Nornorth Luzon Philippines State College

NORNORTH LUZON PHILIPPINES STATE COLLEGE
Adal a dekalidad, dur-as ti panagbiag.
DETAILED LESSON PLAN FOR JUNIOR HIGH SCHOOL – GRADE 8
ENGLISH QUARTER 4 – MODULE 2
I. OBJECTIVES:
At the end of the lesson, the students will be able to:
A. define an outline;
B. identify the types and the contents of an outline;
C. expand the content of an outline using notes from primary & secondary sources; and
D. expand the content of an outline using notes from primary and secondary sources.
II. SUBJECT MATTER:

A. Topic: EXPANDING THE CONTENT OF AN OUTLINE USING NOTES FROM
PRIMARY AND SECONDARY SOURCES
B. Reference:
 Jennipher P. Curada.English Quarter 4 - Module 2: Expanding the Content of
an Outline Using Notes from Primary and Secondary Sources. Department
of Education. Learning Resource Management and Development Center
(LRMDC) Teacher Development Center J.P. Rosales Avenue Butuan City,
Philippines 8600.
C. Materials: Laptop, LCD projector or Smart TV, chalk & board, answer/activity sheets,
pen & paper.
III. PROCEDURE:
Teacher’s Activity Students’ Activity
A. Preliminary Activity
Prayer
Grade 8, as we start a new Let us bow our head and feel the
lesson next to your previous presence of our King.
module, let us first ask for Oh, our Almighty Father, (Prayer)
guidance and also give thanks Amen.
to our heavenly father. May we
call on Mico to lead the prayer?
Greetings
A joyful morning, class! A joyful morning, sir!
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How was your learning and We had a great time reading and
answering of English modules answering our English modules, sir.
last week? Have you read
them? I hope you learned from
those topics because they have
significance for our next topic,
Checking of Attendance
Anyone who’s absent for None, sir. We are all present.

today?
Let’s clap for ourselves. You (Students clap.)

guys are very good for having a
perfect attendance.
Recalling of Previous Lesson
As we proceed, who can still (Students raise hands to share

remember our previous topic? ideas.)
Anyone from the bright
students of Grade 7?
Okay, share what you have With our self-learning modules last
learned, Carmilla. week, sir; we learned about Using
Appropriate Grammatical Signals or
Expressions to Each Pattern of Idea
Development. We learned that there
are grammatical signals that are
used to make texts or paragraphs
clear and organized just like using
“and” for addition, “similarly” for
comparison, “although” for
contrasting, “in sort,” for
summarizing; and more transitional
devices.
You learned so much from our I learned that there are patterns of
discussion, Carmilla. Thank idea development. First is “general
You. What else did you learn, to particular, which is pattern of idea
Mark? development discusses the general
topic by presenting specific details
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that support the topic; second is...

thirdly is the… fourth is the… and
lastly if is Persuasion, which is…
Nice explanation. Thank you

for sharing, Mark.
B. Motivation
It seems that you guys learned so Yes, sir.

much from your previous modules. (Students observe the chart of
Let’s test you further. Take a look incomplete outline pasted on the
with this outline arranged in a board.)
logical order.
Class, do you understand what No, sir.

those words mean?
Why? …because some of the details

doesn’t follow a bigger idea, and
some ideas are not supported by
smaller ideas.
Very Good. Remember that an (Students listen to the teacher.)

idea is not clear when it is not
logically supported and based on a
concept. In order for you to
understand this, you need to know
how to outline it from general to
specific. Just like what you have
learned from the previous lesson.
We have here five details. Let’s all (The teacher and the students fill
fill the blanks so that we can the blanks to complete the outline.)
understand the outline better.
Now, we can understand the Yes, sir. (Students tries to

outline better because there are understand the outline.)
general ideas supported by specific
ideas. The outline tells that … (The
teacher tells something about the
outline’s information.)
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C. Presentation of the Lesson
I know you are still confused about (The students listen to presentation
the information from that outline, of the lesson and learning
but it’s okay because for today, you objectives of the teacher)
are going to learn about our Yes sir!
lesson, which is Expanding the
Content of An Outline Using Notes
from Primary and Secondary
Sources where outlining is a big
part of it.
Here are the outcomes after we

learn and discuss our topic for
today:
A. define an outline;
B. identify the types and the
contents of an outline;
C. expand the content of an outline
using notes from primary &
secondary sources; and
D. expand the content of an outline
using notes from primary and
secondary sources.
D. Discussion
An outline is a tool used in
What does outline mean? Please improving and organizing written
read the PPT slide for us to know ideas about a topic into a logical
what is an outline, Miya. order. Writers use outlines when
writing their papers to know which
topic to cover and in what order.
(Students raise their hands.)

