This document provides an overview of the key elements of a well-written text. It discusses several lesson objectives related to determining story structure, organizing ideas, using proper language and mechanics. It then covers specific topics like organization, coherence, cohesion and appropriate language use. Activities are included to help students practice sequencing events, combining sentences, evaluating language and writing paragraphs while considering these elements. The goal is to teach students the essential properties needed to create well-structured, unified written works.

2. PROPERTIES OF A WELL-WRITTEN TEXT
• LESSON OBJECTIVES:
Determine the beginning, middle, and end of the story read;
 Write the episodes of your life from childhood to young adulthood using a graphic
organizer;
 Organize ideas using proper transitional devices;
 Construct a coherent and cohesive paragraph;
 Determine the essence of proper language use in written texts;
 Evaluate a written text based on the appropriateness of language use;
 Utilize writing prowess through practice skills in grammar; and
 Use proper mechanics in writing such as spelling, punctuation, capitalization, and
paragraph development.

3. LESSON 1:
PRELIMINARY
ACTIVITY
WHAT’S THE MOVIE
TITLE?
Seven Sundays

4. PROCESSING ACTIVITY
“Seven Sundays” Is a local movie Star Cinema Movies
which featured famous celebrities like Aga Muhlach,
Dingdong Dantes, Cristine Reyes, Enrique Gil, and
Ronaldo Valdez.
Inside the succeeding text boxes are three different
situations from the movie. Read and analyze each event
to determine which comes first, next and last.

5. A. When the four
children learned
about the bad
news that their
father was
diagnosed of a
lung cancer, they
at once decided to
pay their father a
visit by sleeping
overnight under
the same roof.
B. The widowed
father of the
Bonifacio family,
Manuel, was
diagnosed with lung
cancer by the family
physician. What
saddened Manuel
was the doctor’s
prediction that he
had only about two
months or roughly
“seven weeks” to
live.
C. After his birthday
with his nephew Jun
(because no one
among his children
showed up), Tatay
Manuel received a
call from the family
doctor telling him of
the good news – that
he was not
terminally ill.

6. PROCESSING ACTIVITY
How do you think are the scenes arranged in the movie?
Complete the following:
Event # ___ is the beginning because _____________________________________.
Event # ___ is the middle because ________________________________________.
Event # ___ is the ending because ________________________________________.

7. LESSON 1: ORGANIZATION
•WHAT IS ORGANIZATION?
 Organization is the structural framework of writing. It is important to
effective writing because it provides readers with a framework to help
them fulfil their expectations for the text.
 It is achieved when the ideas in the text are logically and accurately
arranged.
 Ideas are well-developed when there is a clear statement of purpose,
position, facts, examples, specific details, definitions, explanation,
justifications, or opposing viewpoints.

8. LESSON 1: ORGANIZATION
•WHAT IS ORGANIZATION?
 In writing a story or an essay, it is necessary for students
like you to identify the sequence of events from the beginning to
the end because a strong organization comprises proper
paragraphing and logical order of presentation of ideas.
 You are introduced to this lesson by sequencing events to
help you understand how to organize your understanding of
the text or story, then later, to apply it in your own
composition.

9. ACTIVITY 1: READ AND ANALYZE
Read the excerpt of the film review lifted from
(Lionheartv.net 2017). Then, record the sequence of
events on a graphic organizer.

11. ACTIVITY 2: WRITING ACTIVITY PART 1
Using a graphic organizer, write an episode of your life
by providing events beginning from childhood to young
adulthood. Provide a catchy title for your story.

12. ACTIVITY 2: WRITING ACTIVITY PART 2
Write a three-to-five paragraph essay about the episodes of
your life, using the events that you recorded on the table
beginning from childhood to young adulthood. Be guided by
the following criteria.

13. PRELIMINARY ACTIVITY 1
Directions: Number the sentences to form a well-structured paragraph.
_____A. I knew that we will go to their house to celebrate her birthday but during that
time, I was still in our school because of my training for campus journalism.
_____B. I talked to her and said sorry for what I had done and I explained my reasons for
not attending her birthday. At last, I was still thankful to her for understanding my
situation.
_____C. It was 2:00 o'clock in the afternoon when Angelita called me over the phone and
said that she was waiting for me at 7/11 store together with our other friends.
_____D. It's hard for me to choose what should I prioritize but I ended up staying in
school.
_____E. On the next day, I saw her inside our room and it seemed that she did not want
to look at me.

