Q4 Creating outline - Lesson plan - Tài liệu tham khảo Tiếng anh ( TA8 ISW) | Đại học Hoa Sen

Instructional Plan in English – Grade 7 Name of Teacher Cyraluna V. Rival Grade/Year Level Grade 7
Learning Area: English Quarter: 4 Date:
Competency/ies: Organize information read into an outline. Lesson No. 30
Creating outline from a reading text. Duration 1 (mins/hrs) hr Key Understandings
An outline is a great way to organize information and thoughts in preparing a to be developed
study. It represents a picture of the main idea and supporting ideas of any
subject and simplifies concepts for the readers. Learning Knowledge
Identify the main idea and supporting details of the given text Objectives Skills
Organize the key points and details of a given text to make an outline Attitudes
Explain the importance of friendship Resources
K to 12 Grade 7 Curriculum Guide (CG), Unpublished Learner’s Material (LM) Needed
from Lapu-Lapu City Division, C.D Player/Cassette tape, cartolina strips, word
cards. Textbook: Roads to Greatness Elements of the Plan Methodology Preparations Introductory
1. Students listen and sing along with the song “That’s
- How will I make the Activity
what Friends Are for”. learners ready?
2. Students answer the following questions: - How do I prepare
What is the message of the song? the learners for the (5 minutes)
What qualities you want in a friend? new lesson?
Why is it important to have many friends? - How will I connect
3. Unlock difficulties through context clues my new lesson with
Say: Give the meaning of the following words the past lesson?
based on your reading assignment, “The Way of a Friend”  dangle  apprehend  spectator  numb  grin Presentation Activity
1. Students answer questions from the selection read. - (How will I present
A. What are the events in the story about the new lesson? friendship? - What materials will (10 minutes)
B. Was Emil lucky to have Tarzan as a friend? I use? Why? - What generalization
C. How did Tarzan show his friendship on /concept Championship Day? /conclusion /abstraction should the learners arrive at? Analysis
What is the main idea of the reading text? 
How many main ideas are there? (10 minutes) 
Are there supporting details in every main idea? 
Can it be possible that the supporting details can
also be supported with other ideas? 
Can you recall the elements of the short story? 
How will you make an outline of the elements of the story? Abstraction  What is an Outline? 
How will you make a basic outline? (10 minutes)
An outline is a great way to organize
information and thoughts in preparing a
study. It represents a picture of the main idea
and supporting ideas of any subjects and
simplifies concepts for the readers.
A basic outline looks like this: I. Main Idea A. Supporting Detail B. Supporting Detail
1. Supporting Idea of supporting detail B
2. Supporting Idea of supporting detail B a. supporting idea of
supporting detail of B.2 b. supporting idea of
supporting detail of B.2 II. Main Idea a. Supporting Detail b. Supporting Detail c. Supporting Detail III. Main Idea Practice Application
Say: Complete the outline below by filling out the - What practice
needed details from the story, “The Way of a Friend”
exercises/application (15 minutes) (Group Activity)
activities will I give to I. Main Idea the learners? A. Supporting Detail II. Main Idea A. Supporting Details 1. Supporting Idea 2. Supporting Idea III. Main Idea A. B. Assessment Assessment Matrix Levels of What will I How will I assess? How will I (Refer to Assessment assess? score? DepED Order Knowledge No. 73, s. Process or Skills Outlining skill Create an outline One point for 2012 for the based on the reading every main idea examples) (10 minutes) text. and for every supporting detail. Understandings Products/perform ances (30%) (Transfer of Understanding) Assignment Reinforcing the
Find a feature article about the environment and make an day’s lesson outline. Enriching the day’s lesson Enhancing the day’s lesson Preparing for the new lesson EDITED BY: Lovely Mae R. Mendez Marilou L. Arbasto COPY OF READING TEXT: The Way of a Friend Lindy Mirasol 1
I still remember clearly. The first time I saw him was early June. Summer days were over
and school was about to open. 2
He was happily swinging himself on an old bamboo gate, wearing a tight T-shirt and faded
blue shorts. A slingshot dangled from one remaining hip pocket, and with his bare foot he kicked
the ground to send himself swinging. His shoulders were broad and his deeply tanned legs and
arms seemed overly muscular for a nine-year-old. 3
As the new boy in the place, I studied him fearfully, trying to discover what kind of
welcome I would have in this little barrio of Alicante—boxing, wrestling, foot racing or talking.
