NOTRE DAME OF MAKILALA, INC.

Poblacion, Makilala North Cotabato

STUDENT LEARNING PLAN

SY 2023-2024
DEPARTMENT: Junior High School QUARTER: 1st WEEK: 4
SUBJECT/LEVEL: English 8 UNIT: 1st DAY/S: 1-4
UNIT TOPIC: Building My Strength and Values
TOPIC: Topic and Sentence Outlines
DATE: September 18-20,2023

TRANSFER GOAL/S:
The students in the long run and on their own will be able to understand African Literature as a
means of exploring forces that human beings contend with, and transfer learning by composing and
delivering an informative speech based on a topic of interest, using the knowledge and wisdom God
had given us.
ESSENTIAL UNDERSTANDING:
The learners understand that individuality matters most in a diverse world, noting that an individual
is heard, valued, and empowered, and they will understand life and to find who they are in a world
where race, culture, and religion intermingle.
ESSENTIAL QUESTION:
 What makes a person unique?
 How will you be a big help in support equality amidst diversity?
 In what way will you deal with a world where race, culture, and religion intermingle?
 How does the understanding of individuality contribute to navigating a diverse world?
 How does recognizing and embracing individuality help individuals better understand life and
their own identity?
I. PRELIMINARIES
● Prayer
● Greetings
● Checking of Attendance
● Classroom Standards
REVIEW: Ask the students about what have they discussed last discussion.

MOTIVATION: Show a short video clip or present a real-life scenario where organization and
outlining are crucial.

APK: Discuss with the students why outlining is important in these situations.

(If so, you are prepared to focus on our lesson for today.)
II. LESSON DEVELOPMENT
A. FOCUS: Graphic Organizers

B. LEARNING OBJECTIVES

At the end of the lesson, the learners will be able to:

a. organize ideas in a one-step word, phrase, and sentence outline forms;
b. organize ideas from a material viewed; and
d. appreciate the uniqueness of each clause and the beauty it gives when combined.

C. PRESENTATION OF CONCEPTS

TOPIC OUTLINE SENTENCE OUTLINE

A. Main idea 1 Introduction – Thesis
1. Supporting idea 1
2. Supporting idea 2 Body Paragraph 1 – Topic Sentence
3. Supporting idea 3
Body Paragraph 2 – Topic Sentence
B. Main idea 1
1. Supporting idea 1 Body Paragraph 3 – Topic Sentence
2. Supporting idea 2
3. Supporting idea 3
 D. ACTIVITIES

TEACHER ACTIVITY: Discussion of the concept (ICV-RV Integration)

 Facilitates a class discussion on the importance of organizing ideas through outlining. Ask
students to reflect on the benefits of using different outline forms (word, phrase, and
sentence) and how it helps them understand and remember information better.

STUDENTS ACTIVITY:
TASK 1
 Divide students into small groups and provide each group with a different article or text to
analyze.
 Instruct the groups to create a topic outline for their assigned text, identifying the main ideas
and supporting details.
 After completing the topic outlines, have the groups exchange their outlines and use them to
create a sentence outline for the text they received.
 Encourage students to collaborate and discuss their choices while creating the outlines.

TASK 2
 Give each student a different paragraph or short passage. Instruct them to create a one-step
outline for their assigned text. After completing the outlines individually, have students share
their outlines and compare them with their classmates.

TASK 3
 Interactive Activity 2: Provide a set of scrambled sentences related to a specific topic.
Instruct students to organize the sentences into a one-step outline. Students can work
individually or in pairs. Afterward, have them share and discuss their outlines.

INTERACTIVE ACTIVITIES:

 Interactive Activity 1: Divide the class into pairs. Provide each pair with a short passage or
article. Instruct them to collaboratively create a one-step outline using word, phrase, and
sentence forms. Encourage them to discuss and justify their outline choices.

 Interactive Activity 2: Play a game of "Outline Relay." Divide the class into teams. Provide
each team with a topic, and one member of each team starts by creating the first main point
of the outline. They then pass the paper to the next team member who adds the next main
point. This continues until the outline is complete. The team that finishes first with a correct
outline win.

