Detailed Lesson Plan in English – Grade 7

Name: Diana F. Lugtu Grade /Year Level : Date: January 16, 2018
Grade 7
Learning Area: ENGLISH-7 Quarter : 4th
Competencies Classify The elements of essay

Lesson No. 1 Duration 1 hour

CLASSIFYING THE ELEMENTS OF ESSAY (min/hrs.)
Knowledge Identify the elements of essay
Learning Skills Construct a simple text about a life’s experience applying the elements of
Objectives essay.
Attitudes Show appreciation of the importance of writing about one’s experiences
in life

Resources Cartolina, Marker

Needed https://www.youtube.com/watch?v=AidLD05Tl_o
https://www.youtube.com/watch?v=R2KQNXb5oTo
Elements of the Methodology
Plan
Preparations Introductory
-How will I make Activity MAKE THEM GUESS!
the learners (Optional)
ready? (5 mins.) Introduce the lesson through a vocabulary Drill. Group the students into
- How I prepare three. Distribute jumbled letters containing the elements of essay and its
the learners for definition. Let the students decode the word by arranging it. Each group is
the new lesson? given 10 minutes to answer and analyze the definition.
- How will I
connect my new 1. COHERENCE
lesson with the 2. UNITY
past lesson? 3. EMPHASIS

Presentations
-How will I Activity READ AND MOVE!
present the new (10mins.)
lesson? After the groups arranged the word, they should get their answer from the
- What materials station and post it right on the board. Each group must select the
will I use? appropriate example of the word they decode by moving to one station or
-What another. Each group should read, analyze and explain the meaning of the
generalization/ word they come up with.
concept/conclusi Analysis
on/abstraction (10 mins.)
arrives at? (Discuss the different elements of essay using visual aid)
 A good paragraph has the characteristics of unity, coherence, and
emphasis. In unity, every sentence in a paragraph should support the topic
Abstraction or main idea. In coherence, the sentences is organized to flow smoothly. In
(20 mins.) emphasis, the idea within the paragraph should be given importance and
made to stand.

GENERALIZATION:

1. What are the three elements of essay?

2. What do we mean by unity? Coherence? Emphasis?
Practice
What exercises/ Divide the class into 6 groups and asks them to write a good paragraph
application Application from the topics posted on the board.
activities will I (12 mins.)
give to the Topics to choose:
learners? 1. One thing I want to do by the time I leave 7th grade
2. My idea of a fun weekend
3. I've done something that no one else has done
4. If I could be someone else, I would be . . .
5. If only I would have listened!
6. My best class ever
Assessment Assessment Matrix
(Refer to DepEd Levels of What will I assess? How will I assess? How will I score
Order No. Assessment
73,2012 for the
examples)
Knowledge (15%) To find out if the
students are able
to analyze the
meaning of each
elements
Process or Skills To find out if the Write a paragraph Rubrics:
(25%) students will be about an experience that
(10 mins.) able to construct a teaches them lessons in Content - 50%
simple essay using life. Organization - 30%
the elements Correct usage of
about an words - - 20%
experience
Understandings
(30%)
 Products/
Performance (30%)

Reinforcing the
day’s lesson
Assignment Enriching the day’s
lesson
Enhancing the On your notebook, choose your own topic and write an essay using one
day’s lesson of the elements of essay.
Preparing for the
new lesson
 Detailed Lesson Plan in English – Grade 7

Name: Diana F. Lugtu Grade /Year Level : Date: January 17, 2018
Grade 7
Learning Area: ENGLISH-7 Quarter : 4th
Competencies Identify the parts of the essay

Lesson No. 1 Duration 1 hour

CLASSIFYING THE PARTS OF ESSAY (min/hrs.)
Knowledge Identify the parts of essay
Learning Skills Construct a simple text about a life’s experience applying the parts of
Objectives essay.
Attitudes Show appreciation of the importance of writing about one’s experiences
in life

Resources Cartolina, Marker

Needed https://www.youtube.com/watch?v=cbjOk7SWRzs

Elements of the Methodology

Plan
Preparations Introductory
-How will I make Activity MAKE A BURGER ESSAY!
the learners (Optional)
ready? (10 mins.)
- How I prepare Divide the class into three groups. Each group should have different topic
the learners for essay (I cut the essay into three parts: introduction, body and conclusion)
the new lesson? that is not arranged properly. Give each group a “burger” template to put
- How will I the essay that is arranged properly. Each group should read their work and
connect my new explain how they arranged the paragraph.
lesson with the
past lesson?

