English Grade 7 Lesson Exemplar Quarter 4 (PDF)

7 Lesson Exemplar Quarter 4 Lesson for English 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for English Grade 7 Quarter 4: Lesson 1 (for Week 1)...

7 Lesson Exemplar Quarter 4 Lesson for English 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for English Grade 7 Quarter 4: Lesson 1 (for Week 1) SY 2024-2025 This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writer: Mirasol A. Cabadsan (Malabon National High School) Validators: Mary Grace S. Fabi (Leyte Normal University) Ryan G. de la Torre (Bicol University) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected] ENGLISH/QUARTER 4/ GRADE 7 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts Standards (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 The learners analyze the style, form, and features of informational texts (expository essays) and transactional texts Standards (letter of request); evaluate informational and transactional texts 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. C. Learning Learning Competency Competencies Evaluate informational text in a range of media (spoken, written, visual, and multimedia) for clarity of meaning, purpose, and Objectives form, and function. Lesson Objectives A. Analyzing linguistic features: Problem-Solution Expository Text Identify and describe the diction and style commonly used in problem-solution expository texts. o discipline-specific words, voice, technical terms in research, and conceptual, operational, and expanded definition of word o target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file Identify transition markers commonly used in problem-solution expository texts. D. Content A. Analyzing linguistic features 1. Diction and style in problem-solution texts 2. Transition markers in problem-solution texts E. Integration Environmental awareness and preservation SDG 13: Take urgent action to combat climate change and its impacts SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1 II. LEARNING RESOURCES Century, H. (2023, January 7). Samsung CES 2023 press conference shares a more sustainable and calmer connected vision for the future |. Hitech Century.https://hitechcentury.com/samsung-ces-2023-press-conference/ Dimas, D. (2018, May 30). What makes the man? - Diana Dimas - Medium. Medium. https://medium.com/@ddimas8374/what-makes-the- man-c01730aaadf5 Effects of Deforestation. (n.d.). https://pachamama.org/effects-of-deforestation Fish Bone Illustration Vector Stock Vector (Royalty Free) 280530848 | Shutterstock. (n.d.). Shutterstock. https://www.shutterstock.com/image-vector/fish-bone-illustration-vector-280530848 L. (n.d.). 80,300+ Deforestation Stock Photos, Pictures & Royalty-Free Images - iStock. https://www.istockphoto.com/photos/deforestation Melsa, V. (2023, April 13). How to play Tumbang Preso in Philippines: Mechanics, picture, history. Retrieved from https://kami.com.ph/112149-how-play-tumbang-preso-philippines.html Milk Poster Images – Browse 49,618 Stock Photos, Vectors, and Video. (n.d.). Adobe Stock. https://stock.adobe.com/ph/search/images?k=milk+poster wagun001. (2018). Philippine traditional game: Luksong tinik or jump over the thorn. Retrieved from https://steemit.com/game/@wagun001/philippine-traditional-game-luksong-tinik-or-jump-over-the-thorn Problem and Solution | Ereading Worksheets. (2020, February 24). Ereading Worksheets. https://www.ereadingworksheets.com/text- structure/patterns-of-organization/problem-and-solution/ Problem and Solution Graphic Organizer | Use with any book! (n.d.). TPT. https://www.teacherspayteachers.com/Product/Problem-and- Solution-Graphic-Organizer-Use-with-any-book-8629219 Sihombing, P. S. R. (2019). The effect of using jumble letters in teaching vocabulary in grade eight students of SMP Negeri 7 Pematangsiantar. International Journal of English Literature and Social Sciences, 4(1). https://dx.doi.org/10.22161/ijels.4.1.7 The Philippines’ battle against deforestation: progress and challenges. (2024, January 26). https://www.green.earth/blog/the-philippines- battle-against-deforestation-progress-and-challenges III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 The teacher should process Knowledge Short Review the answers of the students A Journalistic You! to ensure clear Review the class about expository text structure. The teacher asks the students to understanding of expository read the given sample text and identify its structure as to Sequence, Comparison text structure. and Contrast, Problem and Solution, and/or Cause and effect. The teacher should lead the Article #1 students to defend their 2  Tumbang Preso answers by asking/pointing “Tumbang Preso” is a unique traditional game in the Philippines that is favorite details in the text that among Filipino children. The name of this sport is derived from the Filipino words pertain to its structure such Tumba, which means 'to fall' and preso, which means 'prisoner', translating to as word choice and 'fallen prisoner'. The game is played on backyard, streets, and open areas. It transitional signals. borrows elements from Tag and Dodge-ball to inculcate in those who play it strategic thinking and agility. Source: https://kami.com.ph/112149-how-play-tumbang-preso-philippines.html Article #2 Philippine Traditional Game: Luksong Tinik or Jump Over the Thorn