Learning

English
Area
Learning
Face to Face
Delivery
School Juan Sumulong Elementary Grade Level Five
School
Teacher Joyce A. San Pascual Learning Area English
Teaching June 21, 2023, Wednesday Quarter 4th QT Week 8
Date

I. OBJECTIVES At the end of the lesson, learners are expected to:

1. use graphic organizer to distinguish problem-solution relationship;
2. identify the problem and solution in a paragraph; and
3. write paragraphs showing problem-solution relationship.
A. Content Writing Paragraphs Showing Problem- Solution Relationship
Standard (EN5RC- IIIb3.2.5- EN5RC-IIId3.2.4)
B. Performance Use graphic organizer and write paragraphs showing problem-solution
Standard relationship.
C. Most Essential
Learning Write paragraphs showing: cause and effect, comparison and contrast and
Competencies problem- solution relationships EN5WC-IIb-2.2.5
(MELC)
D. Enabling 1. Plan a two to three-paragraph composition using an outline/other
Competencies graphic organizers
2. Use appropriate graphic organizers in texts read
II. CONTENT Writing Paragraphs Showing Problem- Solution Relationship
III. LEARNING
RESOURCES
A. References
a. Teacher’s DepEd Module ADM (Palo, Leyte) Grade 5 Quarter 4 English
Guide Pages Learner’s Packet (LEAP)
b. Learner’s
Learner’s Packet (LEAP) Quarter 4
Guide Pages
c. Textbook
Pages
d. Additional  ADM Grade 5 Module Quarter 4- Department of Education –Region
Materials from VII Schools Division of Negros Oriental
Learning  CLAS Grade 5 Module Quarter 4- DepEd Puerto Princesa, Palawan
Resources  NCR Learning Activity Sheets Q4 Week 1-Week8
B. List of Learning
Resources for
Development and Weekly Learning Activity Sheets.
Engagement
Activities
IV. PROCEDURES
A. Introduction Opening: English Song
Review: Directions: Read the selection. Write the sentences that tell
how the subjects, are alike and how are they different in the Venn
Diagram.
In your previous lesson, you have learned how to write paragraph showing
comparison and contrast. To compare means to identify similarities
between two or more things and contrast identifies differences. This is one
of the important skills in writing. It helps us organize information
efficiently.

*** Constructivist pedagogy is based on the idea that students learn best when they are
actively involved in constructing their own understanding of concepts and topics.
Strategy: Informal Assessments (provide challenging material is to conduct informal whole
class assessments)
Research-Based Instructional Strategies
- Summarizing & Note Taking (When reading for information, framing questions are
"designed to highlight the critical elements for specific types of information"-
Marzano, Pickering, & Pollock, 2001, p. 34-35)
Establishing Purpose of the Lesson: Vocabulary Word Game
Task 1: Unlocking Difficulties (Indirect Instruction)
Directions: Guess the word by computing the equation and identifying
the letters based on the corresponding number.
1. It is the background information to the problem.
2. It indicates some factors in the situation which cause a problem
of difficulties.
3. It recommends one or more ways the problems be solved.
4. It judges the possible or real results of the given solution and
may offer a future recommendation.
5. It is a group of sentences about a single topic or idea.
6. It is the positive and negative side of an issue.

PARTS DESCRIPTION
Situation background information to the problem
Problem indicates some factors in the situation which
causes a problem of difficulties
Solution recommends one or more ways the problems be
solved
Evaluation judges the possible or real results of the given
solution and may offer a future recommendation.
Paragraph It is a group of sentences about a single
topic or idea.
Problem- It is the positive and negative side of an
Solution issue.
Puppet Show
Story Title: The Crow and the Pitcher
 Research-Based Instructional Strategies
- Spelling Instruction (Spelling is a visible record of a child's language processing, and
gives us a window into what a child understands about word structure and speech
sounds, and how we use letters to represent those sounds- Dr. Louisa Moats, Ed.
D., University of Texas)
Establishing Purpose of the Lesson: What comes to your mind when
you see the following pictures? (Indirect Instruction)