Presentations
-How will I Activity Let the students watch a video presentation about the parts of the essay.
present the new (5mins.)
lesson?
- What materials
will I use?
-What Analysis
generalization/ (10 mins.)
concept/conclusi
on/abstraction
arrives at?
 Abstraction GENERALIZATION:
(10 mins.)
3. What are the three parts of essay?
4. What do we mean by introduction? Body? Conclusion?
Practice
What exercises/ Divide the class into 5 groups and asks them to write a good paragraph
Application Application about their top new year’s resolution. Each group should read their work in
activities will I (25 mins.) front after writing.
give to the
learners?
Assessment Assessment Matrix
(Refer to DepEd Levels of What will I assess? How will I assess? How will I score
Order No. Assessment
73,2012 for the
examples)
Knowledge (15%) To find out if the
students are able
to analyze the
meaning of each
elements
Process or Skills To find out if the Write a paragraph Rubrics:
(25%) students will be about an experience that
(10 mins.) able to construct a teaches them lessons in Content - 50%
simple essay using life. Organization - 30%
the elements Correct usage of
about an words - - 20%
experience
Understandings
(30%)
Products/
Performance (30%)

Reinforcing the
day’s lesson
Assignment Enriching the day’s
lesson
Enhancing the On your notebook, write an essay about your own selected topic. Write
day’s lesson 3 paragraphs with at least 150 words.
Preparing for the
new lesson
Name: Diana F. Lugtu Grade /Year Level : Date: January 18, 2018
Grade 7
Learning Area: ENGLISH-7 Quarter : 4th
Competencies Classify text types (narrative, expository, explanation, recount, persuasive)

Lesson No. 1 Duration 1 hour

CLASSIFYING THE DIFFERENT TEXT TYPES (min/hrs.)

Key Identifying the text type of a passage helps the reader set the purpose for reading and alerts
Understandings the reader to the organization of the piece.
to be developed
Knowledge Identify the text type of an article being presented
Learning Skills Construct a narrative text type about a life’s experience that shows
Objectives succession of events
Attitudes Show appreciation of the importance of writing a narrative text type about
one’s experiences in life
Cartolina, Marker,
Resources https://en.wikipedia.org/wiki/Olongapo
Needed https://www.google.com.ph/?gfe_rd=cr&ei=CULGVLS5FOOJ8QfD2IGQDw&gws_rd=ssl#q=kind
s+of+expository+text
http://englishwithgalih.blogspot.com/2014/01/list-of-examples-recount-text.html
http://education-portal.com/academy/lesson/what-is-persuasive-text-definition-
examples.html
Elements of the Methodology
Plan
Preparations Introductory
-How will I make Activity MAKE THEM GUESS!
the learners (Optional)
ready? (5 mins.) Introduce the lesson through a vocabulary Drill. Group the students into
- How I prepare four. Distribute paper strips containing the different text types.
the learners for Let the students decode the word by reading it backward. Each group is
the new lesson? given a minute to answer. The group who got the most numbered correct,
- How will I gets to win the game.
connect my new
lesson with the 1. EVITARRAN
past lesson? 2. YROTISOPXE
3. NOITANALPXE
4. TNUOCER
5. EVISAUSREP
Presentations
-How will I Activity READ & ANALYZE!
present the new (5 mins.)
lesson? Present to the Class in a mounted manila paper the sample of the different
- What materials text types. Give at least 5 minutes for the students to silently read and
will I use? analyze the given text types.
-What
generalization/c
oncept/conclusio
n/abstraction 1. What can you say about the given text?
arrives at? Analysis 2. Did you understand the message of the given text?
(10 mins.) 3. What is it all about?
4. How are the texts being written or being developed?

