DAILY LESSON LOG

RAMON MAGSAYSAY NATIONAL HIGH

School SCHOOL Grade Level 11
Department of Education Teacher JORAYNIE M. BOOC Learning Area EAPP
Teaching Dates and
WEEK 2 Quarter QUARTER 2
Time
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.

B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read
Outlines reading texts in various disciplines (CS_EN11/12A-EAPP-Iac-8):
C. Learning a. Outline reading texts in various disciplines.
Competencies/Objectives b. Classify the general topic and main idea in the text.
c. Determine and explain the parts of an outline.
II. CONTENT OUTLINING
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Begin the lesson by asking
students to recall the importance
of reading comprehension in
academic and professional
Greet the students and briefly Greet the students and briefly
contexts.
recap the previous lesson on recap the previous lesson on
1. Reviewing previous lesson reading comprehension. reading comprehension.
Provide a brief recap of the
or presenting the new Recall the previous topic.
previous lesson's key points
lesson Explain that today's lesson will Explain that today's lesson will
related to reading
focus on identifying the general focus on understanding the parts
comprehension skills.
topic and main idea in a text. of an outline.
Introduce the topic of outlining
reading texts in various
disciplines.
2. Establishing the purpose of Explain to students that the Present the learning objectives Present the learning objectives State that today will be the
the lesson purpose of the lesson is to to the students: to the students: assessment of learnings of the
enhance their skills in outlining  Understand the purpose and students regarding the topics
reading texts from different  Understand the concept of structure of an outline. discussed within the week.
disciplines. general topic and main idea  Identify and explain the
in a text. different parts of an outline.
  Learn strategies for
Emphasize the importance of
identifying the general topic  Apply the knowledge of
outlining as a strategy for
and main idea. outlining in academic and
organizing and understanding
 Apply the skills in analyzing professional writing.
complex texts.
and classifying texts.
Display a variety of reading texts Display a short paragraph or an Display an example of a well-
from different disciplines, such article on the board or projector. structured outline on the board
as science, history, literature, or projector.
and social sciences. Read the text aloud and guide
the students in identifying the Explain the purpose of an outline
Explain that each discipline has general topic. in organizing thoughts and ideas
its unique way of organizing before writing. Before the test, ask the students
3. Presenting
information, and outlining helps Ask students to share their to give examples that are
examples/instances of the
identify the main ideas and responses and facilitate a class Highlight the different parts of related to the topic to refresh
new lesson
supporting details in these texts. discussion on different the outline, such as headings, their memories of the topics.
perspectives. subheadings, and supporting
Share an example outline of a points.
reading text and explain its Model the process of identifying
components. the main idea by highlighting the Discuss how an outline serves as
key sentence(s) that summarize a roadmap for the writing
the text. process.
Introduce the main components
of an outline, including:
 Title/Topic: The main
subject or theme of the
writing.
 Roman Numerals (I, II, III):
Provide a definition and
Used for major headings
explanation of outlining, Explain the difference between
or main ideas.
emphasizing its purpose and the general topic and the main
 Capital Letters (A, B, C):
benefits. idea.
Used for subheadings or
supporting points under
Model the process of reading a Provide additional examples of
4. Discussing new concepts each main idea.
text and creating an outline by texts and have students work in
and practicing new skills  Arabic Numerals (1, 2, 3):
identifying the main ideas and pairs or small groups to identify
#1 Used for subpoints or
supporting details. the general topic and main idea.
details under each
subheading.
Discuss the importance of Encourage students to discuss
outlining in understanding and justify their answers to
Provide examples of outlines and
complex texts and preparing for foster critical thinking.
guide students in identifying the
further analysis or writing.
different parts.

Discuss the hierarchical

structure and the importance of
organizing ideas in a logical
manner.
 Distribute a sample text or
article to the students.

