7

Quarter 2
Lesson Exemplar Lesson

for English 6

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 2: Lesson 6 of 8 (Week 6)
SY 2024-2025

This material is intended exclusively for the use of teachers 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
Writers:
• Bea Mara L. Zamora (Silliman University)
• Renelito C. Caballo (Silliman University)
• PNU Development Team

Validators:
• Gina Fontejon Bonior, PhD (Silliman University)
• PNU Development Team

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 blr.od@deped.gov.ph.

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ENGLISH/QUARTER 2/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (prose)
Standards for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect
local and national identity.

B. Performance The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature
Standards (prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that
reflect local and national identity.

C. Learning Revise the literary texts for coherence and cohesion.

Competencies • Use transitional markers
and Objectives

D. Content Transitional Devices as Tool for Coherence and Cohesion

E. Integration ESP/Filipino Values and Local/National Identity

II. LEARNING RESOURCES

MIT Comparative Media Studies. (2022, July 28). Resources for writers: The writing process. https://cmsw.mit.edu/writing-and-communication-
center/resources/writers/writing-process/

Roces, A. (n.d.). We Filipinos Are Mild Drinkers. Retrieved June 8, 2024, from https://geekyenglish.wordpress.com/wp-
content/uploads/2013/10/we-filipinos-are-mild-drinkers.pdf

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Springboard (5 minutes)

Gauge the students’ knowledge on the writing process by beginning the discussion
with the following questions:

● In writing a story, what is the first thing that you usually do?
● What should you do to make your story interesting and understandable, or
clearly written?

B. Establishing 1. Lesson Purpose (1 minute)

Lesson Purpose
Establish the lesson purpose by presenting the objectives of the study. The teacher
may say:

Since you are now knowledgeable about the types of literary text for composition
and on how to select a literary text type based the meaning and purpose, you are
now ready to compose literary text. For this week we will focus on the
• steps in the writing process
• constructing a timeline of events for a short story

2. Unlocking Vocabulary/Language Practice (5 minutes)

Introduce the words that students will encounter for this week’s lesson.

Content Vocabulary Definition

Story Map a graphic organizer with the elements of a

story such as setting, characters, and plot

Prewriting includes all activities done before writing the

draft such as brainstorming, outlining, and
gathering information

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 Drafting putting ideas into sentences and paragraphs;
ideas are supported with details and are
connected

Revising making changes in terms of content and

organization; ideas may be added, deleted, or
changed

Editing checking for grammar and spelling errors

Publishing sharing the final story to others in various

forms like storytelling, handing out printed
copies, or posting it online

C. Developing and STEPS IN THE WRITING PROCESS: PREWRITING and DRAFTING

Deepening
Understanding 1. Explicitation (35 - 40 minutes)

Present the following concepts and explain that these are the steps that they have
to follow in writing a story.

Step 1: Step 2: Step 3: Step 4:

Prewriting Drafting Revising Editing
(Think) (Write) (Make It Better) (Make It Correct)

Provide the following questions written on paper strips. Ask the students to
analyze each question and place it under the column where they think it
belongs: This can be done by pair, so
students can brainstorm
and create mini discussion
to promotion collaboration.

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 • What do I want to say? • Have I used complete sentences?
• How do I want to say it? • Are my spelling, capitalization, and
• Who will read my writing? punctuation correct?
• What else do I need to know to begin? • Have I marked corrections that I
• Who can I talk to about my ideas? need?
• Are my thoughts organized? • Has someone checked my work?
• Which ideas do I want to develop? • Do I have a correct and neat copy?
• Who can read this and offer • Should I illustrate it and display it?
suggestions? • Should I bind it in a book?
• Have I read what I have written? • Should I read it out loud?
• Are my details clear? • Can I place it in a classroom library?
• Should I add or take out parts? • Will I act it out?
• Have I used the best ideas and words? • Should I record myself telling my
• Is my writing in a sensible order? story and post it online?
• What suggestions have others made?

Process the students’ answer by discussing the steps using the table below.
Emphasize that this will also be their guide/checklist as they write their
composition.
STEP 1: PREWRITING (THINK)
• Decide on a topic to write about.
• Consider who will read or listen to ● What do I want to say?
your written work. ● How do I want to say it?
• Brainstorm ideas about the topic. ● Who will read my writing?
• Use a graphic organizer (e.g. story ● What else do I need to know to begin?
map) to organize your ideas. ● Who can I talk to about my ideas?
• Do your research, if necessary.
STEP 2: DRAFTING (WRITE)
• Write sentences and paragraphs even ● Are my thoughts organized?
if they are not perfect. ● Which ideas do I want to develop?
• Read what you have written and ● Who can read this and offer
judge if it says what you mean. suggestions?
• Show it to others and ask for
suggestions.

