DETAILED LESSON PLAN

PAGE
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO.
NO.
7 3 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners use their multiliteracies and communicative
competence in evaluating Philippine literature, and informational
Grade Level
and transactional texts; and create texts in various modalities for a
Standard
variety of purpose, meanings, and target audiences, which reflect
local and national identity.
The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (prose) for clarity of
A. Content
meaning, purpose, and target audience as a foundation for
Standard
publishing original literary texts that reflect local and national
identity.
The learners analyze the style, form, and features of Philippine
prose (short story and novel); evaluate poetry for clarity of
B. Performance meaning, purpose, and target audience; and compose and publish
Standard an original multimodal literary text (short story) that represents
their meaning, purpose, and target audience, and reflects their
local and national identity.
EN7INF-III-1 Examine text structures for clarity of meaning and
purpose: Expository text: sequence/process, comparison-contrast,
cause and effect, problem and solution.

Objectives:
C. Learning At the end of the lesson, the learners will be able to:
Competencies 1. Identify the four expository text structures
and Objectives (sequence/process, comparison-contrast, cause and effect,
problem-solution).
2. Appreciate different kinds of expository text structure.
3. Apply their understanding of expository structures to
analyze other literary texts.

Text structures in expository texts: sequence/process,

D. Content comparison-contrast, cause and effect, problem and solution.

E. Integration English and Reading

II. LEARNING RESOURCES

 https://www.youtube.com/watch?v=YMw1pyJ4OM0
 https://www.voyagersopris.com/vsl/blog/expository-text-samples

III. TEACHING AND LEARNING PROCEDURE

1. Activating Prior 1. Short Review (5 minutes)
Knowledge
Before we proceed to our lesson today, let's have a short
review! Last time we discussed about “Publishing an
original literary text that reflects culture”. Am I right, class?

Again, why is Publishing an original literary text that

reflects culture important? (The students will answer)
 Very good, class!

Now that we are done in our previous topic, we will begin a

new interesting topic. So today, we are going to discuss a
new topic entitled Text structures in expository texts:
sequence/process, comparison-contrast, cause and effect,
problem and solution.
2. Establishing 1. Lesson Purpose
Lesson This lesson helps the students develop the ability to recognize and
Purpose understand the different types of expository text structures—
sequence/process, comparison-contrast, cause and effect, and
problem-solution. By identifying and appreciating these structures,
students will gain insight into how authors organize information to
communicate ideas clearly. This understanding will allow them to
apply these concepts when analyzing various literary texts,
enhancing their comprehension and critical thinking skills as they
learn to evaluate and interpret different forms of information.

Objectives:
At the end of the lesson, the learners will be able to:
1. Identify the four expository text structures
(sequence/process, comparison-contrast, cause and effect,
problem-solution).
2. Appreciate different kinds of expository text structure.
3. Apply their understanding of expository structures to
analyze other literary texts.

2. Unlocking Content Area Vocabulary

Before we explore to our topic this afternoon, I prepared here an
activity. I want you to observe them carefully.

Activity: Match Me!

Direction: Identify the Expository text structure portrayed in
the picture below. Pick your answers from the box and write
your answer under the picture.
Sequence/process Cause and effect
Problem-solution Comparison-contrast

1.

3. 2.
 Answer Key:
1. Sequence/process
2. Cause and effect
3. Comparison-contrast
4. Problem-solution

Now that we are done with our activity, you have now prior
knowledge on what is Expository text and its structure;
Sequence/process, Comparison-contrast, Cause and effect, and
Problem-solution. So, I want you to listen attentively and
participate in our discussion and activity.

3. Developing and 1. Explicitation

Deepening This afternoon we are going to tackle Expository Text:
Understanding sequence/process, comparison-contrast, cause and effect,
problem-solution. I want you to listen attentively and participate
actively in our discussion.

Let’s Define sequence/process, comparison-contrast, cause

and effect, problem-solution:

What is Expository Text?

Expository text is a form of writing that explains, describes, or

informs readers about a specific topic. Its purpose is to provide
clear, factual information, often using organized structures that
help readers easily understand the content. Unlike narrative
texts, which tell stories, expository texts focus on delivering
knowledge or insights in a straightforward way.

