LESSON PLAN IN ENGLISH 7

School Maglinao NHS Grade Level 7

Teacher Mrs. April Rose D. Ortiz Quarter 4
Subject English Teaching Dates & Duration Feb. 17, 2025
I. LEARNING OBJECTIVES

Content Standards The learners demonstrate their multiliteracies and communicative

competence in evaluating informational texts (academic text:
expository essays) and transactional texts (letter of request) for
clarity of meaning, purpose, and target audience as a foundation for
publishing original informational and transactional texts.
Performance Standards The learners analyze the style, form, and features of informational
texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional texts for clarity of meaning,
purpose, and target audience; and compose and publish original
multimodal informational texts (expository essays) and transactional
texts (letter of request) using appropriate forms and structures that
represent their meaning, purpose, and target audience.
Learning Competencies/Code EN7INF-IIII-2 Evaluate informational text in a range of media
(spoken, written, visual, and multimedia) for clarity of meaning,
purpose, form, and function
Objectives At the end of the lesson, the learners will be able to:

a. differentiate problem from solution

b. analyze the importance of knowing problem-solution in
reading expository text
c. identify the transition words used in problem-solution text
II. CONTENT Problem & Solution (Expository Text)

III. LEARNING RESOURCES

A. References
MELCs ( English 7)
1. Teacher’s Guide pages
Lesson Exemplar 7
2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources Activity Sheets, TV , HDMI, Laptop
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Review/Introductory Activity  Prayer
 Greetings

 Checking of Attendance

 Classroom Rules

 Review

ESTABLISHING
B. Establishing a purpose Activity 1. 4 PICS 1 WORD
for the lesson The teacher will divide the class into 5 groups and present a picture about the
problems that the Philippines is facing.

GUIDE QUESTION
 What have you observed in the images?

C. Presenting
examples/Instances of the
new lesson
Activity 2
Read the texts carefully. Then, look for a partner to process the given text.

Deforestation in the Philippines is a growing concern that threatens the

country’s biodiversity, soil quality, and climate stability. The problem is that large-
scale logging, illegal logging activities, and land conversion for agriculture have
drastically reduced forest cover in the region. This is especially alarming because the
Philippines is home to a variety of endemic species that rely on these forests for
survival. Since these forests also act as natural barriers against flooding and
landslides, their destruction increases the vulnerability of nearby communities to
natural disasters. This led to increased soil erosion, lower agricultural yields, and
more frequent floods in many areas.

One possible solution is to strengthen reforestation efforts and promote sustainable

farming practices. By restoring damaged ecosystems and encouraging farmers to
adopt agroforestry techniques, the country can reduce the pressure on natural forests
while maintaining agricultural productivity. Therefore, the government and local
communities must work together to ensure that reforestation projects are not only
implemented but also maintained over time.

If the government provides incentives for eco-friendly farming and forest

management, then it would likely encourage more sustainable practices across the
nation. This would help to both reduce deforestation and ensure long-term
environmental stability. Thus, addressing deforestation in the Philippines requires a
multifaceted approach that balances economic development with environmental
protection.

Guide Questions
1.What problem is presented in the text?
2.What was the solution presented by the author?

EXPLORE
 D. Discussing newconcepts
and practicing new skills
Diction and style in problem-solution texts
A problem-solution pattern divides information into two main sections, one that
describes a problem and one that describes a solution. This pattern is typically used in
persuasive writing, where the writer's general purpose is to convince the reader to
support a certain course of action. Problem-solution text structure is a way of
organizing information in written text where a problem is presented and followed by
one or more potential solutions to address that problem. This structure is commonly
used in various types of writing, The teacher may provide copies of the worksheet to
the students so they can have time to read the text carefully and study on their own.
Let them use a highlighter or any available pen. 10 including essays, articles, reports,
and speeches, particularly in fields like persuasive writing, argumentative writing,
and technical writing.

EXPLAIN
E. Developing Activity 3 “It’s Ur Turn” (Same group)
Mastery
Read the texts and plot the information in a problem-solution graphic
organizer.

a. A sprain is a tear in the muscle. Sprains happen when a muscle is

twisted or overstretched. They can be painful. If you sprain a muscle,
you should put in ice immediately. Putting ice on a sprain will reduce
swelling and pain. It may help stop internal bleeding too
b. Nobody wants to be stung by a bee. Bee stings are itchy and painful.
But what if the bee stings you anyway? One thing that you can do is
put vinegar on it. The acid in the vinegar may reduce the pain and
swelling from the sting.

ELABORATE
Activity 4 “Let Me Ask”

Questions
1.What importance of knowing problem-solution in reading expository text?
2. Can you now identify a problem-solution text when you read a text?

Activity 5 You’re in the Highlight!

E. Assessment Direction: Read the text about Plastic Pollution and highlight the signal words using
 a colored highlighter or pen. Then present the problem and solution using the graphic
organizer.

Plastic pollution has become a global environmental crisis, with devastating

impacts on ecosystems, wildlife, and human health. The widespread use and disposal
of single-use plastics have led to the accumulation of plastic waste in oceans, rivers,
and landfills, posing significant challenges for our planet's sustainability. The
excessive production and improper disposal of plastic products have resulted in the
contamination of marine environments, endangering marine life and ecosystems.
Plastic waste persists for hundreds of years, breaking down into microplastics that
enter the food chain and accumulate in the tissues of marine organisms, including
fish and seabirds. Additionally, plastic pollution contributes to habitat destruction,
entanglement of wildlife, and economic losses in industries such as tourism and
fisheries. We can help solve plastic pollution by reducing Single-Use Plastics:
Implementing policies and initiatives to reduce the consumption of single-use
plastics, such as bans on plastic bags and straws, and promoting reusable alternatives,
improving Waste Management, promote Education and Awareness, and encouraging
Corporate Responsibility.
I. Additional Activities for Application
or Remediation if Needed Direction: Use Problem-Solution graphic organizer to present the ideas form the
passage.

Climate change refers to long-term shifts in temperature and weather

patterns, primarily caused by human activities. The burning of fossil fuels, such as
coal, oil, and natural gas, releases greenhouse gases like carbon dioxide into the
atmosphere, trapping heat and causing the Earth's temperature to rise. This leads to
more extreme weather events like heatwaves, floods, and droughts. Melting ice caps
and rising sea levels threaten coastal communities, and many species are at risk of
extinction due to habitat loss.

To address climate change, it is crucial to reduce greenhouse gas emissions, switch to

renewable energy sources, and protect forests. Governments, businesses, and
individuals must all take action to reduce their carbon footprints and promote
sustainable practices to protect the planet.

V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment

B. No. of learners who require

additional activities for remediation.

C. Did the remedial lessons

work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E.Which of my teaching strategies
 worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

APRIL ROSE D. ORTIZ

Teacher I