Writing Week Seven Day Lesson Matrix Year/Level: IV

Teacher: Anthony M. Rafanan, Precious Lynne Agtarap Evaluator: Mrs. Jahnese D. Asuncion Topic: Writing a Futuristic News Feature of Oneself

ACTIVITIES Day One Pre-Writing Stage I

RATIONALE

REFERENCES/MATERIALS

1. Present to class a video clip of a Filipino success story. 2. Have a short discussion of the video. Ask the students what will make someone achieve success. 3. Assemble the learners in groups of four. Let them talk and share their dreams and aspirations in life. 4. Facilitate a guided imagery activity. Let students imagine the future. Let them visualize in their minds of what they will become after 20 years.

Viewing. Audio-visual perception is activated http://www.youtube.com/watch?v=ZEM for the learners to grasp the subject matter. mFnB2SVI

Giving them the opportunity to share their dreams gives them a feeling of being heard and valued. Guided imagery is a program of directed thoughts and suggestions that guide ones imagination toward a relaxed, focused state. Using all senses, ones body seems to respond as though what one is imagining is real. Further knowledge about the subject matter will make the learners gain more knowledge on how to present ideas creatively.

5. To end the day, let the students create their own name acrostic poem. Tell them to create a tagline after their poem. Day Two Pre-Writing Stage II 1. Students share their assignments in class. Let them comment on the name acrostic poems given by their classmates. 2. Tell them that they are going to write a futuristic news feature of themselves in twenty years. 3. Present or facilitate a review lesson on the points to consider in writing a news feature.

Sharing of thoughts and information is provided wherein learners learn from one another. Learners will be aware of what they are supposed or are expected to do. Giving them a review lesson will help them refresh their knowledge and guide them in writing.

 4. Show a sample futuristic news feature.

Modeling Technique. Students will have an idea on what to write and include in their own articles.

5. Let them create their outline based on the structure of a news feature. Let them do the activity through Think-Write-PairShare. First, let them think and write their work individually. Then let them compare and contrast their work with their pairs. 6. Let them reconstruct their own work considering the modifications suggested by their peers. Day Three Fast Writing 1. Let the students make their own news feature. 2. Students will write their first draft. 3. Remind them that they have to make good in writing their compositions because the top five best outputs will be posted on the bulletin board. 1. Present the rubric on how compositions will be evaluated. 2. Let the student read compositions silently. their their

They are given the chance to improve their outline based on the modifications suggested by their peers.

Reinforcement. This will drive the students to give their best in doing their composition.

Day Four Evaluating

own

3. Pair the students. Let them read each others work. Let them discuss the strong and weak points of their work basing on the rubric presented. Tell them to give suggestions on how each would be able to express their ideas better.

This gives the students a knowledge or idea in developing their work. Letting them first go over their work gives them the confidence before sharing their work to others. Peer response stage. Peer response focuses on the content of the piece, its organization and presentation of ideas. Through the collaboration involved in the process, students also receive social and emotional support as they share problems in writing and attempt to come up with

4. Supervise every group and intervene with the pair discussion about their articles. 5. Students are given time to rewrite or revise their news features. Day Five Editing 1. Present symbols for correction or a creative method of correcting grammar and mechanics. 2. Assemble the learners in groups of three. Let the student edit his own work first based on the symbol or method discussed by the teacher. After editing his own work, he/she may refer to group mates for further editing. 3. The learners will write the final draft of their articles. Day Six Appreciating/ Lay-outing 1. Learners will read their finished articles in class. 2. Teacher announces the top five best outputs and posts it on the bulletin board. 3. Let the students collaborate in groups of four. What they will do is to create a newsletter containing their outputs.

solutions.

The teacher is not the sole reader of the students outputs. Reflection on the written output is also encouraged. The editing phase serves as an application of the previous grammar lessons. Peer editing stage. Peer editing concentrates on mechanics, such as spelling, grammar, and punctuation.

This gives every student the opportunity to share his/her own output to class for appreciation. Chosen top five students will be able to expose their outputs on the bulletin board. Non-chosen students will be challenged to do better next time. This allows them to collaborate well with their peers in compiling their outputs and to come up with a better output.

4. Tell the students that next meeting will be a simple recognition day. Tell them to wear appropriate attire based on the descriptions of themselves in their news features.

Day Seven Launching of a website/ Simple Recognition day

1. This day is intended for the launching of the website where students can upload their outputs. 2. Students parade around the school campus with their own banners. 3. To end the activity, students will make a pledge to further strengthen and empower them in the achievement of their dreams. This activity will have a video footage which will also be uploaded in the said website.

Mariano Marcos State University

COLLEGE OF TEACHER EDUCATION

Laoag City

ILLUSTRATION OF PROCESS APPROACH TO WRITING

Submitted by: Agtarap, Precious Lynne Rafanan, Anthony BSE III-A

Submitted to: Mrs. Jahnese D. Asuncion Instructor