Here are the main types of expository text structures and

examples of each:

1. Sequence/Process
- Definition: This structure presents information in a specific
order or steps, explaining a process or sequence of events.
- Example: A recipe in baking a cake.
- Example: A set of instructions for assembling a study table
for your room.

2. Comparison-Contrast
- Definition: This type compares two or more ideas, people,
events, or things, highlighting their similarities and differences.
- Example: A comparison of an iPhone and Android phones.
- Example: A discussion of the pros and cons of two political
candidates.

3. Cause and Effect

- Definition: This structure explores the relationship between
events or ideas, showing how one leads to another.
- Example: An explanation of the environmental impact of
deforestation.
- Example: An analysis of the causes of a particular disease.

4. Problem-Solution
- Definition: This structure identifies a problem and then
 suggests possible solutions to address it.
- Example: An article discussing the problem of traffic
congestion and proposing solutions like public transportation
improvements.
- Example: A report on the problem of pollution and
suggesting ways to reduce it.

2. Worked Example
Now here’s an example of the four expository text structures
(sequence/process, comparison-contrast, cause and effect,
problem-solution). And I want you to listen attentively.

1. Sequence/Process
2.

Comparison/Contrast

3.

Cause and Effect

4. Problem/Solution
 3. Lesson Activity
Activity: Unraveling Text Structures
Instructions:
1. Each scenario describes a situation or event.
2.Determine which of the four expository text structures
(sequence/process, comparison-contrast, cause and effect,
problem-solution) best fits each scenario.
3. Briefly explain why you chose that particular text structure.

Scenarios:

Scenario 1:
Imagine you're baking a delicious chocolate cake. You start by
preheating the oven, then mix the dry ingredients, followed by
adding the wet ingredients. Finally, you pour the batter into a pan
and bake it until it's golden brown.

Scenario 2:
The city is facing a growing problem with traffic congestion. One
solution is to invest in public transportation, which would
encourage people to leave their cars at home. Another solution is
to implement congestion pricing, charging drivers higher fees
during peak hours to discourage driving.

Scenario 3:
Owning a pet can be both rewarding and challenging. While pets
provide companionship and unconditional love, they also require a
significant amount of time, money, and effort. You need to feed
them, groom them, take them to the vet, and provide them with a
safe and comfortable environment.

Scenario 4:

The recent increase in wildfires is largely due to climate change.

Rising temperatures and drier conditions create a perfect
environment for wildfires to ignite and spread rapidly.

Answer Key:
Scenario 1: Sequence/Process (describes the steps involved in
baking a cake)
Scenario 2: Problem-Solution (identifies traffic congestion as a
problem and proposes solutions)
Scenario 3: Comparison-Contrast (presents both the benefits and
drawbacks of owning a pet)
Scenario 4: Cause and Effect (explains how climate change
causes an increase in wildfires)

4. Making 1. Learner’s Takeaways

Generalizations Exit Slip Activity: Understanding Expository Text Structures

Instructions: Answer each question thoughtfully. This will help

you review what you’ve learned about different text structures and
show your understanding.
 1. Choose one expository text structure (sequence/process,
comparison-contrast, cause and effect, or problem-
solution) and give an example of when you might use it in
real life.
Example: I would use the sequence/process structure when giving
directions or explaining steps to complete a project.

2. Which text structure do you feel most confident identifying?

Which one would you like to practice more?
Example: I feel confident with cause and effect and want to
practice comparison-contrast.
(Explanation: Cause and effect is often straightforward because it
shows a direct relationship between events, while comparison-
contrast can be more challenging as it requires identifying both
similarities and differences.)

Criteria:

2. Reflection on Learning
Now who would like to summarize our lesson for today?
(It's about the four expository texts; sequence/process,
comparison-contrast, cause and effect, or problem-solution)

Yes, very good. Now do you think the four expository texts;
sequence/process, comparison-contrast, cause and effect, or
problem-solution important?

(Yes sir, the four expository text structures—sequence/process,

comparison-contrast, cause and effect, and problem-solution—are
essential because they organize information clearly, highlight
relationships, aid in comparisons, and present solutions, making
complex ideas easier to understand.)

Very good! To test your understanding let`s have a quiz.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND

TEACHER’S REFLECTION
A. Evaluating Formative Assessment
Learning I. Expository Text Structure Quiz
Instructions: Read each scenario and choose the expository text
structure that best describes it.

