10

Quarter
Lesson 14
1
Lesson Exemplar Lesson

for English 7

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 10
Quarter 4: Lesson 7 (Week 7)
SY 2025-2026

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2025-2026. 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.

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Development Team

Writer: PNU-RITQ Development Team

Validator: PNU-RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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ENGLISH/QUARTER 4/ GRADE 10

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating informational texts
Standards (research report [stage 2] based on literature review) for clarity of meaning, purpose, and target audience as a
foundation for publishing original informational texts.

B. Performance The learners analyze the style, form, and features of informational texts (research report based on literature review);
Standards evaluate informational texts for clarity of meaning, purpose, and target audience; and compose and publish original
multimodal informational texts (research report [stage 2] based on literature review) using appropriate forms and
structures that represent their meaning, purpose, and target audience.

C. Learning EN10INF-IV-12 Compose the informational text based on the chosen text type.
Competencies EN10INF-IV-14 Revise the text for coherence.
and Objectives EN10INF-IV-16 Edit the text for textual consistency.
1. Organize research report content through a working outline.
2. Revise the draft based on research report conventions and informed by peer critiquing and teacher feedback.
3. Edit the draft for accuracy and appropriateness of grammar, punctuation, and spelling.

C. Content Outlining and Drafting the Research Report

D. Integration Relevant social issues and subject matter topics as topic of research report

II. LEARNING RESOURCES

The University of Arizona Global Campus Writing Center. (2023) Writing a research paper. https://writingcenter.uagc.edu/writing-research-
paper
Purdue Online Writing Lab. (2024). Writing a research paper.
https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/index.html
Courseteach. (2023 September 4). Mastering the art of writing a research paper: A comprehensive guide. Medium.
https://medium.com/@Coursesteach/how-to-write-research-paper-4694f855483b
The teacher is highly encouraged to explore writing center websites to get ideas on how to support students in their writing. Below are useful
websites:

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The University of Arizona Global Campus Writing Center
https://writingcenter.uagc.edu/
Purdue University Online Writing Lab
https://owl.purdue.edu/owl/index.html

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 All Short Review for Lessons 5-

Knowledge Short Review 8 will be on Sentence Skills to
Review on Verb Tense. The table below details different tenses and their support students’ academic
corresponding use. Asks students to refer to this table and provide the writing.
appropriate verbs in the paragraph that follows. The answers are indicated in the
paragraph. Use the worksheet for the students.

Reason
Sentence Tense
for use
1. According to Hoffman (1996), small Simple Present General rule
firms respond more rapidly to changes.
2. Currently, inflation in the US is rising Present Current situation
while imports are falling. progressive
3. Since November there has been a Present perfect Recent event
significant increase in cases of
influenza.
4. In the last three years more students Present perfect Recent, with emphasis
have been working part-time. progressive on action that
continues for a long
time
5. After the war there was a sharp rise in Simple past Finished, with time
divorce. phrase
6. During 1998 they were developing a Past progressive Finished, with
new system. emphasis on that
action that continuous
for a long time

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 7. The study was published in June. It Past perfect Refers to a previous
showed that in 1998 and 1999 profits period
had increased by 55%.
8. The forecast concludes that interest Simple future prediction
rates will reach 7.5% next year. The words/phrases that
indicate time are in red. These
For a long time, gardeners (1) have suspected that using green fingers is just as phrases can be used as
effective as talking softly to plants to encourage growth. Scientists (2) have reference in identifying the
developed a robot that strokes young plants to make them grow stronger and appropriate tense to use.
faster. But after research a year ago (3) confirmed that plants need the human
touch, scientists at Greenwich University (4) developed the stroking machine
they call Dr Green.

Dr Green (5) was displayed at the last Chelsea Flower Show, where it (6)
demonstrated the technique of brushing the tips of young plants to produce
stronger specimens. David Carey, who is leading the research, (7) said that the
machine could avoid the use of chemicals.

