JACINTO P.

ELPA Grade Level

GRADE 7, 4th
School NATIONAL HIGH & Quarter
SCHOOL Quarter

DAILY LESSON Teacher LEOVY JANE APORBO Curriculum MATATAG (BEC)

PLAN
JUNIOR HIGH Inclusive
March 12-13, 2025 Learning Area English 7
SCHOOL Dates

I. OBJECTIVES
The learners demonstrate their multiliteracies and communicative competence in
evaluating informational texts (academic text: expository essays) and
A. Content Standards transactional texts (letter of request) for clarity of meaning, purpose, and target
audience as a foundation for publishing original informational and transactional
texts.
The learners analyze the style, form, and features of informational texts
(expository essays) and transactional texts (letter of request); evaluate
B. Performance informational and transactional texts for clarity of meaning, purpose, and target
Standards 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.
Learning Competency
Publish a multimodal informational text for one’s purpose and target
audience: Expository Essay

C. Learning Learning Objectives:

Competencies / At the end of the lesson, the students are expected to:
Objectives  define drafting as the process of turning ideas into organized
paragraphs;
 write a draft of a problem-solution essay with a clear thesis statement
and supporting details;
 reflect on how drafting helps improve writing skills.
Topic: Writing process
D. Content
Sub-topic: Drafting

E. Integration Environmental awareness and preservation

II. LEARNING
RESOURCES English 7 Lesson Exemplar Quarter 4 Week 3

III. TEACHING AND LEARNING PROCEDURES

Short Review

Activity 1: MIND MINGLE

The teacher will ask the students orally to recall the previous topic using the
A. Activating Prior
following questions:
Knowledge
1. What was the topic we discussed last meeting?
2. What is Pre-writing?
3. How is Pre-writing done?
 Lesson Purpose
Activity 2: ANALYZING

Directions: Read short list of brainstorming ideas below, and ask "If I
wrote these points as my final essay, would it sound complete?"

B. Establishing Lesson Topic: My Weekend at the Beach

Purpose
 Sunny weather
 Built a sandcastle
 Ate grilled fish
 Collected seashells

Then, explain that this next step is called drafting — turning your ideas into
meaningful sentences that make sense together.
Explicitation

What is Drafting?
Drafting is the second stage of the writing process. This 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 Drafting Done?

Drafting is done by following these simple steps:

1. Start with Your Ideas – Look at your notes or brainstormed ideas from
the pre-writing stage.
2. Create a Thesis Statement – Write one sentence that explains the main
idea of your paragraph or essay. This will guide your writing.
3. Write Sentences – Turn each idea into a clear and complete sentence
C. Developing and
that supports your thesis.
Deepening
Understanding 4. Add Details – Include extra information to make your sentences more
interesting and clear.
5. Connect Your Ideas – Arrange your sentences in order so they make
sense together.
6. Don't Worry About Mistakes – Drafting isn’t about being perfect. Just
focus on getting your ideas written down.

Example:
Brainstorm Ideas:

 Sunny weather
 Built a sandcastle
 Ate grilled fish
 Collected seashells

Thesis Statement: My weekend at the beach was relaxing and fun.

Draft Paragraph:
"My weekend at the beach was relaxing and fun. The sun was shining brightly,
making the day perfect for outdoor activities. My friends and I built a huge
 sandcastle with tall towers and a deep moat. Afterward, we enjoyed grilled fish
while watching the waves. Before going home, I collected colorful seashells as
souvenirs. It was a memorable weekend filled with joy and laughter."

ACTIVITY 3: DRAFT IT RIGHT!

Directions: Using your pre-writing notes from the previous discussion, write a
draft of your problem-solution essay. Start with a thesis statement that states the
problem and your proposed solution. Expand your ideas into complete
sentences, adding details to support your points. Create at least 2 paragraphs.

The teacher may use the rubric below in evaluating the draft.

Learners’ Takeaways

The teacher will ask 1-2 students to share their key takeaways from today's
D. Making lesson using the following questions below. This will be answered through an
Generalization oral recitation.
1. What have you learned from today’s discussion?
2. How can your learning today help you in your future writing tasks?

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

Formative Assessment
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

A. Evaluating organization of ideas.
Learning 2. Developing the central idea using supporting details are crucial steps.
3. Drafting is the second stage of the writing process, where the main goal is to
shape the ideas into a written essay.
4. Prewriting stage involves organizing thoughts in an illogical sequence.
5. The drafting stage is less concerned with the final structure of the essay and
more with putting ideas into words.
 Answers Key:
1. False
2. True
3. True
4. False
5. True

B. Teacher’s
Remarks

strategies explored

materials used

learner engagement/
interaction

Others

A. Teacher’s
Reflection
Principles behind the teaching
What principles and beliefs
informed my lesson?
Why did I teach the lesson the
way I did?
Students
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?

Prepared by: Checked by:

LEOVY JANE APORBO SHELA MAY L. BANDOY

Pre-service Teacher Cooperating Teacher