1. A recipe for baking a delicious chocolate cake.

a) Sequence/Process
b) Comparison-Contrast
c) Cause and Effect
d) Problem-Solution

2. An article explaining the differences between a traditional

classroom and an online learning environment.
a) Sequence/Process
b) Comparison-Contrast
c) Cause and Effect
d) Problem-Solution

3. A news report about the impact of climate change on rising sea

levels.
a) Sequence/Process
b) Comparison-Contrast
c) Cause and Effect
d) Problem-Solution

4. An essay discussing the issue of plastic pollution and proposing

solutions to reduce it.
a) Sequence/Process
b) Comparison-Contrast
c) Cause and Effect
d) Problem-Solution

5. A guide explaining the steps involved in changing a flat tire on a

car.
a) Sequence/Process
b) Comparison-Contrast
c) Cause and Effect
d) Problem-Solution

Answer Key:
1. a) Sequence/Process
2. b) Comparison-Contrast
3. c) Cause and Effect
4. d) Problem-Solution
5. a) Sequence/Process

II. Expository Text Structure Activity: "The Case of the Missing

Cookies"
Instructions:
1. Read the story: Students read "The Case of the Missing
Cookies" together and later they will read it silently in their seats.
2. Identify structures: As they read, students identify sentences or
paragraphs that illustrate each of the four expository text
structures. They write these sections in the appropriate column on
their worksheet.
3. Analyze and explain: For each example, students explain how
the text structure is used. For example:
Sequence/Process: What steps are being described? What
order are they in?
Comparison-Contrast: What two things are being compared or
contrasted? What are the similarities and differences?
Cause and Effect: What is the cause? What is the effect?
Problem-Solution: What is the problem? What is the solution?

The Case of the Missing Cookies

It was a dark and stormy night. The wind howled outside, and
rain lashed against the windows. Inside, Sarah sat by the fireplace,
enjoying a warm mug of cocoa. She had just finished baking a
batch of delicious chocolate chip cookies, and they were cooling
on the counter.

Suddenly, a loud crash echoed through the house. Sarah

jumped up in alarm. She rushed to the kitchen and found that the
window had been broken, and the cookies were gone!

Sarah was devastated. She had spent hours baking those

cookies, and now they were gone. But then, she remembered her
dog, Max. Max was a notorious cookie thief, and he had been
acting strangely all evening.

Sarah decided to investigate. She looked around the kitchen,

and she noticed a trail of crumbs leading to Max's dog bed. She
carefully lifted the blanket, and there he was, curled up in a pile of
crumbs, with a satisfied look on his face.

Sarah knew that Max was the culprit. She sighed and decided to
forgive him. After all, who could resist the allure of freshly baked
chocolate chip cookies? She cleaned up the mess, and Max got a
few extra treats as a reward for his "misbehavior."

Answer Key:
Sequence/Process
"She rushed to the kitchen and found that the window had been
broken, and the cookies were gone!"
Explanation: This sentence describes a sequence of actions:
Sarah hears a crash, rushes to the kitchen, and discovers the
broken window and missing cookies.

Comparison-Contrast:
"Max was a notorious cookie thief, and he had been acting
strangely all evening."
Explanation: This sentence contrasts Max's usual behavior with
his recent actions, implying that his strange behavior is related to
his cookie-stealing tendencies.

Cause and Effect:

"Sarah was devastated. She had spent hours baking those
cookies, and now they were gone."
Explanation: The cause is Sarah's missing cookies, and the effect
is her devastation.

Problem-Solution:
 "Sarah knew that Max was the culprit. She sighed and decided to
forgive him. After all, who could resist the allure of freshly baked
chocolate chip cookies? She cleaned up the mess, and Max got a
few extra treats as a reward for his "misbehavior."
Explanation: The problem is the missing cookies, and the solution
is Sarah forgiving Max and giving him extra treats.

Criteria:

Note observations on the Problems

Effective Practices
following areas: Encountered

strategies explored

B. Teacher’s materials used

Remarks
Learner
engagement/interaction

Others

C. Teacher’s
Reflection

Prepared by: Checked by:

John Paul M. Onde Regin B. Panis

BSED ENGLISH III Instructor
Visayas State University
Region VIII