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Lesson Exemplar
for English 7

Lesson
3

Quarter 3

3

I.CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A.Content

Standards

The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts
based on one’s purpose, context, and target audience.

B.Performance

Standards

The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
based texts: narrative, expository, and persuasive texts appropriate for their purpose context (Indigenous People and
regional celebrations); and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.

C.Learning

Competencies
and Objectives

Learning Competency
Publish a multimodal informational text (newsletter) for one’s purpose and target audience.

Learning Objectives

4.Publishing

a.Share the newsletter in varied forms and platforms.
b.Gather feedback from the target audience.

C.Content

Newsletter Writing and Publication

D.Integration

Appreciation of Philippine festivals and indigenous games

II. LEARNING RESOURCES

Canva. (n.d.). Newsletter templates. https://www.canva.com/newsletters/templates/
Canva. (n.d.). Black and white aesthetic charity monthly newsletter A4. https://www.canva.com/p/templates/EAF44o6j_qg-black-and-white-

aesthetic-charity-monthly-newsletter-a4/

Canva. (n.d.). White navy modern professional daily newsletter. https://www.canva.com/p/templates/EAFG1n_8p58-white-navy-modern-

professional-daily-newsletter/

Cruz, C. J. (2010). Campus journalism and school paper advising. REX Book Store: Manila
Mallare, A. (2020, July-September). Hero with a heart of gold. The Podium, Volume 3, Number 3.
Mallare, A. (2020, July-September). Surfing: Making waves in the Philippines. The Podium, Volume 3, Number 3.

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Manila Bulletin. (2024, February 14). https://manilabulletin.pressreader.com/manila-bulletin/20240214
Manila Standard. (2024). Daily PDF: Manila Standard. https://www.manilastandard.net/dailypdf

III. TEACHING AND LEARNING PROCEDURE

NOTES TO TEACHERS

1.Activating Prior

Knowledge

DAY 1
Short Review
Name me!
The students identify the major parts of the following news report published
online.

This activity may be done
individually, by pair, or by
group. In this part, the teacher
should review the students with
the parts of a news story
published online (e.g., website).

Answers:
1. Headline
2. Byline
3. Picture/image
4. Lead

2.Establishing

Lesson Purpose

Lesson Purpose

What’s the difference?

Using the Venn diagram below, the students write the similarities and differences
of a newspaper (in Image 1) and a news website (in Image 2) in terms of layout.

Image 1 Image 2

This

activity

may

be done

through a board work or any
other interesting activity.

The

teacher

may

use

the

following guide questions in

1

2

3

4

5

Image 1 Source: https://www.magzter.com/PH/Manila-Bulletin-Publishing-Company/Manila-Bulletin/Newspaper/388087
Image 2 Source: https://www.gmanetwork.com/news/topstories/nation/873781/house-bill-seeks-preservation-of-indigenous-
games/story/

Image 1 Image 2











Unlocking of Difficulty
Match the terms in Column A with their definitions in Column B.
Column A Column B

1. newsletter

processing

the

students’

answers:

1.What are the similarities of

Image 1 and Image 2 in
terms of layout?

2.How are they different in

terms of packaging? layout?

3.Why do you think layout is

important in presenting a
news story in both print and
non-print platforms?

4.Do you know how to layout

an article using a computer?

5.What should we consider

when we layout a news story
using a computer?

6.How does the layout affect

the meaning of the news
story?

Answers:
1. D
2. A
3. B
4. C

This pertains to the arrangement or order
of visual elements in a page.

This refers to the brief description about
the image or diagram.

This refers to the writer/s of the article or
contributor/s of an image.

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2. layout

3. caption

4. byline

3.Developing and

Deepening
Understanding

SUB-TOPIC 3: Publishing
1. Explicitation
Draw the differences
The students answer the worksheet Draw the differences. In this activity, the
students compare and contrast the two newspapers in terms of their layout or
makeup design.

The teacher gives to the students the following questions as a guide in
accomplishing the activity:

1.Which layout design is more visually appealing to you? Why?
2.Do the pictures or images help enhance the visual presentation of the texts?
3.Does the layout help effectively present and convey the texts and images?

The teacher may use this rubric in scoring the writing activity.

10-7

6-4

3-1

The ideas are relevant,
complete, and
comprehensive.

The ideas are relevant, but
the amount of information
is inadequate.

The ideas are relevant
but no explanation is
provided.

The ideas are logically
and coherently
explained.

The ideas are somewhat
logically and coherently
explained.

The ideas are not
logically and coherently
explained.

Day 2
2. Worked Example
Let’s explore!
The students go back to their groups. Each group answers the worksheet Let’s
explore!in

which

they

observe

the

layout

of the

sample

After answering the activity, the
teacher should call students to
share their observations with
the class.

