7

Quarter 4
Lesson Exemplar Lesson

for English 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 4: Lesson 2 (for Week 4)
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 [email protected]
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
Hydro Highlights
The teacher asks the students to recall what they think are the highlights
from the previous discussion or any insights and realizations related to the topic.
He or she gives the students a moment to think and then asks for volunteers to
share their answers with the class.

2. Feedback
Marine Marvels: Illuminating your Strengths
The class will be divided into groups of four to five members. Each student is
requested to recall and share a moment from a previous lesson where they believe
they performed exceptionally well, explaining the reasons for their outstanding
performance. Group members will take turns sharing their experiences and
collectively brainstorm ideas to enhance and reinforce their positive attributes.
Each group will select a representative to present their insights and feedback to
the class.

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 The learners may use the guide questions below during their group discussion:

Guide Questions:
1. What specific moment or task from the previous lesson do you believe
showcases your best performance?
2. What actions or behaviors do you think contributed to your exceptional
performance?
3. How can you apply the strengths demonstrated in this moment to future tasks
and challenges?
4. How can your group support each other in enhancing these positive attributes?

B. Establishing 1. Lesson Purpose

Lesson Purpose Navigating the Revision Seas
“In the vast ocean of words, revision is the compass that guides your essay to its
intended harbor.”

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSgt50rCr_6ehbrwe1yoMW4g0BjFfC97XVpwg&s

The teacher shows the image above to the students and asks them with the
following questions:
● What can you say about the images? How will you describe each image?
● Why does the sailor need to adjust the sails? How can you relate this image
to writing?
● What might happen if the sails are not adjusted properly, and how does
this compare to an essay that hasn't been thoroughly revised?

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 ● What do the sailor's focus and attention tell us about the importance of
careful attention during revision?

2. Unlocking Content Vocabulary Answer Key:

Wharf of Words 1. Sequence
To familiarize the students with the key terms that they will encounter throughout 2. Revision
the lesson, the teacher presents to the students the ‘Wharf of Words’ word scramble 3. Clarity
activity. A definition will be provided to aid the learners in unlocking the words. The 4. Precision
learners should be given enough time to figure out the words. 5. Writing
1. NEEUEQS
Hint: The order in which things happen or are arranged
2. VNSEOIIR
Hint: The process of reviewing, editing, and improving something, such as a
written work or a plan
3. TICRLYA
Hint: Clearness or transparency in communication, making ideas easy to
understand.
4. SOCIIRNEP
Hint: Accuracy, exactness, or attention to detail in the way something is
done or expressed.
5. TGWRINI
Hint: The act or process of expressing ideas, thoughts, or information through
written language

After answering the word scramble activity, the teacher asks the following
questions to the students:
● Are you familiar with the words you have unlocked in the word scramble
activity? 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?

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C. Developing and SUB-TOPIC 3: REVISING
Deepening 1. Explicitation
Understanding Reflection Pool
The teacher will guide the students to reflect on their current writing journey
using the prompt below:

https://www.freeimages.com/photo/pool-water-reflection-1505721

Guide Questions:
1. What some specific improvements or changes have you made in writing
your initial draft?
2. Why is it important to reflect on the progress you've made and the insights
you've gained during the writing process before embarking on the journey
of revising your essay?

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2. Worked Example

Set The Sails During the discussion, the

What is Revising? teacher could also elicit
Revising is the third stage of the writing process. answers from the class by
This is where you improve what you wrote by adding asking the following guide
more information, omitting unnecessary details, re- questions:
arranging ideas, and even paraphrasing. ● Why is it important to
Revising allows the author a second chance to catch evaluate the organization
mistakes missed during the creation of the draft. and structure of your
essay during the revision
How is Revising done? process?
Review the topic and focus of the paper. Ensure ● What criteria should you
that the topic and thesis statement do not stray from consider when evaluating
the given prompt of your writing task. the strength of your
Check the sequence of ideas. How you structure thesis statement?
your expository essay is important. Consider the ● Why is it valuable to
effectiveness of your paper’s structure to guide a reflect on your writing
reader through your points while maintaining their
process and the revisions
interest.
you've made to your
Assess your word choice and examine the clarity,
conciseness, and precision of the language used in essay?
your paper. Remove unnecessary words or phrase.

Making Ripples (Practice Task)

To introduce the students to the revision process, the students use their output from
their previous drafting lesson activity. They will follow the specific instructions The teacher discusses to the
below. class the concept of drafting,
1. The students bring out the copy of their draft, colored pens, highlighters, its significance, and the
pencils, and any other materials they need for annotating their draft. process of doing a revision.
2. The students read through their entire draft from start to finish without
making any annotations. (This initial read-through helps the students get
The teacher is encouraged to
reacquainted with their writing process and identify any issues or areas
roam around the classroom
that require attention.)
and check the student’s work
from time to time.
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 3. As the students read through their draft for the second time, the teacher
instructs them to use colored pens or highlighters to mark areas that they
think require revision. This could include:
● Sentences that are confusing
● Paragraphs that lack sufficient evidence or support
● Ideas or arguments that need further development
● Transitions that are weak or missing
● Grammar, spelling, or punctuation errors
4. The teacher encourages the students to write comments on their write-up
by utilizing sticky notes or to scribble down on the edges of their draft
notes or questions on the parts that need revision.
5. In addition to marking areas for revision, the students should also
highlight both the strengths and weaknesses of their draft.

