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ACTIVITIES RATIONALE REFERENCES/MATERIALS

Day OnePre-Writing Stage I 1. Present to class a video clip of a Filipino

success story.

2. Have a short discussion of the video. Askthe students what will make someoneachieve success.

3. Assemble the learners in groups of four.Let them talk and share their dreams andaspirations in life.

4. Facilitate a guided imagery activity. Letstudents imagine the future. Let themvisualize in their minds of what they willbecome after 20 years.

5. To end the day, let the students createtheir own name acrostic poem. Tell themto create a tagline after their poem.

Viewing. Audio-visual perception is activatedfor the learners to grasp the subject matter.

Giving them the opportunity to share theirdreams gives them a feeling of being heardand valued.

Guided imagery is a program of directedthoughts and suggestions that guide onesimagination toward a relaxed, focused state.Using all senses, ones body seems torespond as though what one is imagining isreal.

Further knowledge about the subject matterwill make the learners gain more knowledgeon how to present ideas creatively.

http://www.youtube.com/watch?v=ZEM

mFnB2SVI

Day TwoPre-Writing Stage II 1. Students share their assignments in

class. Let them comment on the nameacrostic poems given by their classmates.

2. Tell them that they are going to write afuturistic news feature of themselves intwenty years.

3. Present or facilitate a review lesson onthe points to consider in writing a newsfeature.

Sharing of thoughts and information isprovided wherein learners learn from oneanother.

Learners will be aware of what they aresupposed or are expected to do.

Giving them a review lesson will help themrefresh their knowledge and guide them inwriting.

Writing Week Teacher: Anthony M. Rafanan, Precious Lynne Agtarap

Seven Day Lesson Matrix Evaluator: Mrs. Jahnese D. Asuncion

Year/Level: IV Topic: Writing a Futuristic News Feature of Oneself

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4. Show a sample futuristic news feature.

5. Let them create their outline based on thestructure of a news feature. Let them dothe activity through Think-Write-Pair-Share. First, let them think and write theirwork individually. Then let them compareand contrast their work with their pairs.

6. Let them reconstruct their own workconsidering the modifications suggestedby their peers.

Modeling Technique. Students will have anidea on what to write and include in theirown articles.

They are given the chance to improve theiroutline based on the modificationssuggested by their peers.

Day ThreeFast 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 compositionsbecause the top five best outputs will beposted on the bulletin board.

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

Day FourEvaluating 1. Present the rubric on how their

compositions will be evaluated.

2. Let the student read their owncompositions silently.

3. Pair the students. Let them read eachothers work. Let them discuss the strongand weak points of their work basing onthe rubric presented. Tell them to givesuggestions on how each would be ableto express their ideas better.

This gives the students a knowledge or ideain developing their work.

Letting them first go over their work givesthem the confidence before sharing theirwork to others.

Peer response stage. Peer response

focuses on the content of the piece, itsorganization and presentation of ideas.Through the collaboration involved in theprocess, students also receive social andemotional support as they share problems inwriting and attempt to come up with

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4. Supervise every group and intervene withthe pair discussion about their articles.

5. Students are given time to rewrite orrevise their news features.

solutions.

The teacher is not the sole reader of thestudents outputs. Reflection on the writtenoutput is also encouraged.

Day FiveEditing

1. Present symbols for correction or acreative method of correcting grammarand mechanics.

2. Assemble the learners in groups of three.Let the student edit his own work first

based on the symbol or methoddiscussed by the teacher. After editing hisown work, he/she may refer to groupmates for further editing.

3. The learners will write the final draft oftheir articles.

The editing phase serves as an applicationof the previous grammar lessons.

Peer editing stage. Peer editingconcentrates on mechanics, such asspelling, grammar, and punctuation.

Day SixAppreciating/Lay-outing

1. Learners will read their finished articles inclass.

2. Teacher announces the top five bestoutputs and posts it on the bulletin board.

3. Let the students collaborate in groups offour. What they will do is to create anewsletter containing their outputs.

4. Tell the students that next meeting will bea simple recognition day. Tell them towear appropriate attire based on thedescriptions of themselves in their newsfeatures.

This gives every student the opportunity toshare his/her own output to class forappreciation.

Chosen top five students will be able toexpose their outputs on the bulletin board.Non-chosen students will be challenged todo better next time.

This allows them to collaborate well withtheir peers in compiling their outputs and tocome up with a better output.

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Day SevenLaunching of a

website/Simple Recognitionday

1. This day is intended for the launching ofthe website where students can uploadtheir outputs.

2. Students parade around the schoolcampus with their own banners.

3. To end the activity, students will make apledge to further strengthen andempower them in the achievement oftheir dreams. This activity will have a

video footage which will also be uploadedin the said website.

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Mariano Marcos State University

COLLEGE OF TEACHER EDUCATION

Laoag City

ILLUSTRATION OF PROCESS APPROACHTO WRITING

Submitted by:

BSE III-A

Submitted to:

Instructor

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