(Solicit varied answers from the students based on their

analyses on the text presented.)

Discuss the different text types and its function.

There are different methods that writers use to present their ideas in a
Abstraction paragraph. They can make use of storytelling (narrative). They can
(20 mins.) arrange the details by using factual evidences (expository), they can use
text types that can influence or persuade others (Persuasive), they can
retell events which have already happened in time order (Recount).

(See attachments for further information.)

GENERALIZATION:

Based on the discussion on the different text types, you learned that
learning the different text types set us the purpose for reading and help
the readers to organize a written piece.
Practice To fully understand the different text type, the teacher will distribute
What exercises/ worksheets that contain the 5 different text types. The students will have
application Application to identify each text types and labeled them.
activities will I (12 mins.)
give to the (See attachments)
learners?
Assessment Assessment Matrix
(Refer to DepEd Levels of What will I assess? How will I assess? How will I score
Order No. Assessment
73,2012 for the
examples)
Knowledge (15%)

Process or Skills To find out if the Write a paragraph Rubrics:

(25%) students will be about an experience that
(10 mins.) able to construct a teaches them lessons in Content - 30%
simple narrative life through succession Organization - 20%
about an of events. Relevance - 25%
experience in life. Correct usage of - 25%
words/grammar
Understandings
(30%)
Products/
Performance (30%)

Reinforcing the
day’s lesson
Assignment Enriching the day’s Select at least two text type then write an example of each in your
lesson notebook.
Enhancing the
day’s lesson
Preparing for the
new lesson
 Attachments:

Answer Key!
I. Introductory Activity: MAKE THEM GUESS!
1. Narrative
2. Expository
3. Recount
4. Explanation
5. Persuasive

II. READ & ANALYZE!

Activity: (The teacher must prepare these text types in a mounted manila paper and exclude
the words in the boxes.
___________________________________________________

1. Narrative Text Type:

How Olongapo got its name

According to popular legend, there once was a group of warring tribes who lived in the area in
and around what is now the modern city. A wise old man (known as apo), seeing the perils of disunity,
exerted great effort toward uniting the warring tribes. There were, however, some who bitterly opposed
his idea, and one day the old man just disappeared without a trace.
After a long search, the old man's body was found, but with the head missing. It is said that the
tribesmen launched search parties to locate the severed head of the man; to the Sambal, decapitation
was the only permissible form of assassination.[6]
These efforts proved to be futile, and the search was eventually called off. A young boy,
however, vowed to himself that he would not stop searching until he found the elder's head. He
searched for weeks, but found nothing. Then, one day, he chanced upon what appeared to be the old
man's head, resting on top of a bamboo pole. The boy ran back to his people crying, "Olo nin apo! Olo
nin apo!" ("head of the elder" in Sambal; translates as "ulo ng apo"[7] in Tagalog), running hysterically
from house to house and village to village. The phrase stuck, and that, according to legend, is how the
area got its name, Olongapo.
To this day, the old man's head acts as a symbol of the people's unity in what is now a modern city.

Expository Text type:

Olympic Games
The Olympic games began as athletic festivals to honor the Greek gods. The most
important festival was held in the valley of Olympia to honor Zeus, the king of the gods. It was
this festival that became the Olympic games in 776 B.C. These games were ended in A.D. 394 by
the Roman Emperor who ruled Greece. No Olympic games were held for more than 1,500 years.
Then the modern Olympics began in 1896. Almost 300 male athletes competed in the first
modern Olympics In the games held in 1900, female athletes were allowed to compete. The
games have continued every four years since 1896 except during World War II, and they will most
likely continue for many years to come.

RECOUNT
A Bomb in Plane

I am used to travelling by air but only on one occasion I felt frightened. After taking foo,
we flew low over the city. It slowly wen high to the sky.

But suddenly it turned round and flew back to the airport. An air-hostess told us to keep
calm and to get off the place quietly as soon as it landed. After we landed, the police searched the
plane carefully. Everybody on board was worried and we grew curious about what was happening.

