INSTRUCTIONAL PLANNING

(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning- D.O., s. 2016)
Semi-Detailed Lesson Plan Format
School Mambajao National Grade Level 11
High School
Teacher Ernell C. Culob Learning Area EAPP

Date/Time March 30, 2021 Quarter Second

I. OBJECTIVES
A. Content Standards The learner acquires knowledge of appropriate reading
strategies for a better understands of academic texts.
B. Performance Standards The learner produces a detailed abstract of information
gathered from the various academic texts read.
C. Learning Uses knowledge of text structure to glean the information
Competencies/Objectives he/she needs.
CODE: CS_EN11/12A-EAPP-Ia-c-4
Instructional Objective:
a. Identify the different reading strategies as tool in
academic writing;
b. Evaluate one’s purpose for reading; and
c. Use knowledge of text structure to glean information
he/she needs.

Pubmed.ncbiII. CONTENT ACADEMIC READING STRATEGIES

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages “English for globalized Classroom Series: English for Academic &
Professional Purposes” pages 187 - 188

4. Additional Materials from https://pubmed.ncbi.nlm.nih.gov/33217545/-A

Learning Resource (LR) Portal https://www.youtube.com/watch?v-m2WINuAbaVO

5. Other Learning Resources PowerPoint Presentation, Projector, Pop Sheets, and Visual Aids
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will ask at random students to share in class the
presenting the new lesson characteristics of an academic writing.

B. Establishing a purpose for the The teacher will show a video clip depicting the importance of
lesson reading. (Indicator 3)

C. Presenting examples/instances The teacher will exhibit a sample article that will direct the
of the new lesson learners to the subject matter. (Objective 2)

Integration: TLE
Consider this cooking analogy, noting the differences in process.
A. Shannon has to make dinner. He goes to the store and walks
through every aisle. He decides to make spaghetti, so he revisits
aisles and reads many packages thoroughly before deciding
 which groceries to buy. Once he arrives home, he finds a recipe
for spaghetti, but needs to go back to the store for ingredients
he forgot.

B. Taylor also has to make dinner. He wants a lot of

carbohydrates because he is running a marathon soon, so he
decides to make spaghetti. After checking some recipes, he
makes a list of ingredients. At the grocery store, he skims aisles
to find his ingredients and chooses products that meet his diet.

D. Discussing new concepts and The teacher will have a discussion on the following relevant
practicing new skills #1 points: (Indicator 3)
THE PURPOSES OF READING
 To scan for specific information
 To skim to get an overview of the text
 To relate new content to existing knowledge
 To critique an argument
 To learn something
 For general comprehension

Guided Practice (Group Activity): The teacher will ask the

learners to choose their partner and begin answering the given
activity below.

Instructions: Complete these tasks. Match your purpose in

reading with your activity. Suppose your purpose is in the
second column. Fill in the activity that you will do to achieve
your purpose. The first one is done for you. Write your answers
on the answer sheets provided for.

PURPOSE ACTIVITY
Get an overview of the text I will look at headings,
subheadings, intro, abstract.
Search for a specific fact
Understand a concept
Compare ideas with what the
author says
1. Discussing the new The teacher will show a video clips on reading strategies.
concepts and practicing Additional points will be presented to intensify the video lesson
new skills #2 viewed.
READING STRATEGIES

A. BEFORE READING
 Establish your purpose for reading
 Speculate about the author’s purpose for writing
 Review what you already know and want to know
about the topic
 Preview the text to get an overview of its structure,
looking at headings, figures, tables, glossary, etc.
 Note any discussion questions that have been
provided (sometimes at the end of the text)
 B. DURING READING
 Annotate and mark section of the text to easily recall
important or interesting ideas.
 Use transition words to identify relationships in the
text.
 Create a vocabulary list of other unfamiliar words to
define later
 Try to infer unfamiliar words’ meanings by
identifying their relationship to the main idea
 Take breaks (split the text into segments if
necessary.

C. AFTER READING
 Summarize the text in your own words
 Talk to someone about the author’s ideas to check
your comprehension
 Define words on your vocabulary list and practice
using them.