Can you tell why you have that kind of thinking when you see those
pictures?
Answer: There are people who have been victims of social injustice.
*** Critical pedagogy- It is a teaching philosophy that persuades a classroom teacher to
encourage learners to critique structures of oppression and power.
KRA 1. Content Knowledge and Pedagogy
(4. Used effective verbal and non-verbal classroom strategies to support learner understanding,
participation, engagement and achievement.)
Strategy: Exploration and Encouragement about current events (Engaging them in conversations about
world events will show them how their special talents could be used to address very real problems.)
Research-Based Instructional Strategies
- Pictologics (a teaching method that pictures are the main tools used in this method,
associating meanings to pictures through imagination, and then being ready to explain why we
made this association are in concordance with the definition of critical thinking skills offered
by most advocates in the field.- Shirban Sasi, 2012)
B. Developmen After the puppet show the teacher will ask to fill up the graphic
t organizer.

Indicator 2
Uses a range of
teaching strategies
that enhance learner
achievement in
literacy and numeracy
skills

1. What is the title of the story?

2. Who is the character in the story.
3. Can you tell me what happen to the crow?
4. What do you think is the crow’s problem?
5. How did the crow solve his problem?
Students will take a look at the graphic organizer prepared.

*** ‍Student-centered learning enables students to build knowledge, as opposed to passively

receiving it, and facilitate deep learning.
KRA 1. Content Knowledge and Pedagogy
(4. Used effective verbal and non-verbal classroom strategies to support learner understanding,
participation, engagement and achievement.)
Research-Based Instructional Strategies
- Experiential Learning- (requires learners to reflect about the experience and ways to apply it to
other contexts.)
Lesson Proper: (Direct Instruction)
Have you encountered problems that needed an immediate solution?
Most of you will probably say yes. Well, when we have problem we looked at
how we could come up for a solution.

Today, let us learn how to write paragraphs showing problem and

solution.

But first, what is problem and solution?

 Problem-solution is a text pattern that discusses a solution to a specific
problem.

In writing problem and solution, there are four parts that we need to take
into consideration.

The first part is the Situation. In a problem, we often have a situation in

which the problem occurs, and so the writer will explain the situation
before getting to the problem. Then the problem is followed by the offered
solution.
Lastly is the evaluation to find whether the solution works.

Here are some important words that must be learned in creating a Problem
and solution Paragraph.

PARTS DESCRIPTION
Situation background information to the problem
Problem indicates some factors in the situation which
causes a problem of difficulties
Solution recommends one or more ways the problems be
solved
Evaluation judges the possible or real results of the given
solution and may offer a future recommendation.
Paragraph It is a group of sentences about a single
topic or idea.
Problem- It is the positive and negative side of an
Solution issue.
T: Going back to the puppet show and the graphic organizer, what is the
problem occurs to the story or character and the solution given. Use a
problem and solution graphic organizer.

Indicator 1
Apply knowledge of
content within and
across curriculum
teaching areas
(MAPEH- Health)
The pitcher was high and Picking up the pebbles one
had a narrow neck and no by one, dropping each into
Indicator 2 matter how much he tried the jug. As more and more
Uses a range of pebbles filled the jug, the
teaching strategies
he was not able to reach
that enhance learner the water level. water level kept rising. Soon
achievement in
literacy and numeracy it was high enough for the
skills

A graphic organizer can be used clearly to organize the problem and

solution on the paragraph you have seen in the puppet show.

To solve the problem, the solution of the crow to quench the thirst he
experiencing is through putting some stones in the pitcher.

Now how do you write a problem-solution paragraph.

To write a paragraph showing problem-solution relationship, you can do
these:
1. Think of a problem and possible solution.
2. Organize your ideas in a graphic organizer like:
 3. Write the sentences about the ideas in your organizer into a
paragraph. Make sure you follow the margin and indention rules.

Let’s have some drill:

Do you prepare a special gift for your mother on Mother’s Day? How? Read
the paragraph below and find out how Angelic prepared hers for her
mother.

Explanation:
In the paragraph you have read, you can identify that Angelic’s problem is
that she did not have enough money to buy a gift for her mother. She
solved her problem by saving from her allowance, helping her mother in
daily chores and scribbling notes then
fastening them on her cabinet. At the end of the paragraph, Angelic’s
mother thanked her through a “thank you note” saying she is the greatest
daughter and she loves her.