STEP 3: REVISING (MAKE IT BETTER)

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 • Read what you have written again. ●
Have I read what I have written?
• Think about what others said about ●
Are my details clear?
it. ●
Should I add or take out parts?
• Rearrange words or sentences. ●
Have I used the best ideas and
• Delete, add, or change parts. words?
• Replace overused or unclear words. ● Is my writing in a sensible order?
● What suggestions have others
made?
STEP 4: EDITING (MAKE IT CORRECT)

• Be sure all sentences are complete – • Have I used complete sentences?

have subjects and verbs. • Are my spelling, capitalization,
• Correct spelling, capitalization, and and punctuation correct?
punctuation. • Have I marked corrections that I
• Change words that are not used need?
correctly. • Has someone checked my work?
• Have someone check your work. • Do I have a correct and neat copy?
• Recopy it correctly and neatly.
STEP 5: PUBLISHING (SHARE THE FINISHED PRODUCT)
• Read your writing aloud to a group.
• Create a book of your work. • Should I illustrate it and display it?
• Send a copy to a friend or relative. • Should I bind it in a book?
• Put your writing on display. • Should I read it out loud?
• Illustrate, perform, or set your • Can I place it in a classroom
creation to music. library?
• Will I act it out?
• Should I record myself telling my
story and post it online?

Day 2 - 3
ACTIVITY 1: Map it Out (Prewriting) (35 minutes)
After the discussion on the Steps of the Writing Process, present the Story Map
worksheet. Explain how this will be used as part of the first step: Prewriting.

Before the students create their own story map, show how it is done using of the story,
“We Filipinos are Mild Drinkers” by Alejandro R. Roces. This will help them see if they
can identify the elements and picture out how this story map translates to a complete
short story.

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 MY STORY MAP

Before revealing the answers, the following guide questions may be asked for each
part of the plot:
Exposition:
a. When and where did the story happen?
b. How did the story begin?
c. What was the character’s situation in the beginning of the story?
Rising Action:
a. What conflict/problem was encountered by the character(s?)
Climax:
a. How did the character confront the problem?
b. What is the turning point of the story?
Falling Action:
a. How did the character solve the problem/conflict?
b. What happened after the most intense part of the story?
Resolution:
The activity may cover two
a. How did the story end?
sessions because students
ACTIVITY 2: STORY WRITING CHECKLIST (25 minutes) would need an ample time to
Once all the answers are shown, present the Story Writing Checklist. Using this, they think of a story and
go over each item in the Self Evaluation and Peer Evaluation for Prewriting. accomplish the map.

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 Story Writing Checklist
Steps in the Self-evaluation Peer Evaluation Suggestions/
Remarks
Writing
Process

PREWRITING  Did I/we consider who  Based on the story

will read my/our story? map alone, is it
 Have I/we included the appropriate for the
setting and characters intended readers?
in the exposition?  Does the
 Is the conflict revealed exposition
in the Rising Action? introduce the
 Can my/our climax be setting and
considered the turning characters?
point of the story or the  Is the conflict
most intense part? revealed in the
 Does the falling action Rising Action?
lead to the resolution of  Is the climax
the problem? considered the
 Does my/our ending turning point of
bring closure to the the story or the
story? most intense part?
 Are the plot elements  Does the falling
organized logically? action lead to the
resolution of the
problem?
 Does the ending
bring closure to the
story?
 Are the plot
elements organized
logically?

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DRAFTING  Are my/our details  Are the details
enough to make the enough to make
story interesting? the story
 Are story elements interesting?
consistent with the  Are story elements
story map? consistent with the
 Were dialogues added? story map?
 Do I only have one idea  Were dialogues
in every paragraph? added?
 Does every
paragraph have
one idea only?

REVISING  Have I read what I have  Are the details

written? clear?
 Are my details clear?  Should parts be
 Should I add, delete, or added, deleted, or
change parts? changed?
 Have I used the best  Did the writer(s)
ideas and words? use the best ideas
 Is my writing in a and words?
sensible order?  Is the writing in a
sensible order?

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 EDITING  Have I used complete  Are sentences
sentences? complete?
 Are words spelled  Are words spelled
correctly? correctly?
 Did I/we capitalize the  Did the writers
beginning of each capitalize the
sentence and the beginning of each
proper nouns? sentence and the
 Are punctuation marks proper nouns?
used correctly?  Are punctuation
 Are transition markers marks used
used correctly? correctly?
 Are transition
markers used
correctly?

