Lesson Plan in English 7 4th Quarter February 17-21, 2025

Sampaguita (9:05-10:25)/ Orchids (10:25-11:45)/ Rose (12:45-2:05)

A. Content Standard:
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.

B. Performance Standard
The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
evaluate informational and transactional text 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.

A. Learning Competency and Objectives

Evaluate informational text in a range of media (spoken, written, visual, and multimedia) for clarity of meaning, purpose, form, and
function.
 Analyzing linguistic features

Learning Objectives:
 Grasp the concept of solution-problem feature
 Analyze and distinguish important information in a problem-solution text.
 Acquire and organize information from problem-solution text

A. CONTENT
Analyzing Linguistic features
 Diction and style in a problem-solution texts
 Transition markers in problem solution texts.

INTEGRATION
Environmental Awareness and Preservation
II. LEARNING RESOURCES
https://www.medicalnewstoday.com/articles/deforestation-may-drive-animal-to-human-infectionshttps://www.google.com/search?
sca_esv=a3ac4c9784873c8a&sxsrf=AHTn8zoPv2PcM-
vVNGAQEzlMKLMiyfeQAg:1739425997346&q=deforestation&udm=2&fbs=ABzOT_CWdhQLP1FcmU5B0fn3xuWpA-
dk4wpBWOGsoR7DG5zJBnsX62dbVmWR6QCQ5QEtPRqInn_ud8BG5tWxPdEiOpZixD3xK456plG_tfgtFOS7CtvJ_Vtb-
U0nioTZnaa92dwTcxpoH_XxmUnxpuGlkZXP9VZ7I2acmXc33frU6gePPj075kBhz19wPnoqGyVTzApJQIDnWn5ulCz2wmenkXU_r3xzzg&sa=X&s
qi=2&ved=2ahUKEwjUir3l-r-LAxXCUPUHHcvqJxIQtKgLegQIEBAB&biw=1366&bih=599#vhid=sveEMIVhk_khXM&vssid=mosaichttps://
www.scribd.com/document/763696623/Q4-LE-English-7-Lesson-1-Week-1https://www.youtube.com/watch?v=sYju_DuTr2s

III. TEACHING AND LEARNING PROCEDURES

Teacher’s activity Student’s activity

A. Activating Prior Preliminaries (Day 1)
Knowledge
Prayer
Greetings
Classroom Management
Checking of attendance

1. Short Review
A Journalistic You! Review the class about expository text structure. The teacher asks
the students to read the given sample text and identify its structure as to Sequence,
Comparison and Contrast, Problem and Solution, and/or Cause and effect

The teacher will give activity wherein the students will decode a number code which
every number in the code represents a certain letter which they will use to uncover
the hidden word.

2. Motivation
Directions: Decode the numbers with the corresponding letters.
Number Key: 1=A, 2=B, 3=C,
4=D, 5=E, 6=F, 7=G, 8=H, 9=I, 1. Problem
10=J, 11=K, 12=L, 13=M, 2. Diction
14=N, 15=O, 16=P, 17=Q, 3.Stucture
18=R, 19=S, 20=T, 21=U, 4.graph
 22=V, 23=W, 24=X, 25=Y, 5. Audience
26=Z

Coded Message:
1. 16-18-15-2-12-5-13 5. 1-21-4-9-5-14-3-5
2. 4-9-3-20-9-15-14
3. 19-20-18-21-3-20-21-18-5
4. 7-18-1-16-8

B. Establishing Activating prior knowledge

lesson purpose

What can you say about these Pictures?

(Answers may vary)

“Unlocking Vocabulary”
Directions: Re-arrange the jumbled letters to form the given word below use the
guide description in doing so.

1.Deforestation
2. logging
3. flora
4. fauna
5. Erosion

The teacher will now introduce the new lesson to be discussed this week

The teacher will give an activating activity to measure the knowledge of the students in
the given topic.

Activity: Pair up!

Directions: Read carefully the given articles and identify the problem and the solution
in the given passage. Write your answer in the table.
C. Developing and The teacher will ask some guide questions before proceeding to the lesson proper.
Deepening
Understanding Guide Questions:
 What did you notice when answering the following activities?
 Were you challenged with the given activities?
 Do you think you’re a problem solver now? (Answers may vary)

The teacher will now formally start the discussion about the problem-solution.

