Matrix-for-Friday-Activity- Catch Up Friday

Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
KAPALONG NATIONAL HIGH SCHOOL
Maniki, Kapalong, Davao del Norte
Address: Maniki, Kapalong, Davao del Norte
Email Address: 304233.kapalongnhs@deped.gov.ph
Contact Number: 09298241762 I FB Page: Kapalong Nhs
KEY AREA: WRITING DEVELOPMENT
Week No. 1 Lesson : UNDERSTANDING THE WRITING PROCESS
Objectives Time Duration Methodology of specific Learning Tasks Materials / Tools
 Identify and
understand the
stages of the writing
process (prewriting,
drafting, revising,
editing, and
publishing);
 Develop
brainstorming and
prewriting
techniques.
 Emphasize the
importance of a clear
thesis statement.
A. Preliminaries(5 mins)
Start the class with a prayer.
B. Introduction to Writing Process (15minutes):
1. Start with an introduction to the writing process. Discuss the stages:
prewriting, drafting, revising, editing, and publishing.
2. Engage students in a class discussion to explore their prior knowledge
of writing and the different stages involved. Ask them what words they
could associate with each level of the writing process.
3. Write down their responses on the board and encourage discussion
about the different stages of the writing process.
4. Introduce the learning objectives for the lesson and explain that they will
be exploring each stage in more detail.
C. Lecture (15 minutes)
Clearly define prewriting and its significance in the writing process
D. Diagnostic Drill ( 15 minutes)
1. Divide students into small groups.
2. Provide cards with each stage of the writing process written on them.
3. Ask each group to discuss and place the cards in the correct order of the
writing process.
4. Review and discuss their placements as a class.
BRAINSTORMING SESSIONS
E. Mind Map (20 minutes):
1. Group the class into five groups.
2. Introduce the mind mapping activity to the class as a starter to make a
writing piece. Begin with a brief explanation of mind maps and how they
can be helpful in visually organizing thoughts.

REGION XI
3. Show examples of mind maps on different topics to illustrate their
versatility.
4. Ask the students to create a mind map for a given writing prompt,
incorporating the stages of the writing process.
F. Jot Listing (20 minutes):
1. Explain the concept of jot listing as a brainstorming technique.
Emphasize that it involves quickly jotting down ideas, words, or phrases
without worrying about grammar or organization.
2. Provide a specific writing prompt or topic for the class. Ask students to
practice jot listing for 5-7 minutes individually. Then, let them gather their
common ideas within the group.
3. Encourage discussion and the sharing of diverse perspectives within
each group.
4. Lead a class discussion on the effectiveness of jot listing in generating
ideas.
G. Free Writing (45 minutes):
1. Provide a list of prompts or topics for students to choose from.
2. Set a timer for 7-10 minutes and ask students to write freely on the
chosen prompt.
3. Encourage them to write continuously without worrying about
correctness or coherence.
4. Ask groups to engage in a free writing session collectively.
5. Encourage them to build on each other's ideas during the exercise.
H. Thesis Statement Workshop (45 minutes):
1. Divide students into small groups.
2. Provide a set of thesis statements, some clear and some unclear.
3. Ask each group to categorize the statements into "Clear" and "Unclear."
explain their reasoning and engage in discussions.
4. Discuss how a clear thesis statement/idea helps the writer and the
reader.
5. Provide a writing prompt or topic, and let them make a thesis statement.
6. Discuss the feedback in pairs or small groups.

REGION XI
Week No. 2 Lesson: BUILDING STRONG PARAGRAPHS
 Understand the
structure of a well-
organized
paragraph.
 Develop topic
sentences and
supporting details.
 Practice effective
transitions between
paragraphs.
A. Preliminaries (15minutes)
1. Welcome students and provide an overview of the session's objectives.
2. Briefly review the importance of well-organized paragraphs in effective
writing.
B. Paragraph Structure Overview(45)
1. Explain to the class that today's focus is on understanding the structure
of individual paragraphs.
2. Draw three labeled columns for "Topic," "Support," and "Conclusion" to
visually represent each component.
3. Distribute handouts with examples of well-structured paragraphs.
4. Have students read the paragraphs and identify the topic sentence,
supporting details, and concluding sentence.
5. Discuss their findings as a class to ensure a collective understanding.
C. Diagnostic Drill(20minutes)
1. Present sample topic sentence and ask students to suggest
supporting details and conclusion
D. Peer Conferencing(45 minutes)
1. Instruct students to read their partner's paragraph and use guided
questions to provide feedback.
2. Encourage specific and constructive comments, focusing on both
strengths and areas for improvement.
3. Allow students to revise their output.
4. Invite a few students to share how the feedback influenced their
revisions.
E. Lecture(10 minutes)
1. Review the structure of paragraph and its importance in writing.
F. Independent work(45

