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CONSOLIDATED CAMP Lesson-27.pptx
- 1. English Grade 7 Lesson Plan 27 Reading Explanation Texts Consolidation Camp
- 2. Pass-Break: Pass the balloon throughout the class while the music is playing. When the music breaks, the student who holds the balloon will answer the question.
- 3. PASS - BREAK: The students will pass the balloon throughout the class while the music is playing. When the music dies, the student who holds the balloon will answer the questions. Q1. What’s the purpose of an information report? C1 and C2
- 4. Balloon Popping: The students will pass the first balloon throughout the class while the music is playing. When the music dies, the student who holds the balloon will answer the question. C1 and C2
- 5. Balloon Popping: The students will pass the first balloon throughout the class while the music is playing. When the music dies, the student who holds the balloon will answer the question. C1 and C2 Q2. What’s the purpose of an instructional (or procedural) text?
- 6. Balloon Popping: The students will pass the first balloon throughout the class while the music is playing. When the music dies, the student who holds the balloon will answer the question. C1 and C2
- 7. Balloon Popping: The students will pass the first balloon throughout the class while the music is playing. When the music dies, the student who holds the balloon will answer the question. C1 and C2 Q3. How are they different?
- 8. We’re all in this together !! Locating and interpreting information in explanation texts
- 9. We’re all in this together !! 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.
- 10. Let’s Read These Together C3 C3 1. Caldera 2. Depression 3. Magma 4. Magma chamber 5. Volcanic cone 6. Volcanic vent 7. Periodically 8. dynamic
- 11. We’re all in this together !! Directions: The class will be divided into 8 groups. Each group will be given scrambled letters that they will unscrambled. They will match the words with the meaning projected.
- 12. C3 WORD MEANING a large depression formed when a volcano erupts and collapses a landform sunken or lower than the surrounding area hot, molten rock under the earth’s surface region under a volcano where molten rock (magma) is stored prior to eruption the triangle-shaped hill formed from volcanic eruptions the place on the Earth's surface where molten rock erupts from the volcano at regular intervals of time constantly changing, activity, or progress
- 13. WORD MEANING 1. caldera a large depression formed when a volcano erupts and collapses 2. depression a landform sunken or lower than the surrounding area 3. magma hot, molten rock under the earth’s surface 4.Magma chamber Region under a volcano where molten rock (magma) is stored prior to eruption 5.Volcanic cone The triangle-shaped hill formed from volcanic eruptions 6.Volcanic vent The place on the earth’s surface where molten rock erupts from the volcano 7.periodically At regular intervals of time 8.dynamic Constantly changing, activity, or progress C3
- 14. C4A
- 17. Q2. What is a caldera? C4-B
- 18. Question: Q3. What causes the volcanic cone to collapse when a caldera is formed? C4-B
- 19. Group Activity: Group the class into three. Each group will answer/discuss the question given to them. C4C Q4. Is the Taal Volcano still an active volcano? Support your answer with evidence from the text.
- 20. 1. 4. 2. 5. 3. Q5. From the explanation sequence, list the stages in the formation of Taal volcano. C4C
- 21. Q6. Write your own explanation of how a complex volcano is formed. Write your paragraph in manila paper to be presented in the class. (group reading) C4C
- 22. Group Activity: G1. 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? G2. Which questions were easy to answer? Why? G3. What strategies did you use to answer the harder questions? C5
Editor's Notes
- In this part, the teacher will simply present or tell the students about the topic. This week we have been learning about different types of expository texts – texts that give us information. Let’s have a short review on this.
- The teacher will do the review through “Pass – Break Activity”. The teacher will prepare a balloon. Music will be played while the balloon will be passed among the students. When the music ends, the student who handles the balloon will answer the question to be given by the teacher. As they recall, students must write the answers to the question in their workbook. 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 start with general information then specific details about a topic or thing.
- . The teacher will do the review through “Pass – Break Activity”. The teacher will prepare a balloon. Music will be played while the balloon will be passed among the students. When the music ends, the student who handles the balloon will answer the question to be given by the teacher. As they recall, students must write the answers to the question in their workbook. Suggested answers: Q1. To give information about something.
