Palawan State University

Coron Campus

Brgy. 6, Coron, Palawan

A Detailed Lesson Plan in English 7

Prepared by: Genave M. Dingson

Program Yr. and Blk: BSEd-English II

I. Objectives:

At the end of the lesson, the students are expected to:

A. Define Skimming from Scanning.

B. Work independently and with others under time constraints.

C. Perform certain activity through skimming and scanning.

II. Subject Matter:

A. Topic: Scanning and Skimming

B. Teaching Strategies: Discussion, Active Learning, and Cooperative Learning, and
Flashcard relay/ Reading Text and word hunt.
C. Values Integrated: Practicing skimming and scanning skills in reading, increasing their
anticipation skills (through word-guessing activity), and exposing them to some
vocabulary items through reading text.
D. Materials: Newspapers or Books, Flashcards, Marker, and Scoreboard.
E. References: www.howtolearn.com/2013/02/skimming-and-scanning-two-important-
strategies-for-speeding-up-your-reading/
III. Presentation:

Teacher’s Activity Students’ Activity

A. Classroom Routine
a. Greeting
“Good Morning Class!’’ (Students will stand) “Good Morning Mr.
Dingson! It’s nice to see you again!
b. Prayer
“Let us pray first before anything else. Who (One student will go in front and lead a prayer)
wants to lead?” Let us all bow our head.
“Dear lord, thank you for giving us a
wonderful day. We pray to you oh Lord; please
give us knowledge and wisdom to reach our
goals today as we go through to our discussion.
May our teacher give us enough and relevant
ideas we need and hopefully we can use in a
future. May you lead us through a better
understanding along the hardships we take
today and that are what we pray to you in Jesus
name. Amen!”

c. Song
“Okay, please remain standing because I “Wow Sir, that’s great”
prepared a song for all of you and this song is (Students sing after the teacher)
related to our topic today. So, I will sing a song
first before you. The title of a song is “CLOSE
READING’’ but before I start, I just want you
to know that in this song there is a word
“teacher” where I am going to replace it like “CLOSE READING’’
“students” Here is it:

Hey, teacher(students) Hey, teacher

Listen to this Listen to this
I’m going to explain I’m going to explain
What close reading is What close reading is

Researchers Frey and Fisher Researchers Frey and Fisher

Want you to know Want you to know
That closely reading a text That closely reading a text
 Is one way to go Is one way to go

First select First select

A short passage A short passage
Students reread Students reread
That short passage That short passage

For three days in a row For three days in a row

Here’s how it’s Here’s how it’s
Supposed to go Supposed to go
Day 1-of close reading Day 1-of close reading
Is the main idea Is the main idea
Students find details Students find details
About the main idea About the main idea

Day 2- of close reading Day 2- of close reading

Is about the author Is about the author
Point of view, vocab, Point of view, vocab,
And text structure And text structure

Day 3- of close reading Day 3- of close reading

Is more abstract thinking Is more abstract thinking
Inferring, synthesizing, Inferring, synthesizing,
And critiquing And critiquing

Close reading, Close reading, Close reading, Close reading, Close reading, Close reading,
Close reading Close reading

Has 3 purposes, purposes Has 3 purposes, purposes

Before the song ends Before the song ends

Here’s something else to know Here’s something else to know
Students annotate Students annotate
The text while on the go The text while on the go

Color code the text Color code the text

With each new read With each new read
Circles and lines Circles and lines
 Are symbols they’ll need Are symbols they’ll need

Close Reading (3x) Close Reading (3x)

d. Attendance
“You may now take your seats. Say present (Students will do the thing)
once your name is called”

B. Drill
Now, I will group you into 5 and each group (Students will count from 1-5 and go to their
will have 5 members. Just count from 1-5 (left- respective groups)
right).
So, you have your groups now. What we are (Each group will fall a line into 5 and get ready
going to do today is Flashcard relay. Here are for the task)
the mechanics: I will get one flashcard that
shows image and then, each member who is in
front will give me the correct word side of the
image by reading and pronouncing it clearly.
After that, the next member will do the same
thing as the first member did and also the third, (Students are assumed to participate)
forth, and last member.
(The teacher will immediately start the drill
given )