The teacher will ask some clarification about the definition of the problem-solution
patterns. (Answers may vary)

The teacher will the proceed to discussing on what ways a problem-solution can be
organized using a graphical organizer
The teacher will discuss how a graphic organizer is used in the problem-solution in the
text.
 The teacher will ask any clarifications about the lesson and will give some additional
insights about the topic. (Answers may vary)

D. Making The teacher will ask a few questions about the topic discussed and will further ask
Generalizations questions that will verify their understanding about the discussed topic.
 The students will try to
answer the activity on the
board.

The teacher will give an activity on how far they understand about the concept about
organization of information of problem-solution text feature.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Formative Assessment (Day 3)

Learning
Direction: Choose the correct answer in the given choices below

1. What is the tone typically used in a problem solution essay? NOTE: Please include the
a) Emotional and subjective correct answer.
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?
a) “The importance of Exercise”
 b) “Climate change: Cause and effect”
c) “Reducing plastic pollution in the oceans”
d) “My favorite hobby”
3. What distinguishes a problem-solution essay from other text type essay?
a) It focuses on fictional stories
b) It presents a problem and proposes a solution
c) It contains only personal options
d) It lacks organization
4. Which of the following is NOT a characteristic of effective problem-solution
essay.
a) Clear problem statement
b) Presentations of biased viewpoints
c) Logical Organization
d) Supported solution with evidence
5. The target Audience of a problem-solution text can be diverse and may include
a combination of the following:
a) Stakeholders
b) Decision-makers
c) The public
d) All of the above.

II. Read the passage carefully and identify the problem and the solution use a graphic
organizer in organizing your answers.

1. “The Growing Population in the Philippines”

The Philippines is facing a rapid population growth, with over 113 million people as of
2025. This growth is putting strain on the country's limited resources, leading to
widespread poverty and overpopulation in urban areas like Metro Manila. The lack of
affordable housing and infrastructure has led to overcrowded slums, poor sanitation,
and inadequate infrastructure. The increasing population also exacerbates
environmental problems, such as deforestation, pollution, and depletion of natural
resources. The country is also highly vulnerable to climate change impacts, such as
typhoons and rising sea levels. To address overpopulation, a multi-faceted approach is
 needed, including promoting family planning and education, improving healthcare and
maternal services, investing in sustainable development, strengthening public
awareness, and investing in education and job opportunities. These solutions aim to
manage population growth and enhance resource distribution while ensuring the
country's sustainability and resilience.

2. Joblessness Among Filipino Workers in the Philippines”

Joblessness remains a significant issue in the Philippines, affecting millions of

Filipinos. The main cause is the mismatch between job seekers' skills and the labor
market demands, particularly in rural areas where many lack necessary
qualifications or technical skills. This skill gap prevents many young graduates and
older individuals from securing stable jobs that provide a stable income. The slow
pace of job creation in the country, coupled with the COVID-19 pandemic, has also
contributed to unemployment. Rural-urban migration also plays a role in
joblessness, as many Filipinos move to urban centers like Metro Manila, leading to
low wages and poor working conditions. To reduce joblessness among Filipino
workers, the government and private sector must implement strategies such as
improving education and skills development, fostering job creation through
entrepreneurship, investing in infrastructure and technology, enhancing job
matching and employment services, promoting labor rights and fair employment
practices, and supporting rural development. By implementing these strategies,
the Philippines can reduce unemployment and create a more inclusive economy,
ultimately benefiting both the well-being of individuals and the overall stability and
progress of the nation. Through concerted efforts from both the government and
the private sector, the Philippines can pave the way for a future of better job
opportunities for all.

B. Teacher’s
Remarks

C. Teacher’s
 Reflection

Prepared by: Checked by: Approved:

KURT XANDER M. MEJES NELJEN B. BALLARAN ROSITA R. NASOL ROY L. NIPAS, PHD

Student Teacher Subject Teacher Head Teacher I Principal I