Thank you, Miya. Yes, that’s true.
How you select and organize the
information is important. Why do
you think selecting and organizing
information is important when you …because it brings either success
write? or failure in conveying your
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message to your target audience.

Yes, Zilong?
(Students listen attentively.)
Yes, when writing you need to

outline it first in order to come up
with a clear statement that readers Thesis statement. A thesis
could easily understand. statement is a one-sentence
statement that expresses the main
An outline is composed of four idea of an essay.
contents. These contents work
together to present a clear idea of
a paragraph or an essay. An
outline contains thesis statement,
major topics, subtopics, and
supporting details. The following
are the parts with their “Thesis” means “whole” sir.
corresponding definition. Please
read the first one, John.
Thesis statement means a whole
What do you think does the word statement that summarizes all the
“thesis” mean? Yes, Lyka. information.
Correct. If that so, in your own (The students note what the teacher
words, how will you define thesis says.)
statement?
Very Good. Outline is organized

from a general to particular
information; and that general Major topics refer to the major
information is the “thesis phrases/sentences which are
statement”. formed from the thesis statement.
We also have another content of Subtopics refer to the minor

an outline. Please read it Mark. phrases/sentences which are
formed from the major topics.
Yes. Major topics are specific

details from the thesis statement,
but it is not as specific as you
know. This is not the most detailed
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information of an outline. There are

two more specific than major topic. Supporting details are
Please read the next one, Ada. phrases/sentences which provide
additional information to clarify or
Next, Angela. prove the main idea. These details
help you explain further the ideas
presented by the major topics
and subtopics.
(Students listen to the discussion.)
Subtopics are used to elaborate

the major topics, and supporting
details are also used to explain the
subtopics. These four contents of
an outline are in a general to “Indention’, sir.
particular order.
Another thing, class, when you

write these contents, they are
written in a bullet form. When we
say bullet form, they are written
with spaces before each first letter
of the phrase or sentence, and we (Students observe the illustration on
call them as letter “I”. the PPT presentation.)
Very Good. Each content has a

corresponding length of indention
and characters used.
1. Thesis statement. (No bullet
character and indention)
2. Major Topics – Roman
Numerals
----->
3. Subtopics – Capitalized Letters
---------->
4. Supporting Details – Arabic
Num.
---------------> Step 1. Choose your topic and
5. Extra details – Lowercase establish your purpose.
Letters
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--------------------->
(The teacher explains the You can’t start writing, sir, because
illustration.) you do not have something to write
There are also steps in writing an about.
outline. Be guided with these
steps. Please read the first one, (Students raise their hands.)
Trisha.
That’s true. What do you think

would happen if you have no topic? In Step 1, we are writing the “thesis
statement” which is t the first step in
outlining.
Excellent answer! But what do you
think is being done here in this Step 2. Create and organize a list of
step? What content of an outline? your major topics.
Yes, Janry.
Step 3. Create and organize a list of
your major topics.
Well said. Also, because it is the

main topic of the outline. Please
read the next step, Alvin.
You’re right. Class, after the thesis Step 4. Provide additional

statement, we need to organize the information to support your
major topics that can lead us in subtopics.
writing the next two contents. How
about steps number 3? Please
read it, Annielyn.
(Students volunteer to answer.)
After your major topics, expand it
using more specific details using
your minor topics, which divides
ideas out it. Next to that is step 4,
please read it, Lyka. In this step, we are writing the
‘supporting details sir, which is the
Right. What do you think is the most specific part of the outline
content of an outline being done if where we can put all the information
we provide additional information based on their broader topics.
to support your subtopics?
Thank you, sir.
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Please stand and answer, Joshua.

Review, sir.
What a critically thought answer!