Later, we learned that there was a very important person on board. Earlier, somebody told
the police that there was a bomb on the plane. Fortunately, they did not find a bomb and five hours
later we were able to take off again.

EXPLANATION TEXT TYPE HOW DOES THE RAIN HAPPEN?

Rain is the primary source of fresh water for most areas of the world, providing suitable
conditions for diverse ecosystems, as well as water for hydroelectric power plants and crop
irrigation.
The phenomenon of rain is actually a water circle. The concept of the water cycle involves
the sun heating the Earth's surface water and causing the surface water to evaporate. The water
vapor rises into the Earth's atmosphere. The water in the atmosphere cools and condenses into
liquid droplets. The droplets grow until they are heavy and fall to the earth as precipitation which
can be in the form of rain or snow.

However, not all rain reaches the surface. Some evaporates while falling through dry air.
This is called virga, a phenomenon which is often seen in hot, dry desert regions.

PERSUASIVE TEXT TYPE

Traditional Navajo (Nav-ahoe) foods hat are still enjoyed today include mutton, corn, and
fry bread made from flour. This bread is similar to Mexican Tortilla. Fried bread is mostly flat, but
fluffy in places. This delicious bread can be eaten plain, stuffed with a filling, or dipped in stews.
Fry bread is easy to make. If you want to try this, all you need is flour, salt, baking powder,
powdered milk, and water. Follow a recipe and form the dough into little floured patties. These
are to be fried in a pan in about one inch of oil. When the dough puffs up, the fry bread is ready
to enjoy.
WORKSHEET FOR THE APPLICATION:
NARRATIVE TEXT TYPE
The Fox and The Crow
Aesop’s Fable
A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree.
"That's for me, as I am a Fox," said Master Reynard, and he walked up to the foot of the tree.
"Good day, Mistress Crow," he cried. "How well you are looking today: how glossy your
feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your
figure does; let me hear but one song from you that I may greet you as the Queen of Birds."
The Crow lifted up her head and began to caw her best, but the moment she opened her
mouth the piece of cheese fell to the ground, only to be snapped up by Master Fox.
"That will do," said he. "That was all I wanted. In exchange for your cheese I will give you a
piece of advice for the future: "Do not trust flatterers."

EXPOSITORY TEXT TYPE

The Olympic Symbol consists of five interlocking rings. The rings represent the five different
areas of the world – Africa, Asia, America (North and South), Australia, and Europe – from
which Olympic athletes come to compete in the games. The rings are colored blue, yellow,
black, green, and red. At least one of these colors is found in every country that has athletes
compete at the games.

RECOUNT TEXT TYPE

A Day Visit to Yogyakarta

Last week, I went to Yogyakarta with my family. My father drove the car. My mother sat
beside him. My sister and I sat in the back seats.

We woke up early in the morning. My father prepared the car in the garage while mother
was preparing food for breakfast and some snacks for us. My sister and I packed some clothes.
After everything got ready and we had our breakfast, we left the house at six o'clock.

It was about nine A.M. We arrived at Yogyakarta. First of all we visited our uncle. We
stayed there for an hour. Then we went to Parangtritis beach. We got there at eleven o'clock. There
were a lot of tourists because it was holiday. I saw many foreign visitors too. My parents watched
us playing with sand in the beach. We did not swim and take a bath since the wave was rough.
After having lunch, we went on our picnic to the museum and Malioboro shopping centre.

We drove back to Semarang at 7 o'clock and arrived home at ten. We were tired but happy.

EXPLANATION TEXT TYPE

 How Chocolate is Made

Have we wondered how we get chocolate from? Well this time we will enter the amazing world
of chocolate so we can understand exactly we are eating.

Chocolate starts a tree called cacao tree. This tree grows in equatorial regions, especially in place
such as South America, Africa, and Indonesia. The cacao tree produces a fruit about the size of a
small pine apple. In side the fruits are the tree's seeds. They are also known as coco beans.