Luksong tinik means jump over the thorns. It is one of the most popular Filipino games during 80's to early 20's. This game is almost like the luksong baka or the jump over the cow, but it is in a different version, because in this game, we use a stack of hands to increase the difficulty of level, while in luksong baka, we only use the back of the players. The players need to succeed in jumping over the stack of hands and feet by the 'it', without touching the 'it's' hand by any part of their body. The 'it' is an English version of 'taya'. Once they touch or fail to jump over the thorn of stack hands and feet, they will be going to be the 'it' in the next round. Source: https://steemit.com/game/@wagun001/philippine-traditional-game- luksong-tinik-or-jump-over-the-thorn B. Establishing 1. Lesson Purpose The teacher must be able to Lesson Purpose guide the students in You’re a Forester! deriving the common theme(s) of the pictures The teacher shows the following pictures depicting deforestation and its effects on based on their the environment and people. Then, the students are asked to say something about interpretations. This should the pictures. lead them to realize that the pictures depict the problem of deforestation, its causes, and its effects on the environment and people, 1. 2. emphasizing the need to find a solution. 3  Image 1 Source: https://education.nationalge ographic.org/resource/defor estation/ Image 2 Source: https://www.istockphoto.co m/photos/deforestation Image 3 Source: 3. 4. https://www.istockphoto.co m/photo/man-with- chainsaw-cutting-tree-trunk- gm629385052-111971421 Image 4 Source: https://pachamama.org/effe cts-of-deforestation Image 5 Source: https://climatetransform.co m/effects-of-deforestation- impact-on-the-environment/ 5. The teacher may guide the students in rearranging the jumbled letters to form the 1. Unlocking Content Vocabulary vocabulary words, set their minds for reading the text, Put me to order! and aid them in Instructions: Rearrange the jumbled letters to form the word defined in each item comprehending it. below. Write your answers on the space provided below the jumbled letters. The teacher also should 1. the purposeful clearing of forested land emphasize how jumbled letter activities can help 4  students in improving their A T S E E D O F R N T I O pronunciation and spelling and increase students' motivation and vocabulary ________________________________________ mastery as discussed by Sihombing (2019). 2. the activity of cutting down trees in order to sell the wood Answer Key: N I O L G G G 1. DEFORESTATION 2. LOGGING 3. EROSION ________________________________________ 4. FLORA 5. FAUNA 3. a gradual process that occurs when the impact of water or wind detaches and removes soil particles, causing the soil to deteriorate N S R E O I O ________________________________________ 4. all the plant life present in a particular region or time, generally the naturally occurring (indigenous) native plants A R F O L ________________________________________ 5. all the animal life present in a particular region or time A N U F A ________________________________________ 5 C. Developing and DAY 2 Deepening TOPIC 1.A.: ANALYZING LINGUISTIC FEATURES: PROBLEM-SOLUTION The teacher should allow the Understanding EXPOSITORY TEXT students to read the text carefully. Let them choose SUB-TOPIC 1: Diction and style in problem-solution texts their partners to come up 1. Explicitation with a good output/answer. You are paired! Instructions: Read the following texts carefully. Then, look for a partner 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. Progress made by the Philippines The Philippines made significant progress in recent years in its efforts to combat deforestation. The government implemented various programs and policies to promote reforestation, sustainable forest management, and biodiversity conservation. One such program is the National Greening Program, which aims to plant 1.5 billion trees across 1.5 million hectares of land by 2028. The program has been successful in planting millions of trees across the country, and it has also created thousands of jobs in the forestry sector. In addition to the National Greening Program, the Philippines enacted various laws and policies to protect its forests. One such law is the Forest Management Bureau's Community-Based Forest Management Program, which aims to involve local communities in forest management and conservation efforts. The program successfully reduced deforestation rates in some areas and promoted sustainable forest management practices. The teacher guides the students in the discussion Challenges faced by the Philippines on the diction, style and transition markers 6  Despite the progress made by the Philippines in its battle against commonly used in problem- deforestation, many challenges remain. One of the biggest challenges is illegal solution expository texts. logging, which is a major problem in the country. Illegal logging contributes to deforestation and leads to the loss of biodiversity, soil erosion, and water pollution. Another challenge the Philippines faces is converting forests into agricultural land. With a rapidly growing population and a need to feed its citizens, the Philippines has seen increased forest conversion for agriculture. Unfortunately, this The