School Buhi High School Grade Level 7

Teacher Ma. Darren J. Cabañero Learning Area English

Date/Time January 27, 2025 Quarter 3rd

I. OBJECTIVES
A. Content The learners demonstrate their multiliteracies and communicative competence in
Standards evaluating informational texts (expository texts and journalistic texts: news and press
releases, and features) for clarity of meaning, purpose, and target audience as a
foundation for publishing original informational texts.
B. Performance The learners analyze the style, form, and features of informational texts (expository
Standards texts, news and press releases, and features); evaluate informational texts for clarity of
meaning, purpose, and target audience; and compose and publish original multimodal
informational texts (expository texts, news and press releases, and features) using
appropriate forms and structures that represent their meaning, purpose, and target
audience.
C. Learning
Competencie EN7INF-III-1 Examine text structures of non-journalistic (expository) texts for
s clarity of meaning and purpose

D. Learning At the end of the lesson, the students should be able to:
Objectives
A. Define and identify the structures of expository text according to purpose;
B. Develop a positive attitude towards reading and analyzing different types of
texts, and;
C. Create a well-written expository text with the use of different expository text
structures.

II. CONTENT STRUCTURE OF EXPOSITORY TEXT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Guide
3. Textbook pages
4. Additional Text Structures of EXPOSITORY TEXTS|| GRADE 7 || MATATAG Curriculum||
Materials from LR QUARTER 3 | LESSON 1 | Week 1
portal https://youtu.be/-5xT14LgQDk?si=hayZEkkNC-LhQYs_
B. Other Learning Visual Aids, handouts, PowerPoint Presentation
Resources
IV. PROCEDURE TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A.) Reviewing Good afternoon class!
previous lesson or Good afternoon, Ma'am Darren!
presenting the new Please all rise for the opening prayer.
lesson "Our Father who art in heaven,
Hallowed be thy Name. Thy
kingdom come. Thy will be done, on
earth as it is in heaven. Give us this
day our daily bread. And forgive us
our trespasses, as we forgive those
who trespass against us. And lead
us not into temptation, but deliver
us from evil. For thine is the
kingdom, and the power, and the
glory, for ever and ever, Amen."
Before taking your seats, please pick up any
paper under your chairs and arrange them
properly.
(The student will pick up the pieces
of papers and arrange their chairs.)
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 You may now take your seat.
Thank You, Ma'am!
Ms. Secretary, is there any absentee today?
None, Ma'am.
Very Good!

Now, let me remind you the 3As classroom

rules that must be follow inside our classroom.

1. Attendance
2. Attention
3. Always give respect
Are we clear?
“Yes ma’am!”
Before we proceed to our new lesson, let us
have a short review first about our previous
topic.

What was our topic last meeting class, Anyone? "Last meeting we discussed about
Ways of Paragraph Development"

Very good!
We discussed about Ways of Paragraph
Development.
Now what is Narration?
“Narration- tells a story about your
personal experiences on a certain
topic or event.”
Very good!
What about Exposition?
“Exposition- when you’re writing
facts or giving information about an
event or a certain topic without
including your personal
experiences.”
Very good!
What are the 4 Ways of Exposition?
“Sequence/Procedures, Comparison
& Contrast, Cause & Effect,
Problem & Solution”
Very good you have such a sharp mind!

B.) Establishing the Before we jump into our formal discussion, let
purpose for the lesson us see first our objectives for today’s
discussion.
So, at the end of the lesson you are expected to:
Class, kindly read the objectives.

OBJECTIVES

A. Define and identify the

structures of expository text
according to purpose;
B. Develop a positive attitude
towards reading and
analyzing different types of
texts, and;
C. Create a well-written
expository text with the use
of different expository text
structures.

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 Thank you, let us all be guided for the
objectives that we have today.

C.) Presenting Which of the two versions is easier to

examples/instances of understand, is more organized, and is well-
the new lesson written? Why?