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newsletters/newspapers/magazines and they recreate the layout makeup or design
in a drawing.

Afterwards, the teacher asks the following questions:

1.Do the newspapers/magazines have the same layout designs?
2.What layout design do you think will work for your group newsletter?

Points for Discussion (Teacher’s Guide)

●A newsletter is a digital or print publication that contains news or feature

articles, updates, events, and other content on a wide range of topics.

●The following are layout formats for text and image combination (Cruz,

2010).

The students may also use ready-made newsletter layout designs through
https://www.canva.com/newsletters/templates/

Answers:
1. X format
2. L format
3. Umbrella format
4. Curve format
As the teacher discusses the
different layout formats, they go
back

to

the

sample

newsletters/newspapers/
magazines and point out the
structure or form of the layout.
The teacher may also suggest
what layout format will work
best for the students’ outputs.











The teacher should guide the
students

in choosing

the

appropriate layout format for
their newsletters. The teacher
should also assist them in using
the computer while creating the
layout, because some of them
may be novice computer users.

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Here are sample layout formats that the teacher may recommend to the students.
















Photo source: https://www.canva.com/p/templates/EAF44o6j_qg-black-and-
white-aesthetic-charity-monthly-newsletter-a4/

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Photo source: https://www.canva.com/p/templates/EAFG1n_8p58-white-navy-
modern-professional-daily-newsletter/

Basic Parts of the Newsletter

1.Nameplate (Optional: Name and logo of the organization)
2.Title of the article (Headline for a news article)
3.Text (The article itself)
4.Byline (The writer/s of the article or contributor/s of an image)
5.Images/photos/diagrams/charts/quotations
6.Caption (Brief description of the image or diagram)
7.Masthead/editorial team (List of members with their roles, i.e.,

writer/contributor, layout artist, researcher, etc.)

8.Page number (May appear at the upper or bottom part of the newsletter)

Basic Rules in Laying out a Newsletter (Cruz, 2010)

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1.Avoid tombstoning or placing two or more headlines (titles) on a similar level

in adjacent columns, particularly when the two articles contain the same
topic.

2.Avoid bad breaks or breaking texts at the top of a column. Each column

should begin with a headline or a cut.

3.Avoid separating related stories and pictures. Make sure that the texts,

images, or charts complement each other in the layout.

4.Avoid gray areas. Gray areas in layout design can occur due to inconsistent

spacing, unclear visual elements, or a lack of clear organization.

5.Balance the font size of the text and the size of the pictures.
6.Provide captions or brief descriptions of the images or diagrams.

Day 3
3. Lesson Activity
Lay it out!
The students create the layout of their newsletters. They follow the guidelines
below.

1.Open a computer.
2.Prepare the layout template.

a.The students may choose from any of the layout formats provided by Cruz

(2010) or from https://www.canva.com/newsletters/templates/

3.Layout a 2-page newsletter using the text (article/s) and photos, images, or

diagrams in the computer following an appropriate format or template.

4.Do a peer review (peer feedbacking) of the output. Use the *peer-review

checklist.

5.Revise and edit the output based on the peer-review result.
6.Submit your output to your teacher for evaluation.

*Peer-review Checklist

Indicators

Yes

No

1. The articles are positioned strategically.

The

teacher

should

show

examples

of

newsletters

highlighting the basic parts.
They can utilize the images used
in the learning activity sheets.

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2. The images, diagrams, charts, etc. complement the
texts.

3. The layout format is appropriate to the articles’ and
images’ theme or content.

4. The basic parts of the newsletter are present.
4.1Nameplate (Optional: Name and logo of the
organization)

4.2Title of the article (Headline for a news article)

4.3Text (The article itself)

4.4Byline (The writer/s of the article or
contributor/s of an image)

4.5Images/photos/diagrams/charts/quotations

4.6Caption (Brief description of the image or
diagram)

4.7Masthead/editorial team (List of members
with their roles, i.e., writer/contributor, layout
artist, researcher, etc.)

4.8Page number (May appear at the upper or
bottom part of the newsletter)

5. Tombstoning is avoided.

6. Bad breaks are not present.

7. Gray areas are not evident.

8. The font style and size are suitable.

9. The grammar is structurally correct.

10. There are no spelling, capitalization, and writing
mechanics errors.

The teacher may use the following rubric in rating the students’ newsletters.

Dimension

s

10-9

(Excellent)

8-6 (Good)

5-3 (Fair)

2-1 (Poor)

The teacher makes sure that all
groups already have the final
copy of their articles for layout.
Moreover, the teacher checks if
each group has access to a
personal computer. In case any
group has no access to a
personal computer, the teacher
may ask permission from the
school if the students can use
the school computer laboratory
for the activity.

Further,

the

teacher

may

contextualize

the

guidelines

provided.