School SUNRISE INTEGRATED SCHOOL Grade 7
Teacher KAREEN A. ABASCAL Subject ENGLISH
MATATAG
K to 10 Curriculum Date and Time of
February 10-14, 2025 (2:30 PM-3:15 PM) Quarter 4 WEEK 1
Weekly Lesson Log Teaching
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text:
A. Content
expository essays) and transactional texts (letter of request) for clarity of meaning, purpose, and target audience as a foundation for
Standards
publishing original informational and transactional texts.
The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts (letter of request);
B. Performance evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original
Standards 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 Competency
Evaluate informational text in a range of media (spoken, written, visual, and multimedia) for clarity of meaning,
purpose, form, and function.
Lesson Objectives
C. Learning
A. Analyzing linguistic features: Problem-Solution Expository Text
Competencies
Identify and describe the diction and style commonly used in problem-solution expository texts.
and Objectives
a. discipline-specific words, voice, technical terms in research, and conceptual, operational, and expanded definition of
word
b. target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file
Identify transition markers commonly used in problem-solution expository texts.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Analyzing linguistic features:
II. CONTENT 1. Diction and style in problem-solution texts
2. Transition markers in problem-solution texts
III. LEARNING RESOURCES Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Lesson Exemplar for English Grade 7
A. References Quarter 4: Lesson 1 (for Week 1)
SY 2024-2025
B. Other Learning
TV, laptop, and PowerPoint Presentation, Videos, Pictures
Resources
IV. TEACHING AND LEARNING These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
PROCEDURES to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Before/Pre-Lesson Proper
Short Review •Have a recap on the Review Have a recap on the activities NMP
A Journalistic You! activities being tackled Randomly call a student to have being tackled CUF
>Review the class about •Let the students perform a recapitulation on the learnings •Let the students perform the
expository text structure. The the recapitulation and they have learned during recapitulation and share what
Remedial
teacher asks the students to read share what they have previous lesson have they learned from the
the given sample text and learned from the previous discussion.
identify its structure as to previous discussion.
Sequence, Comparison and
Contrast, Problem and Solution,
and/or Cause and effect.
Activating Prior Article #1: Tumbang Preso
Knowledge Article #2: Philippine
Traditional Game: Luksong
Tinik or Jump Over the
Thorn
(The teacher should process the
answers of the students to ensure clear
understanding of expository text
structure.
The teacher should lead the students to
defend their answers by asking/pointing
details in the text that pertain to its
structure such as word choice and
transitional signals.)
Lesson (before delving to a new Lesson Objectives Lesson Objectives Lesson Objectives
Purpose/Intention discussion, the teacher will •Identify and describe •Identify and describe the •Identify and describe the
introduce first the lesson the diction and style diction and style commonly diction and style commonly
objectives) commonly used in used in problem-solution used in problem-solution
>Presenting Lesson Objectives problem-solution expository texts. expository texts.
expository texts. a. discipline-specific words, a. discipline-specific words,
(Unlocking the topic) a. discipline-specific voice, technical terms in voice, technical terms in
You’re a Forester! words, voice, technical research, and conceptual, research, and conceptual,
The teacher shows the following terms in research, and operational, and expanded operational, and expanded
pictures depicting deforestation conceptual, operational, definition of word definition of word
and its effects on the and expanded definition b. target audience: hypothetical b. target audience:
environment and people. Then, of word vs. real, experts vs. laypeople, hypothetical vs. real, experts
the students are asked to say b. target audience: managerial vs. rank-and-file vs. laypeople, managerial vs.
something about the pictures. hypothetical vs. real, •Identify transition markers rank-and-file
experts vs. laypeople, commonly used in problem- •Identify transition markers
managerial vs. rank-and- solution expository texts commonly used in problem-
file solution expository texts
•Identify transition
markers commonly used
in problem-solution
expository texts
Lesson Language Unlocking Content Area
Practice 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.
