Scribd
Upload
155 views

Day 1

Day 1 English 4

Uploaded by

Nailah Ingco
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
155 views

Day 1

Day 1 English 4

Uploaded by

Nailah Ingco
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Grade Level and Date and

Section Time
Quarter School
Subject Teacher

I. CONTENTS, STANDARDS AND LEARNING COMPETENCIES

A. CONTENT STANDARDS The learners demonstrate their expanding vocabulary


knowledge and grammatical awareness, comprehension of
literary and informational texts, and composing and creating
processes; and their receptive and productive skills in order
to produce age-appropriate and gender-responsive texts
based on their purpose, context, and target audience.
B. PERFORMANCE The learners demonstrate their expanding vocabulary
STANDARDS knowledge and grammatical awareness, comprehension of
literary and informational texts, and composing and creating
processes; and their receptive and productive skills in order
to produce age-appropriate and gender-responsive texts
based on their purpose, context, and target audience.
C. LEARNING EN4LR-II-2 Comprehend informational texts.
COMPETENCIES
D. LEARNING OBJECTIVES
Knowledge: Define outlining and explain the inductive
organization method.

Skills: Create an outline using the inductive organization


method.

Attitudes: Recognize the importance of outlining as a tool


for summarizing information.
E. CONTENT NOTING IMPORTANT INFORMATION THROUGH
OUTLINING (TOPIC, MAIN IDEA, SUPPORTING
DETAILS): INDUCTIVE ORGANIZATION (PYRAMID)
F. INTEGRATION Language Arts: Enhances reading comprehension by
organizing information.
Critical Thinking: Encourages students to evaluate and
synthesize information.
II. LEARNING RESOURCES Whiteboard and markers, Chart paper or large poster boards,
Graphic organizer templates (pyramid structure)
REFERNCES
Matatag Curriculum

National Council of Teachers of English (NCTE) Guidelines on


Outlining and Summarizing

Strategies for Teaching Writing: A Practical Guide by Kathy G.


Short and Patricia A. Harste.
III. TEACHING AND LEARNING PROCEDURE

A. ACTIVATING PRIOR
KNOWLEDGE (MIND AND Review:
MOOD)
"Who can give me an example of something that’s fantasy?"

"And what about something real?" This sparks immediate


engagement.
"Now, let’s play a quick game! I’ll say something, and you
will tell me if it’s fantasy or reality by giving a thumbs up for
reality and a thumbs down for fantasy. Ready?"

 A princess with a magical wand.


 A doctor helping a patient.
 A car driving on the road.
 A boy flying to the moon with no spaceship.

"Great job, everyone! Remember, fantasy lets us imagine


amazing things, while reality shows us the world we live in.
Understanding the difference helps us appreciate both
stories and real-life events."

“What do you do when you want to remember something


important?”

B. ESTABLISHING LESSON Knowledge: Define outlining and explain the inductive


PURPOSE (AIMS) organization method.

Skills: Create an outline using the inductive organization


method.

Attitudes: Recognize the importance of outlining as a tool


for summarizing information.
C. DEVELOPING AND Introduce Outlining: Explain what outlining is and the
DEEPENING pyramid structure, emphasizing its components: topic, main
UNDERSTANDING (TASK idea, and supporting details.
AND THOUGHTS)

Interactive Activity: Guided Practice

Read Aloud:
Choose a short text (e.g., a simple story about “A visit to
Luneta Park” or a fiesta in the barrio) and read it together as
a class. While reading, pause to explain key ideas and ask a
few comprehension questions to keep students engaged.

Think-Share:

Think: Give students a minute to think individually about the


main idea and one detail from the story.

Share: Invite individual students to share their thoughts with


the whole class, ensuring everyone stays engaged.

Create an Outline (Whole Class Activity)

On the whiteboard, guide the students to create a simple


outline:

Topic: Write the general topic at the top (e.g., "A Visit to
Luneta Park" or "A Barrio Fiesta").

Main Idea: Ask students to help identify and write down the
main idea under the topic.

Supporting Details: Collect 2-3 supporting details from the


students and add them below the main idea (e.g., "They
watched the Rizal Monument," "There were parades and lots
of food during the fiesta").

Group Activity: Collaborative Outlining

Divide students into small groups of 4-5.

Assign each group a different topic related to the Philippine


environment and culture (e.g., local ecosystems, traditional
Filipino games, endangered species in the Philippines, or
significant Filipino inventions).

Outline Creation:

Each group will brainstorm and create a pyramid outline for


their assigned topic:

Topic: Write the topic at the top of the pyramid (e.g., “Coral
Reefs in the Philippines”).

Main Idea: Identify and write the main idea below the topic
(e.g., “Coral reefs are essential to marine biodiversity in the
Philippines.”).

Supporting Details: List supporting details related to the


main idea (e.g., types of coral found in the Philippines, the
role of coral reefs in coastal protection, and the threats they
face).

Gallery Walk:

Once completed, have groups display their outlines around


the classroom.

Allow students to walk around, view each group’s work, and


leave sticky notes with feedback or additional ideas.

Contextualization Examples:

Local Ecosystems: Focus on topics such as the “Taal


Volcano’s Biodiversity” or “The Importance of Mangroves in
Coastal Areas.”

Traditional Games: Investigate Filipino games like


“Patintero” or “Luksong Baka,” discussing their history and
cultural significance.
Endangered Species: Research endangered species like
the “Philippine Eagle” or “Tamaraw” and discuss
conservation efforts.

Filipino Inventions: Explore notable inventions by Filipinos,


such as the “Jeepney” or “Baybayin,” and their impact on
Filipino culture and daily life.

D. MAKING Ask students: “What did we learn about outlining today?”


GENERALIZATION
Guide them to articulate how outlining helps in organizing
information effectively.

Discuss the relevance of using outlines in different subjects


(e.g., writing essays in English, summarizing scientific
concepts in Science).
E. EVALUATING LEARNING Instruction: Write TRUE if the statement is true and write
FALSE if the statement is false.

1. An outline is a way to organize information by identifying


the topic, main idea, and supporting details.
Answer: True

2. In a pyramid outline, the supporting details should be


placed at the top of the pyramid.
Answer: False

3. The inductive organization method starts with specific


details and builds up to the main idea.
Answer: True

4. Outlining is only useful for writing essays and is not


applicable in other subjects like Science or Math.
Answer: False

5. A well-structured outline can help improve comprehension


and retention of information.
Answer: True

F. TEACHER’S REMARKS
G. REFLECTION

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy