Detailed Lesson Plan in English (Grade 7 Junior High School

April 24, 2023 – 10:45 -11:30 – Grade 7-Faith

EDWIN J. BERMEJO
Subject Teacher

Reading Instructional Texts

Key Idea
Reading Instructional Texts
Most Essential Learning Competencies:
Identify genre, purpose of text (EN7VC-I-d-6) (Q1)
Use appropriate reading strategies to meet one’s purpose (e.g., Scanning, skimming, close
reading, etc.) (EN7RC-IV-b-10) (Q1)
Cite evidence to support a general statement (EN7RC-IV-g-10.4) (Q3)
React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7) (Q3)
Component 1: Short review
Time: 7 minutes
Teacher talk:
So far this week we have been looking at texts that convey information and have focused on
Expository
and Explanation texts. Instructional texts are another type of text that conveys information.
Examples of Instructional texts include:
Recipes
Instruction manuals to help you build or install or use something
Web pages that tell you how to register or apply for something
Instructions for taking medicines
Instructions for doing something like playing a video game
Rules for behavior
Disaster prevention information
What to do if you have COVID symptoms
Teacher reads out each question and asks students to write their answers on the
Worksheet.
Questions:
For an online text giving instructions on how to play a video game:
Q1. What title are you expecting for it? Give an example.
Q2. What information are you expecting to see at the start of it?
Q3. What information are you expecting to see in the rest of it?
Teacher asks students to volunteer answers and reasons and gives feedback, suggesting
examples
where needed.
Suggested answers:
Q1.Sample examples: How to play Game X; Game X Guide…
Q2.A description of the game
Q3.The rules of the game; special features of the game; Tips and Tricks.
Component 2: Purpose of the lesson
Time: 3 minutes
In this lesson, we are going to look at a short Instructional text and we are going to see how
it works
so that when you get a text to read that you have not seen before you know:
whether it is an instructional text
38how it works – its parts or structure – how it starts and then how the rest of it is organized
where its most important information is located.
Instructional texts usually have a structure of 3 major components:
1. A heading or title that describes the purpose of the instructions
2. Things needed to perform the task
3. Steps in the order that they need to be done to achieve the outcome.
[Teacher Notes: Emphasize that the lesson will help them know what to look out for or what
are the
important bits when they have to read instructional texts that they’ve never read before – such
as in a
test or examination.]
Component 3: Lesson Language Practice
Time: 5 minutes
This text is called ‘Steps in cooking Adobo, a Filipino native dish’. It is an example of
Instructions for
doing something.
Here are some key words from the text are important. Let’s say each word together.
Vocabulary
Adobo – a Filipino native dish with pork or chicken
sauté – fry in a pan
vinegar – an ingredient in cooking; made up of water, acetic acid and flavorings.
salt and pepper to taste – add as much salt and pepper as you like
a cup – a measure in cooking of 240-250 ml.
Now let us go over what each word means.
Teacher writes each word on the board and asks class to volunteer answers and writes each
definition on the board. Students write each definition on their worksheets.
Component 4: Lesson Activity
Time: 25 minutes
Component 4A Reading text [5 minutes]
Steps in cooking Adobo, a Filipino native dish By Erjel Tabonares
Ingredients:
