Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao del Norte
Mankilam, Tagum City

ANTONIO V. FRUTO SR. NATIONAL HIGH SCHOOL

Formerly Cabayangan National High School
Cabayangan, Braulio E. Dujali, Davao del Norte

SEMI-DETAILED LESSON PLAN IN ENGLISH 8

QUARTER: FOURTH QUARTER
Module 2
May 18, 2022

LEARNING Expand the content of an outline using notes from primary and secondary sources.
COMPETENCY EN8WC-IIIC-1.1.6

1. Identify the types and the content of an outline.

I. OBJECTIVES
2. Expand the content of an outline using notes from primary and secondary sources.
3. Write a composition using the expanded content of an outline.

Expanding the content of an Outline using the notes from primary &
Topic
secondary sources.
II. SUBJECT
MATTER
References SLM in English 8 Quarter 4 Module 2

Materials Powerpoint presentation/activity sheets/ filt tip pen/manila paper

III. PROCEDURE TEACHER’S TASK STUDENTS ACTIVITIES

1. PRELIMINARY ROUTINE
(3 Minutes)
Prayer Students will follow the recited prayer.
The teacher will ask a volunteer from the class to lead the prayer.
Checking of Attendance

The teacher will check the attendance of the students.

Everybody is present ma’am.
Objective #5
Established safe Greetings
and secure learning Good morning class. Good morning, ma’am.
environments to
enhance learning
through the Reminders:
consistent We are in this new normal class, so please arrange your chairs Thank you, ma’am.
implementation of one seat apart and do not forget to wear your face mask all the
policies, guidelines time.
and procedures.

Review of the Lesson (2 minutes) The student volunteer answers:

(Audio-Video presentation)
- Discusses the topic from general
idea to specific details or
The teacher will review the types of Idea Development through deductive method
powerpoint presentation, the student volunteer will read the functions of
- Explains the causes or the effects
each Pattern of Idea Development. of something.
- Presenting issue in argumentative
- General to Particular manner.
 - Cause & Effect - Identifies a problem and
- Claim & Counterclaim addresses by presenting one or
- Problem-Solution more solutions.
- Persuasion - Intends to convince the readers to
The teacher will ask the students for clarification before proceeding the do or believe in something.
lesson.

Pre-Test (2 minutes)

The teacher will let the students to write the following:

Objective #1
Applies knowledge of The student answer:
1. Write 3 sources of information that you think are primary source.
the content within
and across curriculum Question 1: diaries, letter
2. Write 3 sources of information that you think are secondary source.
teaching areas. correspondence, interviews, speeches,
statistical data, research reports
The students will keep their answer and discover as the lesson continues.

A. Motivation (5minutes) Question 2: textbooks, journal articles

The teacher will present an audio-presentation of a passage, then (comment or analyses), biographies,
afterwards the students will answer the provided questions. dissertations, newspaper editorial

WATCHING TOO MUCH!

One of the physiological effects of watching TV in
excessive amounts is eyestrain. There are guidelines that one can follow in
watching TV to protect one’s eyes. First, the television should be 5 meters
away from the eyes. Next, the room should be adequately lit. Also, the TV
should be placed at the same height with our eyes. While these may be
helpful, these do not prevent our eyes from getting tired if we keep
watching TV for a long time.

1. WHAT PATTERN OF PARAGRAPH DEVELOPMENT IS Student answers:

OBSERVED IN THE PASSAGE?
The teacher will give an emoticon based on the given answer of the
Objective #3 student.
Displayed proficient
use of mother tongue, 2. WHAT IS THE MAIN TOPIC OF THE PASSAGE?
Filipino, and English The teacher will give an emoticon based on the given answer of the
to facilitate teaching student.
and leaning. Volunteer 1:

B. ACTIVITY (10 minutes) Cause & effect ma’am.

The teacher will allow students to pick for their task by picking different
colors of paper. The students are given 3 minutes to answer and 2 minutes
to present their answer in class.
Physiological effects of watching TV
The students will be given differentiated activity:

Group 1: Identify the types of an outline.

Each group presentation the teacher will discuss further the given task
through ppt presentation and make follow-up question/s?

1. What have you understand about outline?

The teacher will give an emoticon based on the given answer of the
student.
The answers of each students may vary
from the activity/task they perform

2. What is the difference between topic and sentence outline?

Objective #4 The teacher will give an emoticon based on the given answer of the Student volunteer 1:
Use effective verbal student. Ma’am, outline is a tool used in improving
and non-verbal and organizing written ideas about a topic
classroom into logical order.
communication
strategies to Student volunteer 2:
Ma’am, topic outline presents the major
support learner Group 2: Complete the table with the required information. (Speech) topics, subtopics and supporting details in
understanding, Each group presentation the teacher will discuss further the given task the form of words and phrases while the
through ppt presentation and make follow-up question/s?
participation, sentence outline presents the thesis
engagement and 1. HOW DO YOU KNOW IF THE INFORMATION IS FROM statement, major topics, subtopics and
PRIMARY SOURCE? supporting details in sentence form.
achievement.
The teacher will give an emoticon based on the given answer of the
student.