teacher equips the conversion often leads to unsustainable farming practices, such as slash-and-burn students on how to analyze agriculture, further contributing to deforestation. problem-solution expository texts by showing the What more needs to be done structure, definition, While the Philippines has made progress in its battle against deforestation, transition words and more must be done to protect the country's forests and the biodiversity they possible graphic organizers support. The government needs to enforce stricter laws and penalties against illegal to be used. logging and forest conversion. The country also needs to promote sustainable land- use practices and increase the involvement of local communities in forest The teacher may print the management and conservation efforts. graphic organizers. If printer In addition, the Philippines needs to address the root causes of deforestation, is not available, the teacher such as poverty and a lack of alternative livelihoods for local communities. may opt to draw it on a Providing alternative livelihood options, such as eco-tourism, agroforestry, and manila paper. sustainable forestry, can help reduce the pressure on forests and promote sustainable land-use practices. Asking students to plot their answers in the following The way forward graphic organizers will enable The Philippines' battle against deforestation is ongoing, but progress has been them to practice identifying made. The country implemented various programs and policies to promote problems and finding reforestation, sustainable forest management, and biodiversity conservation. solutions. However, challenges remain, such as illegal logging and agricultural forest conversion. To protect the country's forests and the biodiversity they support, the government must enforce stricter laws and penalties against these practices and promote sustainable land-use practices. This is what DGB Group aims to do, promote sustainable practices and reforest the world at scale. Source: https://www.green.earth/blog/the-philippines-battle-against-deforestation-progress-and- challenges 7 2. Worked Example Points for Discussion: A problem-solution pattern divides information into two main sections, one that describes a problem and one that describes a solution. This pattern is typically The teacher may write this used in persuasive writing, where the writer's general purpose is to convince the example on a manila paper reader to support a certain course of action. and allow the students to come forward and Source: https://faculty.washington.edu/ezent/impo.htm#:~:text=A%20problem%2Dsolution%20pattern%2 encircle/identify the signal 0divides,a%20certain%20course%20of%20action words used. 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. Source: https://www.ereadingworksheets.com/text-structure/patterns-of-organization/problem- and-solution/ Structure Definition Transition Words Concept Maps Problem tells the problem is… and problem(s), and because Solution sometimes why since it/they exist(s), this led to and how it can one possible be solved solution is… therefore if…. then, Source: thus https://www.edrawsoft.com/arti cle/problem-and-solution- graphic-organizer.html 8  The teacher may provide copies of the worksheet to the students so they can Source: have time to read the text https://www.teacherspayteacher carefully and study on their s.com/Product/Problem-and- Solution-Graphic-Organizer-Use- own. with-any-book-8629219 Let them use a highlighter or any available pen. The teacher asks the students to study the given example below and observe how the graphic organizer is used to present the problem and solution in the text. Source: https://worksheetland.com/worksheets/reading/text-structure/problem-and-solution- worksheet/problem-and-solution-worksheet.jpg 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, 9  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 The teacher reiterates to professionals, researchers, and practitioners within that specific field. students that in writing a The tone used in problem-solution texts is typically objective, persuasive, problem-solution expository and authoritative. text, various transition The target audience of problem-solution texts can be diverse and may include signals are used. A problem- a combination of stakeholders, decision-makers, the general public, solution text structure experts, professionals, educators, and students, depending on the specific describes a problem and goals and objectives of the writing. then its solution. Words The language, tone, and level of technical detail may be tailored to meet the such as problem, solution, needs and expectations of the intended audience. challenge, fixed, issue, and resolved signal a problem- 3. Lesson Activity solution structure. Plot it now! See worksheet for the activity which students will accomplish. DAY 3 This activity engages students in critical thinking, SUB-TOPIC 2: Identifying Transition Markers Commonly Used in Problem- research, and writing skills. Solution Expository Texts It will also make them aware of local issues in their 1. Explicitation communities. Additionally, Read and Mark! the teacher should Instructions: Read the given passages below and encircle the signal words used to encourage the students to indicate problem-solution structure. express their