DAY 2
Peer Critiquing
The teacher should clearly
The teacher pairs up the students in the class, ensuring that each student has a
explain the purpose of peer
partner with whom they exchange annotated drafts for peer critiquing. The
critiquing and the process of
students exchange their annotated drafts with their assigned partners. Each
providing constructive
student receives their partner's draft along with their annotations and comments.
feedback. The teacher also
Afterwards, the students carefully read through their partner's annotations,
ensures that the students
paying close attention to the feedback and suggestions provided. The pair then
remain respectful and
discuss and exchange thoughts about their observations and comments.
constructive in giving
feedback to their classmates.
3. Lesson Activity
He/she should always be
available to provide guidance
S.O.S: Save Our Seas! (Third Phase of the Writing Process) and answer questions if they
In continuation of their writing task, the students use their annotations and the encounter any problem.
feedback they received from their classmate to work on their expository essay’s
revision. The teacher may use other
rubric/scoring sheet for the
The teacher may use the rubric below in evaluating the draft. activity that is based on the
learners’ needs.

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 5 4 3 2

Thesis The thesis The thesis The thesis The thesis

Statement statement is statement is statement is statement is
clear, specific, clear and vague or unclear or
and compelling specific that partially missing.
that effectively addresses the developed.
guides the main topic and
essay’s purpose of the
argument. essay.

Content and The essay has The essay has The essay There is
Development an excellent a good analysis provides some limited
analysis and and analysis and analysis and
development of development of development of development
ideas with ideas with ideas but lacks of ideas.
strong coherence logical depth or
and progression. coherence.
organization.

Organization Excellent Good Organization is The

and organization organization is present but structure is
Structure with seamless evident with lacks disorganized
coherence and clear coherence coherence or or unclear.
logical and logical logical
sequencing is sequencing. sequencing.
observed in the
essay.

Clarity and Exceptionally Clear and The essay The

Meaning clear and precise precise shows a little language is
language is used language is clarity, but the unclear or
with engaging used with language is confusing.
tone and style. consistent tone awkward or
and style. inappropriate.

DAY3
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SUB-TOPIC 4: EDITING
1. Explicitation
Sketch Notes
The teacher posts or write the word ‘Editing’ on the board. On their notebooks,
the students sketch or draw a visual representation of their understanding of the
word presented. The teacher calls volunteers from the class to share their artwork
and explain their ideas.

Processing Questions:
Alternative Activity:
1. What do you think is the relation of the word ‘editing’ to your writing The teacher writes the word
journey? ‘Editing’ on the board. Then,
2. Why do you think editing is an important part of the writing process? the students write down on
3. What are your expectations for this session? their notebooks words or
phrases they can associate
2. Worked Example with the given word. After a
few minutes, the teacher asks
Set The Sails for volunteers to share their
What is Editing? answer with the class and
explain their ideas.
Editing is the fourth stage of the writing process.
This is where you refine your written essay to improve its coherence,
effectiveness, and overall quality for the last time. The focus during this
process is at the sentence level.
Editing is an essential part of the writing process to ensure that the
final paper will be able to meet the intended purpose and effectively convey
one’s ideas to their target audience through proper usage of language.

What’s the difference between Editing and Revising?

Editing primarily focuses on language and presentation of the text,
assessing paper’s grammar usage and writing mechanics (spelling,
capitalization, punctuation marks) errors. On the other hand, revising
focuses on the content and organization. Both phases of the writing process

How is editing done?

Read each sentence carefully and assess
10 its role in the paragraph.
Simplify complex sentences and replace jargon or overly technical
language.
Ensure consistency in word usage, formatting, and citation style.
 To give the students an
Making Ripples (Practice Task) opportunity to practice their
hands-on editing a paper, the
No More Traffic Jams students edit a sample article
(An excerpt) with errors. The teacher
There is nothing worse than being trapped in your car, waiting in the middle of a provides the students with an
traffic jam. It is frustrating, knowing that there is nothing you can do and that excerpt of a modified problem-
you are going to be late to work. Traffic jams often occur during rush hour or solution expository essay.
right; after a large event because there are more cars on the road than normal.
Traffic jams can also be caused by car accidents or road construction. They
usually occur on major roads that many people use to travel to work or school.
Traffic jams are a problem because they make people late for work or school they
can cause car accidents and they are frustrating. How can we reduce the number
of traffic jams? Possible solutions include carpooling or using public
transporttation. The best way to solve traffic jams is by using public
transportation because it will be efficient, economical, and reliable.