A graphic organizer can be used clearly to organize the problem and

solution on the paragraph you have read:
 In creating a paragraph.

Here is an example: (Divergent thinking)

Directions: Read the scene below about bullying. Then answer the
questions through making your own stand/opinion and your reasons why.

*** Socratic Pedagogy- probing questions and explore the underlying beliefs that shape the
perceptions and views of the students.
** Manifested integration of MAPEH- Health (demonstrates understanding of mental emotional,
and social health concerns- H5PH-If-14, H5PH-Ih-16, H5PH-Ii-17, H5PH-Ij-18)
KRA 1. Content Knowledge and Pedagogy
(1. Applied knowledge of content within and across curriculum teaching areas.)
(2. Used research-based knowledge and principles of teaching and learning to enhance professional
practice.)
(3. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and
learning.)
Strategy: Intellectual Stimulating Question (Providing questions that are open-ended and require more
thoughtful responses)
Research-Based Instructional Strategies
- Directed Reading Thinking Activity (DRTA) (Directing reading maturity as a cognitive process-
Stauffer 1969)
C. Engagement Activity 2:
Directions: the teacher will Read each statement. draw a Happy face if you
Indicator 4 agree, and sad face if you disagree.
Manages classroom
structure to engage
learners, individually
or in groups, in
meaningful
exploration, discovery
and hands-on
activities within a
range of physical
learning environments
Key Answers: 1. Happy Face 2. Sad Face 3. Sad Face 4. Happy Face 5. Happy Face
Indicator 1 *** Critical Pedagogy- aims to encourage students to challenge their ideas and thoughts, their
Apply knowledge of practices, and their beliefs, to gain a deeper understanding and think critically.
content within and ** Manifest Integration of ESP- Naisasagawa ang paggalang sa karapatan ng kapwa (EsP4P-
across curriculum IIfi– 21)
Research-Based Instructional Strategies
teaching areas (ESP)
- Question-Answer Relationship (QAR) (Using agree/disagree statements challenge
students to think critically about their knowledge of a topic, theme or text. The
strategy exposes to the major ideas in a text and engaging students thinking and
motivating them to learn more. -Raphael 1982)
Activity 3: Graphic Organizer (Independent Study) (Convergent and
 Divergent Thinking)
Directions: Complete the given organizer by choosing the effects and write
the letter in proper tube then write your stand.

Indicator 3
Apply a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills

Indicator 1
Apply knowledge of Key Answers: Positive Effects A, D, E Negative Effects: B, C, F
content within and *** Constructivist pedagogy is based on the idea that students learn best when they are
across curriculum actively involved in constructing their own understanding of concepts and topics.
teaching areas (ICT) *** Critical Pedagogy- aims to encourage students to challenge their ideas and thoughts, their
practices, and their beliefs, to gain a deeper understanding and think critically.
** Manifest Integration of EPP- ENTREP/ICT (naipamamalas ang kaalaman at kakayahan sa
paggamit ng computer, Internet, at email sa ligtas at responsableng pamamaraan- EPP4IE -0c-
5, EPP4IE -0c-6, EPP4IE-0d-7, EPP4IE-0d-8)
KRA 2. Learning Environment
(6. Maintained learning environments that promote fairness, respect and care to encourage
learning.)
Strategy: Construct activities from the two upper levels (creating and evaluating)
Research-Based Instructional Strategies
- Cues, Questions, and Advance Organizers (Graphic Advance Organizers- Pitler,
Hubbell, and Kuhn have eight recommendations for classroom practice)
- Nonlinguistic Representations (Cause/Effect Analogies)
D. Assimilation Activity 4: Convince Cody and Conney (Interactive Instruction)
We introduce to you Cody and Conney. They are Grade 5 pupils like you.
They wish to know what your stand is regarding global issues about
children. Write your stand on the following issues and convince Cody and
Indicator 3 Conney about what you believe in. An example is provided.
Apply a range of Direction:
teaching strategies to 1. After Reading the example, choose one picture to give your stand
develop critical and
creative thinking, as about. Compose a paragraph of 5 sentences to express your side on
well as other higher- your chosen issue.
order thinking skills 2. Present in Class through (Debate, Public Speaking, Podcast, News
Reporting) (Differentiated Activities)

