Five Day Lesson Matrix for Grade 7Third QuarterWC3d. Organize information gathered from primary and secondary sources using a simple topic outlineExpected Output: Topic OutlineDesigner: Maria Teresa Marcos Evaluator: Mrs. Jahnese Asuncion

ActivitiesObjectivesMaterials/References

Day One:Pre-Writing Stage I1. Divide the class into three groups. Remind the class that this will be their permanent group for the whole week. Each group should select a group leader.2. Facilitate a guessing game. Distribute the following materials:a) Small white boardb) Markerc) eraser3. Instruct them that they will guess the materials you will define: Diaries Surveys Oral histories Textbooks Almanacs Logs Eye witness accounts Logs statistics Indexes Biographies Autobiographies Interviews Letters Journals Book reviews encyclopedias4. The group leader will be the one to write the answer of the group in the material provided. The group who garnered the highest points will win.5. After the game, discuss what primary and secondary information sources are. (See appended lecture material.) 6. With the same grouping let them identify if the materials they have defined in the first activity is a primary or a secondary source.7. Discuss how to make a bibliography. (See appended lecture material.) 8. Distribute worksheet in making a bibliography. (See appended worksheet.)9. For their assignment, ask them to search for the different types and kinds of topic outline.

Students will be able to participate in a guessing game facilitated by the teacher. Students will be able to identify different kinds of information sources through guessing game. Students will be able to recognize the features of primary and secondary information sources. Students will be able to work cooperatively in classifying primary and secondary sources. Students will be able to acquire knowledge in making a bibliography.

Day Two:Pre-Writing Stage II

1. Students will share their assignments in class.2. Give back the worksheet in making a bibliography ask them to exchange papers and correct their answers.3. Discuss further the different ways to make a simple topic outline. (See appended lecture material.)4. Together with the learners decide what kind of topic outline the students will use to do their output.5. Discuss the steps in narrowing down a topic. (See appended lecture material.)6. Let the members of each group form a circle. Give a specific subject for them to narrow down in a topic. Examples: Philippine Nationalism Abortion Drug abuse Eating disorder Stress7. Each group will narrow down the given subject, afterwards they will present it to the teacher if the topic they have chosen is acceptable.

Students will be able to share their assignments in class Students will be able to distinguish the different ways in making a topic outline. Students will be able to identify the steps in narrowing the topic. Students will be able to work cooperatively in choosing a topic for the groups output.

Day Three:Fast-Writing1. The class will go to the library and computer laboratory for 25 minutes.2. They will search for primary and secondary information sources related to their topic.3. Remind them to write down their sources and make a bibliography for their output.4. Each group will make a topic outline based on their topic. They will write the outline on a sheet of paper. Students will be able to visit a library to locate primary and secondary information sources. Students will be able to formulate a bibliographical entry according to the type of information sources they used. Students will be able to compose a topic outline.

Day Four:Evaluating and Editing1. Ask students to exchange their work with other groups.2. Distribute a rubric for evaluating the topic outline. (See appended rubric.)3. Provided a rubric each group will evaluate the other groups work.4. Ask them to give comments by writing the strengths and weaknesses of the topic outline in the space provided.5. Return the papers and let each group improve their output using the comments and the answered rubric .6. Students will revise and rewrite their final draft.7. As an assignment ask them to type the output and present it using a PowerPoint presentation. Students will be able to evaluate other groups output using a rubric. Students will be able to improve their output through other groups evaluation.

Day Five:Publishing and Presenting1. Each group will present their output in the class.2. After presenting, there will be an open forum were students could ask and answer questions regarding their presentation.3. Ask each group to pass two printed copies of their outputs.4. The teacher will compile it and place the other one in the library. Students will be able to present their output through a PowerPoint presentation in class. Students will be able to ask and answer different questions in an open forum regarding the students output.

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