Divide the class into small Introduce various texts such as Instruct them to read the text
groups and assign each group a newspaper articles, academic and create an outline based on
different reading text from one papers, or blog posts. the given content.
of the displayed disciplines.
Assign different texts to student Encourage students to use the
Instruct the groups to read their pairs or groups. previously discussed outline
5. Discussing new concepts
assigned text and collaboratively components and organize the
and practicing new skills
create an outline, focusing on Instruct them to read the texts information effectively.
#2
the main ideas and supporting and identify the general topic
details. and main idea independently. Allow time for students to
compare and discuss their
Circulate among the groups, Circulate the classroom, outlines in pairs or small groups.
providing guidance and support providing guidance and feedback
as needed. as necessary. Facilitate a class discussion on
the different approaches and
choices made in creating the
outlines.
6. Developing Mastery Conduct a jigsaw activity to Divide the class into teams and Divide the students into pairs or
encourage collaboration and explain that they will participate small groups.
active engagement. in a "Main Idea Relay Race."
Provide each group with a
Divide the class into new groups, Prepare a set of short different text or article.
ensuring that each group has at paragraphs or articles, each with
least one member from each of a hidden main idea written on Instruct them to work together
the previous small groups (those the back. to create an outline for the given
assigned to different reading text.
texts). Line up the teams at one end of Set a time limit for completion
the classroom, and place the (e.g., 10 minutes).
Instruct each new group to share texts at the opposite end.
their outlined texts with the rest After the allocated time, have
of the group members. When the race begins, one each group present their outline
member from each team runs to to the class.
Encourage group members to the texts, quickly reads one, and
discuss the similarities and returns to their team. Encourage other groups to
differences in the structures and provide feedback and
content of the outlined texts The team must work together to suggestions for improvement.
from various disciplines. identify the main idea within a
set time limit (e.g., 30 seconds) Award points for clarity, logical
and write it on the whiteboard. organization, and effective use
of outline components.
Repeat the process with different
team members until all texts
have been used.
 Award points for correct
answers, and discuss any
misconceptions or challenges
after each round.
Facilitate a class discussion on
how outlining reading texts can Facilitate a short discussion on
Facilitate a discussion on the
be useful in everyday situations. the importance of identifying the
practical applications of outlining
general topic and main idea in
in academic and professional
Prompt students to consider various academic and
writing.
scenarios such as studying for professional settings.
7. Finding practical
exams, preparing research
applications of concepts Ask students to share examples
papers, or analyzing news Encourage students to share
and skills in daily living of situations where outlining can
articles. examples of how this skill can be
be beneficial, such as when
applied in real-life situations,
preparing presentations,
Discuss how outlining helps in such as reading news articles,
research papers, or business
synthesizing information, research papers, or business
proposals.
organizing thoughts, and reports.
communicating ideas effectively.
Engage students in a reflective
Summarize the key points
discussion about the challenges Summarize the key points
discussed during the lesson and
they faced in outlining reading discussed during the lesson and
ask students to reflect on their
texts from different disciplines. ask students to reflect on their
8. Generalizing and understanding of identifying the
understanding of outlining.
abstractions about the general topic and main idea.
Encourage them to identify
lesson
strategies or techniques they Encourage them to ask
Encourage them to ask
found effective during the lesson questions and seek clarification
questions and seek clarification
and how they can apply these in if needed.
if needed.
future reading tasks.
Assign a reading text from a The teacher will provide a quiz
discipline not covered during the to assess the learnings of the
lesson. Provide a worksheet or a short students. Make sure that the
quiz where students identify and test covers all the topics
Ask students to create an outline explain the different parts of an discussed throughout the week.
of the text, focusing on outline for a given text or topic.
9. Evaluating Learning identifying the main ideas and
supporting details. Collect and review the answers
to assess students'
Collect and review their outlines comprehension and application
to assess their comprehension of the lesson.
and application of the lesson's
objectives.
10. Additional Activities for Provide additional reading texts Provide extra practice Assign a homework task where
Application or Remediation from various disciplines for worksheets or online resources students choose a topic and
students to practice outlining for students who need further create an outline for a short
independently or in pairs. reinforcement. essay or presentation.
 Offer one-on-one assistance or Assign a homework task where
Provide feedback and
extra support to students who students identify the general
suggestions for improvement in
may need additional guidance or topic and main idea in a selected
the next class.
remediation. text and write a short summary.

V. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?