14. PRELIMINARY ACTIVITY 2
Directions: Combine the sentences in each set into
two clear sentences. Add a transitional word or
phrase to the second to show how it relates to the
first.
•Retirement should be the reward for a lifetime of
work.
•It is widely viewed as a sort of punishment.
•It is a punishment for growing old.

15. PRELIMINARY ACTIVITY 2
Directions: Combine the sentences in each set into two
clear sentences. Add a transitional word or phrase to
the second to show how it relates to the first.
•There are differences in English performance between boys and
girls.
•These differences cannot be attributed simply to differences in
innate ability.
•If one were to ask the children themselves, they would
probably disagree.

16. PROCESSING QUESTIONS
1. What did you consider in
arranging the sentences in the
first activity?
2. How about in the second
activity?
3. What is the difference between
coherence?
4. What is cohesion?

17. LESSON 2: COHERENCE & COHESION
•Coherence and Cohesion are two basic
features that facilitate textual continuity.
•What is Coherence?
 Coherence refers to the rhetorical aspects
of your writing, which include developing and
supporting your argument (e.g. Thesis
statement development), synthesizing and
integrating readings, organizing and clarifying
ideas.
 Coherence means the connection and
organization of ideas in a text to create unity.

18. LESSON 2: COHERENCE & COHESION
•How to achieve coherence?
 To achieve coherence, every
good paragraph must have UNITY
or oneness of idea. Sentences in
a paragraph are unified and
directed by a topic sentence.

19. LESSON 2: COHERENCE & COHESION
•What is Cohesion?
 Cohesion in writing means
unifying ideas by binding words,
phrases, sentences and paragraphs,
thus, show relationships and smooth
“text flow”.
 Cohesion is more specific. It pays
attention to links between words and
sentences.

20. LESSON 2: COHERENCE & COHESION
•How to achieve cohesion?
 To achieve good cohesion, you
need to know how to use
cohesive devices, certain words
or phrases that serve the purpose
of connecting two statements,
usually by referring back to what
you have previously written or
said

21. LESSON 2: COHERENCE & COHESION
Here is a chart of the transitional devices (also called conjunctive adverbs
or adverbial conjunctions) accompanied with a simplified definition of
function.

22. ACTIVITY 1

23. ACTIVITY 2

24. ACTIVITY 3

25. PRELIMINARY QUESTIONS
•Would it be enough to just
consider organization, coherence
and cohesion in writing?
• How would improper use of
language affect the message of a
written text?
• Why is language as significant as
organization, coherence and
cohesion in developing a well-
written text?

26. PRELIMINARY ACTIVITY
• Study the
conversation of three
students during the
first day of school.
Identify which is very
formal, formal and
informal?
What’s Up everyone! A
newbie here Man,
Cool!
If you would want me to
be part of the circle it
would be my honor to
take part of this
friendship
Excuse me! Yes we
can be friends and it’s
a pleasure for me.

27. LESSON 3: LANGUAGE USE
5 major issues with appropriate
language that should be avoided
(Purdue Online Writing Lab 2020)
Formality of the language one
uses should depend on how formal
the situation is and how the writer
and the reader are related to one
another.
Jargons or specialized language
used by groups of individuals in the
same field, should only be used if the
target readers belong to the same
group.

28. LESSON 3: LANGUAGE USE
5 major issues with appropriate
language that should be avoided
(Purdue Online Writing Lab 2020)
Slangs and idioms should be
avoided. Slangs are words, phrases, or
expressions that do not literally mean
what they express (like “frenemy” to
describe someone who is both a friend
and an enemy) while idioms or
expressions whose meaning is different
from the meanings of the individual
word it contains (like “to kill two birds at
one stone”, which means to get two
things done with a single action.

29. LESSON 3: LANGUAGE USE
5 major issues with appropriate
language that should be avoided
(Purdue Online Writing Lab 2020)
Euphemisms or words that veil
the truth shall also be avoided.
Examples of which are “virtually
challenged” for someone who is
short; “passed away” instead of died,
and other deceitful language.
Avoid using any biased language
including those associated with any
racial, ethnic, group, or gender.

