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Lesson Exemplar Quarter 4

Lesson

for English 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 4: Lesson 2 (for Week 5)
SY 2024-2025

This material is intended exclusively for the use of teachers participating 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
Writer:
Rhayn C. Leongson (Malabon City National Science and Mathematics
High School)

Validators:
Robertgie L. Piañar (Leyte Normal
University) Ryan G. de la Torre (Bicol
University)

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.p
ENGLISH/QUARTER 4/GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
Standards (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, form, and features of informational texts (expository essays) and transactional texts
Standards (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
and Objectives Lesson Objectives
1. Prewriting
● 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

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 o Digital or printed posters
o Social media posts (Facebook, Instagram, etc.)

D. Content Topic: Writing process

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

E. 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 RESOURCES

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/problemsolution/ 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
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/
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 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/wilmer-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

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1
Knowledge 1. Short Review
WAVES: Writing Acronyms, A Vast Exploration Session
E- The teacher will show or
R- write the word ‘R.E.V.I.S.E’
D- and ‘E.D.I.T.I.N.G’ on the
E-
I- board and explain that to
V- recall the previous lesson.
T-
I-
I- The learners will work in
S- pairs and each pair will
N– present their work in front of
the class.
Today’s task is to think of words or phrases that start with each initial letter and
are relevant to the topic of revision or editing. These words or phrases will be the
building blocks of their acronym.

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 2. Feedback
Currents of Capability: Shining a Light on Your Superpowers
The class will work in pairs and each student will recall and share a moment from
the previous discussion where they believe they performed exceptionally well,
explaining the reasons for their outstanding performance. The pair will take turns
sharing their experiences and collectively brainstorm ideas to enhance and
reinforce their positive attributes. They will write down their combined answer on
a one whole sheet of paper.
The learners may use the guide questions below during their group discussion.

Guide Questions:
1. Reflecting on the previous discussion, what moment stands out to you as a time when
you felt exceptionally capable or performed at your best? Describe the situation and
what made it memorable for you.
2. What specific strengths or superpowers did you exhibit during that moment of
exceptional performance? How did these strengths contribute to your success?
3. As you listen to your partner's experience, what similarities or differences do you
notice between your moments of exceptional performance? How can you learn from
each other's strengths and experiences?
4. As a pair, write down your combined answer on a sheet of paper. Summarize your
key learnings, insights, and action plans for harnessing and maximizing your
superpowers in various situations

B. Establishing 1. Lesson Purpose

Lesson Purpose The Ripple Effect
"Every published word is a stone thrown into the vast ocean of ideas, creating ripples
that can change perspectives and shape conversations.”

Source: www.focus.it/images/2021/11/09/sasso_1020x680.jpg

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 The teacher shows the image above to the students and asks them with the
following questions:
● What can you say about the image? How will you describe the image?
● Do you agree with the statement: "Every published word is a stone thrown
into the vast ocean of ideas, creating ripples that can change perspectives and
shape conversations.”
● In what ways do you think publishing an essay can create ripples of impact
like those seen in the image?
● Imagine yourself as the person casting the stone in the image. How does this
action parallel the process of sharing your thoughts and ideas through
published work?

2. Unlocking Content Vocabulary

Wharf of Words: Match It Up! Answer Key:
To familiarize the students with the key terms that they will encounter 1. E
throughout the lesson, the teacher presents to the students the ‘Wharf of Words: 2. A
Match It Up!’ learning activity, where a list of words shall be provided, and the 3. C
students will match it with its proper definition. The learners should be given 4. B
enough time to figure out the answer. 5. D

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C. Developing and SUB-TOPIC 5: PUBLISHING
Deepening The teacher has the option
Understanding 1. Explicitation not to show the image to the
class. He/she instead asks
the students whether they
have tried posting online
before and what social media
application they used.

