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Pre-Writing Lesson Plan

The document outlines a daily lesson plan for Grade 7 English focusing on the writing process, specifically the pre-writing stage. It includes objectives for students to evaluate and compose informational texts, as well as activities to engage them in brainstorming and organizing ideas. The lesson also integrates Sustainable Development Goals and emphasizes the importance of planning before writing.

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0% found this document useful (0 votes)
72 views5 pages

Pre-Writing Lesson Plan

The document outlines a daily lesson plan for Grade 7 English focusing on the writing process, specifically the pre-writing stage. It includes objectives for students to evaluate and compose informational texts, as well as activities to engage them in brainstorming and organizing ideas. The lesson also integrates Sustainable Development Goals and emphasizes the importance of planning before writing.

Uploaded by

ljaporbo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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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 11, 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
Competencies / Learning Objectives:
Objectives At the end of the lesson, the students are expected to:
● define pre-writing and explain its importance in writing;
● organize information from visual prompts (pictures) to prepare for writing;
● appreciate the value of planning before writing.
Topic: Writing process
D. Content
Sub-topic: Pre-writing
SDG 1: No Poverty
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
E. Integration 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
SDG 16: Peace, Justice, and Strong Institutions
II. LEARNING
RESOURCES English 7 Lesson Exemplar Quarter 4 Week 3

III. TEACHING AND LEARNING PROCEDURES

Short Review

The teacher will identify five random students from the class using a randomizer.
A. Activating Prior
Knowledge Activity 1: HUMAN LINE UP!
Directions: Five students will be selected from the class and each will be
given one stage card placed in their head. The goal is to arrange the 5
stages of the writing process in the correct sequence in less than 15 seconds
time clock. The class will guide them by shouting where they should stand in
line (from Stage 1 to Stage 5).
After the activity, ask the students the following questions:
1. Why is it important to follow these stages in order?
2. Which stage do you think is the hardest and why?

Lesson Purpose
Ask the students on their thought about this quote and how it is related to
writing: “Those who fail to plan, plan to fail.” -Benjamin Franklin.

B. Establishing Lesson The teacher may use these questions to guide students on how it is related
Purpose to writing.
1. What do you think this quote means?
2. Have you tried writing without planning? What happened?
3. What do you usually do to prepare before writing?

Explicitation

What is Pre-writing?

Pre-writing is the first stage of the writing process. This is also known as the
planning process, where you brainstorm and gather all the necessary
information for your paper. This process also consists of narrowing your chosen
topic, determining your purpose and audience, and creating a framework for
your documentation. Engaging in the prewriting process is important because
this is when you prepare the groundwork for a successful written output by
establishing a clear direction for their writing task.

Simply, Pre-writing is the first stage of the writing process where you gather
ideas and plan before writing.

How is Prewriting done?


 Read and study your writing assignment.
C. Developing and  Brainstorm ideas and topics related to your assignment. Narrow down your
Deepening choices and consider factors such as relevance, audience, and personal
Understanding interest.
 Research and gather relevant information.
 Organize your ideas and the information you have gathered into an outline
or graphic organizer to guide you in writing your essay.
How do we outline or organize our ideas?
 Brainstorming
 Listing
 Clustering (Mind Mapping)
 Using Graphic Organizers

ACTIVITY 3: S.O.S: SAVE OUR SEAS (FIRST PHASE OF THE WRITING


PROCESS)
The students work individually in answering this prewriting activity in
preparation for their problem-solution expository essay.
Directions: Using the pictures shown below as your point of reference,
brainstorm ideas, thoughts, and associations through the images.
Choose one idea or concept from the four pictures that resonates and is
significant to you. Then, begin gathering information about the idea or
concept using the format provided by the teacher.

Picture 1 Picture 2

Picture 3 Picture 4

Picture 5 Picture 6

Image 1 Source: How Does Plastic Pollution Affect Marine Life and How Can We Reduce It – Mobox
Marine
Image 2 Source: https://sl.bing.net/kNqxr8kPTBQ
Image 3 Source: https://sl.bing.net/gcE1ZwyKWMS
Image 4 Source: https://sl.bing.net/c8sCug10bTM
Image 5 Source: https://sl.bing.net/drbufsUvUqW
Image 6 Source: https://sl.bing.net/fopIhRpjoWG

On a piece of paper, the students will supply the following:


Chosen idea or topic:
List at least 3 related information/facts for your chosen topic:
1.
2.
3.
Target readers:
Purpose for writing:
Outline of the expository essay:
PROBLEM CAUSES SOLUTIONS

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: Choose the letter of the correct answer.

1. What is the main purpose of the pre-writing stage?


a) To correct spelling and punctuation errors
b) To plan and organize ideas before writing
c) To decorate your essay with pictures
d) To submit your final output
2. Which of the following is an example of a pre-writing activity?
a) Publishing your essay
b) Revising your paragraphs
c) Brainstorming ideas
d) Reading your essay aloud
A. Evaluating 3. Why is it important to create an outline during pre-writing?
Learning a) To make your handwriting neat
b) To organize your thoughts and main points
c) To check your grammar
d) To add pictures to your essay
4. Which question should you ask yourself during pre-writing?
a) Is my essay ready to publish?
b) Did I use proper punctuation?
c) What is the main topic I want to write about?
d) Did I read my essay to the class?
5. In pre-writing, gathering facts and details is important because:
a) It makes your essay colorful
b) It helps support your topic with clear information
c) It allows you to skip the drafting stage
d) It replaces the need for a conclusion

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

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