(The students listen to the teacher.)
In those 4 steps, all the four
contents are done, but there is still
one thing we need to do to make
the outline better, which is the step
number 5. It starts with a letter “R”. For us to check and analyze if there
Any idea? are corrections, misleading
information, or unsupported and
Very good, we need to review the incomplete information.
outline. At last, the Step 5 is to
Review and refine the contents of (The students agree.)
your outline.
Now, why do we need to review or

refine the outline? Yes, Felix? Sentence Outline. It is a type of
outline that presents the thesis
statement, major topics, subtopics,
and supporting details in sentence
Marvelous answer. Remember that form. It allows you to include those
in order to achieve a well- details in the sentences instead of
organized having to create an outline of many
outline, follow these steps short phrases.
carefully.
Topic Outline. It is a type of outline
Let’s move on to the two types of which presents the major topics,
an outline. We have “sentence subtopics, and supporting details in
outline” and “topic outline”. Please the form of words and phrases.
read the definition of sentence
outline, Robert. (Students listen to the teacher.)
How about the topic outline, JP? (Students recall what is a sentence
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and a phrase
(The students listen.)
Let’s contrast them in a simple

way. Sentence outline is composed
of sentences, while topic outline is
composed of either words or
phrases. You need to know what is (Students observe the charts
the difference between a sentence again.)
and a phrase to distinguish the
two.
(The teacher presents the two

charts of two outlines. The teacher
will explain the difference of (The students respond to the
sentence outline and a topic questions while learning the proper
outline.) way of outlining.)
You already know what is a

sentence outline and a topic
outline, now, let us see if all the
things we learned about outlining
are shown in these two charts as
well.
(The teacher asks these questions) (Students listen and volunteer to

- are these two are outlines? answer the teacher’s question.)
- Where is the thesis statement? “Sources” sir.
- Where are the major topics?
- Where are the subtopics?
- Where are the supporting details?
- What characters are used for
each content?
- What did you observe about the
lengths of indentions?
We need sources so that we can
You are all very good, class; but, have a basis in our outline, so that
how are we going to expand the we can write supporting details and
information that we are outlining? subtopics that will supplement the
We need something that we can thesis statement and major topics.
use to write a certain idea. For
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example, I got an information from Primary sources are firsthand

an announcement, what do you information taken from original
call that thing where I got an evidences such as reports on
information. discoveries and events and
interviews from persons in authority
That’s right. Why do we need those while Secondary sources are
sources? secondhand information taken from
the primary sources.
(Students listen carefully to the

scenario.)
Nice answer. Added to that, do you (A student continues the teacher’s
know that there are also two types statement.)
of sources. We call them as Secondary Source, sir
Primary and Secondary Sources.
Ruth, please read what do Primary
and secondary sources mean.
Let me give you a scenario so that

we can understand Primary and
secondary sources in an easier
way. For example, April is the
Chismosa 1 and I am the
Chismosa 2. April saw Jamaica (Students give examples.)
having a date with a boy at Candon -Interviews, diaries, etc.
City Plaza. She saw it with her own
eyes. After that, April told me that (Students give examples.)
Jamaica is dating someone. What -text books, biographies, dictionary,
Chismosa 1 tols to Chismosa 2 is a etc.
Primary source because it’s her
owm experience and discovery; (Students read the examples of
while what I (Chismosa 2) will primary and secondary sources.)
share to another people will be a… Examples of primary sources
…what? include:
 diaries, letter correspondence,
Please give some examples of  original documents e.g. birth
primary sources. certificates, trial records
 interviews, speeches, oral
Please give some examples of histories
secondary sources.  laws, regulations, constitutions
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 government documents,
statistical data, research reports
(The teacher shows more  journal article reporting new
examples to the class through the research or findings
PPT presentation.)  creative art works, literature
 opinion pieces
Examples of secondary sources
include:
 journal articles that comment on
or analyses research
 textbooks
 dictionaries and encyclopedias
 books that interpret, analyze
 political commentary
 biographies
 dissertations
 newspaper editorial/columns
 criticism of literature, art works or
music
(Two students will read for each of

the two sources.)
(Students volunteer to answer.)