Answer Key:
1. DEFORESTATION
2. LOGGING
3. EROSION
4. FLORA
5. FAUNA
During/Lesson Proper
Reading the Key (The teacher will (The teacher will introduce and
Idea/Stem introduce and explain explain the topic via
the topic via PPT/Visual PPT/Visual Aids.)
Aids.)
Points for Discussion SUB-TOPIC 2: Identifying
●TOPIC 1.A.: Transition Markers Commonly
ANALYZING Used in Problem-Solution
LINGUISTIC Expository Texts
FEATURES:
PROBLEM-SOLUTION
EXPOSITORY TEXT
SUB-TOPIC 1:
>Diction and style in
problem-solution texts
Developing Explicitation Explicitation
Understanding of the You are paired! Read and Mark!
Instructions: Read the Instructions: Read the given
Key Idea/Stem following texts carefully. passages below and encircle the
Then, look for a partner signal words used to indicate
to process the given text problem-solution structure.
and fill in the Q and A
table that follows.
(The teacher should
allow the students to
read the text carefully.
Let them choose their
partners to come up with
a good output/answer.)
A certain Text to discuss.
The Philippines’ battle
against deforestation:
progress and challenges
>Progress made by the
Philippines
>Challenges faced by the
Philippines
>What more needs to be
done
(The teacher equips the
students on how to
analyze problem-
solution expository texts
by showing the structure,
definition, transition
words and possible
graphic organizers to be
used.)
Deepening Worked Example Worked Example
Understanding of the Points for Discussion: You’re in the Highlight!
> Problem-solution text Instructions: Read the article
Key Idea/Stem structure about plastic pollution and
highlight the signal words used.
You may use any highlighter or
pen that you have.
After/Post-Lesson Proper
Making Generalizations >Summarize key points of the Learners’ Takeaways
and Abstractions lesson. You Need to Reflect!
Conclude the activity with a
reflection exercise. Ask
students to consider what
they learned from the
previous activity and how it
has influenced their
understanding of social
issues and the importance of
problem-solving strategies.
Encourage students to think
about how they can apply the
skills they practiced in this
activity to other real-world
problems they may
encounter.
2. Reflection on Learning
Yes, You Can!
Plot it now! Lesson Activity Formative Assessment
See worksheet for the Group work: You’re a
activity which students Problem Solver! >The teacher instructs the
will accomplish. Instructions: The class will be students to answer the 5-item
divided into small groups. With quiz below.
your groupmates, discuss some
observed social issues in your (Worksheet will be provided)
community, such as local traffic
congestion, improper waste
management, etc. You are
encouraged to research your
group's identified social issue
Evaluating Learning and gather information about its
causes and effects. Once the
group has sufficient data on the
problem’s causes and effects,
brainstorm potential solutions.
These solutions could involve
infrastructure improvements,
policy changes, public
awareness campaigns, etc.
Then, plot your ideas in the
graphic organizer below.
PROBLEM:
SOLUTIONS:
Additional Activities for Remediation: Offer Activity: Provide additional Homework (Optional)
Application or >Provide additional practice additional practice with practice texts for students who Instructions: Conduct an
texts for students who need text structure analysis need further help. Offer one-on- interview with a family
Remediation (if through worksheets or one support or group member(s) and asks them
extra help. Offer one-on-one
applicable) support or group discussions to one-on-one support. discussions to address common about the problems they
address any confusion. Assign a challenge have encountered at work, at
reading and analysis task for home, etc. Plot the problems
further reinforcement. and solutions given using
any of the graphic organizers
for problem-solution
expository texts.
Remarks
Reflection
A. No. of learners who
earned 80% in the
evaluation.
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
lessons.
D. No. Learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other teachers?
Prepared by: Reviewed by:
KAREEN A. ABASCAL GAUDIOSA L. ALKUINO, HT-II
Teacher School Head
