Grades 1 to 12 Alaminos City 10

School Grade Level

DAILY National High School
LESSON Learning ENGLISH
Teacher
PLAN ERICA V. ABARRA Areas
Teaching Quarter 3, Week 2
Dates and Quarter
Time

I. Objectives
A. Content The learner demonstrates an understanding of how world literature and other types serve as source
Standards wisdom in expressing and resolving conflicts among individuals, groups, and nature; also how evalu
reading, listening, and viewing strategies, special speeches for occasion, pronouns, and structure o
modification.
B. Performance The learner skillfully delivers a speech for a special occasion by utilizing effective verbal and non-ve
Standards strategies and ICT resources.
C. Learning MELCS: Use a variety of informative, persuasive, and argumentative writing techniques. (EN10WC
Competencies/ 14.1.2)
Objectives At the end of the lesson, the students should be able to;
Write the LC 1. Learn what an informative writing is
code for each 2. Identify the structure and features of informative writing;
3. Write an informative text and present their informative essay in class.
II. Content Using Informative Writing Technique
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Textbook
pages
4. Additional English 10 – Quarter 3 – Module 2A: Using Informative Writing Techniques
Materials from
the Learning
Resource (LR)
portal
B. Other Laptop, Television, PowerPoint Presentation
Learning
Resources
IV.
PROCEDURE
S
A. Reviewing Preparation
the previous Daily Routine
lesson or The teacher will greet the students.
presenting the The teacher will ask the students to stand for a short prayer.
new lesson The teacher will check the attendance.
The teacher will remind the students about the classroom rules and guidelines.
B. Establishing The teacher will start the lesson and present the objectives to the class.
a purpose for MOST ESSENTIAL LEARNING COMPETENCY
the lesson *Use a variety of informative, persuasive, and argumentative writing techniques
 LEARNING OBJECTIVES:
1. Learn what an informative writing is
2. Identify the structure and features of informative writing;
3. Write an informative text and present their informative essay in class.

C. Presenting The teacher will present an activity:

examples/ Activity 1: WORD HUNT!
instances of the Directions: Read the words in the WORD BOX. Circle/highlight each word you can find in the puzzle
new lesson below. The words may be hidden in any direction.

D. Discussing The Teacher will flash the PowerPoint presentation for the discussion about Using Informative Writi
new concepts Techniques
and practicing
new skills #1 INFORMATIVE TEXT
1. It educates the readers about a topic or subject.
2. It is made using credible sources as evidence- facts, statistics, and other research data.
3. It usually answers five (5) WH’s questions: who, where, when, what, and why. Sometimes,
describe “how” to do or accomplish something.
4. It focuses on a specific topic, not a topic that is too broad nor too narrow.
5. Informative texts follow a structure – the introduction, body, and conclusion.

PARTS OF INFORMATIVE TEXT

1.The introduction
Grabbing the attention of readers is part of the beginning - formally known as the introduction. It is w
the thesis statement is found. The thesis statement is considered the most essential part of informa
writing. According to Kristina Barroso in her article “Informative Writing Techniques”, the thesis state
is known as the road map of an informative text because the whole essay is built around it. The the
sentence is a sentence that summarizes the entire essay. Aside from stating the thesis statement, w
introduce the main idea, provide definitions for difficult words/concepts, and give a short description
what will be discussed.

2. The body
 The body or the middle part is where the thesis statement is fully explained. Evidence such as facts
statistics, statements from experts, and other supporting details are found in this section. This sectio
requires citing sources of information. The evidence presented will be the basis if the information is
reliable, accurate, and unbiased.

3.The conclusion
The conclusion reiterates the thesis statement and summarizes the main points of the informative te
No new evidence must be presented at this point because all ideas must have already been discus
the body.
Tone, clarity (being clear), and transition words.

Aside from the structure, other features, and techniques of informative writing need to be considere
First is the tone or attitude of the author toward the topic. The attitude of the author toward the topic
should always be formal, objective, and neutral.

