establishing your points. a. The Coronavirus Pandemic in the Eyes of a Teenager b. Being Kind Towards Others in Times of Great Need c. Keeping the Faith in the Midst of Problems -------------------------------------------------------- Learning about how analogies are different from other types of comparisons used in English can be confusing. It is important for you to understand how each type of comparison aims to function in sentences and larger units of discourse. To check your comprehension of the discussions and examples provided, complete the sentences below by filling in the blanks with the missing terms. Choose your answers from the options provided below. Write your answers in your notebook. shared abstraction abstract figure of speech concrete similarities shared analogies simile identical relationships rhetorical device unrelated 1-2. Analogy is different from simile and metaphor because it is a ____________________ rather than a ____________________. 3-4. Generally, analogies are clustered into two types. These are analogies that identify ____________________ and analogies that identify ___________________. 5-6. In writing, analogy can make an ____________________ concept more ____________________ by providing a more detailed description or explanation. 7-8. ____________________ work by describing or explaining one thing by examining its ____________________ with another thing. 9-10. Analogy as a literary technique compares two ____________________ objects in terms of their ____________________ qualities. PIVOT 4A CALABARZON English G7 32

Linear and Non-Linear Texts WEEKS 7-8 Lesson I This lesson focuses on understanding the differences between linear and non-linear texts. As you journey through this part of the lesson, you will be introduced to sequential and non-sequential reading and common examples of non-linear representations like charts, tables and graphs. You are also expected to analyze relationships between these textual representations, and transcode linear to non-linear texts and vice-versa. Have you seen the latest update on COVID-19 cases in the country? Take a look at the infographic below. 1. Out of the total number of cases reported, how many were actually fresh cases confirmed during the date indicated? 2. Which city had the most number of new infections? 3. Out of the total number of active cases reported, how many patients were asymptomatic? 4. Out of the total number of active cases reported, how many had mild symptoms? 5. What was the cumulative number of confirmed cases reported as of the date indicated? In gathering and presenting information about a particular topic, would you prefer details presented in a graph or in a paragraph form? D Learning Task 1: Classify the items below as to LINEAR or NON-LINEAR texts. Write your answers in your notebook. ____________________ 1. Line Graph ____________________ 2. Newspaper ____________________ 3. Report ____________________ 4. Table ____________________ 5. Histogram ____________________ 6. Venn Diagram ____________________ 7. Story ____________________ 8. Graphic Organizer ____________________ 9. Speech ____________________ 10. Pie Graph 33 PIVOT 4A CALABARZON English G7

Learning Task 2: Identify what is being described by each definition under Column A. Choose from the options provided under Column B. Write the letters of your answers in your notebook. _____ 1. Column A Column B _____ 2. a diagram that shows suggested relationships a. Bar Graph _____ 3. between concepts; typically represents ideas b. Pie Chart _____ 4. and information as boxes and circles and uses c. Line Graph _____ 5. lines to show the relationship between them d. Venn Diagram a visual depiction of similarities and e. Concept Diagram differences between two or more different items a visual tool that uses bars to compare data among categories a circular statistical graphic divided into slices to illustrate numerical proportion a graphical display of information that continuously changes over time LINEAR AND NON-LINEAR TEXTS Understanding the differences between linear and non-linear texts is an essential skill as we encounter these texts almost every day. The main difference between the two lies in the way the text is read or processed by an individual. Experts call this pattern of reading a material as reading path. A linear text refers to traditional text that needs to be read from beginning to end in order to make sense of its content. It follows a sequential reading path where the reader tries to make sense of the text through grammatical arrangement and relationship of words. The common examples of this type include novels, poems, short stories, letters and educational texts. A non-linear text, on the other hand, is non-sequential. This means that the readers, not the author, decide how the text is to be read without necessarily following a prescribed pattern. The most common examples of non-linear texts include flowcharts, charts, graphs and other graphic organizers. A line graph is a graphical display of data that continuously changes over a specific amount or period of time. The line or lines represent movement and may ascend or descend depending on the trend they show. Also known as a bar chart or bar diagram, a bar graph is a graphical representation of data that uses bars to compare data according to given categories. Such bars may run either vertically or horizontally. PIVOT 4A CALABARZON English G7 34

A pie chart or pie graph is a circular statistical tool. It uses portions or slices to represent numerical proportions or percentages of a given whole. A Venn diagram uses overlapping shapes (usually circles) to show or represent the similarities and differences between two or more items or concepts. Transcoding Linear to Non-Linear Texts and Vice Versa To transcode means to transform something from one form to another. In order to transcode a linear to a non-linear text or the other way around, one must first be able to fully understand what the source text is about. This way, deciding on the proper text type to be used in the transcoding process will be easier. To transcode a linear text to a non-linear text, one may follow these steps: Step 1. Read and understand the source text to get its main or central ideas. Step 2. Extract important details to be included in the visual presentation. Step 3. Remember to use words or phrases only. Step 4. To be organized, classify information into categories. Step 5. Make sure to use the appropriate non-linear text in presenting your information. E Learning Task 3: In your notebook, identify what non-linear texts or visual representations should be used in transcoding the sample linear texts listed below. Linear Text Samples Appropriate Non-Linear Texts School’s report on the number of enrolment from 2018 – 2020 A paragraph discussing the similarities and differences between two persons Comparison on the sales of Kapeng Barako in three different cities A paragraph explaining how a Filipino teenager spends his weekend Survey report showing how much time Filipinos spend on social media 35 PIVOT 4A CALABARZON English G7

