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Name of School: Quarter: 4th Quarter
Grade Level & Grade 7 Week: Week 3 Day 1
Section:
Subject: ENGLISH Date and
Time:
Topic: Teacher:
I. CONTENT, STANDARDS AND LEARNING ANNOTATIONS
COMPETENCIES
A. CONTENT The learners demonstrate their
STANDARDS multiliteracies and communicative
competence in evaluating
informational texts (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,
STANDARDS form, and features of informational
texts (expository essays) and
transactional texts (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 Publish a multimodal informational
text for one’s purpose and target
audience: Expository Essay
D. LEARNING Lesson Objectives
OBJECTIVES 1.Prewriting
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● Identify a specific problem
related to environmental
awareness and preservation and
brainstorm possible solutions.
● Describe the specific situations
where the problem exists, the
target readers of the problem
solution essay, and the purpose for
writing it.
2. Drafting
● Determine one’s thesis as the
central idea of the essay.
● Gather facts and informed
opinions (texts and images) to
support the central idea.
● Write a problem-solution essay
based on the central idea and
supporting details.
● Draw a convincing solution to
the identified problem.
3. Revising
● Revise the draft for clarity of
main idea and validity/verifiability
of supporting details.
4. Editing
● Edit the grammar, word choice,
and writing mechanics of the
problem-solution essay.
5. Publishing
● Publish a multimodal problem-
solution text for one’s purpose and
audience in any of the following:
o Digital or printed brochure
o Digital or printed pamphlet
o Digital or printed posters
o Social media posts (Facebook,
Instagram, etc.)
I. CONTENT
Writing process
II. LEARNING RESOURCES
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A. REFERENCES National Geographic, & Maloney, B. (2024, January 22).
Bringing the Ocean Back: An Introduction to Ocean
Conservation.
https://education.nationalgeographic.org/resource/
bringing-the-ocean-back/
Philippine Normal University. (2013). English, A Reviewer
for the Licensure Examination for Teachers.
Prewriting Strategies. Wingspan: Center for Learning and
Writing Support. (n.d.). https://writing.ku.edu/prewriting-
strategies
Problem-solution Essays. EAPFoundation.com. (n.d.).
https://www.eapfoundation.com/writing/essays/problemsol
ution/
Purdue University. (n.d.). Expository essays.
https://owl.purdue.edu/owl/general_writing/
academic_writing/essay_writing/expository_essays.html
Research and Writing Center. (2024). Drafting. Brigham
Young University. https://rwc.byu.edu/writinghelp/drafting
Revising vs. editing - what’s the difference? GRAMMARIST.
(2024, January 9). https://grammarist.com/editing/revising-
vs-editing/
Revising. The Writing Center. (n.d.).
https://writingcenter.gmu.edu/writing-resources/writing-as-
process/revising
Tennessee State University. (n.d.). Strategies for drafting &
revising academic writing.
https://www.tnstate.edu/write/documents/
DraftingRevisingEves2007.pdf
The Graduate Writing Center - The University of Rhode
Island. (2020, March 10). Writing process steps.
https://web.uri.edu/graduate-
writing-center/writing-process-steps/
The Writing Center - George Mason University. (n.d.). 23
Ways to Improve Your Draft.
https://writingcenter.gmu.edu/writing-
resources/writing-as-process/23-ways-to-improve-your-
draft
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The Writing Center • University of North Carolina at Chapel
Hill. (2023, December 8). Editing and proofreading key.
Editing and
Proofreading.
https://writingcenter.unc.edu/tips-and-tools/editing-and-
proofreading/editing-and-proofreading-key/
UAGC Writing Center. (n.d.). Writing a thesis statement.
https://writingcenter.uagc.edu/writing-a-thesis
University of Lynchburg. (n.d.). The writing process.
https://www.lynchburg.edu/academics/writing-center/wilme
r-writing-center-online-writing-lab/the-writing-process/
University of Minnesota (2015, October 27). 8.4 revising
and editing. Writing for Success.
https://open.lib.umn.edu/writingforsuccess/chapter/8-4-
revising-and-editing/
University of North Carolina at Chapel Hill. (2023,
December 8). The Writing Center • University of North
Carolina at Chapel Hill.
https://writingcenter.unc.edu/tips-and-tools/revising-drafts/
Victoria State Government. (2019). Literacy Teaching
Toolkit: Writing process.
https://www.education.vic.gov.au/school/teachers/
teachingresources/discipline/english/literacy/writing/
Pages/litfocuswritingproces
s.aspx#:~:text=Publishing%3A%20the%20preparation
%20of%20the,and%20style%20of%20the%20text
Workman Publishing. (2016). Everything You Need to Ace
English Language Arts in One Big Fat Notebook.