As mentioned above, informative writing is fact-based - biased information is unacceptable. The wri
opinion and beliefs do not have a place in informative writing.
Second, always be specific. Provide clear answers to the five Ws and one H of the topic you are wr
about. Employ language that is clear, formal, and unbiased. Also, do not forget to use transitional w
(discussed in previous modules) for an organized and smooth flow of ideas. In doing so, readers ca
a better understanding of the information they read.

Informative essays vary in length, but all good informative pieces are a product of an application of
several writing techniques.

Below are some of the best tips/techniques to help you write an excellent informative text.

1. Open with an attention grabber and conclude with a summary of the main points of the essay.
2. Use appropriate transitional words to ensure the logical flow of ideas.
3. Observe formal tone.
4. Utilize proper language and applicable vocabulary to the topic. Similarly, avoid biased language.
5. Make use of formatting, nonlinear texts such as flowcharts, graphs, graphic organizers, and digita
texts with hyperlinks when needed.
E. Discussing Question:
new concepts *Do you think these techniques will help you become an effective informative writer or
and practicing researcher?
new skills #2 Now, check out this example of an informative essay, and try to analyze if the aforementioned techn
were used in this writing.
 This essay is probably way shorter than most informative essays, but does it comply with the prescr
structure and conventions in informative writing? Does it comply with the guidelines and techniques

 It started with a relatable scenario and ended with a repeat of the thesis statement.
 It utilized transitional words such as ‘however, first, second, next, after, lastly.’
 The tone is generally formal, but it becomes conversational in parts where the essay shifts
second-person point of view.
 The language used is simple and appropriate for the target audience – students.
 There aren’t any graphics or visuals, but they are not necessary considering the length of th
essay and the topic. However, in online platforms, this essay could be presented in a bullet
with and with other nonlinear texts.

Informative writing plays a vital role not only in the academic world but also in the real world. It is a
so essential that it can affect your grades and future job opportunities. Becoming an effective writer
easy, but it pays to be one.

ACTIVITY 2: NAME ME! (LO#1)

ANSWERS:
F. Developing 1. to educate
Mastery (Leads 2. specific
3. thesis statement
to Formative
4. body
Assessment 3) 5. transitional words

The teacher will process the students’ answers.

G. Finding  What are your key takeaways from the lesson discussed?
practical  How can the learnings you gained from the activities and the discussion help you to becom
applications of effective informative writer?
concepts and
skills in daily
living
H. Making The teacher will ask the students the following questions:
generalizations
and  What is an Informative writing?
abstractions  What are some techniques given in the discussion?
about the  In your opinion what do you think is the best character should an informative writer possess
lesson

I. Evaluating Activity 3. Compose and share! (LO#2)

learning
 *After they are done composing, the teacher will select five students to present their informative ess
the class* (LO#3)

J. Additional
activities for Activity 4: COMPARE AND CONTRAST
application or
remediation

Please be guided by the Scoring Rubric.

CATEGORY EXEMPLARY PROFICIENT SATISFACTORY

5 4 3
PICTURE Employs words with Word forms are Employs unclear
INTERPRETATION fluency, develops correct, sentence words, sentence
concise English structure is structures inadequate
(Language) sentences, and effective. The for clarity, errors are
balances a variety of presence of a few seriously distracting
sentence structures errors is not
effectively. distracting.
Logic & Develops ideas Develops unified Does not develop
Organization cogently, organizes and coherent ideas ideas cogently,
them logically with within paragraphs uneven and
paragraphs, and with generally ineffective overall
connects them with adequate organization, unclear
effective transitions. transitions; clear introduction or
Clear and specific overall organization conclusion
introduction and relating most ideas
conclusion. together, good
introduction and
conclusion.

Purpose The writer has made The writer’s The purpose and
good decisions about decisions about focus of the writing
focus, organization, focus, organization, are not clear to the
style, and content to style, and content reader
achieve the purpose of sometimes interfere
the writing. with the purpose of
the writing.
V. Remarks
VI. Reflection
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter that
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
that I wish to
share with
other teachers?

Prepared by:

ERICA V. ABARRA

Pre-service Teacher