English 8 Making Outlines

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Second Year English

GATHERING AND ORGANIZING INFORMATION
Module 6 Making Outlines
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Written, edited and produced by Basic Education Assistance for Mindanao, January 2009
SECOND YEAR ENGLISH
MODULE 6 MAKING OUTLINES
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 8
Basic Education Curriculum Competencies

Second Year English: Making Outlines
 Listening
• Listen to longer stories

• Employ projective listening strategies when listening to stories
• Predict outcomes from events described in stories as they unfold
• Listen to determine if one's predictions are borne out
 Speaking
• Use telephone to make inquiries

 Reading
• Demonstrate the ability to activate background knowledge (e.g. use advance organizers,
illustrations, comprehension, questions, titles, etc.) to better understand a text
• Relate ideas from previous readings to a given text
 Writing
• Use three-step word, phrasal and sentence outlines to organize ideas

• Explain in writing the data presented in non-linear texts
 Literature
• Discriminate what is worthwhile from what is not through literature

• Distinguish as a positive value the ability to look into oneself
• Single out humility, resourcefulness and self-reliance
Objectives
 Use a spider map to activate background knowledge.
 Brainstorm ideas about a successful person.
 Organize ideas into phrasal or sentence outline.
 Unlock difficult words using vocabulary web.
 Predict what the story is all about based on the title.
 Predict outcomes from events describe in the story.
 Listen to determine if one's prediction is borne out.
 Relate the previous readings to the given text.
 Use phrasal or sentence outline to organize ideas.
 Use telephone to make inquiries.
Basic Education Assistance for Mindanao

Learning Guide, January 2009 3
SECOND YEAR ENGLISH
 Single out positive values from the given selection.
 Make an outline for an autobiography.
 Write an autobiography.
 Write reflection paper about their learning experiences.
Essential concepts, knowledge and understandings targeted

 An outline is a general plan of the materials that is to be presented in a speech or a paper.
It shows the order of the various topics, the relative importance of each and the
relationship between the various parts.
 Character sketch is a written description of a person or character in a story. When you
write a character sketch, you want the reader to have a strong mental image of the person
including how the person talks, acts and thinks.
 An autobiography is information about one's own life written by that one person. It tells
what the person's life is all about. When writing your own autobiography, use interesting
facts to explain as much as yourself as you can.
 Proper Telephone Etiquette is important at both a personal and professional level. Being
polite on the telephone is just as important as when speaking with someone in person.
Specific vocabulary introduced

 peddler - a person who travel about specially from house to house with wares for sale
 overseer - one who look down upon or examine
 barefoot - with the feet bare
 shrewd - marked by cleverness
 philanthropy - active effort to promote human welfare
 austerity - enforced or extreme economy
 perseverance - the action or condition of persevering (persistent)
 prosperous - marked by success or economic well being
 luxury - great ease or comfort
 patronage - the support or influence of a patron or client
Suggested organizational strategies

 Rotate roles in the group so that everyone will have a chance to become a leader, secretary
or reporter.
 The teacher together with the students may come up with their own rubric for the
different activities.
 Teacher should mill around the class to closely monitor the group activity.
 Number of the groups may vary depending upon the size of the class.

SECOND YEAR ENGLISH
Activities in this Learning Guide

Activity 1: "Map your Ideas"
Multiple Intelligences
 Interpersonal
 Verbal/Linguistic
Skills
 Recall of information
 Use information
 Understanding information
 Use old ideas to create new ones
Activity 2 "Get Organized"
 Interpersonal
Skills
 Knowledge of major ideas
 Organization of parts
 Use information
Activity 3 "Vocabulary Quest"
 Interpersonal
 Visual
Skills
 Grasp meaning
 Use information
Activity 4 "Chunk and Predict"
 Interpersonal

SECOND YEAR ENGLISH
 Logical
Skills
 Predict, draw conclusions
 Grasp meaning
 Use information
 Mastery of subject matter
Text Type
 Narrative
Activity 5 "Let me Check"
 Interpersonal
Skills
 Grasp meaning
 Recall of information
 Use information
Text Type
 Narrative
Activity 6 "Let's Make Outline"
 Interpersonal
 Logical
Skills
 Translate knowledge into new context
 Use information

