School

DAILY LESSON LOG Teacher

Department of Education Teaching Dates and 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
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 Greet the students and briefly recap the
professional contexts. previous lesson on reading
comprehension.
1. Reviewing previous lesson or
Provide a brief recap of the previous Recall the previous topic.
presenting the new lesson
lesson's key points related to reading Explain that today's lesson will focus on
comprehension skills. identifying the general topic and main
idea in a text.
Introduce the topic of outlining reading
texts in various disciplines.
Present the learning objectives to the
Explain to students that the purpose of students:
the lesson is to enhance their skills in
outlining reading texts from different
 Understand the concept of general State that today will be the assessment of
2. Establishing the purpose of the disciplines.
topic and main idea in a text.  learnings of the students regarding the
lesson
 Learn strategies for identifying the topics discussed within the week.
Emphasize the importance of outlining as
general topic and main idea.
a strategy for organizing and
understanding complex texts.  Apply the skills in analyzing and
classifying texts.
3. Presenting examples/instances of Display a variety of reading texts from Display a short paragraph or an article on Display an example of a well-structured Before the test, ask the students to give
the new lesson different disciplines, such as science, the board or projector. outline on the board or projector. examples that are related to the topic to

4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
history, literature, and social sciences.
Explain that each discipline has its
unique way of organizing information,
and outlining helps identify the main
ideas and supporting details in these
texts.
Share an example outline of a reading
text and explain its components.
Provide a definition and explanation of
outlining, emphasizing its purpose and
benefits.
Model the process of reading a text and
creating an outline by identifying the
main ideas and supporting details.
Discuss the importance of outlining in
understanding complex texts and
preparing for further analysis or writing.
Divide the class into small groups and
assign each group a different reading text
from one of the displayed disciplines.
Instruct the groups to read their assigned
text and collaboratively create an outline,
focusing on the main ideas and
supporting details.
Circulate among the groups, providing
guidance and support as needed.
Read the text aloud and guide the
students in identifying the general topic.
Ask students to share their responses and
facilitate a class discussion on different
perspectives.
Model the process of identifying the
main idea by highlighting the key
sentence(s) that summarize the text.
Explain the difference between the
general topic and the main idea.
Provide additional examples of texts and
have students work in pairs or small
groups to identify the general topic and
main idea.
Encourage students to discuss and justify
their answers to foster critical thinking.
Introduce various texts such as
newspaper articles, academic papers, or
blog posts.
Assign different texts to student pairs or
groups.
Instruct them to read the texts and
identify the general topic and main idea
independently.
Circulate the classroom, providing
guidance and feedback as necessary.
Explain the purpose of an outline in
organizing thoughts and ideas before
writing.
Highlight the different parts of the refresh their memories of the topics.
outline, such as headings, subheadings,
and supporting points.
Discuss how an outline serves as a
roadmap for the writing process.
Introduce the main components of an
outline, including:
 Title/Topic: The main subject or
theme of the writing.
 Roman Numerals (I, II, III):
Used for major headings or
main ideas.
 Capital Letters (A, B, C): Used
for subheadings or supporting
points under each main idea.
 Arabic Numerals (1, 2, 3): Used
for subpoints or details under
each subheading.
Provide examples of outlines and guide
students in identifying the 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.
Instruct them to read the text and create
an outline based on the given content.
Encourage students to use the previously
discussed outline components and
organize the information effectively.
Allow time for students to compare and
discuss their outlines in pairs or small
groups.
Facilitate a class discussion on the

Conduct a jigsaw activity to encourage
collaboration and active engagement.
Divide the class into new groups,
ensuring that each group has at least one
member from each of the previous small
groups (those assigned to different
reading texts).
6. Developing Mastery
Instruct each new group to share their
outlined texts with the rest of the group
members.
Encourage group members to discuss the
similarities and differences in the
structures and content of the outlined
texts from various disciplines.
Facilitate a class discussion on how
outlining reading texts can be useful in
everyday situations.
Prompt students to consider scenarios
such as studying for exams, preparing
7. Finding practical applications of
research papers, or analyzing news
concepts and skills in daily living
articles.
Discuss how outlining helps in
synthesizing information, organizing
thoughts, and communicating ideas
effectively.
8. Generalizing and abstractions Engage students in a reflective discussion
about the lesson about the challenges they faced in
outlining reading texts from different
disciplines.
Divide the class into teams and explain
that they will participate in a "Main Idea
Relay Race."
Prepare a set of short paragraphs or
articles, each with a hidden main idea
written on the back.
Line up the teams at one end of the
classroom, and place the texts at the
opposite end.
When the race begins, one member from
each team runs to the texts, quickly reads
one, and returns to their team.
The team must work together to identify
the main idea within a set time limit (e.g.,
30 seconds) and write it on the
whiteboard.
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 short discussion on the
importance of identifying the general
topic and main idea in various academic
and professional settings.
Encourage students to share examples of
how this skill can be applied in real-life
situations, such as reading news articles,
research papers, or business reports.
Summarize the key points discussed
during the lesson and ask students to
reflect on their understanding of
identifying the general topic and main
different approaches and choices made in
creating the outlines.
Divide the students into pairs or small
groups.
Provide each group with a different text
or article.
Instruct them to work together to create
an outline for the given text.
Set a time limit for completion (e.g., 10
minutes).
After the allocated time, have each group
present their outline to the class.
Encourage other groups to provide
feedback and suggestions for
improvement.
Award points for clarity, logical
organization, and effective use of outline
components.
Facilitate a discussion on the practical
applications of outlining in academic and
professional writing.
Ask students to share examples of
situations where outlining can be
beneficial, such as when preparing
presentations, research papers, or
business proposals.
Summarize the key points discussed
during the lesson and ask students to
reflect on their understanding of
outlining.

9. Evaluating Learning
10. Additional Activities for
Application or Remediation
Encourage them to identify strategies or
techniques they found effective during
the lesson and how they can apply these
in future reading tasks.
Assign a reading text from a discipline
not covered during the lesson.
Ask students to create an outline of the
text, focusing on identifying the main
ideas and supporting details.
Collect and review their outlines to assess
their comprehension and application of
the lesson's objectives.
Provide additional reading texts from
various disciplines for students to
practice outlining independently or in
pairs.
Offer one-on-one assistance or extra
support to students who may need
additional guidance or remediation.
idea.
Encourage them to ask questions and
seek clarification if needed.
Provide extra practice worksheets or
online resources for students who need
further reinforcement.
Assign a homework task where students
identify the general topic and main idea
in a selected text and write a short
summary.
Encourage them to ask questions and
seek clarification if needed.
Provide a worksheet or a short quiz
where students identify and explain the
different parts of an outline for a given The teacher will provide a quiz to assess
text or topic. the learnings of the students. Make sure
that the test covers all the topics
Collect and review the answers to assess discussed throughout the week.
students' comprehension and application
of the lesson.
Assign a homework task where students
choose a topic and create an outline for a
short essay or presentation.
Provide feedback and suggestions for
improvement in the next class.

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?