Republic of the Philippines

Department of Education
REGION XII – SOCCSKSARGEN
SCHOOLS DIVISION OF GENERAL SANTOS CITY

DEVELOPMENT OF UNIFIED DIVISION ASSESSMENT IN ALL GRADE LEVELS

LESSON PLAN IN ENGLISH 7
FEBUARY 13 2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate their multiliteracies and communicative
A. Content competence in evaluating informational texts (expository texts and
Standards journalistic texts: news and press releases, and features) for clarity
of meaning, purpose, and target audience as a foundation for
publishing original informational texts.
The learners analyze the style, form, and features of informational
texts (expository texts, news and press releases, and features);
B. Performance evaluate informational texts for clarity of meaning, purpose, and
Standards 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.
EN71NF-IV-1 Examine text structures for clarity of meaning and
C. Learning purpose:
Competencies
At the end of the lesson, the students will be able to:
D. Learning  Identify and describe the common features used in problem-
Objectives solution expository texts.
E. Integration Environment Awareness and Preservation
II. CONTENT Analyzing Linguistic Features
III. LEARNING RESOURCES
A. References Q3-LE-WEEK-6
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
A. Activating Prior 1. Throwback! (Review)
Knowledge 1. What is Multimodal?
2. What are the three types of multimodal?
3. What are the 5 modes?
B. Establishing 1. Lesson Purpose/Intention
Lesson Activity 1: YOU’RE A FORESTER!
Purpose
Instruction: You will be shown pictures depicting
deforestation and its effects on the environment and
people. Say something about the pictures.
 Vocabulary

PUT ME TO ORDER!
Instructions: Rearrange the jumbled letters to form the word
defined in each item below. Write your answers on the space
provided below the jumbled letters.

1. the purposeful clearing of forested land.

- ATSEEDOFRNTIO
2. the activity of cutting down trees in order to sell the wood.
- NIOLGGG
3. a gradual process that occurs when the impact of water or
wind detaches and removes soil particles, causing the soil to
deteriorate
- NRSEOIO
4. all the plant life present in a particular region or time,
generally the naturally occurring (indigenous) native plants
- ARFOL
5. all the animal life present in a particular region or time
- ANUFA

 DEFORESTATION
 LOGGING
 EROSION
 FLORA
 FAUNA

1. Explication:
Activity 2: PUZZLE ME
Directions: Assemble the pictures.

C. Developing and
Deepening
Understanding
ANALYSIS
Questions:
1. What can you say about these pictures?
2. What is the effect of deforestation in our daily lives?
3. How can we stop deforestation?

ABSTRACTION
YOU ARE GROUPED!
Read the following texts carefully. Then, go to your group to
process the given text and fill in the Q and A table that follows.

THE PHILIPPINES' BATTLE AGAINST DEFORESTATION:

PROGRESS AND CHALLENGES

Deforestation is a serious problem affecting many countries

worldwide; the Philippines is no exception. The country is home to
a vast array of unique flora and fauna, but deforestation has put
many of these species at risk of extinction. Over the years, the
Philippine government has implemented various programs and
initiatives to combat deforestation and promote reforestation, but
the battle is still ongoing. In this article, we will explore the
progress made by the Philippines in the fight against deforestation,
the challenges it faces, and what more needs to be done.

QUESTIONS ANSWERS
1. What problem is presented in the text?
2. Are the pieces of information factual? Why
or why not?
3. Are the pieces of information arranged in
logical order? Support your answer
4. Is the text presented objectively or
subjectively? Why do you say so?
5. What was the solution presented by the
author?
Problem-Solution Text.

This 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.

There are also a few signal words which may indicate that
information in a passage is ordered in the problem and solution
pattern of organization: propose, solution, answer, issue,
problem, problematic, remedy, prevention, and fix.

Problem and Solution

- tells the problem(s), and sometimes why t/they exist(s), and
how it can be solved.
Transitional Words.
• problem is...
• because
• since
• this led to
 • one possible
• solution is...
• therefore
• if.... then,
• thus
Examples:

Observe how the graphic organizer is used to present the

problem and solution in the text.

Having cold is no fun. Coughing makes it hard to fall asleep. A sore

throat is painful. Try some tea with honey in it. The honey will
soothe your throat. There may be no cure for the common cold.
You can treat the symptoms though.
 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,
including essays, articles, reports, and speeches, particularly in
fields like persuasive writing, argumentative writing, and
technical writing.

It uses discipline-specific words.

A discipline-specific word refers to a term or vocabulary that is
unique to a particular field of study or discipline. These
words are often technical or specialized in nature and are used by
professionals, researchers, and practitioners within that specific
field. The tone used in problem-solution texts is typically
objective, persuasive, and authoritative.

 It uses discipline-specific words. A discipline-specific

word refers to a term or vocabulary that is unique to a
particular field of study or discipline. These words are
often technical or specialized in nature and are used by
professionals, researchers, and practitioners within that
specific field.
 The tone used in problem-solution texts is typically
objective, persuasive, and authoritative.
 The target audience of problem-solution texts can be
diverse and may include a combination of stakeholders,
decision-makers, the general public, experts,
professionals, educators, and students, depending on
the specific goals and objectives of the writing.
 The language, tone, and level of technical detail may be
tailored to meet the needs and expectations of the
intended audience.
Valuing:
As a student, how can you identify the problem-solution in the
text?
D. Making Application
Generalizations PLOT IT NOW!
Instructions: Read the texts and plot the information in a
problem-solution graphic organizer.

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.
 PROBLEM SOLUTION

Generalization
LET’S WRAP IT UP!
What is problem solution?
What writing is usually use in problem-solution text?[
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Evaluating Learning CHOOSE ME!
Directions: Read each question carefully and choose the best
answer.

1. What is the tone typically used in problem-solution

essays?
a. Emotional and subjective
b. Authoritative and persuasive
c. Confused and disorganized
d. Uncertain and speculative

2. Which of the following is an example of a problem-

solution essay topic?
a. "The Importance of Exercise"
b. "Climate Change: Causes and Effects"
c. "Reducing Plastic Pollution in Oceans"
d. "My Favorite Hobby"

3. What distinguishes a problem-solution essay from other

types of essays?
a. It focuses on fictional stories.
b. It presents a problem and proposes solutions.
c. It contains only personal opinions.
d. It lacks organization.

4. Which of the following is NOT a characteristic of effective

problem-solution essays?
a. Clear problem statement
b. Presentation of biased viewpoints
c. Logical organization
d. Supported solutions with evidence

5. The target audience of problem-solution texts can be

diverse and may include a combination of the following:
a. stakeholders
b. decision-makers
c. the public
d. all of the above

Answers:
1. b
2. c
3. b
4. b
 5. d
Assignment/Agreement Conduct an interview with a family member(s) and asks them about
the problems they have encountered at work, at home, etc. Plot the
problems and solutions given using any of the graphic organizers
for problem-solution expository texts.
Remarks

Reflection

Prepared by:

KRISTA PEARL G. SECUGAL

Practice Teacher

Checked by:

KRISTY QUINES-GEROCHE
Cooperating Teacher