Indicator 4
Manages classroom
structure to engage
learners, individually
or in groups, in
meaningful
exploration, discovery
and hands-on
activities within a
range of physical
learning environments

Indicator 6
Uses differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender,
needs, strengths,
interests and
experiences

Indicator 5
Plan and deliver teaching
strategies that are
responsive to the special
educational needs of
learners in difficult
circumstances, including *** Cultural Responsive Pedagogy- teaching approach encourages and takes into consideration diverse
geographic isolation, races, beliefs, ethnicities, and the background of students. Cultural responsiveness of a political study
chronic illness, would mean debates and analysis of a wide range of political topics, in various cultural contexts.
displacement due to ** Manifest Integration of Araling Panlipunan- Nasusuri ang mga kontemporaryong isyu ng lipunan tungo
armed conflict, urban sa pagtugon sa mga hamon ng malaya at maunlad na bansa Panlipunan (Hal., OFW, gender, drug at
resettlement or disasters, child abuse, atbp) (AP6TDK-IVe-f-6)
child abuse and child
labor practices KRA 1. Diversity of Learners, Curriculum and Planning & Assessment and Reporting
(1. Applied knowledge of content within and across curriculum teaching areas.)
(2. Used research-based knowledge and principles of teaching and learning to enhance professional
practice.)
KRA 2. Learning Environment
(8. Applied a range of successful strategies that maintain learning environments to motivate learners to
work productively by assuming responsibility for their own learning.)
KRA 3. Diversity of Learners, Curriculum and Planning & Assessment and Reporting
(9. Designed, adapted and implemented teaching strategies that are responsive to learners with
disabilities, giftedness and talents)
Strategies: Tiered Learning for Gifted and Talented (Providing work at the entry, advanced, and extension
levels or at varying Depth of Knowledge Levels)
Exploration and Encouragement about current events (Engaging them in conversations about
world events will show them how their special talents could be used to address very real problems.)
Research-Based Instructional Strategies
- Scaffolding Instruction, level of potential development as determined through problem solving
under adult guidance, or in collaboration with more capable peers (Vygotsky, 1978, p. 86).
E. Assessment Direction: Read the given issue and think of its pros and cons.
Decide and shade the circle of your answer then make your stand.
(Convergent and Divergent Thinking)

Indicator 7
Strategies: Modelling of Thinking (Verbalize the thought processes used to consider, analyze and solve
Select, develop,
problems. This may be as simple as 'thinking aloud'.)
organize and use
Research-Based Instructional Strategies
appropriate teaching
and learning - Scaffolding Instruction, level of potential development as determined through
resources, including problem solving under adult guidance, or in collaboration with more capable peers
ICT, to address (Vygotsky, 1978, p. 86).
learning goals - Cues, Questions, and Advance Organizers (Expository Advance Organizers- Pitler,
Hubbell, and Kuhn have eight recommendations for classroom practice)
- Nonlinguistic Representations (Problem/ Solution Analogies)

Additional Activity: Homebase Activity (Culturally responsive

teaching)
Directions: Show how to make a stand expressing your feelings and
reactions to the following situation. Use the structure of an effective
argument (Introduction, Body, Closing). Use Canva Presentation.
Scenario: A group of students mock one of their teachers for being
overweight in a video posted online. The teacher suffers depression that
affects his personal and professional life.
Research-Based Instructional Strategies
- Homework for later grades (Ross 1998) with minimal parental involvement (Balli
1998) with a clear purpose (Foyle 1985)
V. REFLECTION The learner in their journal will write their personal insights about the
lesson using the prompts below.

I understand that ___________________

I realize that _______________________
Prepared by: Submitted to: Noted by:

JOYCE LOREINE A. SAN PASCUAL EDNA CACHUELA DR. ROMEO G. RODRIGUEZ JR.
Teacher I Master Teacher I Principal IV