Lesson Title: Identifying Properties of a Well-Written Text

Competency: Identifies properties of a well-written text, including

organization, coherence and cohesion, and language use.

Grade Level: 12

Contextualization Strategy: Use relevant, real-world examples of well-

written texts, such as news articles, essays, or literary works. This will help
students see how the properties of a well-written text are applied in different
contexts.

Social Emotional Learning: Integrate gratitude journaling as a social

emotional learning activity. Encourage students to reflect on what they are
thankful for and how it relates to their learning.

Assessment: Use the SOLO (Structure of Observed Learning Outcomes)

framework to assess students' understanding of the properties of a well-
written text. This framework helps identify the level of understanding a
student has reached by assessing the complexity of their response.

Learning Objectives:

1. Identify the properties of a well-written text, including organization,

coherence and cohesion, and language use.
2. Apply understanding of the properties of well-written text to analyze
and evaluate well-written texts.
3. Apply social and emotional skills, such as communication and
collaboration, to their learning.

Materials:

 Examples of well-written texts (e.g. news articles, essays, or literary

works)
 Whiteboard and markers
 Rubric for assessment using the SOLO framework
 Gratitude journaling prompts (e.g. "What are you grateful for in this
moment?", "How does gratitude relate to your learning?")

Procedure

I. Gain Attention (Reception): (5 minutes)

1. Start the lesson by asking students what they think makes a text well-
written.
2. Write their responses on the whiteboard.
3. Explain that today's lesson will focus on the properties of a well-
written text, including organization, coherence and cohesion, and
language use.
II. Inform Learners of the Objective (Expectancy): (5 minutes)
1. Clearly state the learning objectives for the lesson.
2. Explain how understanding the properties of a well-written text will
help students become better writers and readers.

III. Stimulate Recall of Prior Learning (Retrieval): (10 minutes)

1. Ask students to recall a well-written text they have read in the past.
2. Have them identify the properties of the text that made it well-written.
3. Discuss their responses with the class.

IV. Present the Stimulus (Selective Perception): (20 minutes)

1. Provide examples of well-written texts, and discuss with the class how
they exhibit the properties of a well-written text.
2. Use a graphic organizer to help students visualize how each property
contributes to a well-written text.
3. Discuss how these properties are applied in different types of texts,
such as news articles, essays, or literary works. Present texts with
contents in Science, Social Studies and Values Education.

(Indicator 1.1.2: Apply knowledge of content within and across

curriculum teaching areas.)

V. Provide Learning Guidance (Analyzing and Evaluating Well-Written

Texts): (20 minutes)

1. Divide the class into small groups of 3-4 students.

2. Provide each group with a different well-written text from a reliable

source, such as a news article, essay, or literary work.

3. Explain to the students that they will be analyzing and evaluating

their assigned text using the properties of a well-written text.

4. Provide the following options for differentiated instruction based on

student ability:

 Option 1: For students who are still developing their understanding

of the properties of a well-written text, provide a graphic organizer
that breaks down the properties and prompts them to identify
examples in their assigned text.
 Option 2: For students who have a basic understanding of the
properties of a well-written text, provide a set of questions that
prompt them to analyze and evaluate their assigned text using the
properties.
 Option 3: For students who have a strong understanding of the
properties of a well-written text, provide a set of more complex
questions that require them to synthesize their understanding and
apply it to analyze and evaluate their assigned text.
 5. Provide the groups with time to analyze and evaluate their assigned
text using their chosen option.

6. Ask each group to share their analysis and evaluation with the rest of
the class, and discuss how the properties are applied in different
contexts.

(Indicator 1.4.2 Use a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.)

(Indicator 2.3.2 Manage classroom structure to engage learners,

individually or in groups, in meaningful exploration, discovery and
hands-on activities within a range of physical learning environments.)

(Indicator 3.1.2 Use differentiated, developmentally appropriate

learning experiences to address learners’ gender, needs, strengths,
interests and experiences.)

VI. Elicit Performance (Text Analysis Worksheet): (30 minutes)

1. Provide each student with a well-written text from a reliable source,
such as a news article, essay, or literary work.

2. Provide students with a graphic organizer that breaks down the

properties of a well-written text, including organization, coherence and
cohesion, and language use.

3. Instruct students to read their assigned text and identify examples of

each property using the graphic organizer.

4. Encourage students to use highlighters or colored pens to mark

examples of the properties in their assigned text.

