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School STA. LUCIA NATIONAL HIGH SCHOOL Grade Level 7

Teacher CABURNAY, GELIE VYSHEL Learning Area ENGLISH

Teaching Date FEBRUARY 3-7, 2025
WEEKLY LESSON and Time Quarter 4
PLAN

I. OBJECTIVES
A. Content Standards The learners demonstrate their 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 Standards The learners analyze the style, 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/Objectives Publish a multimodal informational text for one’s purpose and target audience: Expository Essay
Write the LC code for Lesson Objectives
each [Link]
● 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 Topic: Writing process

Sub-topics:
Prewriting, Drafting, Revising, Editing, Publishing

Integration:
Environmental awareness and preservation
SDG 6: Ensure availability and sustainable management of water and sanitation for all
SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable
SDG 13: Take urgent action to combat climate change and its impacts
SDG 14: Conserve and sustainably use the oceans, seas and marine resources for sustainable
development
SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land
degradation and halt biodiversity loss
II. LEARNING Source:
RESOURCES National Geographic, & Maloney, B. (2024, January 22). Bringing the Ocean Back: An
Introduction to Ocean Conservation.
[Link]
Philippine Normal University. (2013). English, A Reviewer for the Licensure Examination
for Teachers.
Prewriting Strategies. Wingspan: Center for Learning and Writing Support. (n.d.).
[Link]
Problem-solution Essays. [Link]. (n.d.).
[Link]
Purdue University. (n.d.). Expository essays.
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
 portal
B. Other Learning Learning resources: Module, Learning Activity Sheet, Visual Aids
Resources
ICT resource:
Visual material, PPT presentation, Smart TV , Video presentation
III. PROCEDURES
A. Reviewing previous  Prayer
lesson or presenting the  Checking of attendance
new lesson  Classroom management
 Review of the previous lesson

DAY 1
1. Short Review
Let’s Recall!
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.
Words from the previous lesson such as: Problem and Solution Expository Essay, Transition
Markers, Facts, Opinion, and Claims.

B. Establishing a purpose 1. Lesson Purpose

for the lesson 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!”

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?

C. Presenting DAY 2
examples/instances of SUB-TOPIC 1: PREWRITING
the new lesson 1. Explicitation
Unlocking Content Vocabulary
Wharf of Words

Answer key:
Across:
[Link]
[Link]
[Link]
Down:
[Link]
[Link]
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?
 • Student’s answer may vary.

Set The Sails

What is Prewriting?
Prewriting is the first stage of the writing process.
This is also known as the planning process, where you brainstorm and gather all the necessary
information for your paper. This process also consists of narrowing your chosen topic, determining
your purpose and audience, and creating a framework for your [Link] in the
prewriting process is important because this is when you prepare the groundwork for a successful
written output by establishing a clear direction for their writing task.

How is Prewriting done?

Read and study your writing assignment.
Brainstorm ideas and topics related to your assignment. Narrow down your choices and consider
factors such as relevance, audience, and personal interest.
Research and gather relevant information.
Organize your ideas and the information you have gathered into an

2. SUB-TOPIC 2: DRAFTING
Points for Discussion:
What is Drafting?
Drafting is the second stage of the writing [Link] is where you start to put into words the
ideas and data you have gathered and outlined. Drafting is primarily focused on expressing
thoughts in the write-up. This process is less concerned with grammar, spelling, or the organization
of ideas, but rather on the shaping of a written essay.

Drafting is important because this is the part where the ideas and the purpose of writing are being
crafted into a tangible form.

How is prewriting done?

Start writing the introduction.
This part of your expository essay is where you set the tone and introduce your chosen topic. Write
a strong introduction by using any of the following:
A thought-provoking question
A noteworthy statistics or fact
An interesting quote related to your topic

D. Discussing new concepts DAY 3

and practicing new skills WE DO!
#1 "Picture This: Solve It!"
Instructions: When you see the pictures flashed on the screen, write down the very first thought that
pops into your head in the chart.

E. Discussing new concepts YOU DO!

and practicing new skills You’re in the Highlight!
#2 Instructions: The teacher divides the class into 2 groups and provides each group an envelope
containing two pictures. Using the given images as their reference, the learners’ task is to
brainstorm and will write a short problem-solution essay in cartolina or manila paper.