 Interactive Activity 3: Create a digital interactive quiz where students need to organize
jumbled sentences into a one-step outline. Provide immediate feedback to reinforce correct
outlining techniques.

 Interactive Activity 4: Create a set of puzzle pieces, each containing a main idea or
supporting detail. Distribute the puzzle pieces randomly among the students. Instruct
students to find their matching puzzle pieces to create a topic and sentence outline.
Encourage students to collaborate and exchange puzzle pieces until they have completed
the outlines correctly.

(After the tasks we will deepen your understanding of the subject based on the following processes.)

III. BROADENING OF CONCEPT

 How does a topic outline assist in organizing and structuring the main ideas and subtopics of
a written work?
 What strategies can be employed to ensure that the main points and subpoints in a topic
outline align with the intended message or argument?
 How does a topic outline aid writer in identifying gaps in their content and developing a
comprehensive and coherent piece of writing?
 What distinguishes a sentence outline from a topic outline, and how does it provide a more
detailed structure for organizing ideas?
 How does a sentence outline help writer establish the order of ideas, incorporate supporting
evidence, and create smooth transitions within their writing?
 What role does a sentence outline play in guiding the development of paragraphs and
ensuring that each point is fully articulated in the final piece?
IV. INTEGRATION
a) ICV/RV: Excellence: Competence
b) SOCIAL ORIENTATION: Independence and Individuality Amidst Cultural Diversity
c) LESSON ACROSS DISCIPLINE: History
d) BIBLICAL TEXT: End of class prayer
2 Corinthians 8:7, “But as you excel in everything—in faith, in speech, in knowledge, in
all earnestness, and in our love for you—see that you excel in this act of grace also.”

(Based on additional knowledge, they can be applied in your daily work, related to other fields, and customs
that are consistent with human interaction according to the lesson taught by the Lord.)

V. EVALUATION/ASSESSMENT
½ sheet of paper
DIRECTION: Answer the following questions/statements

1. True or False: Outlines help in organizing information effectively. (Answer: True)

2. Fill in the blank: Outlines consist of __________ and __________. (Answer: topics,
supporting details)
3. Multiple-choice: Which of the following is a benefit of using outlines? a) Enhanced
understanding of the material b) Improved organization and structure c) Efficient retrieval of
information d) All of the above (Answer: d)
4. Match the following terms: Topic outline - Main ideas Sentence outline - Supporting details
5. Explain why organizing information using outlines is important in academic and real-life
situations. (Answer may vary)
Criteria for essay:
Clarity– 10 points
Grammar – 3 points
Unity and Focus –2 points
Total – 15 points

(Evaluation forms the basis of your understanding of the subject. Come and share the things you have
learned.)
VI. SUMMARY/ACTION
3 things you learned today…
2 things you want to learn more about…
1 question about today’s lesson.

(Now you have fully understood our lesson, be ready for the next discussions.
Happy day students!)

VII. PURPOSIVE ASSIGNMENT

DIRECTION: ½ Crosswise
Read a short article or watch a video on a topic of your choice. Then, create a topic and sentence
outline based on the material you reviewed. Use the skills learned in the lesson to organize the
information effectively.

Criteria:
Clarity– 10 points
Grammar – 10 points
Unity and Focus – 10 points
Total – 30 points
VIII. REFERENCES/ INSTRUCTIONAL MATERIALS
Diwa: English for Innovative Minds
IM: Led Screen TV, Audio-Visual Presentation, Chalkboard Writings
TM: Student-centered teaching method, Lecture

Prepared by: Checked by: Date:

Jimwell A. Galeos/Glady Lee Batucal Ms. Eumi Abrea

Subject Teacher Subject Area Coordinator

Approved by:

S. MARIA NIÑA C. BALBAS, RVM

School Principal
Status of Implementation Modifications:
____ Implemented
____ Partially Implemented
____ Not Implemented
Remarks:
Date Observed: ____________ Remarks:
Observed by: ______________