2. Developing Mastery Using the reading strategies, the learners have learned, the
(Leads to Formative teacher will ask them to read the given text below and answer
Assessment) the questions that follows it.

COVID-19: A Review of Therapeutic Strategies and Vaccine

Candidates

Integration: Science and Health

The world is engulfed by one of the most widespread and

significant public health crises in the decades as COVID-19 has
become among the leading causes of death internationally. The
novel SARS-CoV-2 corona virus which causes COVID-19 has
unified the scientific community in search of therapeutic and
preventative solutions.

The top priorities at the moment are two-fold: first, to

repurpose already-approved pharmacologic agents or develop
novel therapies to reduce the morbidity and mortality
associated with ever-spreading virus.

Secondly, the scientific and larger pharmaceutical

community have been tasked with the development, testing,
and production of a safe and effective vaccine as a long-term
solution to prevent further spread and recurrence throughout
the populace.
(Objective 3)
1. Is the problem clearly stated in the article? What is it?
2. What is the background information of the problem?
3. How significant is this article to the readers?
4. What is your impression about this article?

3. Finding practical Do you think there is relevance in the application of the reading
applications of concepts strategies and the purposes of reading as well, while you are
 and skills in daily living taking this course, that is EAPP? Why? Or Why not?
4. Making generalizations The precepts of reading strategies and purposes for reading are
and abstractions about the essential factors to be afforded with prime priorities to be able
lesson to come up with a substantial and effective understanding of
what one reads.
5. Evaluating Learning The teacher will ask for volunteers to share their answers.

6. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learner who caught up
with the lesson.
D. No. of learner 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
or localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked & Recorded by:

ERNELL C. CULOB Maria Jocelyn Y. Aguiman

Secondary School Teacher I Master Teacher II/SHS Coordinator
Effective readers use strategies to understand what they read before, during, and after
reading.

Before reading, they: • use prior knowledge to think about the topic. • make
predictions about the probable meaning of the text. • preview the text by skimming and
scanning to get a sense of the overall meaning.

During reading, they: • monitor understanding by questioning, thinking about, and

reflecting on the ideas and information in the text.

After reading, they: • reflect upon the ideas and information in the text. • relate
what they have read to their own experiences and knowledge. • clarify their
understanding of the text. • extend their understanding in critical and creative ways.

Scanning

What is it? When you SCAN, you move your eyes quickly down a page or list to
find one specific detail.

Why do I scan? Scanning allows you to locate quickly a single fact, date, name,
or word in a text without trying to read or understand the rest
of the piece. You may need that fact or word later to respond to
a question or to add a specific detail to something you are
writing.

How do I scan? 1. Knowing your text well is important. Make a prediction about
where in a chapter you might find the word, name, fact, term, or
date.

2. Note how the information is arranged on a page. Will

headings, diagrams, or boxed or highlighted items guide you? Is
information arranged alphabetically or numerically as it might
be in a telephone book or glossary?

3. Move your eyes vertically or diagonally down the page,

letting them dart quickly from side to side and keeping in mind
the exact type of information that you want. Look for other
closely associated words that might steer you towards the detail
for which you are looking.

4. 4. Aim for 100% accuracy!

Skimming

What is it? When you SKIM, you read quickly to get

the main idea of a paragraph, page,
chapter, or article, and a few (but not
all) of the details.

Why do I skim Skimming allows you to read quickly to

get a general sense of a text so that you
can decide whether it has useful
information for you. You may also skim to
get a key idea. After skimming a piece,
 you might decide that you want or need to
read it in greater depth.

How do I skim? 1. Read the first few paragraphs, two or

three middle paragraphs, and the final
two or three paragraphs of a piece,
trying to get a basic understanding of
the information.

2. Some people prefer to skim by reading

the first and last sentence of each
paragraph, that is, the topic sentences
and concluding sentences.

3. If there are pictures, diagrams, or

charts, a quick glance at them and their
captions may help you to understand the
main idea or point of view in the text.

4. Remember: You do not have to read

every word when you skim. 5. Generally,
move your eyes horizontally (and quickly)
when you skim.