30. LESSON 3: LANGUAGE USE
 Characteristics of an Effective Language
 Concrete and specific
 Not vague and abstract
 Concise, not verbose
 Precise and clear, not obscure
 Constructive, not destructive
 Appropriately formal, not slang

31. ACTIVITY 1
•Clip an article from a magazine, journal or newspaper.
Evaluate its language use by answering the following:

32. ACTIVITY 2
•Write a three-paragraph expository essay about one of
the given topics below. Make sure to consider
organization, coherence and cohesion, and language
use. Please be guided by the scoring rubric.
1. How can pets make you happy and improve your life?
2. How to keep a virus – free environment?
3. Why do you want to pursue your desired career?

35. TASK 1: PRIMING
ACTIVITY
•Let us recall each
of the previously
learned properties
by classifying the
words or phrases
inside the word
pool.

36. LESSON OBJECTIVES :
 Identify the mechanics needed to form a well-
written text.
 Apply appropriate punctuations and
capitalization to form a well-written text.
 Realize the importance of applying the various
language conventions in writing.

37. TASK 2: SENTENCE SHUFFLE
•Directions: The class will be grouped in to 5.
Each group will receive shuffled words and
phrases and your task is to arrange it to form
a well-written sentence. You have 4 minutes
to accomplish the task.

38. GROUP 1
Ms. is an photographer. Audrey
Aimes award-winning

39. GROUP 2
The “We will have next teacher
said, an exam Tuesday.”

40. GROUP 3
you where the tell me Would post
office is?

41. GROUP 4
I’m he wants to eat not hungry; a
big lunch.

42. GROUP 5
The must wait to be sworn in.
president-elect almost three
months

43. SENTENCES
•Sentence #1: Ms. Audrey Aimes is an award-winning
photographer.
•Sentence #2: The teacher said, “We will have an exam next
Tuesday.”
•Sentence #3: Would you tell me where the post office is?
•Sentence #4: I’m not hungry; he wants to eat a big lunch.
•Sentence #5: The president-elect must wait almost three
months to be sworn in.

44. PROCESS QUESTIONS:
1. Is the activity easy or
difficult? Why?
2. What did you consider in
arranging the words and
phrases to form a sentence?

46. ARE YOU FAMILIAR WITH THIS MARKS/SYMBOLS?

47. 1. PERIOD 2. COMMA
3. QUESTION MARK 4. SEMICOLON
5. COLON 6. APOSTROPHE
7. HYPHEN 8. DASH
9. QUOTATION MARKS

48. PROCESS QUESTIONS:
1. What do you call the
marks presented in the
picture?
2. When do you usually use
each mark?
3. Have you used them
before in your writings?

49. TASK 4: TELL ME WHAT’S WRONG
•Directions: Read the
sentences carefully and
identify all the errors
present in each item.
Correct these errors to
form a well-written
sentence.

50. 1. dr. wilson discuss the precuationary measures
before and during an eartquake
2. anna will bay fruits for her salad such as apples
cherries pineapple and peaches
3. what are you doing here
4. the owner said you may get it for free.
5. He is a well known tv personalities?

51. PROCESS QUESTIONS:
1. What are the errors
present in the
sentences?
2. What do you call
these writing
conventions?

52. LESSON 4: MECHANICS
What is mechanics?
 Generally, mechanics is essential in all
types of writing because it describes the
technical aspects of writing. It also
serves as a road sign to guide learners
like you on how to use words
appropriately in terms of conventions
such as spelling, punctuation,
capitalization, and others.

55. PROCESS QUESTIONS:
1. What are the capitalization rules
mentioned in the video? Give your own
examples.
2. What are the punctuation rules
mentioned in the video? Give your own
examples.
3. Why is it important to apply these writing
conventions in writing? Prove your answer.

56. PERFORMANCE TASK:
•Directions: Create a short (3-to-5 minute) vlog
about the importance of mechanics in written
texts. You may choose to have it uploaded in any
social media platform or just send it via email or
private message. Be guided by the following
criteria:

58. EVALUATION
Answer the activity sheet provided.

59. ASSIGNMENT
1. What is
explicit and
implicit claims
in written text?
2. What is claim
of fact, claim of
policy and claim
of value?