C. Review
“Who among you here can still remember of “Sir, Sir!
what we had discussed last time?’’
“Yes?” “We discussed about the four kinds of
sentences according to use”
“You’re right” “Thank you sir!
(One student raising his hand)
“Yes?” Do you have other ideas? “Sir, there are four kinds of sentences
according to use. They are: declarative,
interrogative, exclamatory, and imperative.
“Very Good” It seems that you listened well to (Students are thinking)
our discussion last time but there is one thing
more. “Aahhmmff..Aahhmmff..SIR!
“Oh? Yes? Do you have an idea? “Yes sir but I am not sure if the ideas I have is
 correct”
“Let’s find out if it is correct or not, just stand (The student stands up) I think, one thing that
up and tell us” is not recited yet is the definition of those
kinds. Declarative, this sentence states a fact.
Interrogative asks a question. Exclamatory
expresses different emotions and Imperative
can either be a request or a command. That’s
all Sir!
“Great, you’ve got it.”That’s what I am waiting “Thank you Sir!
for. I will give you plus points in your
recitation. So class, you don’t have to stick on
what you knew about its kind. It is very
important that you know its meaning.

D. Motivation
“This time, we will have a game called (Expected that students are listening)
Word/Sentence/Paragraph hunt.’’ This game is
also connected to our lesson that I am going to
discuss to you after we play.
“I will give you a piece of newspaper and
you will hunt for a certain
word/sentence/paragraph whenever I say.
Those who can see the given
word/sentence/paragraph will have plus points
that will be added to your participation
afterwards.
“As I begin, everyone may start looking to it.
“Are you ready? “Yes Sir!’’
(The teacher will start the game) (Students will participate)

E. Lesson proper
“Today our topic is all about Scanning and (Students will raise their hands)
Skimming. Can anyone give the definition of “Sir, Scanning is to search quickly for
the word Scanning and Skimming particular information –a name, date, or an
event while Skimming is to get a general idea
of the text.”

“That’s correct” I’m glad to know that you “Sir, for me, Scanning is to find details and
know its meaning. How about the others? other information in a hurry while Skimming is
to look over something quickly esp. to find the
main ideas.
“Thank you for adding some information. (Students will clap)
That’s right” I totally agree to both of you.
Please give them 3 warm claps.

“Now, pay attention to our discussion because

after this we will be having a quiz.”

“Scanning is another useful tool for speeding

up your reading. When scanning, you look
only for a specific fact or piece of information
without reading everything. Skimming is one
of the tools you can use to read more in less
time. Skimming refers to looking only for the
general or main ideas, and works best with
factual material.
“Is it clear class?” (One student at the back row asked question)
“Skimming takes place while reading and “Wait Sir, how is skimming takes place?
allows you to look for details in addition to the
main ideas.’’
“Did you get what I meant to say?” “Yes Sir!”
“Do you have any more questions?” “None Sir!”

“Okay, Now that you understand the meaning

and the difference between skimming and
scanning. I will give examples, and then you
will determine if it is Skimming or Scanning.”
“Did my instruction clear? If not, I will repeat “Yes Sir, It’s clear!”
it.”

“If that so, let’s starts! (The teacher will start

giving examples and ask the students)
Examples:
Read headings and subheadings? “Skimming Sir!
“Correct”
A bus/airplane schedule? “Scanning Sir!”
 “Correct”
How about “if you were in a shop “Scanning Sir!”
deciding whether to buy a newspaper?
“Wrong, its Skimming because you might very “Aahh. Is that all Sir?
quickly skim the stories to see if they seem like
something you would like to read in more
detail.

“Yeah, that’s all! Now, I would like you to (The students were all raising their hands)
give me 1 example individually. “Sir, I want to come first!”
“Okay, is your example skimming or “My example is for scanning; looking my
scanning?” name in a list of names. Did my example
correct?
“Very good ‘That’s correct, you would scan
because you are not interested in getting a
general idea of the other people’s name, you
just want to find your own.
“Other example?” “Sir, how about reading the first few
paragraphs in detail?
“Ahmf. That is skimming because you will get
a good idea of what information will be
discussed.
(Assumed that all of them have examples)

“It seems that all of you are listening carefully

to our discussion and you are really active in
participating.
Going back to our lesson. So, it says that
Skimming and Scanning are two very different
strategies for speed reading.
They are each used for different purposes, and
they are not meant to be used at all the time.
They are the fast end of the speed reading
range, while studying is at the slow end.
People who know how to scan and skim are
flexible readers. They read according to their
purpose and get the information they need
quickly without wasting time. They do not read
everything which is what increases their
reading speed. Their skill lies in knowing what
specific information to read and which method
to use.