The research report, sir; because it
is an information directly gathered
by the author.
(Students volunteer.)
The editorial, sir; because the
information written by the author
(The teacher presents two has already their sources. Not all
sources; one research report and written in an editorial is directly
one editorial.) gathered by the editorial writer.
Class, which of these two is a (The teacher and the students help
primary source, and why? together to add supporting details or
expand the outline that is presented
on the slides.
Outstanding! Which of the two is a

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secondary source, and why?
Now, let us try to expand this (Students read/listen to the

outline using these sources, instruction.)
research report which is a primary
source; and editorial which is a
secondary source.
Very good, class. You now know

how to make an outline, and (Students answer.)
expand it using primary and 1. It is a tool used in improving and
secondary sources. organizing written ideas about a
topic into a logical order.
E. Application 2. It is a one-sentence statement
that expresses the main idea of an
Complete Me! essay.
With the graphic organizer, fill in 3. Major topic
the blanks with appropriate 4. It refers to the minor
concepts and definition. Choose phrases/sentences which are
your answers from the pool of formed from the major topics.
concepts provided 5. Supporting details.
6. Primary Sources
(The teacher gives a graphic 7. Secondary Sources
organizer activity sheet with
missing terms and definitions for
the students to complete.)
An outline is a tool used in

improving and organizing written
ideas about a
topic into a logical order. Writers
use outlines when writing their
papers to know which topic to cover
and in what order.
First is thesis statement, next is

major topic, followed by subtopic,
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F. Generalization and lastly, supporting details. These

are written in bullet form.
What is an outline?
We need to review and refine the
contents of the outline to make sure
that it is logical.
We can expand an outline by

adding details from sources. It can
What are the contents of an outline be a primary source or a secondary
and in what form they are written? source.
The add information necessary to

support the topic.
What we will do to check and
reorganize our outline? Yes, to make the details organized,
which can help in making the
paragraphs/text clearer and
How can we expand the details of understandable by the readers.
an outline?
What do those sources contribute

to the outline?
Is it important to use an outline

before writing texts?

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IV. EVALUATION
Activity 1: Organize Me!

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Activity 2: Know Your Source!

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V. ASSIGNMENT:
Activity 3:

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Prepared by:
HARVEY KURT D. IBE

Practice Teacher
Reviewed by:
ERICSON P. GABOR
Teacher III, Cooperating Teacher
Checked and verified by:
ANTHONY G GANADO EdD

Master Teacher I
OIC, English Department
Recommending Approval:
ELIEZER G. VILLANUEVA
Head Teacher VI
Approved:
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ANNALYN G. GALANTO
School Principal IV

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NORNORTH LUZON PHILIPPINES STATE COLLEGE

Adal a dekalidad, dur-as ti panagbiag.

DETAILED LESSON PLAN FOR JUNIOR HIGH SCHOOL – GRADE 8

ENGLISH QUARTER 4 – MODULE 2

II. SUBJECT MATTER:

Teacher’s Activity Students’ Activity

A joyful morning, class! A joyful morning, sir!

San Nicolas, Candon City, Ilocos Sur Page 1 of 20

Anyone who’s absent for None, sir. We are all present.

Let’s clap for ourselves. You (Students clap.)

Recalling of Previous Lesson

As we proceed, who can still (Students raise hands to share

that support the topic; second is...

Nice explanation. Thank you

It seems that you guys learned so Yes, sir.

Class, do you understand what No, sir.

Why? …because some of the details

Very Good. Remember that an (Students listen to the teacher.)

Now, we can understand the Yes, sir. (Students tries to

C. Presentation of the Lesson

Here are the outcomes after we

(Students raise their hands.)

message to your target audience.

Yes, when writing you need to

Very Good. Outline is organized

We also have another content of Subtopics refer to the minor

Yes. Major topics are specific

information of an outline. There are

(Students listen to the discussion.)

Subtopics are used to elaborate

Another thing, class, when you

Very Good. Each content has a

That’s true. What do you think

Well said. Also, because it is the

You’re right. Class, after the thesis Step 4. Provide additional

Please stand and answer, Joshua.

What a critically thought answer!

Now, why do we need to review or

(The students listen.)

Let’s contrast them in a simple

(The teacher presents the two

You already know what is a

(The teacher asks these questions) (Students listen and volunteer to

example, I got an information from Primary sources are firsthand

(Students listen carefully to the

Let me give you a scenario so that

(Two students will read for each of

(Students volunteer to answer.)

Outstanding! Which of the two is a

secondary source, and why?

Now, let us try to expand this (Students read/listen to the

Very good, class. You now know

An outline is a tool used in

First is thesis statement, next is

F. Generalization and lastly, supporting details. These

We can expand an outline by

The add information necessary to

What do those sources contribute

Is it important to use an outline

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