“The text in Column A is better

compared with in Column B
because it has Unity, Coherence,
and Cohesion of ideas.”

Yes, in Text A we can see that it has Unity,

Coherence and Cohesion of ideas.

A formal writing style is observed in expository

texts. Thus, it does not use a conversational and
more personal tone or language.

In Text B, we can notice the informal usage of

words or phrase like “It’s hard not to be, right?”
“coz” and “exciting, huh?”

D.) Discussing new In today’s lesson we are going to discuss about

concepts and Structure of Expository Text.
practicing new skills
#1 What makes a well-written text?
A well-written text has UNITY,
COHERENCE, & COHESION

UNITY- The topic sentence (our statement or

stand) is supported by details such as examples
and reasons.

Filipinos are among the happiest people

in the world. It is hard not to be when
you live in a place with countless
fiestas, festivals, and holidays all year
round. No occasion is ever ordinary
because Filipinos will find a way to
make it special.

What is the topic sentence?

What statement support the topic sentence?

Therefore, the ideas in the paragraph have

unity.

COHERENCE- The composition’s overall

structure and quality of being logical and
understandable.

It means that the ideas flow smoothly from one

to the next, and the reader can easily follow the
writer's train of thought.

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 COHESION- refers to how the whole
composition is formed. It is the glue that holds
a composition together, the link that connects
ideas and makes the flow of thoughts clear.

It's about the internal connections and

relationships between different parts of a piece
of writing, ensuring a smooth and logical flow
of ideas.

Are you following class?

“Yes, ma’am!”
Okay, very good.

E.) Discussing new EXPOSITORY TEXT STRUCTURE

concepts and
practicing new skills 1. SEQUENCE
#2 ➢ describes the order of events, or the
steps to follow in doing or making
something.

CONCEPT MAPS:

Timeline Steps/Directions Cycle

TRANSITIONAL WORDS:

first, before,
second, before
third not long
after
next, finally while,
then, after meanwhile
at the same
time

Example:

Here are the steps in ____. First, ____. Then,

____. Next_____. Finally, ____.

2. COMPARE & CONTRAST

➢ describes how two or more things are
alike and/or different.

CONCEPT MAPS:

Venn Diagram T-chart

TRANSITIONAL WORDS:

differs from alike

similar to same as
in contrast as well as

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 on the other or
hand however
either

Example:

Both ____ and ____ are alike in some ways.

Both ____ and ____ have similar ____. Both
also _____ as well as ____. On the other hand,
there are differences as well. One way they
differ is ____. Another difference is ____.

3. CAUSE & EFFECT

➢ explains why or how something happens
or exists
CONCEPT MAPS:

EFFECT
cause

TRANSITIONAL WORDS:

if…. Then so
because of since
as a result
to caused by
effects of brought
about by

Example:

The reason why ____ happened was because of

____. If ____, then ____. In order to _____.
Since ____, ____. Finally, due to ____, ____.
This explains why ____.

4. PROBLEM & SOLUTION

➢ tells the problem(s), and sometimes why
it/they exist(s), and how it can be solved

CONCEPT MAPS:
SOLUTIONS SOLUTION

SOLUTION
PROBLEM PROBLEM
SOLUTION

SOLUTIONS SOLUTION

Fishbone Diagram

TRANSITIONAL WORDS:

problem since
is… this led to
because
one possible therefore
solution if…. then,
is… thus

Example:

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 ____ is a problem because ____. One possible
solution is ____. Another solution is ____.
These are good ways to solve the problem
because ____. As a result, ____.

F.) Developing To measure your learnings, are you ready for

Mastery (Leads to your quiz? Get ¼ sheet of paper, write your
Formative name and section. You have only 10 minutes to
Assessment) answer the quiz.

Expository Text Structure Quiz

Direction: Identify the expository method used

to develop each paragraph based on your
knowledge of the different expository text
structures. Write your answer in the blank
provided before each number.