Group 3: Complete the table with the required information. (News

article)
Each group presentation the teacher will discuss further the given task
through ppt presentation and make follow-up question/s?
1. HOW DO YOU KNOW IF THE INFORMATION IS FROM Student volunteer:
SECONDARY SOURCE? Primary source ma’am is the firsthand
The teacher will give an emoticon based on the given answer of the information like interview or letter.
student.

The teacher will give praise to the students who can share their answers in
class. Teachers should regularly praise the efforts of the students as this
can eventually lead to better reading skills (Calingasan and Plata, 2022)
Student volunteer:
Conclusion on Effects of effort praise on struggling Filipino ESL Ma’am, secondary information is a
readers’ motivation and mindset secondhand information example of this is
book.
Teaching Philosophy: Existentialism
(Individuals have choices based on their experiences and beliefs)

For students with disabilities/giftedness and talents

He/ She will write a word that he likes/dislikes.
Objective #1
Applies knowledge of For students from indigenous group
the content within He/she will tell what he/she likes/dislikes about the group he/she belongs
and across curriculum to.
teaching areas.

Objective #3
Displayed proficient
use of mother
tongue, Filipino, and
English to facilitate
teaching and leaning.

Objective #6
Maintained learning
environments that C. ANALYSIS (15 minutes)
promote fairness,
respect and care to The students will be working by group. The teacher will let the
encourage learning. students to read the following parts of a sentence outline with the given
topic “WHY THE SCHOOL YEAR SHOULD BE SHORTER”. They
are going to form a sentence outline.

Directions: The following are parts of a sentence outline about the topic
WHY THE SCHOOL YEAR SHOULD BE SHORTER. Read and analyze
each sentence. Write MT if the sentence is a Major Topic, ST for Subtopic,
and SD for Supporting Detail. Organize them to form a sentence outline.
 The students presented their tasks and was
assessed by the teacher using rubrics.

POSSIBLE ANSWER:

Each group presentation the teacher will discuss further the given task
through ppt presentation and make follow-up question/s?

The teacher will give an emoticon based on the given answer of the
student.

Students’ mindset and motivation can be influenced by the tye of praise

given to for hem (Dweck, 2017). Praise for effort and praise for
intelligence. Praise for their effort are more likely to develop and adopt a
growth mindset while a fixed mindset will be instilled to those who receive
intelligence praise (Dweck, 2017). Praise is more motivational than ability
praise since it promotes persistence and enjoyment of the task (Mueller and
Dweck, 1998).

Teaching Philosophy: Constructivism

Students can construct meaning from the material used in the lesson based
on their perception and understanding.

For students with disabilities/giftedness and talents

He/ She will choose one (1) question to answer. He/she may write word/s
that will help him/her in explaining his/her answer.

For students from indigenous group

He/she will choose 1 question that he/she can relate and provide a short
explanation using his/her own dialect or language that he/she prefer to
use.

D. APPLICATION (10 minutes)

The teacher will discuss further the given task through ppt presentation
and make follow-up question/s?

The teacher will give an emoticon based on the given answer of the
student.
Students praised for their effort tend to develop a growth mindset than
those praised for their intelligence (Dweck, 2007) and that ths mindset can
assist in molding childrens’ motivational frameworks in cognitive and
sociomoral domains. (Mueller & Dweck, 1998).
RUBRICS
Teaching Philosophy: Progressivism
Students can learn by doing task from the lesson.
For students with disabilities/giftedness and talents
He/ She will choose one (1) question to answer. He/she may write word/s
that will help him/her in explaining his/her answer.

For students from indigenous group

He/she will choose 1 question that he/she can relate and provide a short
explanation using his/her own dialect or language that he/she prefer to
use.

E. ABSTRACTION (8 minutes)
The teacher will discuss further the given task through ppt presentation
and make follow-up question/s?

1. If you are going to write an essay about a particular topic what will
you consider most?

2. How can you help about fake news?

The teacher will give an emoticon based on the given answer of the
student.

Students at the frustration-reading level often perceive themselves as

unsuccessful readers (Mclaughlin & Rasinski, 2015) and usually lose
enjoyment in reading and associate it with awful experiences (padak &
Potenza-Padi, 2010). Hence, when effort praise is given to them for doing
well in a task, they react negatively because they remember their previous
or present failures.