REGION XI
1. Ask students to write at least two paragraphs about themselves.
Week No. 3 Lesson : CRAFTING COHERENT ESSAYS
 Understand the
structure of an essay
(introduction, body,
conclusion).
 Learn techniques for
organizing and
connecting ideas.
 Develop skills in
revising and
improving writing.
 Demonstrate the
ability to create
paragraphs that
exhibit unity and
coherence.
A. Preliminaries(15 minutes)
1. Welcome students and provide an overview of the session's
objectives.
2. Briefly review the importance of understanding the structure of
paragraphs.
B. Lecture(15 minutes)
1. Present the different the techniques for organizing ideas
2. Explain the importance of smooth transitions between ideas.
C. Paragraph Sorting(45 minutes)
1. Divide the class into five groups.
2. Distribute printed paragraphs to each group.
3. Each group has to identify which among the paragraphs is the topic
sentence / Thesis Statement, Supporting details, Transitional
phrase/sentence, and the concluding sentence.
D. Discussion (15 minutes):
1. Facilitate a class discussion about the identified elements in the
paragraphs.
2. Encourage students to share their observations and thoughts on how
these elements contribute to unity and coherence.
E. Paragraph Reconstruction (30 minutes):
1. Ask students to cut the sentences of their assigned paragraphs into
strips.
2. Challenge them to reconstruct the paragraph on a large poster paper
or whiteboard while paying attention to the order of sentences,
transitions, and overall flow.
3. Emphasize the importance of creating a logical sequence.

REGION XI
F. Group Sharing and Feedback (15 minutes):
1. Have each group or student share their reconstructed paragraph with
the class.
2. Encourage classmates to provide feedback on the effectiveness of
the reconstruction in terms of unity and coherence.
G. Independent Work(45 minutes)
1. Ask the students to work individually and create a paragraph that is
clear, organized, and exhibits unity and coherence.
2. (optional) The topic will be “The Impact of Technology on Daily Life”
3. Be guided of the following:
 Topic Sentence
 Supporting.
 Transitions
 Concluding Sentence

REGION XI
Week No. 4 Lesson : DEVELOPING PERSUASIVE WRITING SKILLS
 Understand the
elements of
persuasive writing.
 Develop effective
arguments and
counterarguments.
 Use evidence and
examples to
support claims.
A. Preliminaries (15 minutes):
objectives.
2. Briefly review the importance of crafting coherent essays
B. Lecture (20 minutes):
1. Briefly discuss the objectives of the lecture
2. Define persuasive writing and its purpose.
3. Break down the key elements of persuasive writing
C. Writing Exercise(45 minutes):
1. Introduce a persuasive writing prompt.
2. Clearly state the goal of the exercise: to craft a persuasive paragraph
or short essay using effective arguments, counterarguments, and
supporting evidence.
3. Divide the class into small groups.
4. Instruct each group to brainstorm arguments and counterarguments
related to the given prompt.
5. Encourage them to provide various perspectives and potential
evidence for support.
D. Board Session (10 minutes):
1. Have each group present their main arguments and
counterarguments to the class.
2. As they present, ask the class to record key points on their papers.
3. Encourage class discussions and questions after each presentation.

REGION XI
4. Ask the class on their reviews and provide constructive feedback on
the incorporation of persuasive elements, the strength of arguments,
and the use of evidence.
E. Independent Work(45 minutes)
1. Instruct students to individually choose one argument or
counterargument from their group discussion to focus on.
2. Ask them to start drafting a persuasive paragraph or short essay,
incorporating the chosen point, supporting evidence, and examples.
F. Peer Conferencing(45 minutes)
1. Pair students and have them exchange their written pieces.
2. Instruct them to review and provide constructive feedback on the
incorporation of persuasive elements, the strength of arguments,
and the use of evidence.
3. Encourage feedback based on the criteria.

REGION XI
Week No. 5 Lesson : POLISHING WRITING AND FINALIZING ESSAYS
 Develop editing and
proofreading skills.
 Understand the
importance of style
and tone.
 Finalize essays for a
polished finished
product
A. Preliminaries (15 Minutes):
objectives.
2. Briefly review the importance of developing persuasive writing skills
B. Discussion (15 Minutes):
1. Ask the students for their understanding on style and tone. Write
their responses on the whiteboard or flip chart.
2. Emphasize the differences of Style and Tone in a paragraph
3. Provide formal definitions for style and tone.
4. Introduce key editing and proofreading techniques.
C. Tone and Style Exploration (15 minutes):
1. Distribute handouts with short passages or excerpts from different
genres and authors.
2. Ask students to read each passage and make initial observations
about the tone and style.
3. Let students note specific words, phrases, or elements contributing
to the overall tone and style.
D. Group Analysis(45 minutes):
1. Instruct each group to choose one passage from the handouts.
2. Ask them to analyze the tone and style collaboratively, discussing
their observations.
3. Have each group present their chosen passage to the class.
E. Editing and Polishing Workshop(45 minutes)

REGION XI
1. Briefly discuss decision-making processes, such as choosing
stronger vocabulary or rephrasing sentences for clarity.
2. Provide each student with a sample essay or excerpt to edit.
3. Instruct students to edit their assigned essays, focusing on
grammar, punctuation, clarity, and coherence.
4. Introduce the MESS and CUP Checklist.
F. Group Discussion and Feedback(45 minutes)
1. Pair students to exchange essays for peer review. Encourage
constructive feedback on the editing choices.
2. Provide constructive feedback on the editing process and highlight
common areas for improvement.

Matrix-for-Friday-Activity- Catch Up Friday

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