Photo Source: https://www.auditconsultingeducation.com/facebook-and-genuine-leadership-whats-

on-my-mind/
The teacher encourages the
students to elaborate their
The teacher shows the image above to the class and asks them with the following answers to the questions.
questions:
1. Who has a social media account? What social media accounts do you have?
2. Have you ever posted something online before?
3. Do you think that posting online and the writing process have any
similarities?
4. In your opinion, how is posting a content on a social media application
(e.g., Facebook) similar to publishing a written work (e.g., essay)?
5. What do you think is the purpose of publishing?

2. Worked Example

Set The Sails

What is Publishing?
Publishing is the final stage of the writing process. The teacher discusses the
This is where you prepare to share your written work to an concept of publishing a
audience through a platform, either digital or print. It can be done by written work to the students.
sharing your work to a friend, submitting it to a teacher, publishing it The teacher may show
on print materials (books, magazines, etc.) or digital platforms (blogs, examples of print
social media, etc.). publications, such as books,

How is Publishing done?

Once your written work has b e 6e n finalized, you need to choose
where you will publish your paper. Your work may need reformatting
depending on the medium or publishing platform you will use. You
 journals, newspapers,
magazines, among others.
The teacher may also
encourage the students to
share their own idea of a
published work and cite
examples.

Another option is for the class

to visit the school library and
look for published essays or
articles. Afterwards, the
students share with the class
their observations about the
DAY 2 published reading materials
Making Ripples (Practice Task) they have read.
To give the students an idea on how to publish, the students work in small
groups and publish their own essay. Alternative directions for the
Creativity Cove activity:
Creativity Cove ● Instead of creating the
● Theme of the Activity: My Writing Journey images and brochure
● The small groups will consist of four to five members. The task of each digitally, the students can
member is to create an image with their own quote about their experiences draw or cut-out pictures
or learnings on their writing journey. They can use Microsoft Word or other and words from old
editing software, such as Canva, Fotor, Adobe Express, etc. magazines or
● Once all members are done, the group posts their work on any social newspapers.
media, such as Facebook, Instagram, etc., using the hashtag ● The finished output of
#InkAdventure. each member from the
group can be placed in
Processing Questions:
one manila
1. Share your thoughts about expressing your writing journey through an
paper/cartolina or posted
image and quote. What did you feel?
on the walls of the
2. What did you consider in deciding on the content and design elements for
classroom, like a gallery
your group post?
3. What new insights did you learn from the activity? of images.
4. How do you feel about sharing your creative process with a wider audience?

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 5. How will you apply the insights gained from this activity to further develop Links to the websites:
your writing skills and creativity? ● https://wordpress.com/
● https://www.wix.com/
DAY 3 ● https://www.weebly.com/
3. Lesson Activity
As the final output of the students for Lesson 2, the students work as one team.
Their task is to publish all their revised and edited problem-solution expository
essay on a website. Alternative directions for the
Innovation Bay activity:
Innovation Bay: S.O.S: Save Our Seas! (Final Stage)
The class works as one team.
● The students select a free website building platform on the internet where Instead of using a website,
they can upload their written works. The possible options for the students they may use cartolina,
are WordPress, Wix, or Weebly, as they are user-friendly and offer ready- Manila paper, or patched
made template that the students can easily use and modify to best suit their recycled papers in which they
needs. paste or post their essays
(handwritten or printed). They
● The class president or appointed leader of the group sign up on their chosen
may add pictures and
website building platform and create the class account. The students begin
lettering to make it visually
designing their website by choosing a template. The teacher encourages the appealing. The students may
students to choose a design or template that suits the content of their essay. design the patched recycled
● The students should transfer their essay and encode it on a word processing papers or cartolina. The
program (Microsoft Word or Google Docs) for easy uploading. design should be related to
● Once all essays are complete, the class now upload their works on the the topic of their essays.
chosen website. They may enhance their website by adding pictures, The teacher may use the
videos, music, and other visual elements. rubric below in evaluating the
● The students share the website link with their friends, schoolmates, and learning task.
● Collaboration and Teamwork (5
teachers and encourage them to visit the website and read their essays.
points)
o 5 – Exceptional
The teacher may use the rubric below in evaluating the learning task. collaboration action is
displayed with seamless
teamwork and mutual
5 4 3 support among all group
members.
Platform Suitable platform is Suitable platform is Suitable platform is o 4 – Strong collaboration is
Selection chosen with clear chosen with clear chosen (e.g., demonstrated with effective
rationale, rationale for selection. WordPress, Wix, division of tasks among
demonstrating Weebly). group members.
o 3 – Collaboration is