Writing guides. Illinois Tech. (n.d.).
https://www.iit.edu/humanities/student-resources/writing-
center/writing-guides
Writing: Getting from notes to your draft: UMGC. University
of Maryland Global Campus. (n.d.).
https://www.umgc.edu/current-
students/learning-resources/writing-center/online-guide-to-
writing/tutorial/chapter2/ch2-12
B. OTHER LEARNING
RESOURCES
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III. TEACHING AND LEARNING PROCEDURE
BEFORE/PRE-LESSON PROPER
ACTIVATING PRIOR Short Review If the teacher has a
KNOWLEDGE projector or a
Welcome to Memory Shore! television, he/she can
use a PowerPoint
The teacher shows a variety of presentation for
image cut-outs related to the sea easier illustration.
(seashells, conch, coral, crab, fish, He/she may also draw
etc.) using the image of a shore as the images on a
a background. Attached on the manila paper, bond
cut-outs are words from their paper, or directly on
previous lesson such as: Problem- the chalkboard.
Solution Expository Essay,
Linguistic Features, Transition Moreover, the teacher
Markers, Facts, Opinion, and can limit the words to
Claims. be included for
review.
The teacher asks the students to
recall what they have learned from
the previous lesson or any insights
and realizations related to any of
the words posted/ projected on the
board. He or she gives the
students a moment to think and
then asks for volunteers to share
their answers with the class.
2. Feedback
Yesterday’s Tides: The Highs
and Lows
The students work in pairs and
briefly reflect on all the learning
activities and assessment tasks
they accomplished from their
previous lesson. Each student
chooses one learning activity or
assessment task in which they
think they performed well and
poorly. On their notebooks, they
list down three reasons as to why
they think they were able to do
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extremely well and three reasons
why they think they performed
poorly. Each pair will compare
their answers and note any
similarities or differences. After a
brief discussion, each student jots
down idea/s on how they can
improve or maintain their learning
performance.
Use the table below as a
reference:
Yesterday’s Tides: The Highs
and Lows
MY I COULD NEXT
BEST DO A TIME I
MOMEN LITTLE WILL…
T… BETTER
HERE…
LESSON 1. Lesson Purpose
PURPOSE/INTENTION
Island of Ideas
“The classroom is a barren island,
and your ideas are the valuable
resources needed to keep it
habitable. Share your thoughts,
young adventurers of learning!”
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Photos Courtesy of:
https://www.fairplanet.org/story/th
e-top-10-items-that-are-polluting-
our-oceans/
https://blog.cleanhub.com/the-top-
6-ocean-pollutants
https://www.plasticcollective.co/
how-are-marine-megafauna-
impacted-by-plastic-pollution/
https://moboxmarine.com/blogs/
mobox-marine-blog/how-does-
plastic-pollution-affect-marine-life
https://www.pinterest.ph/pin/
cartoon-pier-in-2023--
1103874558662099929/
The teacher shows the images
above to the students and asks
them with the following questions:
● What can you say about the
images? How will you describe
each image?
● Are there any similarities
between or among the images? If
yes, what are they?
● What do you think is the
message being conveyed through
these images?
● If you were asked to craft your
own expository essay, which type
of text structure would you use to
share information and awareness
about the issue being conveyed in
the images?
LESSON LANGUAGE Unlocking Content Vocabulary The teacher may print
PRACTICE out a ‘tarpapel’ of the
crossword puzzle or
copy it on a Manila
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paper so that the
Wharf of Words students can answer
directly on it. On the
other hand, the
teacher may provide
each student with an
individual copy of the
activity sheet. The
teacher may also use
television or projector
to present the puzzle.
Answer Key:
To familiarize the students with Across:
the key terms that they will
2. Revising
encounter throughout the
lesson, the teacher presents to 3. Prewriting
the students the ‘Wharf of
Words’ cross puzzle. The 5. Drafting
learners should be given Down:
enough time to figure out the
words. 1. Publishing
4. Editing
After answering the crossword
puzzle, the teacher asks the
following questions to the
students:
● Are you familiar with the
words you have unlocked in the
crossword puzzle game? How
familiar are you with these
words?
● Do you have any idea on how
these words are applied
practically?
● Knowing that these words are
important terminologies in our
lesson, what are your
expectations for this session?
DURING/LESSON PROPER
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READING THE KEY What is Writing Process?
IDEA/STEM
Writing process is a series of
steps that writers follow to create
well-structured and polished
pieces of writing
Stages of Writing
Prewriting
Drafting
Revising
Editing
Prewriting
This is the preparation stage
where writers generate ideas,
gather information, and organize
their thoughts before writing.
Prewriting is the process of
coming up with ideas for
your essay.
This is not formal, polished
writing.
There are many prewriting
techniques, but we will be
discussing:
Brainstorming
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Freewriting
Clustering
A way of narrowing your
thoughts by connecting your
ideas
Great techniques for visual
learners
·
Outlining
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Topics to choose from
Who knows me best?
What do I worry about?
Something this school really
needs is ...
Why are soap operas so
popular?
An unforgettable dream
My worst vacation
My first concert
Outlining
Outlining comes after you
already have the ideas for
your paper.
It is a way of laying out your
thoughts before you begin
writing.
Use bullet points to write
down each concept you
want to mention in the order
you want to mention them.
For more detail, see the
Writing Center's handout on
outlining.
Drafting
At this stage, writers begin putting
their ideas into sentences and
paragraphs. The focus is on
getting ideas down rather than
perfection.
• The draft is the first attempt to
organize information.
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• Typically called a rough draft for
a reason.
• YOU WILL MAKE MISTAKES!
• Your essay structure does not
need to be perfect.
Revising
This stage focuses on making the
content stronger by reorganizing
ideas, adding more details, and
ensuring clarity and coherence.
Reworking your essay so
that the ideas are expressed
in the best way possible.
Revising is not the editing
stage.
Editing
Editing focuses on correcting
grammar, punctuation,
spelling, and sentence
structure.
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Editing is eliminating
punctuation, grammar, and
spelling mistakes.
Should be saved for the end
of the writing process.
Spell Check can be a false
friend!
Publishing (Finalizing &
Sharing)
The final step is preparing the
work for submission or
presentation. This could mean
printing it, submitting it online, or
sharing it with an audience.
Formatting according to
guidelines (e.g., APA, MLA,
or a specific layout).
Adding visuals (if
necessary).
Reviewing everything one
last time before submission.
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Why Follow the Writing Process?
Helps writers stay
organized and focused.
Encourages creativity
while ensuring clarity and
accuracy.
Reduces stress by breaking
writing into manageable
steps.
Results in a high-quality
final product.
DEVELOPING and 1. Introduce the Writing
DEEPENING UNDERSTANDING Process
OF THE KEY IDEA/STEM
Explain the five stages:
Prewriting, Drafting,
Revising, Editing, and
Publishing
Use a simple graphic
organizer to illustrate the
cycle.
2. Engage in Key Activities
✅ Prewriting (Brainstorming &
Organizing Ideas)
Brainstorming Web –
Have students jot down
ideas in a web or cluster
map.
KWL Chart – What they
Know, Want to Know, and
Learned about a topic.
Outlining – Guide them in
structuring their thoughts
logically.
✅ Drafting (Turning Ideas into
Sentences & Paragraphs)
Quick Writes – Give
prompts and time students
to write continuously.
Pair Writing – Students
draft a paragraph and
exchange with a partner for
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feedback.
Sentence Starters – Help
struggling writers begin
their ideas.
✅ Revising (Improving Content &
Structure)
Peer Review – Teach
students to give
constructive feedback.
"ARMS" Strategy – Add,
Remove, Move, Substitute
words or ideas.
Color Coding – Highlight
topic sentences, supporting
details, and transitions.
✅ Editing (Correcting Grammar &
Mechanics)
"CUPS" Strategy – Focus
on Capitalization, Usage,
Punctuation, and
Spelling.
Proofreading Puzzles –
Give error-filled texts for
students to fix.
Editing Checklist – Have
students self-check their
work before submission.
✅ Publishing (Sharing &
Reflecting)
Author’s Chair – Let
students read their work
aloud.
Class Blog or Bulletin
Board – Showcase their
best pieces.
Writing Portfolio –
Encourage students to track
their writing growth.
3. Deepen Understanding
Through Reflection &
Application
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Writing Journals – Let
students reflect on their
writing progress.
Compare Drafts – Show
how revision improves
clarity and effectiveness.
Real-World Writing Tasks
– Assign letters, essays, or
stories with authentic
purposes.
AFTER AFTER/POST-LESSON
MAKING Worksheet
GENERALIZATIONS AND
Synthesis/Extended
ABSTRACTIONS
What you have learned
In a one sheet of paper write
something you understand about
the lesson we discussed today.
EVALUATING LEARNING Directions: Choose the correct
Answer:
answer for each question. Circle
the letter of your answer.
1. Which of the following is 1. c) Writing the final
NOT part of the prewriting draft
stage?
2. a) To organize
ideas before writing
a) Brainstorming ideas
b) Organizing thoughts 3. c) Freewriting
c) Writing the final draft
d) Researching the topic 4. b) Getting ideas
down on paper
2. What is the main purpose of 5. b) Gathering ideas
prewriting?
a) To organize ideas before
writing
b) To correct spelling and
grammar
c) To print and share the
work
d) To write the conclusion
3. Which of the following is a
common prewriting
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technique?
a) Proofreading
b) Editing grammar
c) Freewriting
d) Printing the final draft
4. During the drafting stage, a
writer should focus on:
a) Writing a polished, error-
free essay
b) Getting ideas down on
paper
c) Checking for punctuation
errors
d) Submitting the final draft
5. What is the first step in the
prewriting stage?
a) Writing a rough draft
b) Gathering ideas
c) Revising content
d) Publishing work
ADDITIONAL ACTIVITIES
FOR APPLICATION OR
REMEDIATION (IF
APPLICABLE)
REMARKS
REFLECTION
Prepared by: Reviewed by:
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__________________________ _________________________
Subject Teacher Master Teacher/Head
Teacher
Created by Teacher Manuel Fb Account: Teacher Manuel