5. Provide students with time to complete the graphic organizer.

Properties of a Well-Written Text Examples in the Text

Organization:
 Main Idea
 Supporting Details
Coherence and Cohesion:
 Transitional Devices
 Logical Sequence of Ideas
Language Use:
Vocabulary
Grammar
Style and Tone

VII. Provide Feedback (Reinforcement): (10 minutes)

 1. Once students have completed their graphic organizer, have them
share their analysis with a partner or small group. They can discuss
their findings and identify any differences or similarities in their
analysis.

2. Finally, bring the class together and have each student share their
analysis with the rest of the class. Discuss how the properties are
applied in different contexts.

3. Encourage students to ask questions and seek clarification on their

work.

Indicator 1.5.2 Apply a range of teaching strategies to develop critical

and creative thinking, as well as other higher-order thinking skills.

VIII. Assess Performance (Retrieval): (10 minutes)

1. Review the rubric with students, and discuss how their graphic
organizers were assessed.
2. Ask students to reflect on their performance and identify areas for
improvement.

Rubric for Well-Written Text Analysis Worksheet

Level 1 - Prestructural: The student has no understanding of the properties of a

well-written text.

Level 2 - Unistructural: The student can identify one or two properties of a well-
written text, but cannot provide specific examples from the text.

Level 3 - Multistructural: The student can identify several properties of a well-

written text and provide examples from the text, but cannot explain how they
contribute to the text's effectiveness.

Level 4 - Relational: The student can explain how each property contributes to
the text's effectiveness, but cannot analyze or evaluate the text using these
properties.

Level 5 - Extended Abstract: The student can analyze and evaluate the text using
the properties of a well-written text, and can create their own well-written texts
that exhibit these properties.

IX. Enhance Retention and Transfer (Generalization): (15 minutes)

1. Introduce gratitude journaling as a social emotional learning activity.
2. Provide gratitude journaling prompts (e.g. "What are you grateful for
in this moment?", "How does gratitude relate to your learning?").
3. Encourage students to reflect on what they are thankful for and how it
relates to their learning.
 4. Ask students to share their reflections with the class, and discuss how
gratitude can impact their learning and well-being.

(Indicator 2.6.2 Manage learner behavior constructively by applying

positive and non-violent discipline to ensure learning- focused
environments.)

X. Assignment: Analyzing a Well-Written Text

Objective: Apply your understanding of the properties of a well-written text

to analyze and evaluate a well-written text.

Instructions:
Choose a well-written text from a reliable source, such as a news article,
essay, or literary work.

1. Analyze the text using the properties of a well-written text, including

organization, coherence and cohesion, and language use.
2. Write a short essay (approximately 500-700 words) analyzing the text
and explaining how the properties contribute to the text's
effectiveness.
3. Use the SOLO rubric to assess your own understanding of the
properties of a well-written text. Identify the level that best describes
your understanding based on your analysis and explanation in your
essay.
4. Revise your essay based on the feedback provided by the SOLO rubric.
5. Submit your final essay along with the SOLO rubric.

Grading:
Your essay will be graded based on the following criteria:

1. Identification of the properties of a well-written text (20%)

2. Explanation of how the properties contribute to the text's effectiveness
(40%)
3. Application of understanding to analyze and evaluate the text (20%)
4. Writing mechanics (spelling, grammar, punctuation, etc.) and clarity
(20%)
 SOLO Rubric for Assessing Understanding of Properties of a Well-
Written Text

Level 1 - Prestructural: The student has no understanding of the properties

of a well-written text.

Level 2 - Unistructural: The student can identify one or two properties of a

well-written text, but cannot explain how they contribute to the text's
effectiveness.

Level 3 - Multistructural: The student can identify several properties of a

well-written text, but cannot explain how they contribute to the text's
effectiveness.

Level 4 - Relational: The student can explain how the properties of a well-
written text contribute to its effectiveness, but cannot apply this knowledge
to analyze or evaluate other texts.

Level 5 - Extended Abstract: The student can apply their understanding of

the properties of a well-written text to analyze and evaluate other texts, and
can create their own well-written texts that exhibit these properties.

Criteria:

1. The student can identify the properties of a well-written text, including

organization, coherence and cohesion, and language use.
2. The student can explain how each property contributes to the
effectiveness of a well-written text.
3. The student can apply their understanding of the properties of a well-
written text to analyze and evaluate other texts.
4. The student can create their own well-written texts that exhibit the
properties of a well-written text.
Descriptors:

 Level 1: No understanding of the properties of a well-written text.