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 evident with group
members

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 working together to complete
understanding of the project.
platform features. ● Creativity and Design
o 5 – Exceptional creativity is
Essay Essays are transferred Essays are transferred Essays are transferred displayed in the design by
Formatting and formatted and formatted well, and formatted using diverse and engaging
exceptionally, demonstrating adequately for visual elements.
enhancing the attention to detail. uploading. o 4 – Creative design is
readability and visual evident with thoughtful
appeal. incorporation of visual
elements.
Layout and Website layout is Website layout is good Website layout is okay o 3 – Creativity is displayed
Multimedia excellent, easy to with multiple visual with some visual through visually engaging
Use navigate, with diverse elements added, elements added. elements but lacks cohesion.
and engaging visual enhancing the ● Overall presentation and Impact
elements, significantly presentation. o 5 – The presentation is
enhancing the reading excellent, captivating,
experience. memorable, and leaves a
lasting impression on the
viewer.
Collaboration Exceptional Strong collaboration is Collaboration is
o 4 – The presentation
and collaboration is demonstrated, with evident, with group
effectively engages the
Teamwork displayed, with effective division of members working
viewer and leaves a
seamless teamwork tasks among group together to complete positive impression.
and mutual support members. the project.
o 3 – The presentation
among all group
adequately captures
members. attention and sparks
interest but lacks
memorability.

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 D. Making DAY 4
Generalizations 1. Learners’ Takeaways After the students answer their
Exit Slip: 3, 2 1 exit slip, the teacher may
On a piece of paper, the students answer the following: encourage them to share
● Write three things you learned from this lesson. their answer with the class.
● List down two things you want to learn more about.
● Ask one question about the lesson.
2. Reflection on Learning
A Brighter Mind The teacher should give the
students sufficient time to
A light bulb moment accomplish their reflection
task.
where I had a sudden I can apply what I
realization during the This made me think learned from this lesson
lesson was: about: practically by:

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

A. Evaluating 1. Formative Assessment Answer Key:

Learning Directions: Write True if the statement is correct and write False if the statement is 1. False
not correct. 2. True
1. Revising is a process during which a writer engages in brainstorming and 3. True
collects all essential information for the paper. 4. False

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 2. The goal of rephrasing is to improve the coherence, effectiveness, and 5. True
overall quality of any written work.
3. Drafting is a process where an author’s idea is being transformed into a
written work.
4. Editing is where the author prepares their written work for publication.
5. The prewriting process involves making your topic more specific, as well as
figuring out why you are writing and who you are writing for.

B. Teacher’s Note observations on This lesson design component

Remarks any of the following Effective Practices Problems Encountered prompts the teacher to record
relevant observations and/or critical
areas: teaching events that he/she can
reflect on to assess the achievement
strategies explored of objectives. The documenting of
experiences is guided by possible
areas for observation including
teaching strategies employed,
materials used instructional materials used,
learners’ engagement in the tasks,
and other notable instructional
areas. Notes here can also be on
tasks that will be continued the next
learner engagement/ day or additional activities needed.
interaction Teachers can be provided with
notes on which particular lesson
component(s) they can focus on.
others

C. Teacher’s Reflection guide or prompt can be on: This lesson design component
Reflection ▪ Principles behind the teaching guides the teacher in reflecting on
and for practice. Entries on this
What principles and beliefs informed my lesson? component will serve as inputs for
the LAC sessions, which can center
Why did I teach the lesson the way I did? on sharing best practice; discussing
problems encountered and actions
to be taken; and identifying
▪ Students anticipated challenges and intended
What roles did my students play in my lesson? solutions.
Guide questions or prompts may be
What did my students learn? How did they learn? provided. Some examples are given
here.

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▪ Ways forward
What could I have done differently?

What can I explore in the next lesson?

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