- Suggested answers: Q2. To give instructions for how to do or make something.
- Suggested answers: Q3. They have different structures – instructional texts have steps in sequence that you follow; information reports start with general information then specific details about a topic or thing.
- Suggested answer: Information report vs instructional or procedural texts Q3. They have different structures – instructional texts have steps in sequence that you follow; information reports start with general information then specific details about a topic or thing.
- C2 Time: 3 minutes In this lesson, we are going to revisit another type of expository or informational text – an explanation.
- C2 Time: 3 minutes (adlib: ex. Your mother ask you why you came late last night? I want a valid reason, an explanation). Explanation tells 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. We have already encountered a legend and a recount about volcanoes. This time we’ll find out how information is organized in a different way in an explanation about how a volcano is formed.
- Time: 5 minutes First, we are going to learn some words used in science to talk about volcanoes and how they are formed. Let’s read them together.
- C2 Time: 3 minutes In this lesson, we are going to revisit another type of expository or informational text – an explanation. 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. We have already encountered a legend and a recount about volcanoes. This time we’ll find out how information is organized in a different way in an explanation about how a volcano is formed.
- Time: 2 minutes Now let’s go over what each word means. Ask the students to find a partner. Students match the words and definitions on their Workbook while working in pair. They will be given 2 minutes to finish the task.
- Time: 2 minutes . Now let’s go over what each word means. Teacher will reveal the answers while the students check their works.
- 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.
- Component 4B Questions [10 minutes] Teacher explains how the explanation text is structured. Look at how the explanation text is structured. In the first paragraph, we have some general information about the phenomenon – the type of volcano “caldera complex”. The body paragraph goes through the stages of how the caldera complex volcano was formed. We call this the explanation sequence. The last paragraph adds another piece of related information about the changing volcanic landscape. Teacher reads out the questions and models a strategy for locating information in the text. Then asks students to write their answers in the Workbook. Here are some questions about the text. You are going to write your answers in the Workbook. But first, let’s do the first one together. Think about where you can find the answer in the text and highlight or underline the words that tell you the answer or provide clues to the answer.
- Teacher reads out the questions and models a strategy for locating information in the text. Then asks students to write their answers in the Workbook. Say: Here are some questions about the text. You are going to write your answers in the Workbook. But first, let’s do the first three together. Think about where you can find the answer in the text and highlight or underline the words that tell you the answer or provide clues to the answer. Teacher samples answers from students to each question and gives feedback. Suggested answers: Q1. Taal is a caldera complex volcano.
- Teacher samples answers from students to each question and gives feedback. Suggested answers: Q2. A caldera is a large basin-like depression formed when a volcanic cone collapses inwards.
- Teacher samples answers from students to each question and gives feedback. Suggested answers: Q3. The volcano erupts and empties the magma chamber, which then causes the volcanic cone to collapse.
- Say: This time, I will be putting you into three groups. In this part of the lesson, the group 1 will collaboratively answer the question. Suggested answers: Q4. Yes – “Volcano Island, which has an active vent that periodically releases steam, gases, and ash”; “The volcano's formation and ongoing activity”. Remind the students that though they work in groups, each student must also write their answers in their workbook.
- In this part of the lesson, the group 2 will collaboratively answer the question. Suggested Answer: Q5. A series of eruptions occurred; the caldera was formed; the caldera filled with a lake; subsequent eruptions created another volcanic island; an active vent releases steam, gases, and ash.
- In this part of the lesson, the group 3 will collaboratively answer the question. Suggested Answer: Q6. (Various answers are possible. Check that students start the paragraph with a general statement or topic sentence followed by more detailed statements in the explanation sequence.) General statement identifying the phenomenon, Explanation sequence, Concluding statement
- Component 5: Lesson Conclusion Time: 5 minutes [Teacher Notes With the same group, the students will answer one question to be presented orally in the class. Segue to the next lesson: We will move on to giving you some practice with Persuasive texts in the next two lessons. REMINDER: Collect student Workbooks to review and analyze students’ learning; focus on answers to Question 6 for quality and clarity of writing and understanding of the content.