Currently, Dr Green (8) is being tested on a large scale by a commercial grower.

Stroking plants once a day (9) makes them 30% stronger, which is what you
need before you plant them out. When another kind of plant was stroked once
a week, it developed increased insect resistance. The research team hope that a
cheap version of Dr Green (10) will be available to amateur gardeners by next
year.

B. Establishing 1. Lesson Purpose The Purdue Online Writing Lab

Lesson Purpose Ask students to share their challenges in the Research Report Writing Process has content on Writer’s Block
Steps 1-5. Have them go back to the entries of their Writing Check Up form, and strategies in getting over it.
Writer’s Takeaways, and Reflection on Learning. Some of the tips here can be
shared to students.
List the common concerns and discuss tips on how students can address their
difficulties. https://owl.purdue.edu/owl/ge
neral_writing/the_writing_proce
Note that the week’s lesson will focus on drafting the research report. Day 1 ss/writers_block/index.html
can be spent on sentence skills review and setting directions for the week.

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 Days 2-4 can be spent in doing writing conferencing with individual students
and/or small groups.

2. Unlocking Content Vocabulary

The following terms are the general bases that make a good written report. Ask
the students to match term with the appropriate set of questions.
a. Unity
b. Support
c. Coherence
d. Sentence Skills

1. Are the paragraphs free from errors?

Are the punctuations and spelling accurate? Answers:
2. Is there a clear, single point in the first sentence of the 1. Sentence Skills
paragraph? 2. Unity
Is all the evidence on target in support of the opening 3. Support
point? 4. Coherence
3. Is there specific evidence to support the opening
point? The questions in the table are
Is there enough specific evidence? tips from Langan (2010).
4. Does the paragraph have a clear method of Exploring writing: Sentences
organization? and paragraphs (2nd ed). The
Are transitions and other connecting words used to tie McGraw-Hill Companies, Inc.
the material together?

C. Developing and 1. Explicitation

Deepening Have students share their thesis statement and main points. Through
Understanding examples from students’ work, ask the class which main point should be
discussed first and which can be discussed next. Elicit reasons why.

For example, the following main points were drawn from the reading of
different references. Which main point should the writer discuss first? Which
should be discussed last? Why? Brief Explanations are provided here.

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 Thesis Statement: The developmental changes in the adolescent brain explain
the impulsive and emotional behavior; moreover, the same changes suggest
that adolescence is an opportune time to positively influence development.

a. The developmental changes in the adolescent brain suggest that the

teen years is a favorable time to positively influence behavior and
maximize learning. (This main point can be discussed last to highlight
implications of research.)
b. Research in developmental neuroscience stresses the continuing growth
of brain regions during the adolescent years which explain teens’
impulsive and emotional response to experiences. (This main point can
be discussed second to explain research findings on the brain
development of teens and how it explains behavior.)
c. Executive functions, performed by the frontal parts of the brain, involve
decision-making, reasoning, emotions, and motivation. (This main point
can be discussed first to provide readers background on brain functions
and how they can explain behavior.)

DAY 2-3
2. Worked Example
Go back to the sample research report analyzed in Lesson 5. Together with the
students, co-construct an outline based on the sample text.

Examine the organization of ideas and how the they transitioned from one
paragraph to the next. Have students do their initial working outline following
the Research Report Writing Process STEP 6. See worksheet for this.

3. Lesson Activity Access the link here to get a list

Conduct writing conferencing to provide advice as students draft their of conferencing questions. Note
research report (Research Report Writing Process STEP 7). that conferencing should be
short and targeted so be sure to
Students fill their Writing Check Up form and the teacher records select the right questions to
observations in the Teacher’s Writing Check Up Summary. ask. The resource is from
squarespace.com

Writing Conference Questions

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A. Making 1. Learners’ Takeaways
Generalizations Ask students to begin accomplishing their Writer’s Takeaways Form. The form
will be completed one part at a time. The template here is for STEPS 6-8 of the
Research Report Writing Process.

