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 18, 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 publishing and explain its purpose in the writing process.;
● create a final version of a problem-solution essay following the correct format
for sharing on social media;
● show confidence in sharing written work with a wider audience through
appropriate publishing platforms.
Topic: Writing process
D. Content
Sub-topic: Publishing

Environmental awareness and preservation

SDG 14: Conserve and sustainably use the oceans, seas and marine resources
E. Integration 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 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 Editing?
3. How is Editing done?
 Lesson Purpose

Activity 2: GUESS THE WORD (HANGMAN)

The teacher will choose a word related to publishing (e.g., Brochure, Blog,
Pamphlet, Social Media) and draw blanks for each letter on the board.

Directions: Let's play a fun game of Hangman!Take turn in guessing one

B. Establishing Lesson letter at a time. For every incorrect guess, a part of the hangman figure will
Purpose be drawn. The game continues until the word is correctly guessed or the
hangman is completed. The students will then answer the following
questions orally after the game:

 How can these forms of publishing (e.g., brochure, pamphlet, social

media) help share your ideas with a wider audience?
 Which of these publishing platforms do you think is the most effective
for promoting awareness about important issues? Why?
Explicitation

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

How is Publishing done?

Once your written work has been 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 may also need to consider the
layout, graphics, colors, and fonts.
Publish your work in any of the following:

● Digital or printed brochure

C. Developing and ● Digital or printed pamphlet
Deepening ● Digital or printed posters
● Social media posts (Facebook, Instagram, etc.)
Understanding

ACTIVITY 3: SHARE IT TO THE WORLD!

Directions: As your final output for Lesson 2, publish your revised and
edited problem-solution expository essay on your social media, such as
Facebook. Follow this format:

1. Title (Be creative and catchy!)

2. The Essay (Your improved and complete problem-solution essay)
3. Name: [Your Full Name]
4. Grade Level and Section: [e.g., Grade 7 - Perseverance]
5. Three Hashtags: (Related to your essay topic, e.g., #SaveTheEarth
#CleanAndGreen #ZeroWaste)

After that, provide a screenshot of the post, print it and submit it to the teacher.
 Scoring Rubric:

Criteria Points Description

Creative, engaging, and relevant to the essay
Title (10 points) 10
topic.
The essay presents a clear problem and
Content (30 points) 30 solution, with well-developed ideas, organized
paragraphs, and logical flow.
Grammar and
Essay has minimal to no grammar, spelling,
Mechanics (20 20
punctuation, or capitalization errors.
points)
Clarity and
Sentences are clear, easy to understand, and
Coherence (20 20
effectively convey the message.
points)
Followed the required format: Title, Essay,
Format (10 points) 10
Name, Grade & Section, and 3 related hashtags.
Impact and
The essay is impactful, engaging, and uses
Creativity (10 10
creative language to connect with the audience.
points)

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. Revising is a process during which a writer engages in brainstorming and

collects all essential information for the paper.
A. Evaluating 2. The goal of rephrasing is to improve the coherence, effectiveness, and
Learning 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 pre-writing 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
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