Learning Task 4: In your notebook, transcode the information below into an appropriate non-linear representation. Sharks and whales are classic examples of two different animals revealing similar traits in the same environment. One of the similarities of these two marine animals is their habitat. They both live in the vast range of depth of their environment. They also have the same fin structure. They only have single tail for propulsion, and because they are both large aquatic animals, they both consume large volume of food. Sharks hunt for their food while whales do not have this hunting tendency. Another difference of sharks to whales is their class. Whales are mammals while sharks are fish but they both live in the ocean. Also, whales have bones while sharks only have cartilages. Learning Task 5: In your notebook, transcode the non-linear text below into a paragraph form. HOW STUDENTS SPEND THEIR TIME A Learning Task 6: In your notebook, come up with an appropriate non-linear representation for each of the topics below. Topic 1 : Latest COVID-19 Update or Bulletin in Your City/Locality Topic 2 : How You Usually Spend a Day During the Enhanced Community Quarantine -------------------------------------------------------- In your notebook, come up with a Venn diagram that summarizes the similarities and differences between a linear and a non-linear text. Then, write a 5-sentence paragraph discussing the importance of understanding and knowing how to transcode the two text types. PIVOT 4A CALABARZON English G7 36

PIVOT 4A CALABARZON English G7 37 A Phase Learning Task 2 Learning Task 1 1. rhetorical device 1. simile 2. figure of speech 1. GO 2. analogy 3. identical relationships 2. NO 3. metaphor 4. shared abstraction 3. GO 4. metaphor 5. abstract 4. GO 5. analogy 6. concrete 5. GO 6. simile 7. Analogies 8. similarities 9. unrelated 10. shared ANALOGY Learning Task 2 Learning Task 1 A Phase Learning Task 3 Learning Task 2 1. E 1. non-linear 1. shortened 1. DISAGREE 1. x 2. D 2. linear 2. paraphrasing 2. AGREE 2.  3. A 3. linear 3. ideas 3. DISAGREE 3. x 4. B 4. non-linear 4. main/central ideas 4. AGREE 4. x 5. C 5. non-linear 5. words 5. AGREE 5. x 6. non-linear 6. beginning 6. DISAGREE 7. linear 7. objective 8. non-linear 8. opinions 9. linear 9. shorter 10. non-linear 10. nutshell LINEAR AND NON-LINEAR TEXTS SUMMARIZING KEY INFORMATION Learning Task 2 Learning Task 3 Learning Task 2 Learning Task 1 1. secondary 1. BLUFF good design 1. footer 2. primary 2. FACT credible 2. navigation menu 3. primary 3. BLUFF easy to navigate 3. homepage 4. tertiary 4. FACT easy to read 4. header 5. primary 5. FACT relevant content 5. slider 6. secondary 6. FACT mobility 6. sidebar 7. tertiary 7. FACT 8. tertiary 8. BLUFF 9. secondary 9. BLUFF 10. primary 10. FACT RESEARCHING A TOPIC FEATURES OF A WEBSITE Learning Task 2 Learning Task 1 Learning Task 1 1. General 1. x 2. Metasearch 2.  1. top-down 3. Metasearch 3. x 2. bottom-up 4. General 4. x 3. top-down 5. General 5.  4. top-down 6. Specific 5. top-down 7. General 6. bottom-up 8. Specific 7. bottom-up 9. Metasearch 8. top-down 10. General 9. bottom-up 10. top-down ONLINE SEARCH ENGINE Key to Correction LISTENING STRATEGIES

Personal Assessment on Learner’s Level of Performance Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below. - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/lesson. - I was able to do/perform the task. It was quite challenging but it still helped me in understanding the target content/lesson. - I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task. Distribution of Learning Tasks Per Week for Quarter 2 Week 1 LP Week 2 LP Week 3 LP Week 4 LP Learning Task 1 Learning Task 1 LP Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Week 5 LP Week 6 LP Week 7 LP Week 8 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8 Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your personal evaluation indicated in the first Level of Performance in the second column up to the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the LP column for week 4, week 5 and week 6. PIVOT 4A CALABARZON English G7 38

References Blume, J. (2020). Analogy. Retrieved https://www.masterclass.com/articles/what-is- analogy#what-is-an-analogy Briones, L. M. (2020). On the opening of classes for SY 2020-2021. Retrieved https:// www.deped.gov.ph/2020/04/21/on-the-opening-of-classes-for-sy-2020-2021/ Hasa. (2018). Difference between linear and non-linear text. Retrieved https:// www.differencebetween.com/ difference-between-linear-and-nonlinear-text/ Help Teaching. Summarizing. Retrieved https://www.helpteaching.com/questions/ Summarizing Literary Terms. (n.d.). Analogy. Retrieved https://literaryterms.net/analogy/ Lopez, V. (2020, July 27). Roque: Duterte to deliver SONA at Batasan even as some ex- pected attendees tested positive for COVID-19. Retrieved https:// www.gmanetwork.com/news/news/nation/748628/roque-duterte-to-deliver-sona- at-batasan-even-as-some-expected-attendees-tested-positive-for-covid-19/story/ Roulette, J. (2020, July 30). NASA’s new rover Perseverance launches for Mars to seek signs of past life. Retrieved https://www.gmanetwork.com/news/scitech/ science/749234/nasa-s-new-rover-perseverance-launches-for-mars-to-seek-signs- of-past-life/story/ 39 PIVOT 4A CALABARZON English G7

For inquiries or feedback, please write or call: Department of Education Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Cainta Rizal Landline: 02-8682-5773 local 420/421 Email Address: [email protected]