Teaching Philosophy: Behaviorism

Students can modify their behavior by the events happened in the story
relating to their own personal experiences.

For students with disabilities/giftedness and talents

He/ She will choose one (1) question to answer. He/she may write word/s
that will help him/her in explaining his/her answer. POSSIBLE ANSWER

For students from indigenous group

He/she will choose 1 question that he/she can relate and provide a short
explanation using his/her own dialect or language that he/she prefer to
use.

Make a TOPIC outline of the passage “ Watching Too much”

POSSIBLE ANSWER
Reading is a skill that plays an important role in personal growth,
academic achievement, and civic participation (OECD, 2019).

Teaching Philosophy: Essentialism POSSIBLE ANSWER

Learning the essence of the 3 R’s

For students with disabilities/giftedness and talents

He/ She will make a slogan that discuss about biases of Filipino culture.

For students from indigenous group

He/she will write an essay about biases that he/she observe in the group
he/she belong using his/her own dialect or language that he/she prefer to
use.

Write a one paragraph composition using the expanded content of an

outline of a given topic

RUBRICS
IV. EVALUATION

V.ASSIGNMENT

Prepared by:

JENNEME G. DE PEDRO
Ratee/Teacher I

Observed by: Noted:

EVELYN M. DOLATRE DOMINADOR P. ALAGDON JR.

Rater/Master Teacher I Secondary School Principal IV
A volunteer student answers:

It only shows that the characters in the story

deals with the Negative Filipino Traits in
responding Conflict/s

Student answers:

1. teamwork

2. scientific solution

3. declare the truth

( the truth will set you free)

4. Ask permission before interfering other

people’s problem.
( Ask what you can help, don’t be jump into
conclusion that you can solve someone’s
problem.)
** Do not give advice if you are not ask
to**

5.Make a wager that will give benefit to

both of you.

6. Somebody’s misfortune is not a joke,

instead, lend a hand, give your support and
pray for the good of them.
V. ASSIGNMENT
The students’ submitted a list on Examining
Biases about Filipino culture.

Objective #5
Established safe
and secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures.

Objective #6
Maintained learning
environments that
promote fairness,
respect and care to
encourage learning.

Objective #1
Applies knowledge of
the content within
and across curriculum
teaching areas.

Objective #1
Applies knowledge of
the content within
and across curriculum
teaching areas.

Objective #6
Maintained learning
environments that
promote fairness,
respect and care to
encourage learning.

Objective #1
Applies knowledge of
the content within
and across curriculum
teaching areas.

AP7-KSA-Ik-1.4
Nasusuri ang
kalagayan at bahaging
ginagampanan ng
kababaihan mula sa
sinaunang kabihasnan
at ikalabing-anim na
siglo

Objective #6
Maintained learning
environments that
promote fairness,
respect and care to
encourage learning.

Objective #3
Displayed proficient
use of Mother
tongue, Filipino and
English to facilitate
teaching and learning.
Objective #6
Maintained learning
environments that
promote fairness,
respect and care to
encourage learning.

Objective #3
Displayed proficient
use of Mother
tongue, Filipino and
English to facilitate
teaching and learning.
IV. EVALUATION
(8 minutes)

Objective #6
Maintained learning
environments that
promote fairness,
respect and care to
encourage learning.

Objective #3
Displayed proficient
use of Mother
tongue, Filipino and
English to facilitate
teaching and learning.
V. AGREEMENT
(5 minutes)

Objective #6
Maintained learning
environments that
promote fairness,
respect and care to
encourage learning.

Objective #3
Displayed proficient
use of Mother
tongue, Filipino and
English to facilitate
teaching and learning.
 RUBRICS FOR TRANSCODING LINEAR TEXT TO NON-LINEAR TEXT

CRITERIA 5 3 1
Choice of Graph The graph used is The graph is inappropriate
The graph used is
appropriate in the in the information
inappropriate in the
information presented. presented. information presented.
Information presented The information is accurate The information is incorrect
The information is
for the chosen graph. for the chosen graph. erroneous together with the
chosen graph.
Proper numerical value of The numerical value is The numerical value is not The numerical value is
variables used consistent from linear to aligned from linear to non- inconsistent from linear to
non-linear text linear text non-linear text.
Overall presentation Presents precise Presents almost information Presents incorrect
information from linear text from the linear text to non- information from linear text
to non-linear text. linear text. to non- linear text.

Prepared by:

JENNEME G. DE PEDRO
Ratee
Observed by:

MIRALYN M. BOCOBO
Rater