Group 1 Group 2
 Guide To Write Your Essay:
Intro: Hook your reader, introduce the problem, and state your essay.
Body (Problem): Describe the problem and its causes/effects.
Body (Solution): Explain your solution and why it will work.
Conclusion: Your conclusion should be brief and to the point.

F. Developing mastery I DO!

(Leads to Formative Formative Assessment
Assessment #3 The teacher instructs the students to answer the 5-item quiz below.
Instructions: Choose the best answer for each multiple-choice question.

1. Which of the following BEST describes the purpose of prewriting?

a) To polish and refine a written piece.
b) To generate ideas and organize thoughts before writing.
c) To correct grammar and spelling errors.
d) To create a final, polished version of an essay.

2. Which of these is NOT a common prewriting technique?

a) Brainstorming
b) Outlining
c) Editing
d) Freewriting

3. What is the primary goal of drafting?

a) To create a perfect, error-free piece of writing.
b) To get ideas down on paper in a rough form.
c) To revise and improve existing text.
d) To publish and share a finished piece of writing.

4. Which stage of the writing process comes *after* drafting?

a) Prewriting
b) Revising
c) Outlining
d) Brainstorming

5. Which activity is typically part of the drafting stage?

a) Proofreading for errors
b) Developing a thesis statement
c) Writing sentences and paragraphs
d) Organizing research notes

Answer:
1. B) To generate ideas and organize thoughts before writing.
2. C) Editing
3. B) To get ideas down on paper in a rough form.
4. B) Revising
5. C) Writing sentences and paragraphs
G. Finding practical DAY 4
applications of concepts 1. Learners’ Takeaways
and skills in daily living You Need to Reflect!
Conclude the activity with a reflection exercise. Ask students to consider what they learned from the
previous activity and how it has influenced their understanding of the lesson. Encourage students to
think about how they can apply the skills they practiced in this activity to other real-world problems
they may encounter.

 What are some real-life situations where you use the skills you practiced in prewriting (like
brainstorming or outlining)?
 How can thinking about real-world examples help you when you're writing a draft?
 How can the things you learned about writing a problem-solution essay help you solve
problems in your own life?

 Student’s answer may vary.

H. Making generalizations What Have I Learned More?

and abstractions about Reflection on Learning
the lesson A Brighter Mind
:

A light bulb moment I can apply what I learned

where I had a sudden This made me from this lesson practically
realization during the think about: by:
lesson was:
I. Additional Evaluating Formative Assessment
learning Directions: Write True if the statement is correct and write False if the statement is not correct.

1. Drafting is primarily focused on perfecting grammar, spelling, and the organization of

ideas.
2. During the prewriting stage, one should start by writing the introduction to set the tone and
introduce the topic.
3. Drafting is the second stage of the writing process, where the main goal is to shape the
ideas into a written essay.
4. In the prewriting stage, organizing thoughts in an illogical sequence and developing the
central idea using supporting details are crucial steps.
5. The drafting stage is less concerned with the final structure of the essay and more with
putting ideas into words.
6. Prewriting is the stage where you correct grammar and spelling errors.
7. Drafting is when you get your ideas down on paper, even if they're not perfect.
8. Outlining is a prewriting technique that helps you organize your thoughts.
9. The main goal of drafting is to create a polished and finished piece of writing.
10. Brainstorming is a drafting technique used to generate ideas quickly.

Answers:
1. False
2. True
3. True
4. False
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Homework
J. Additional activities for S.O.S: Save Our Seas! (First Phase of the Writing Process)
application or Instructions: Brainstorm ideas, thoughts, and associations through the image prompts below.
remediation Choose one idea or concept that resonates and is significant to you. Then, complete the table
below with the information needed in your prewriting activity.
On a piece of paper, the students will write the following:
1. Chosen idea or topic
2. Organized list of related information for their chosen topic
3. Target readers
4. Purpose for writing
5. Outline of the expository essay

S.O.S: Save Our Seas! (First Phase of the Writing Process)

Topic/ Idea

Target Readers

Purpose for writing the

 Organized list of information

Outline

IV. Remarks

V. Reflection

A. No. of learners who earned 80% INDEX OF MASTERY

in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:
Gelie Vyshel Caburnay

Checked by:
Elinita U. Cabalse