PUBLISHING  Did I/we follow the  Is the copy correct

editing suggestions? based on the
 Is the final copy neat editing
and presentable? suggestions?
 Is the final copy
neat and
presentable?

LESSON ACTIVITY: DRAFT IT UP! (25 minutes)

Based on the story timeline, guide the students in writing the draft of the story. The
first few parts may be directly shown to them and the rest may be done together with
them.

In the discussion, point out that the story timeline is a summary, while the draft is
the longer version with added details, and dialogues between or among characters.
Also point out how drafts are written in paragraphs and that the sentences should not
necessarily be perfect.

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 Story Timeline Draft

Exposition: It was the year 1945, when the

In 1945, it was a common sight for Americans came back to the Philippines
Filipinos to see American soldiers who after World War II. In our barrio, it was
were subject to the influence of alcohol. common to see American soldiers who
One day, an American soldier named Joe were drunk.
asked a Filipino farmer where he could
find a bar in the barrio. One day, as I was working in the
field, an American soldier passed by and
asked, “Hey amigo, do you know any bars
around here?”

Rising Action: “I’m sorry but there are no bars

Because there were no bars in the barrio, here, Joe.”
the farmer invited Joe to his nipa hut and
offered lambanog. Joe got drunk while the “Do you know any place where I
farmer didn’t. could get whiskey?”

“There is none that I know of, Joe.

We Filipinos don’t drink whisky. Why
don’t you just go with me so I can offer you
lambanog. It’s our local drink but I am not
sure if you will like it.”

Joe smiled and accepted my offer.

So, I hurriedly attended to my carabao and
got ready to go home.

Climax:
Since Joe was so drunk, he mistook the
farmer as a Japanese soldier and the
farmer’s mother as a kimono girl. She
screamed, ran, and alarmed the people in
the barrio.

Falling Action:
After the American soldier became
delusional, he passed out.

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 Resolution:
So, the Filipino farmer brought the soldier
back to his camp where he was offered a
can of beer. However, he refused saying
that Filipinos are mild drinkers.
Once the entire draft is done, the teacher leads them to the Story Writing Checklist
again. But this time, they focus on the Checklist for Drafting.

Day 4
ACTIVIY 3: CRAFT YOUR OWN DRAFT (Drafting) (40 minutes)

Ask the students to start working on their own draft based on the discussions on story
map and timeline.

Once they are done, ask the students to go over the checklist on Drafting for Self-
Evaluation (LEARNING ACTIVITY SHEET 2). After this, they exchange story maps and
drafts again and the group does the Peer Evaluation.

D. Making Learners’ Takeaways (5 minutes)

Generalizations Learning Targets I can do this on my I can do this with I am not able to do
own. a little help from this on my own. I
others. am still confused.

I can identify the

steps in the writing
process.

I can construct a
timeline of events
for a short story.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment (8 minutes)

Learning Steps in the Writing Process: Encircle the letter that corresponds to the correct
answer.
1. Which among the following steps in the writing process requires the writer to check
for spelling, capitalization, and punctuation marks?
A. drafting C. revising
B. editing D. publishing
2. Which step focuses on the taking out, adding, or changing words or sentences to
make the idea clearer?
A. drafting C. revising
B. editing D. publishing
3. Which step in the writing process are you at if you are now finalizing whether you will
bind your story in a book, illustrate it, or act it out?

A. prewriting C. revising
B. editing D. publishing
4. Based on the given situations below, which is NOT an activity that you do during the
Prewriting Stage?

A. Think of a topic.
B. Research for the needed information.
C. Make sure that transitional markers are used correctly.
D. Use a graphic organizer or story map to organize your ideas.
5. Which among the following will writers do if they are now in the Revising Stage of the
writing process?

A. Replace overused or unclear words.

B. Be sure that all sentences are complete.
C. Consider who will read or listen to their story.
D. Write sentences and paragraphs even if they are not perfect yet.

B. Teacher’s Note observations on The teacher may take note

Remarks any of the following Effective Practices Problems Encountered of some observations
areas: related to the effective

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 strategies explored practices and problems
encountered after utilizing
materials used the different strategies,
materials used, learner
engagement, and other
learner related stuff.
engagement/
interaction
Teacher may also suggest
Others ways to improve the
different activities
explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection lesson
▪ principles behind the teaching
conducted/facilitated is
What principles and beliefs informed my lesson?
essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an
▪ students input for the
What roles did my students play in my lesson? LAC/collaborative sessions.
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?

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