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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School Judge Feliciano Belmonte Sr. High School Grade Level & Grade 11 First Quarter
LESSON Quarter
LOG Teacher Olivia B. Tabucol SHS Track GAS and HUMSS
SENIOR HIGH Inclusive Dates October 17-21, 2022 Learning Area EAPP
SCHOOL Scheduled Time 6:00 - 11: 35 AM ( 5 classes in a day) Topic Thesis Statement and
Outlining Reading Texts.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons,
I. OBJECTIVES exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum
Guides.
A. Content Standard To state the thesis statement of an academic text (CS_EN11/12A-EAPP-Iac-6).
B. Performance Standards To outline reading texts in various disciplines (CS_EN11/12A-EAPP-Iac-8)
C. Learning Competencies / A. Distinguish a strong thesis statement from weak ones;
Objectives (Write the LC B. Identify thesis statements from academic texts; and
Code) C. Create an outline of the text being read
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
IV. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials Power point Presentation on Power point Power point Presentation Power point
pages Thesis Statement and Presentation on Thesis on Thesis Statement and Presentation on Thesis
Outlining Reading Texts Statement and Outlining Outlining Reading Texts Statement and
Reading Texts Outlining Reading Texts

3. Textbook pages
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Resources English for Academic and English for Academic and English for Academic and English for Academic
Professional Purposes Professional Purposes Professional Purposes and
QUARTER 1– MODULE 5: QUARTER 1– MODULE 4: QUARTER 1– MODULE 4: Professional Purposes
Thesis Statement and Thesis Statement and Thesis Statement and QUARTER 1– MODULE
Outlining Reading Texts Outlining Reading Texts Outlining Reading Texts 4:
Thesis Statement and
Outlining Reading Texts
 These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
V. PROCEDURES question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

A. Revising previous lesson or Ask the students to describe Ask the students to Ask the students to describe Ask the students to
presenting the new lesson what an outlining is. identify the different what an outlining is. identify the different
ways of outlining essays ways of outlining essays

B. Establishing a purpose for Ask learners to give the Ask students to identify Ask learners to give the Ask students to identify
the lesson advantages of outlining texts the most appropriate advantages of outlining texts the most appropriate
in identifying the thesis method of outlining a in identifying the thesis method of outlining a
statement. particular academic text. statement. particular academic text.
C. Presenting examples/ Presenting the guidelines in Reading a particular Presenting the guidelines in Reading a particular
instances of the new lesson outlining. paragraph then ask outlining. paragraph then ask
1. Avoid making overly- students to give a sample 4. Avoid making overly- students to give a
opinionated stands. outline. opinionated stands. sample outline.
2. Avoid making 5. Avoid making
announcements announcements
3. Avoid stating facts alone 6. Avoid stating facts alone
D. Discussing new concepts Identifying a strong thesis Reading and Identifying a strong thesis Reading and
and practicing new skills statement. understanding a given statement. understanding a given
#1 paragraph. paragraph.

E. Discussing concepts and Identifying how outlining Identifying the best Identifying how outlining Identifying the best
practicing new skills #2 makes reading text better. method of outlining and makes reading text better. method of outlining and
summarizing an essay. summarizing an essay.

F. Developing mastery To have a mastery on the ff: Summarizing an essay To have a mastery on the Summarizing an essay Asking learners to identify
(Leads to Formative 1. Steps in creating a using the different ff: using the different the best thesis statement of
Assessment 3) reading outline methods of outlining. 4. Steps in creating a methods of outlining. the given paragraphs and
2. Rules in creating outline reading outline provide the summary of each
3. Types of outline 5. Rules in creating outline using the the assigned
6. Types of outline method of outlining
G. Finding practical The lesson on outlining and Encouraging students to The lesson on outlining and Encouraging students to
applications of concepts identifying the thesis articulate their ideas identifying the thesis articulate their ideas
and skills in daily living statement imparts to the clearly and concisely statement imparts to the clearly and concisely
students to be more precise students to be more precise
whenever they communicate whenever they communicate
something. something.
H. Making generalizations and Outlining and identifying the The lesson may encourage Outlining and identifying the The lesson may
abstractions about the thesis statements improves students to participate thesis statements improves encourage students to
 lesson students understanding and confidently if their ideas students understanding and participate confidently if
comprehensions of different are needed inside the comprehensions of different their ideas are needed
academic texts. classroom academic texts. inside the classroom
I. Evaluating learning Answering What’s More of Answering What’s More
the EAPP Module on of the EAPP Module on
Thesis Statement and Thesis Statement and
Outlining Outlining
J. Additional activities for
application or remediation
VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
VII. REFLECTION what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other learners?

Prepared by: Checked by:

Olivia B. Tabucol Niña Blanca N. Salvadora

Teacher III Subject Head/MT II