Next, the beans are fermented for about a week, dried in the sun. After that they are shipped to
the chocolate maker. The chocolate maker starts by roasting the beans to bring out the flavour.
Different beans from different places have different qualities and flavour. So they are often
shorted and blended to produce a distinctive mix.

The next process is winnowing. The roasted beans are winnowed to remove the meat nib of the
cacao bean from its shell. Then the nibs are blended. The blended nibs are ground to make it a
liquid. The liquid is called chocolate liquor. It tastes bitter.

All seeds contain some amount of fat and cacao beans are not different. However, cacao beans
are half fat, which is why the ground nibs from liquid. It is pure bitter chocolate.

PERSUASIVE TEXT TYPE

Why students should eat breakfast every day

A lot of people, especially young people, go though the day without having breakfast. Many
people believe that it is not necessary, or they say that they don’t have time for that, and begin
their day with no meal. I believe that everyone should eat breakfast before going to their
activities. The purpose of this paper is to show the importance of breakfast, especially for
students.

The first reason why you should eat breakfast before going to school is for your health. When
you skip breakfast and go to school, you are looking for a disease because it’s not healthy to
have an empty stomach all day long. It’s very important to have a meal and not let your
stomach work empty. All you are going to get is gastritis and a lot of problems with your
health if you don’t eat breakfast.

Another reason for eating breakfast is because you need food for to do well in your classes.
You body and your brain are not going to function as good as they could because you have no
energy and no strength. When you try to learn something and have nothing in your stomach,
you are going to have a lot of trouble succeeding. A lot of people think that they should not
eat because they are going to feel tired, but that’s not true. Breakfast is not a very big meal,
and on the contrary, you’re going to feel tired if you don’t have breakfast because you have
spent the entire previous night without food.

The last reason to have breakfast every day is because you can avoid diseases if you eat some
breakfast in the morning. If you don’t eat, you are going to get sick, and these diseases will
have a stronger effect on you because you’re going to get sick easier than people who have
breakfast every day.

You have to realize that breakfast is the most important meal of the day, and you cannot skip
it without consequences for your health, your school and your defense mechanism. It is better
to wake up earlier and have a good breakfast that run to school without eating anything. It is
time for you to do something for your health, and eating breakfast is the better way to start
your day.
 DIFFERENT TEXT TYPES

A text is a form of spoken, written or visual communication which is to convey meaning to an

audience. A text could be – factual, literary, visual, media and everyday texts. Texts include –
novels, poems, newspaper articles, films, reviews, jokes, cartoons, comic strips, advertisements,
emails, scripts, diaries, letters, paintings, posters, photographs, brochures and autobiographies.

The choice of words in a written text enables the writer to introduce certain attitudes and
feelings: for example, anger, informative, irony, genuine, sympathetic, critical or joyful. These
attitudes and feelings form the tone of the text. It is through the writer’s tone that the emotional
message of the text is communicated to the audience.

‘Genre’ is a French word that means kind or type. All literary texts can be categorised into
different genres – fantasy, crime, romance, horror and Sci-Fi.

There are traditionally four different types of discourse, namely argument, narration,
description, and exposition. Discourse is generally understood to encompass almost any type of
communication whether written or oral, and there are some cases in which entire papers or
speeches depend on just one style; most of the time, though, authors, writers, and speakers use
two or more methods at once. Different types are usually better suited for different
circumstances, and there are usually some pretty distinguishable features of each. The goals tend
to be different, as well. Most of the time writers and speakers will use the methods they think
will be most effective at getting their points across and reaching their intended audiences.

Writing is done for a number of different purposes and for different audiences. These
different forms of writing are often known as text types at school.

The five text types list four general reasons why authors write. Identifying the text type
of a passage helps the reader set the purpose for reading and alerts the reader to the organization
of the piece.

1. Narrative text type - Based on perception in time. Narration is the telling of a story; the
succession of events is given in chronological order.

Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest.
However narratives can also be written to teach or inform, to change attitudes / social opinions
e.g. soap operas and television dramas that are used to raise topical issues.
The main goal of narrative writing or speaking is usually to tell a story, often in order to make the
audience feel differently about a certain topic. Narratives might take the form of a play, novel,
folk tale, memoir, or myth. Things usually unfold from a single person or character’s perspective,
and tend to be very descriptive. This type of communication usually appeals to an audience’s
humanity, often by drawing on common experiences or emotions that are easily relatable or by
depicting circumstances that pique the imagination.

Narratives sequence people/characters in time and place but differ from recounts in that
through the sequencing, the stories set up one or more problems, which must eventually find a
way to be resolved. The common structure or basic plan of narrative text is known as the "story
grammar". Although there are numerous variations of the story grammar, the typical elements
are:
Setting — when and where the story occurs.
Characters — the most important people or characters in the story.
Initiating event — an action or occurrence that establishes a problem and/or goal.
Conflict/goal — the focal point around which the whole story is organized.
Events — one or more attempts by the main character(s) to achieve the goal or solve the
problem.
Resolution — the outcome of the attempts to achieve the goal

Types of Narrative
There are many types of narrative. They can be imaginary, factual or a combination of
both. They may include fairy stories, mysteries, science fiction, romances, horror stories,
adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal
experience.

Further more, when there is plan for writing narrative texts, the focus should be on the following
characteristics:
Plot: What is going to happen?
Setting: Where will the story take place? When will the story take place?
Characterization: Who are the main characters? What do they look like?
Structure: How will the story begin? What will be the problem? How is the problem going to be
resolved?
Theme: What is the theme / message the writer is attempting to communicate?

Exposition

The tool known as “exposition” is designed to inform the audience about a particular
topic. There are several different expository tools writers and speakers can use, including
definition, analysis, compare-and-contrast, problem-and-solution and cause-and-effect. There
are many strengths and weaknesses associated with each type of exposition, and each type has
a completely different purpose. For example, giving someone the definition of a word provides
one type of information, whereas comparing and contrasting two differing opinions often paints
a really different picture.
What is a recount?

A recount tells about something that happened in the past. The details in a recount can
include what happened, who was involved, where it took place, when it happened and why it
occurred.

A writer or speaker uses a recount to tell us about a story or an event. Recounts are
usually given in the order that the event occurred. Recounts can be:
 factual, such as a news story
 procedural, such as telling someone how you built something
 personal, such as a family holiday or your opinion on a subject.

Examples of a recount

Recounts can be either written or spoken. Examples of recounts include:

 biographies and autobiographies
 newspapers or the television news
 letters and postcards
 textbooks
 conversations with friends

Structure
A well-structured recount includes details of the event or topic and personal opinions.
Written recounts often start with a heading or title. Letters and journal entries do not usually
have a title. Oral recounts might have a title if you are giving a presentation. If you are just talking
with friends a title is not usually needed.

The introductory paragraph, or orientation, of a written recount introduces the topic or

event. This paragraph introduces who, what, where, when, why and possibly how.
The following body paragraphs will recount the sequence of events. This is where the recount is
told in chronological order (the order that the events happened).

The conclusion, or re-orientation, is where the writer or speaker can give personal
opinions about the topic or event. The writer or speaker may also comment on how this event or
topic may affect other things in the future.

The purpose or the social function of Recount text is to retell or to inform the reader about what
was happened to the writer with series of events.
The generic structures of Recount Text:

1. Orientation : In orientation, the paragraph usually introduces the participants, who are
being involved in the text.
2. Events : Usually there are many events may be occurred in Recount text, events
may be started in the first paragraph, so it is not always started in the second paragraph.
The events usually started with time signals, such as; first, second, then, finally, etc.
3. Reorientation : It is the closure of the events. Reorientation is optional, some text may
not include this. If there is, usually in the last paragraph.

The language features of Recount Text

Language features is a characteristic of a text, to make it is easily recognized, what tense is used,
and so on.

1. Introducing the participants

2. Using chronological conjunctions, such as; first, second, then, etc.
3. Using action verb, such as; went, arrived, ate, jumped, etc
4. The important one is, using simple present tense.

What is an explanation?

