Schools Division Office
LAGRO HIGH SCHOOL
Lesson
Quezon City, Plan in V,
District English
Metro7 Manila
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards
The learners demonstrate their multiliteracies and communicative competence
in evaluating informational texts and transactional texts for clarity of meaning,
purpose, and target audience as a foundation for publishing original
informational and transactional texts.
B. Performance Standards
The learners analyze the style, form, and features of informational texts
(expository essays) and transactional texts (letter of request).
C. Learning Objectives/Competencies
1. Evaluate informational text in a range of media for clarity of meaning,
purpose, form and function.
2. Identify and describe the diction and style commonly used in problem-
solution expository texts.
3. Identify transition markers commonly used in problem-solution expository
texts.
II. CONTENT
“ANALYZING LINGUSTIC FEATURES”
TRANSITION MARKERS IN PROBLEM-SOLUTION TEXT
III. LEARNING RESOURCES
Grade 7 English, Quarter 4, Module 1
Visual aids, laptop, paper, pen
IV. LEARNING PROCEDURES
A. ESTABLISH A PURPOSE
1. Classroom management
Prayer, attendance, and word for the day
2. Presentation of objectives
3. Motivation: EXPLICITATION: ARRANGE ME!!
1. Explicitation
1. Group the class into 2 groups. Each group will be given 3-5 minutes to talk on who will going
to pick five representatives to arrange the jumbled letters on their assigned task. Every group
should have a participant to arrange the jumbled words that are pasted on the board.
B. PRESENTATION OF THE LESSON
Reflect on the letters that the students have played in motivation game.
Give a brief explanation about the topic essay that will be given by the facilitator before
the discussion started.
The teacher will discuss the lesson based on the motivation game; this will make the
student get the clue on what the lesson is all about.
C. DEVELOPING MASTERY
1. Define problem-solution and the structure of it.
2. Define diction and style and identify transition markers.
3. Define problem-solution pattern.
4. Differentiate the two. Give examples for each.
5. Key aspects of problem-solution text
6. Discuss with students’ participation.
A. Differentiate the two.
B. How come the expository text highlighted the solution of the problem?
C. Is it easy to solve the problem? Why? Why not?
D. In your personal opinion, why do you think do we need to change in
from your understanding??
D. PRACTICAL APPLICATION
Group Differentiated Tasks
Instructions: Read the following essay texts carefully. Then, look for a partner (either their
seatmate or their friends) to process the given text and fill in the problem and solution table that
follows.
The essay:
The table:
E. QUIZ
Formative Assessment
Write the correct answer. Choose your answer in a question. Write your answer in a ¼ sheet of
paper.
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 a transition word?
a. That
b. If
c. Moreover,
d. Whenever
3. 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"
4. This text shows how one event or action creates a result or a following situation... something
else to happen
a. Sequence
b. Chronological
c. Problem/Solution
d. Cause and Effect
5. 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.
6. How are transition words useful in your writing?
a. Shows a logical sequence/progression of ideas
b. Signal you're moving from one idea to the next
c. Add additional ideas
d. All of the Above
7. ___________, it is also important that true friends be there for you.
Which transition word adds more proof to the statement?
a. Secondly
b. Finally
c. On the other hand
d. In addition
8. 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
9. He studied diligently for the exam; ____, he passed with flying colors.
a. Furthermore
b. Therefore
c. Although
d. In spite of
10. 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
F. VALUING
Ponder on this beautiful quote:
“PROTECTING FORESTS ISN’T JUST ABOUT SAVING TREES; IT’S
SAFEGUARDING THE VERY BREATH OF OUR EXISTENCE.” by Megan
Morris
V. ASSIGNMENT
Make a 120-word reflection paper on how did you realize that deforestation is very
rampant nowadays. Write it on an intermediate pad.
Prepared by:
Venus B. Rosal
Student Practice Teacher
English Department