F. Guided Practice: (Students will split into pairs to work together

“Okay class, find your partner: ask what they on sharing)
learned in our lesson, if there are things they
didn’t understand during our discussion, just
explain them or you can ask me. After 5
minutes, we have our oral presentation in front.
You may start now. (Students will come in front and share what
(After 5 minutes, the teacher will call each they learned)
pairs to share their learning)

G. Application
“Class, I will give you an activity for scanning (Students will group themselves and set aside)
and skimming. Just group yourselves into 2
groups. The group 1 will place on the left side
while the group 2 is on the right side. We do
the first activity, the skimming. Here are the
mechanics: I will post/write a text on the board
and then, both of the group will read it loudly.
After you read, I will ask questions and you
will see the answers on a given text. The first
group who will raise hands from any member
will only have chance to answer the question.
If the answer is correct, there will be an
automatic plus points.
(The teacher will write/post a text on the
board)
 Psychologists Max Wertheimer,
Wolfgang Kohler, and Kurt Koffka
studied perception and concluded that
perceivers (or learners) are not passive,
but rather active. They suggested that
learners do not just collect information as
is but they actively process and
restructure data in order to understand it.
This is the perceptual process. Certain
factors impact on this perceptual process.
Factors like past experiences, needs,
attitudes and one’s present situation can
affect their perception.

“kindly read the text” (The two groups will read the text)

“Nice! You all have that reading skill well!”

(Expected answer of students)
My first question is “What are the factors that
affect learner’s perception?” Group 1: Factors like past experiences, needs,
attitudes and one’s present situation.
“Very Good” you have plus points.
“My Second question is “Who are those
psychologists that studied perception?” Group 2: Max Wertheimer, Wolfgang Kohler,
and Kurt Koffka.
“Okay, your answer is correct! So, We have tie
now!
“My last question is “What did the Group 2: They are not passive but rather
psychologists concluded about the learners?” active.
“You’ve got it. Now, Our winner is Group 2
please give them 3 claps” (students will clap)

“Let us proceed to our next game, skimming”

“Same group, same plus points”
“I will give you a book and I will tell you what
you are going to look for, just take note that the
first group who find first will be our winner.” “Okay Sir”
“Are all of you ready?” “Yes Sir, We are ready”

Look for: (Students will look for it)

1. Behaviorism
2. Individual Differences
3.The Classroom Climate
4. Information processing.
5. Theories on Factors affecting Motivation

“Our winner is Group 1” (Students will clap)

H. Generalization
“I know you’ve learn a lot today’s discussion, (Student will raise their hands)
so anyone who can summarize the lesson?
(The teacher will call 1 student)
(Student tells what he/she learned)
“Thank you, it’s very important for every
students or individuals to learn how skimming
and scanning helps us.
“Like what I have said earlier, it is always
important to consider why you are reading.
Trying to read every word every time you read
something will slow down your reading speed.
It is often not necessary to read every word, or
in some situations you may not have time to
read everything in detail anyway.
Practicing your skimming and scanning skills
will improve your reading speed and will help
you in examinations and in other situations
when you need to understand something
quickly.

IV. Evaluation:

Get one-half sheet of paper and determine the question whether it is skimming or
scanning. Write your answer on the space provided before the number.

1. Look up a word in a dictionary or index.

2. Find an address or a phone number in a directory.

3. See what’s in the news in a paper or on a website.

 4. Check what time you program is on television.

5. Browse through a book to see if you want to read it.

6. Look through the television guide to see what’s on one evening.

7. Look up details or prices in a catalogue.

8. Pick out the website you want from options on a Google search.

9. Flick through a catalogue to see what’s on offer.

10. Look through the options given on a Google search to see what sites it
suggests.

V. Assignment:

For Skimming:

I. Look for 5 top headings and sub-headings.

For Scanning:

II. Look for about 5 stories and get the main idea.

Write your answer in a one-whole sheet of paper.