An explanation is used to describe how things work and why things happen. An
explanation tries to provide answers to questions that the reader (or listener) may have on a
certain subject. Explanations are used to teach people new information.

Explanations can:
 describe how things work: ‘how does a DVD player work?'
 describe why things happen: ‘why are there different seasons?'
 show how things are similar or different: ‘how do fresh water and salt water differ?
How are they similar?'
 try to solve a problem or situation: ‘what is the fastest way to clean my room?'.

Examples of explanations
 Explanations seek to answer questions about how things work in nature and in the
human world. Some examples of questions that might be answered in an explanation
include:
How does a camera work?

Structure of an explanation
An explanation can be written or spoken. When written, an explanation needs a title or
heading. This will tell the reader what the text is about.
 The introductory paragraph introduces the topic with a general statement. This
paragraph explains what is covered in the text.

The body paragraphs will use facts to help answer the question stated in the introduction.
The body is also called the explanation sequence. This is the most important part of an
explanation and should be well organised and easy to understand.

The conclusion ends the explanation. This paragraph is often used to re-state the problem
and solution.

Explanations often have visual imagery. This can include photos, drawings, diagrams and charts.
Visual imagery often makes the text easier to understand.

A glossary of terms might also be part of an explanation. Glossaries are usually used for
scientific or technical explanations.

The bibliography is a list of resources, like books, magazines and websites, which were
used to help write the information report.

Preparing your own explanation

Before writing your own explanation it is important to establish the question (or problem) that
you want to answer. It is also important to research your subject to help you better understand
it. Make sure you organise your information so that your explanation is easy to understand.

When writing an explanation it is important to leave out your personal thoughts and opinions.
Explanations use facts to provide an answer to a problem or question. If there are a lot of
technical terms it might be a good idea to put them into a glossary.
Always check your text for correct spelling, grammar and punctuation

What is Persuasive Writing?

Persuasive writing is a type of non-fiction writing used to convince the reader to agree
with the author about an issue. The author will rely heavily on facts to express their opinion, and
use them in an argumentative type of writing style.

When using persuasive writing, the author should never express their personal opinions,
but instead should use facts to convince the reader to agree with them. In some cases the author
will present information to the reader about two sides to an argument. This is done to show the
reader that they have thought about both sides, and helps the writer shut down any counterargument
that the reader may have about the issue. This type of writing style is commonly found in
argumentative essays, articles, and scripts for commercials and political campaigns, to name just
a few.

http://www.distance.vic.edu.au/samples/pdf/en93_A01.pdf

https://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4108.pdf
 Rubric for Written Report

Task Description: (Teacher may explain specific assignment in this space.

Exemplary Accomplished Developing Beginning

4 3 2 1
Criteria Yes Yes, but No, but No
weight

Directly Somewhat Remotely Totally

Topic 10%
relevant relevant related unrelated
Good Organized; Some Poorly
organization; points are organization; organized; no
points are somewhat points jump logical
logically jumpy; sense of around; progression;
Organization 10%
ordered; sharp beginning and beginning and beginning and
sense of ending ending are ending are
beginning and unclear vague
end
Supporting Some details Details are Unable to find
Quality of details specific are non- somewhat specific details
25%
Information to subject supporting to sketchy. Do not
the subject support topic
Grammar, No errors Only one or More than two Numerous
Usage, two errors errors errors distract
25%
Mechanics, from
Spelling understanding
Vocabulary is Vocabulary is Vocabulary is Basic
varied; varied; unimaginative; vocabulary;
supporting supporting details lack needs
Interest
10% details vivid details useful “color” descriptive
Level
words

Typed; clean; Legible writing, Legible writing, Illegible writing;

neatly bound well-formed some ill-formed loose pages
Neatness 10%
in a report characters; letters, print too
cover; clean and small or too
 illustrations neatly bound in large; papers
provided a report cover stapled together

Report on time Report one Report two class Report more

Timeliness 10% class period periods late than one week
late late

Assignment Score ______________ + Beyonder/Bonus ______________ = Final

Score ________________