DAY 4 The teacher divides the class

3. Lesson Activity into small groups. The
teacher should give the
S.O.S: Save Our Seas! (Fourth Phase of the Writing Process) learners sufficient time to
The teacher instructs the class to bring out their revised expository essay from read and analyze the provided
the previous lesson activity. The students’ task for this session is to edit their material. Afterwards, the
paper, using the checklist below to assess their work. students discuss with their
groups their observations. On
a separate sheet of paper,
The teacher may use the rubric in evaluating the draft. they edit and rewrite the
excerpt.

5 4 3 2 The teacher may use different

reading material for the task.

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Thesis The thesis The thesis The thesis The thesis Another option is to let the
Statement statement is clear, statement is statement is statement is class work instead of working
specific, and clear and vague or unclear or in small groups.
compelling that specific that partially missing.
effectively guides addresses the developed.
the essay’s main topic and
argument. purpose of the
Answer Key:
essay.
No More Traffic Jams
Content and The essay has an The essay has a The essay There is There is nothing worse than being
Development excellent analysis good analysis provides some limited trapped in your car, waiting in the
and development and development analysis and analysis and middle of a traffic jam. It is frustrating,
of ideas with of ideas with development of development of knowing that there is nothing you can
strong coherence logical ideas but lacks ideas. do and that you are going OMIT
to be late to
and organization. progression. depth or work. Traffic jams often occur during
coherence. rush hour or right; after a large event
because there are more cars on the road
Organization Excellent Good Organization is The structure than normal. Traffic jams can also be
and organization with organization is present but is disorganized caused by car accidents or road
Structure seamless evident with lacks coherence or unclear. INSERT
construction. TheyCOMMA
usually occur on
coherence and clear coherence or logical major roads that many people use to
logical sequencing and logical sequencing. travel to work or school. Traffic jams
is observed in the sequencing. are a problem because they make
The teacher may also make
essay. people late for work or school they can
use
causeof car
their own developed
accidents and they are
Clarity and Exceptionally clear Clear and The essay shows The language rubric/scoring
frustrating. How can sheet for the
we reduce the
Meaning and precise precise language a little clarity, is unclear or INSERT
activity
number if COMMA
of necessary
traffic jams?toPossible
meet
language is used is used with but the language confusing. the learners’
solutions includeneeds.
carpooling or using
with engaging tone consistent tone is awkward or public transportation. The best way to
and style. and style. inappropriate. solve traffic jams is by using public
transporttation because it will be
Grammar, The essay is free of There are minor The essay is Numerous efficient, economical, and reliable.
spelling, and errors or errors or generally well- grammatical, MISSPELLED
punctuation inconsistencies in inconsistencies edited, with spelling, and
WO=
grammar, spelling, in grammar, some errors. punctuation
and punctuation. spelling, and errors are
punctuation. present.

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 D. Making 1. Learners’ Takeaways
Generalizations Exit Slip: 3, 2 1 After the students answer
On a piece of paper, the students answer the following: their exit slip, the teacher
● Write three things you learned from this lesson. may encourage them to share
● List down two things you want to learn more about. their answer with the class.
● Ask one question about the lesson.
2. Reflection on Learning
A note to my future self
On their notebooks, the students will write a reflective journal about their The teacher should give the
learning experiences for this week. Encourage them to discuss challenges, students sufficient time to
successes, insights gained, and areas for improvement. accomplish their reflection
task.
Guide Questions:
1. What were the main challenges you faced during this period of learning.
2. What insights did you gain about yourself, your strengths, and areas for growth?
3. How do you plan to apply what you've learned in future endeavors or academic
pursuits?

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

A. Evaluating Formative Assessment Answer Key:

Learning Directions: Read the following questions and choose the letter of the correct 1. B
answer. 2. D
3. C
1. What is the primary focus of the editing stage in the writing process? 4. D
A) Content and organization 5. B
B) Grammar usage and writing mechanics
C) Idea generation and brainstorming
D) Research and citation”

2. How does editing differ from revising in the writing process?

A) Editing focuses on content, while revising focuses on grammar.
B) Editing involves adding new ideas, while revising involves removing content.
C) Editing is the final stage, while revising is the initial stage.
D) Editing focuses on language and presentation, while revising focuses on content
and organization.

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 3. Why is editing an essential part of the writing process?
A) It focuses on generating new ideas.
B) It ensures proper research and citation.
C) It improves the coherence and effectiveness of the written essay.
D) It only focuses on grammar and spelling errors.

4. Which of the following is NOT a step typically involved in the revising process?
A) Reviewing the topic and focus of the paper
B) Checking for grammatical errors and spelling mistakes
C) Assessing word choice and clarity of language
D) Adding new information and details to the essay

5. What is the primary purpose of revising in the writing process?

A) To add more details and information
B) To improve coherence and clarity
C) To create the first draft of the essay
D) To check for grammar and spelling errors

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 guides
Reflection ▪ Principles behind the teaching the teacher in reflecting on and for

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 What principles and beliefs informed my lesson? practice. Entries on this component
will serve as inputs for the LAC
sessions, which can center on
Why did I teach the lesson the way I did? sharing best practice; discussing
problems encountered and actions to
be taken; and identifying anticipated
challenges and intended solutions.
Guide questions or prompts may be
▪ Students provided. Some examples are given
What roles did my students play in my lesson? here.

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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