While I stood there uneasy and apprehensive, he stopped swinging and calmly looked at me. He
studied me intently, then with a grin that seemed to split his face in half, he strolled over and
squatted down a few yards in front of me. “I live over there,” he said. “My name’s Tazan, T-a-z-a-n
short for Baltazar. What’s yours?” 4 “Emil.” 5
“Hello, Emil,” he whispered. Then, for the next few minutes he did not move, his eyes
fixed on an earthworm creeping over the moist ground. Then, with a graceful motion he was up.
He shaded his face with his hand and looked toward the sun. 6
“The sun says it’s four o’clock – way before suppertime”, he said. “Come on, let’s go to the river and swim.” 7
To him, it was that simple. We were to be friends. 8
For the next four next four years, Tazan was to fill that one great need of childhood: to be
able to point to someone and say, “there’s my best friend.” To him, friendship was a pledge of
loyalty and unselfishness, given without question or motive. He gladly shared his knowledge of
the outdoors without the usual childhood bragging or intimidation. He taught me to fish using an
earthworm and a bent in, to ride a carabao and race on the hillsides, to swing from a vine over
Malogo River and drop into the exact spot where the current would carry us downstream for a
quarter of a mile and deposit us on the slippery, muddy bank. 9
With Tazan, I tasted my first turtle-egg soup, first monkey stew, first pinipig cake and first
frog adobo. We became experts at climbing guava trees and pulling sugar from rail cars on their way to the mill. 10
While my room at home was forever clean and neat, Tazan’s was a wonderland of
excitement and disarray. There were trophies all around; tin cans filed with marbles and unusual
rocks, a bottle containing shells, another with all kinds of seed. There were half a dozen kites in
one stage of assembly or another. Often there would be a bird with a broken wing, now set and
mending; or a nest with eggs resting on the desk under the warmth of the lamp. 11
Tazan and I parted in our early teens when my family moved to Victorias. We attempted to
keep our friendship alive with summer visits, exchanges of Christmas gifts—mine generally
purchased, but his always some hand-made wonder—and an occasional letter from me. “What
can you tell a friend,” he’d say, explaining why he never wrote, “but putting words down on paper
and not even knowing if he understands what you mean? Besides, friends don’t have to prove
anything to anybody, much less to each other.” 12
Then one day we had our provincial athletic meet. I sat on the bench near the bleachers
awaiting the opening of a high school championship football game. My stomach was churning
with pre-game nervousness when Tazan strolled into my view. He had given up birthday dinner
with his family and hitchhiked seven kilometres to see the game, he had grown tall, his leg and
arms were overly muscular for a 17-year old. 13
After the coach had given instructions, we waited in apprehension to take the field. Tazan
leaned forward and with the grin that seemed to split his face shouted, “Watch them when they get the ball!” 14
It was enough to make me forget my nervousness. I went out untroubled by the screams
of the spectators or the beating of the drums. 15
When the contest was over, I knelt near the center of the field, too exhausted, too numb
to move. One eye was red-rimmed with tears, the other already swollen shut and turning blue-
black. We had lost, 19-18. 16
I forgot everything until Tanzan slapped my shoulder and said, “It won’t be long when
people won’t remember who won and who lost. But you keep your score in your own head. You
did better than your best today, and that’s all that you need to remember. The way I look at it, you won.” 17
We walked off the field together, one sweatstained and beaten, the other striding as if with the champions. 18
It has been more than twenty years since I’ve seen Tazan or the old barrio of Alicante. It’s
been that long since I’ve really listened to the creaking of a bamboo gate or the clatter or tin can kicked by a bare foot. 19
But it was only yesterday that I advised a youngster, “Friends don’t have to prove anything
to anybody, much less to each other.” 20
What’s more, I still keep my score in my head and that way, a lot of times, I figure I’m a winner.