Writer’s Takeaways
STEP 6. Prepare a working outline.
How helpful was the working outline in drafting your research report?
▪ _
▪ _

STEP 7. Draft the paper.

Which sentence skills are most helpful in writing your research report?
▪ _
▪ _

STEP 8. Have the paper peer critiqued.

Which feedback from your “critical friend” was most helpful in improving
your paper?
▪ _
▪ _

2. Reflection on Learning
Have students accomplish the I CAN statements table to assess their strengths
and identify areas they need more help in.

I can do this with a I need more help in

I can do this well
little help doing this
because…
because… because…
Organizing ideas
in an outline
Applying
sentence skills
in writing a
research report
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 Using in-text
citations in a
research report

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

A. Evaluating DAY 4 The rubric may be modified.

Learning Formative Assessment Criteria can have varied weight.
Have learners do STEP 8 of the Research Report Writing Process. Below is the
instruction.

STEP 8. Have the paper peer critiqued. Go to a trusted peer and have him/her
read and review your draft. Use the Peer Critiquing Checklist here.

1. The thesis statement is focused.

2. The main points are adequately explained.
3. The references are clearly integrated into the discussion.
4. The overall organization of the paragraphs has smooth
transitions.
5. The sentences are clear and free from grammar, punctuation,
and/or spelling errors.
Overall impressions:
▪ What is the strength of the paper?

▪ What can be improved?

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 Discuss the criteria in Research Report Writing Rubric which will be used in
rating the final outputs.

Criteria 5 4 3 2 1
Focused Thesis The thesis The thesis The thesis The thesis The thesis
Statement statement has statement has statement has statement has a statement does
clear focus and is clear focus but focus but can be topic but has no not capture the
well-constructed. can improve how have more specific clear position or central idea of the
it is stated. stance. purpose. paper.
Relevant main The main points The main points The main points The main points The main points
points are explicitly are explicitly are stated but can partly support the do not support
stated and clearly stated and be clearer on how thesis statement. the thesis
elaborate the support the thesis they support the statement.
thesis statement. statement, but thesis statement
can be clearer on and how they are
how they are constructed.
constructed.
Logical The introduction, The introduction, The introduction, The introduction, The introduction,
organization of supporting supporting supporting supporting supporting
ideas paragraphs, and paragraphs, and paragraphs, and paragraphs, and paragraphs, and
conclusion have conclusion have conclusion can conclusion can conclusion have
adequate details adequate details provide more provide more inadequate
and are weaved but can be details. details and be content and lack
clearly. weaved more organized more coherence.
clearly. logically.
Clear Summary, Summary, Summary, Summary, The discussion
integration of in- paraphrase, and, paraphrase, and paraphrase, and paraphrase, does not capture
text citations quotations of quotations of quotations of and/or quotations relevant and
references are references are references are of references appropriate
accurately integrated in the present in the is/are integrated information from
integrated in the discussion but discussion but in the discussion the references.
discussion. can be more sparingly. but can be done
accurate in use. more accurately.
Use of reliable The list of The list of The list of The list of The list of
and varied references shows references shows references follows references follows references is not
references varied, reliable reliable sources the correct format the correct format reliable and does
sources and and follows the but sources are but does not come not follow the
follows the correct correct format. not adequate. from reliable current format.
format. sources.
Accurate The sentences are The sentences are The sentences are The sentences The sentences
sentence free from errors, generally free free from errors have minimal have considerable
structure and well-phrased and from errors, well- but need better errors and need errors.
flow smoothly phrased and flow phrasing. better phrasing.
mechanics from one to smoothly.
another.

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

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored

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 utilizing the different strategies,
materials used, learner
materials used engagement and other related
stuff.
learner engagement/ Teachers may also suggest
interaction ways to improve the different
activities explored/ lesson
others
exemplar.

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

Reflection ▪ principles behind the teaching lesson 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 input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
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?