1. 1 whole chicken cut into pieces
2. 1/2 cup soy sauce
3. 1/4 cup vinegar
4. chopped onion and garlic
5. cooking oil
6. bay leaves
7. salt and pepper to taste
Steps
Step 1: Put cooking oil in a pan. After few seconds, sauté the chopped onion and garlic until
golden
brown.
Step 2: Add the cut chicken into the pan.
Step 3: Add a 1/2 cup of soy sauce, a 1/4 cup of vinegar, bay leaf, salt and pepper to taste.
Step 4: After few minutes, add a little amount of water.
Step 5: Bring to boil, then reduce heat to medium-low.
Step 6: Cook for 35-40 minutes until chicken is cooked through.
39Teacher reads the text, drawing attention to the words listed in Lesson Component 3.
Component 4B Questions [10 minutes]
Teacher reads out each question and asks students to write their answers on the
Worksheet.
Questions:
Q1.Does the opening section of this text match what is supposed to go in an Instructional text?
Give evidence for your answer.
Q2.Normally in a recipe the ingredients are arranged in the order in which they appear in the
steps. Rearrange the ingredients in that way.
Q3.One of the features of an Instructional text is their sentence structure in the Steps section.
Are the sentences statements, questions, or commands? These sentences all start the same
way – underline the first word in each dot point - what do you notice about them?
Teacher samples answers from students to each question and provides feedback.
Suggested answers:
Q1.Yes, there is a title that describes the purpose of the text.
Q2.Ingredients in sequence:
cooking oil
chopped onion and garlic
1 whole chicken cut into pieces
1/2 cup soy sauce
1/4 cup vinegar
bay leaf
salt and pepper to taste.
Q3.The sentences are all commands and start with a verb.
Component 4C Questions [10 minutes]
Teacher reads out each question and asks students to write their answers on the
Worksheet.
Questions:
Q4.What does it mean to say that Adobo is a Filipino native dish?
Q5.List 3 ingredients that are liquids.
Q6.Imagine Erjel Tabonares is demonstrating his recipe for Adobo on a cooking show on TV.
With
a partner write a short script for what he would say for the first part of his presentation.
Teacher samples answers from students to each question and provides feedback.
Suggested answers:
Q4.It is a dish that originated in the Philippines and is very popular.
Q5.Soy sauce, vinegar, cooking oil.
Q6.Be prepared for a variety of answers here – the main thing is that students change the
language and sentence structures to fit the different context.
[Teacher Notes: Feel free to skip Question 5 and focus on Questions 4 and 6 if you are running
short of
time.]
Component 5: Lesson Conclusion
Time: 5 minutes
Teacher displays the questions:
40Q1.The focus of the lesson was on learning about how information is presented in an
Instructional text. How has the lesson helped you to understand this?
Q2.Which questions were easy to answer? Why?
Q3.What strategies did you use to answer the harder questions?
[Teacher Notes: It would be worthwhile to do this by getting students to write on the
Worksheet, so you
have some feedback on the effectiveness of the lesson and how they feel about their learning
experience. However, if pressed for time, you may want to do this section as a class discussion.]
Segue to the next lesson: “We will return to giving you more practice with texts that provide
information
and extending it to other types of texts in future lessons.”
REMINDER: Collect student worksheets to review and analyze students’ learning; focus on
answers to
Question 6 for quality and clarity of writing and understanding of the content.