 Level 2: Identifies one or two properties of a well-written text, but
cannot explain how they contribute to the text's effectiveness.
 Level 3: Identifies several properties of a well-written text, but cannot
explain how they contribute to the text's effectiveness.
 Level 4: Explains how the properties of a well-written text contribute
to its effectiveness, but cannot apply this knowledge to analyze or
evaluate other texts.
 Level 5: Applies understanding of the properties of a well-written text
to analyze and evaluate other texts, and can create their own well-
written texts that exhibit these properties.
Note: The rubric can be adapted based on the specific learning objectives
and context of the lesson. Teachers can use the rubric to assess student
understanding and provide differentiated instruction and support to
students who may be struggling with the concept.
Texts A: News

Navotas City Aims to Improve Public Health with New Programs

Navotas City, located in the northern part of Metro Manila, is taking

proactive steps to improve public health with new programs aimed at
addressing the health needs of its citizens.

One of the programs being implemented is the NavoCare Health Card, which
provides residents with access to basic health services such as
consultations, laboratory exams, and medicines. The health card can be
used at any of the city's four public health centers, ensuring that even the
most vulnerable members of the community have access to healthcare.

In addition, the city is also launching a new initiative called "Nutri-Navotas",

which aims to promote proper nutrition and healthy eating habits among its
residents. Under the program, children in public schools will receive free
nutritious meals every day, while parents will be given access to seminars
and workshops on healthy cooking and meal planning.

Mayor John Rey Tiangco emphasized the importance of these programs in

addressing the public health needs of the community. "We want to ensure
that our residents have access to quality healthcare and nutritious food.
These programs are just some of the ways we are working to achieve that
goal."

These new programs are expected to have a significant impact on the health
and well-being of Navotas residents, providing them with access to the basic
healthcare services and nutritious food that are essential for a healthy
community.
Text B:

Preserve the Culture of Navotas: Continue to Fund the Pangisdaan

Festival

Navotas City has a rich cultural heritage that is celebrated through various
festivals and events throughout the year. One of the most significant events
is the annual Pangisdaan Festival, which celebrates the city's fishing
industry and the importance of the sea in the lives of Navoteños.

Unfortunately, the funding for the Pangisdaan Festival has been reduced in
recent years, jeopardizing the future of this important cultural event. It is
essential that we preserve and promote the cultural heritage of Navotas by
ensuring that the Pangisdaan Festival continues to receive adequate
funding.

The Pangisdaan Festival is a time-honored tradition that brings the

community together in celebration of the city's unique culture and identity.
It is a chance for Navoteños to showcase their talents, share their traditions,
and honor the hardworking fishermen who have long been the backbone of
the city's economy.

Moreover, the Pangisdaan Festival is not just a cultural event; it is also a

significant contributor to the city's economy, drawing visitors from other
parts of the Philippines and even from abroad. By supporting the
Pangisdaan Festival, we are not only preserving our cultural heritage, but
also promoting the city's tourism industry and supporting the livelihoods of
those who depend on it.

In conclusion, we must continue to fund the Pangisdaan Festival to preserve

the culture of Navotas and celebrate the city's unique identity. The festival is
an essential part of our heritage and a vital contributor to the city's
economy. Let us not forget the importance of our cultural traditions and
work together to ensure that they are celebrated and preserved for
generations to come.
Text C.

Coming Home

Maria had dreamed of this moment for years. She had spent over a decade
working as a domestic helper in Hong Kong, sending every penny she earned
back home to her family in Navotas. And now, finally, she was back.

As she stepped off the plane, the heat hit her like a wall. It had been so long
since she had felt the sun on her skin, so long since she had breathed the
salty air of Manila Bay. She looked around at the bustling airport, at the
crowds of people speaking in Tagalog, and she felt like she was home.

Maria's husband and children were waiting for her at the airport, tears
streaming down their faces. Her eldest son had been just a toddler when she
left, but now he was a young man, taller than she was. Her daughter had
grown into a beautiful young woman, with a smile that lit up the entire
room. Maria hugged them tightly, feeling like she could never let them go.

As they made their way back to Navotas, Maria's heart swelled with pride.
She pointed out landmarks, telling her family stories of her childhood in the
city. She talked about the pangisdaan festival, and how they used to go
every year when she was a child.

When they arrived at their home, Maria's heart swelled with emotion. The
house was modest, but it was theirs. She looked around at the familiar
sights - the brightly painted tricycles, the sari-sari store on the corner, the
sound of children playing in the streets - and she knew that she was home.

Over the next few weeks, Maria settled into her new life in Navotas. She
started a small business selling homemade snacks, and she loved being able
to work and spend time with her family at the same time. Her children
enrolled in school, eager to catch up on the education they had missed while
she was away. And every night, they would sit together as a family, sharing
stories and laughing until they cried.

Maria had thought that coming home would be the end of a long journey,
but in many ways, it was just the beginning. As she looked around at her
family, at her community, and at the city she loved, she knew that she had
found the place where she truly belonged.