“Cause & Effect”

“Sequence”

“Comparison & Contrast”

“Problem & Solution”

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G.) Finding practical For this activity you’re going to create a
application of concept map showing your different activities
concepts and skills in before going to school in sequential order.
daily living
MY DAY!

1st 2nd 3rd

step step step

H.) Making To know your understanding about the lesson

generalization and that we discussed, let’s have a generalization
abstraction about the with a twist. You’re going to say GREEN
lesson LIGHT if the statement is TRUE and RED
LIGHT if the statement is FALSE. Are you
ready?

Statement 1

Expository text always tells a story with

characters and a plot.
Answer: Red light (Expository text informs or
explains; it doesn't tell fictional stories.)

Statement 2

A cause-and-effect structure explains why

something happened and what resulted from it.
Answer: Green light (This is a correct
description of cause-and-effect structure.)

Statement 3

Sequence is a structure that organizes

information by comparing and contrasting
different things.
Answer: Red light (Sequence organizes
information chronologically; compare and
contrast focuses on similarities and
differences.)

Statement 4

Transitional words like "first," "next," and

"finally" are often used in sequence text
structures.
Answer: Green light (These are common signal
words for sequence.)

Statement 5

A compare-and-contrast structure only shows

how things are different, never how they are
similar.
Answer: Red light (Compare-and-contrast
structures show both similarities and
differences.)

I.) Evaluating Short Quiz

Learning
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Instructions: Choose the best answer for each
multiple-choice question in a ¼ sheet of paper.

1. Expository text is mainly used to: ANSWER KEY

a) Tell a story
b) Express feelings 1. c
c) Inform or explain 2. c
d) Persuade the reader 3. c
4. c
2. Which organizational structure describes a 5. d
series of events in chronological order? 6. c
a) Compare and Contrast 7. c
b) Cause and Effect 8. c
c) Sequence 9. b
d) Problem and Solution 10. c

3. Signal words like "because," "therefore,"

and "as a result" are common in which
structure?
a) Compare and Contrast
b) Sequence
c) Cause and Effect
d) Problem and Solution

4. A Venn diagram is a helpful visual aid for

which structure?
a) Sequence
b) Cause and Effect
c) Compare and Contrast
d) Problem and Solution

5. Which structure presents a problem and then

offers one or more solutions?
a) Compare and Contrast
b) Sequence
c) Cause and Effect
d) Problem and Solution

6. The words "similarly," "unlike," and "in

contrast" are often used in which structure?
a) Sequence
b) Cause and Effect
c) Compare and Contrast
d) Problem and Solution

7. A recipe is an example of which expository

text structure?
a) Compare and Contrast
b) Cause and Effect
c) Sequence
d) Problem and Solution

8. Explaining why a volcano erupts would use

which structure?
a) Compare and Contrast
b) Sequence
c) Cause and Effect
d) Problem and Solution

9. A timeline is often used to illustrate which

structure?
a) Compare and Contrast
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 b) Sequence
c) Cause and Effect
d) Problem and Solution

10. Which structure might use a fishbone

diagram as a visual aid?
a) Sequence
b) Cause and Effect
c) Problem and Solution
d) Compare and Contrast

J.) Additional For your assignment, all you have to do is to

activities for study the lessons in your notebook for your
application or eminent examination. ☺
remediation
That’s all for today class. Thank you so much
and goodbye.
“Thank you, ma’am Darren”
C. REMARKS
D. REFLECTION
A. Number of
learners who earned
80% in the evaluation
B. Number of
learners who require
additional activities for
remediation
C. Did the remedial
instruction lesson
work? Number of
learners who have
caught up with the
lesson.
D. Number of learners
who continue to
require remediation.

Prepared by:
Cabañero, Ma. Darren J.
Student Teacher

Observed by:
Nezy Delle Polvorosa-Cortez
Cooperating Teacher

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