Prepared by:

EDWIN J. BERMEJO
Teacher II

Noted:

ADRIANO L. LAGARTO
PI/Officer In-Charge

Detailed Lesson Plan in English (Grade 7 – Junior High School)

February 9, 2023- 10:00 – 10:45 am Grade 7-Hope

EDWIN J. BERMEJO
Subject Teacher
Features of Explanation Texts
Key Idea
Locating and interpreting information in explanation texts
Most Essential Learning Competencies:
Identify the genre, purpose, intended audience and features of various viewed texts EN7VC-I-
d-
6 (Q1)
Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11) (Q2)
Use appropriate reading strategies for various text types (EN7RC-IV-b-10) (Q4)
Summarize key information from a text (EN6OL-IVj-3.6) (Q2)
Component 1: Short review
Time: 7 minutes
This week we have been learning about different types of expository texts – texts that give us
information. Here are some questions to check what you’ve learned. Write your answers on the
worksheet.
Teacher reads out questions:
Q1. What’s the purpose of an information report?
Q2. What’s the purpose of an instructional (or procedural) text?
Q3. How are they different?
Teacher asks students to volunteer answers and gives feedback, suggesting examples where
needed.
Suggested answers:
Q1. To give information about something.
Q2. To give instructions for how to do or make something.
Q3. They have different structures – instructional texts have steps in sequence that you follow;
information reports have a general to specific text pattern.
Component 2: Purpose of the lesson
Time: 3 minutes
In this lesson, we are going to learn about another type of information text – explanations.
Explanations tell us how things work or why something happens. They can help us to understand
the
cycles of nature or the causes and effects of various phenomena.
Earlier in the week we studied a graph which showed the rainfall patterns in the Philippines.
Today we
are going to find out how rain happens.
Component 3: Lesson Language Practice
Time: 5 minutes
First, we are going to learn some words used in academic writing about rain and how it
happens.
Let’s read them together.
Vocabulary
phenomenon (an interesting fact or event that can be observed and studied)
42water vapor (water that is in the state of a gas, as it is found in the atmosphere).
evaporation (water that is heated turns into water vapor)
transpiration (loss of water through pores in the leaves of plants)
condensation (water vapor cools and condenses into liquid droplets)
precipitation (water droplets that grow heavy and fall to the earth as rain or snow)
virga (rain that evaporates in dry it before it reaches the ground)
atmosphere (the layers of gas that surround a planet)
Now let’s go over what each word means.
Teacher writes each word on the board and asks class to volunteer answers and writes each
definition on the board.
Students match the words and definitions on their worksheets.
Component 4: Lesson Activity
Time: 25 minutes
Component 4A Reading text [5 minutes]
Teacher reads the text, drawing attention to the words listed in Lesson Component 3.
Students can
underline these words on their copy as the teacher reads.
Teacher then asks students to study the diagram and look for the words from the list.
HOW DOES RAIN HAPPEN?
Rain is the primary source of fresh water for most areas of the world, providing suitable
conditions
for diverse ecosystems, as well as water for hydroelectric power plants and crop irrigation.
The phenomenon of rain is actually part of the water cycle. The water cycle involves the sun
heating the Earth's surface water and causing the surface water to evaporate. The water vapor
rises into the Earth's atmosphere. The water in the atmosphere cools and condenses into liquid
droplets. The droplets grow until they are heavy and fall to the earth as precipitation which can
be
in the form of rain or snow.
However, not all rain reaches the surface. Some evaporates while falling through dry air. This is
called virga, a phenomenon which is often seen in hot, dry desert regions.
Source: Public Domain https://freesvg.org/water-cycle-vector-illustration
43Component 4B Questions [10 minutes]
Teacher explains how the explanation text is structured. (Display text.)
Look at how the explanation text is structured. In the first paragraph we have some general
information about the phenomenon – rain. The body paragraph gives the explanation of how
rain
happens. We call this the explanation sequence. The last paragraph adds another piece of
interesting
information about what might happen to some rain in the water cycle.
Teacher reads out the questions and models a strategy for locating information in the text
and
diagram. Then asks students to write their answers on the Worksheet.
Here are some questions about the text. You are going to write your answers on the worksheet.
But
first, let’s do the first one together. Think about where you can find the answer in the text and
where
you can the find answer in the diagram.
Questions:
Q1.What is the scientific word for rain? (Where did you find your answer?)
Q2.What are two types of precipitation? Do you know of any other types?
Q3.What causes water from oceans, rivers, and trees to evaporate?
Teacher samples answers from students to each question and gives feedback.
Suggested answers:
Q1.Precipitation
Q2.Rain and snow. (Also, prompt students to draw on prior knowledge for additional answers,
e.g., sleet, hail)
Q3.The sun heats the surface causing water it to evaporate.
Component 4C Questions [10 minutes]
Teacher reads out each question and asks students to write their answers on the
Worksheet.
Answer these questions on the worksheet, but let’s do the first one together. I am going to read
the
text again slowly and as I do I want you to put your hand up to tell me whenever I mention an
example of multimedia and we will underline it in the text and write it in your Worksheet.
Questions:
Q4. What does the diagram show?
Q5. Why are there arrows on the image? What do they show? What is the sequence of the
processes in the cycle?
Q6. Write a short paragraph explaining how rain happens in your own words.
Teacher samples answers from students to each question.
Suggested answers:
Q4. The water cycle. It shows how water from the ground goes through a cycle to become rain.
Q5. The arrows show the movement of water around the water cycle.
Q6. (Various answers are possible. Check that students start the paragraph with a general
statement or topic sentence followed by more detailed statements.)
Component 5: Lesson Conclusion
44Time: 5 minutes
Teacher displays the questions.
Q1.The focus of the lesson was on learning about how information is presented in Explanation
texts. How has the lesson helped you to understand this?
Q2.Which questions were easy to answer? Why?
Q3.What strategies did you use to answer the harder questions?
[Teacher Notes: If there is time, get students to write their answers on the Worksheet.
However, if pressed
for time, you may want to do this section as a class discussion.]
Segue to the next lesson: We will return to giving you more practice with Explanation texts and
extending
it to other types of texts in future lessons.
Prepared by:

EDWIN J. BERMEJO
Teacher II

Noted:

ADRIANO L. LAGARTO
PI/Officer In-Charge