ideas. This way, they can offer potential The ground shook as the tree in our front yard toppled over, falling across contributions on how to power lines, and cutting off our electricity. We face the challenge of getting through solve the identified social the night without lights or heat. We resolved that first issue with flashlights and issues in their localities. candles. Dad fixed the second problem by making a fire in the fireplace. Further, the teacher should encourage creativity and 2. Worked Example critical thinking as students You’re in the Highlight! consider different 10  Instructions: Read the article about plastic pollution and highlight the signal words approaches to addressing the used. You may use any highlighter or pen that you have. problem. Plastic pollution has become a global environmental crisis, with devastating impacts on ecosystems, wildlife, and human health. The widespread use and disposal of single-use plastics have led to the accumulation of plastic waste in oceans, rivers, and landfills, posing significant challenges for our planet's sustainability. The excessive production and improper disposal of plastic products have resulted in the contamination of marine environments, endangering marine life and ecosystems. Plastic waste persists for hundreds of years, breaking down into microplastics that enter the food chain and accumulate in the tissues of marine organisms, including fish and seabirds. Additionally, plastic pollution contributes to habitat destruction, entanglement of wildlife, and economic losses in industries such as tourism and fisheries. We can help solve plastic pollution by reducing Single-Use Plastics: Implementing policies and initiatives to reduce the consumption of single-use plastics, such as bans on plastic bags and straws, and promoting reusable alternatives, improving Waste Management, promote Education and Awareness, and encouraging Corporate Responsibility. 3. Lesson Activity Group work: You’re a Problem Solver! Instructions: The class will be divided into small groups. With your groupmates, discuss some observed social issues in your community, such as local traffic congestion, improper waste management, etc. You are encouraged to research your group's identified social issue 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 ________________________________________________________________________________ ________________________________________________________________________________ 11  Solution ________________________________________________________________________________ ________________________________________________________________________________ D. Making DAY 4 This activity will allow Generalizations students to apply what they 1. Learners’ Takeaways have learned from the lesson You Need to Reflect! to their daily lives, enabling Conclude the activity with a reflection exercise. Ask students to consider whatthem to make their own they learned from the previous activity and how it has influenced their realizations about reality. 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 The teacher instructs the this activity to other real-world problems they may encounter. students to complete the phrases beginning with the 2. Reflection on Learning word I can… to indicate the Yes, You Can! realizations they gained from I can ____________________________________________________________. the lesson and how they can I can ____________________________________________________________. apply them in real life I can ____________________________________________________________. scenarios. IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating 1. Formative Assessment If worksheets are not Learning The teacher instructs the students to answer the 5-item quiz below. available, the teacher may write the questions on a 1. What is the tone typically used in problem-solution essays? manila paper and instruct a. Emotional and subjective students to write their b. Authoritative and persuasive answers in their notebook. c. Confused and disorganized d. Uncertain and speculative Answer Key: 1. b 2. Which of the following is an example of a problem-solution essay topic? 2. c a. "The Importance of Exercise" 3. b b. "Climate Change: Causes and Effects" 4. b c. "Reducing Plastic Pollution in Oceans" 5. d 12  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 Allow the students to choose the graphic organizer they 5. The target audience of problem-solution texts can be diverse and may include wish to use. Give them the a combination of the following: freedom to print the graphic a. stakeholders organizer if they have access b. decision-makers to a printer at home, or to c. the public write/draw it legibly if a d. all of the above printer is not available. 2. Homework (Optional) Instructions: 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. B. Teacher’s Note observations on Remarks any of the following Effective Practices Problems Encountered areas: strategies explored materials used 13  learner engagement/ interaction others C. Teacher’s Reflection guide or prompt can be on: Reflection ▪ Principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I did? ▪ Students What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ Ways forward What could I have done differently? What can I explore in the next lesson? 14