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A Detailed Lesson Plan in English 6

Quarter 3 – Week 7 –Day 4


I. Objectives:
A. Content Standard: Demonstrate understanding of library skills to research a
variety of topics
B. Performance Standard: Utilize discrete techniques (general or specific) and applies
appropriately them to all or most fields of study.
C. Learning Competency:
ENGSS-IIIg-4: Organize information from secondary sources in
preparation for writing, reporting and similar academic tasks.

II. Subject Matter: Organizing Information from Secondary Sources


References: English Spectrum 6, Language and Reading pp. 403-404
Joy in Learning English pp. 220-221; 231-232; 244-245; 253-254; 302-303

III. Instructional Procedure:


A. Preparation: Give some examples of sentences that assert like:
1. I believe it is my turn now, not yours
2. I say, let us respect other’s rights
3. It would be nice if you could just keep quiet so as not to disturb others
4. We need to follow the rules. If not, there would be chaos and disorder.
5. Sorry, but the answer is still no.

B. Presentation:
1. Present and discuss the uses of the given reference materials:
ALMANAC – is a yearly calendar of days, weeks, months showing astronomical data and
a.
weather forecast. It also gives up-to-date information about important
events around the world.
b. ATLAS – is a book of map which data about different aspects of the countries in the world.
It shows mountains, rivers, oceans, highways and roads.
c. DICTIONARY – is another important reference which consist of an alphabetical listing of
words with their meanings, pronunciations, syllabication, accent, parts of
speech, etymologies and many related information
d. ENCYCLOPEDIA – is a book of many volumes and contains many articles about different
topics or subjects and is arranged in alphabetical order.
e. YEARBOOK – is an almanac published yearly containing details of events of
the previous year.
1. DISCUSS: The difference between Primary and Secondary Sources of Information
a. PRIMARY SOURCES – include those documents / records or physical objects written or
created during the study. They are the writer’s or author’s first hand evidence
about an event, person or work of art.
Examples of Primary Sources:

- autobiographies memories
- audio / video recordings newspapers
- artifacts original documents
- books speeches
- interviews surveys
- magazines DVDs

b. SECONDARY SOURCES – are those which are written or produced after the original
sources have been written or created. These sources interpret and analyze primary sources.
They are considered as secondhand evidence.
EXAMPLES:
- abstract - photographs
- bibliographies - history books
- biographical works -literature reviews
- commentaries - reference books
- indexes - textbooks
- movies
- articles from magazines, journals and
newspapers written after the events
 It is important that you are able to classify the sources of information you will use in your
research or study.
2. Present and discuss the different ways or techniques of gathering or organizing information from
Secondary sources:
a. BY PARAPHRASING – it is a way of restating or expressing someone’s
ideas in your own words w/out losing their original meaning.
b. BY SUMMARIZING – A summary restate only the main points of a texts
without going examples or small details. Summary does not include opinions
on the topic.
c. BY TAKING DOWN NOTES
Some tips for good note-taking:
1. Pay attention to the main points. Don’t write down everything you’ve read
2. Notes should consist of key words, or every short sentences
3. Take accurate notes. You may use your own words, but try not to change the meaning.
4. Take down notes that will be of real value to you when you look over them later
5. Have a uniform system of punctuation and abbreviations that will make sense to you.
Use a skeleton outline.
6. Omit descriptions and full explanations. Keep your notes short and to the point.
7. Shortly after making your notes, go back and reword your notes by adding extra points,
spelling out unclear items.
8. Review your notes periodically.

3. Fixing Skill: Read the paragraph below. How are they similar?
How are they different?

A. Preparation: Have a review on prefixes. Let the class add an appropriate prefix to the given rootwords
and use them in sentences:
- kind - spell
- polite - arrange
- regular - agree
- modest - war
- load - visible

B. Presentation:
1. Present the list of words below:
- What do these words have in common? What suffix does each one have? What does each
word mean?
- management - brightness - comfortable - attendance
- decision - national - logical - achievement

2. Discuss and explain the chart of some commonly used suffixes and their meanings?
SUFFIX MEANING PART OF SPEECH EXAMPLES
- ment, ness, -ity act of, state of FORMED movement, enjoyment,
- tion, - sion noun fullness, security,
reduction, confusion
- ian one skilled in noun politician,
mathematician
- ly in manner of; worthy adverb generally, terribly
of; capable of
- able, -ible, - full characterized by, adjective profitable, beautiful,
- ous, - ic, -y full of dangerous, metallic,
airy
- less without adjective paperless, colorless,
odorless
- ize, - ise, - yze to do, to perform, verb apologize, realize
to make
- Elicit examples for each suffix presented.
3. Let the class read the pairs of sentences. Note the underlined words

1. We usually enjoy (verb) watching movies


The enjoyment (noun) we find in watching movies relaxes us from the rigors of a
five-day study period
2. The hobbyists had a general (adjective) assembly in the National Art Gallery.
The attendees generally (adverb) found the assembly productive and meaningful
Discuss: What changes in the function or part of speech of the underlined words do you note in
each pair of sentences. How do the suffixes modify meanings of the words
in the second sentence.

4. Guided Practice: Change the nouns below into adjectives by adding – ful or –less at the end of
each word.
1. fear 6. grace
2. use 7. beauty
3. hope 8. help
4. pain 9. color
5. care 10. hope

DISCUSSION: What main idea do the paragraphs have in common?


What are the common details? How are these paragraphs different?

II. Evaluation: Read the short selection below and write a summary of the text. Use the technique of paraphrasing
in writing the summary of the context.

(Write the context below)


Page 109 – Developing Reading Power

WHALES:

SUMMARY:
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REFLECTION:

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