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DLP Class 1 - Summarizing (Day 1)

This lesson plan aims to teach students how to summarize texts in 3 sentences or less. The lesson defines summarization and its importance. It provides content and performance standards related to comprehending Philippine literature and using literal and figurative language. The main activity has students practice summarizing stories told by their peers and news articles using an inverted pyramid structure to extract the key details of who, what, when, where, why and how. Students will complete a worksheet to write summaries incorporating the important facts they identified. The lesson evaluates students' understanding of how beginning with the essential details helps write concise summaries.

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Gregielyn
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1K views4 pages

DLP Class 1 - Summarizing (Day 1)

This lesson plan aims to teach students how to summarize texts in 3 sentences or less. The lesson defines summarization and its importance. It provides content and performance standards related to comprehending Philippine literature and using literal and figurative language. The main activity has students practice summarizing stories told by their peers and news articles using an inverted pyramid structure to extract the key details of who, what, when, where, why and how. Students will complete a worksheet to write summaries incorporating the important facts they identified. The lesson evaluates students' understanding of how beginning with the essential details helps write concise summaries.

Uploaded by

Gregielyn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Daily Lesson Plan

SUMMARIZATION (DAY 1)

I. OBJECTIVE/S

a. Define “summary” and its importance

A. Content Standard

The learner demonstrates understanding of: Philippine literature during the Period
of Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies; difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.

B. Performance Standard

The learner transfers learning by: resolving conflicts presented in literary


selections; using tools and mechanisms in locating library resources; extracting
information and noting details from texts to write a précis, summary, or paraphrase;
distinguishing between and using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

C. Learning Competencies/Objectives (with code)

EN7WC-II-a-5: Extract Information from a text using a summary, précis, and paraphrase.

II. CONTENT

 SUMMARIZING TEXTS

III. LEARNING RESOURCES

 https://www.ellsworthamerican.com/nie/teachers_guide_lesson8_mh.pdf

 https://www.ereadingworksheets.com/free-reading-worksheets/reading-
comprehension-worksheets/summarizing-worksheets-and-activities/

 https://www.mycutegraphics.com/graphics/school-kids-images.html

 https://www.pinterest.com/pin/211739619951461296/

 https://www.slideshare.net/laustinnc/basic-news-story-structure-jnl1102-reporting-
and-writing-i-professor-linda-austin-national-management-college-yangon-
myanmar-49831294
IV. PROCEDURES

A. Before the Lesson


Routinely Activities
 Prayer
 Checking of Attendance and setting up of instructional materials
Before Reading:
“TELL ME A STORY”

1) Ask students to tell you about a recent


activity in which they have participated
(playing a video game, going to a fast-food
restaurant, working on a project in art class,
etc.) in as much detail as possible. Ask for a
volunteer. Explain that s/he must take two
minutes to tell about his/her experience. Have
another student time the telling of the story.

2) Ask a third student to summarize what the


volunteer described in no more than three sentences and include the most important
information about what was said. Have the first volunteer decide whether all relevant
information was included in the summary.

3) Explain to students that learning to summarize what they read is as important as


summarizing information that is spoken.

During Reading:
LOCATE AND NARRATE!
1) Distribute a news article to students.
Give them an article that uses the inverted pyramid format and includes the
newspaper Ws in the first paragraph. Draw an inverted pyramid on the board and
explain its format.

2) Model how the inverted pyramid is a useful summarizing format by reading one of
the stories to the class. Read the headline and explain how it provides the main idea of
the story. Then read the lead paragraph and explain how it provides the essential
information of the story.

3) Explain that news stories are designed and written so people can read them quickly.
If readers want to know the key information about an event, they can read the lead
paragraph. If readers want to know more, they can read the rest of the story.

4) Have students read a second pre-selected story independently. Ask them to highlight
or underline the Ws that they find in the lead paragraph.

7) Lead students through the process they will follow on the activity sheet. Help students
identify the Five Ws and the H in the feature story you have selected. Have students
identify three more facts in the story. Ask students to suggest a “first line” for a summary
about the story.

After Reading

Application

Distribute the activity sheet, Make It Brief. Have students complete the activity
independently.

You can learn how to write good summaries by including the Five Ws and the H from
the newspaper story.
☞ Pick a feature story from the newspaper. Write the Five Ws and the H in the first
column of the chart below
as you find them in the story.
☞ Next, list three important facts from the story in the second column.
☞ Use the Five Ws and the H and the other facts you found to write a paragraph
summary of the story.

MAKE IT BRIEF.

FIVE Ws and the H Other Important Facts


WHO 1.

WHAT 2.

WHEN 3.

WHERE 4.

WHY/HOW 5.

Summary:

 Have students exchange and read each other’s worksheet. Have students
check whether the writer included the Five Ws and the H.

Evaluation:

 Ask students to discuss how beginning with the Five Ws and the H helped them to
write their summaries.

V. ASSIGNMENT
Get an article. Be sure to keep the headlines. Read an article and then create a
summary for it.
VI. REMARKS

VII. REFLECTION

Prepared by
Gregielyn M. Barrientos

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