SECOND YEAR ENGLISH
Text Type
 Narrative
Activity 7 "Dial the Phone"
 Body/Kinaesthetic
 Interpersonal
Skills
 Use methods, concepts, theories in new situations
Activity 8 "Sketch and Scribe"
 Interpersonal
Skills
 Use information
Activity 9 "My Auto-Sketch"
 Interpersonal
Skills
 Use methods, concepts, theories in new situations
Activity 10 “What's the PMI?”
Key Assessment Strategies

 Observation Checklist

SECOND YEAR ENGLISH
 Scoring Rubric
 Oral Reporting

SECOND YEAR ENGLISH
Mind Map
The Mind Map displays the organization and relationship among the competencies, concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on the
structure of the guide and to provide an opportunity for you, the teacher, to reorganize the
guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent individual lessons. Rather, they are a series of stages over one or more
lessons and indicate the suggested steps in the development of the targeted competencies and in
the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative
assessment ideas to assist you in determining the effectiveness of that stage on student learning.
It can also provide information about whether the learning goals set for that stage have been
achieved. Where possible, and if needed, teachers can use the formative assessment tasks for
summative assessment purposes i.e as measures of student performance. It is important that
your students know what they will be assessed on.

SECOND YEAR ENGLISH
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know
about the topic and connect it with their past learning. Activities could involve making personal
connections.
Background or purpose
Making outline will help students organize and remember what they hear or read. It is much
easier to understand the thought and to remember details if we use outlines. There are different
ways or means to make outlines. One of which is by using a diagram or graphic organizer.
Graphic organizers provide visual representations as a means of organizing and presenting
information. They also display the relationships between pieces of information, connect new
learning to prior learning and generally organize information into a more useful form.
In this stage, the students will use a spider map to brainstorm and identify main ideas they
would like to discuss about a successful person. To each main idea, the group will add at least
two supporting details to describe or explain it.
This lesson activates students' background knowledge on making outline using graphic organizer.
Strategy
Spider Map is a graphic organizer used to describe a central idea: a thing, a process, a concept,
a proposition. The map may be used to organize ideas or brainstorm ideas for a writing project.
Key frame questions: What is the central idea? What are its attributes? What are its functions?
Materials
 Assessment 1 Observation Checklist for “Map your Ideas” on page 20
 bond papers/intermediate papers
 manila papers
 masking tape
Activity 1 “Map your Ideas”

1. Divide the class into six learning teams. (You may add more teams if necessary.) Let
them choose their leader, recorder and reporter.
2. Let them sketch a spider map on a coupon band similar to the one below:
Detail
ea
id
in
Ma
Topic
3. Ask them to brainstorm as many ideas about a successful person. Follow these steps:
• At the center of the spider map, write the topic (A Successful Person).
• Then, think of at least four main ideas you would like to discuss about the topic
(e.g. What are the qualities of a successful person, How to become a successful
person, etc.) Write these ideas on the diagonal lines attached to the oval.

SECOND YEAR ENGLISH
• For each main topic, add at least two supporting details. Write your ideas on the
horizontal lines attached to the diagonal line. (You may add more lines if needed.)
4. Give them time to finish the task.
5. Call each group reporter to discuss their output to the class. (Answers maybe published
on a manila paper.)
6. Facilitate discussion on the usefulness of outlining ideas.
Formative Assessment
Use assessment 1 Observation Checklist for “Map your Ideas” on page 20.
Roundup
To sum up students' learning, let them share their learning insights about the activity.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning experience
will fit into the larger scheme.
Outlining is essentially a process of sorting, subgrouping, and sequencing of ideas. Outline can be
useful for any paper to help you see the overall picture of your write up. It keep you organized,
and encourage thematic unity. In writing, outline helps to organize and present ideas effectively;
in reading, it helps to analyze the organization and relationship of ideas.
In the previous stage, the students use the spider map to outline their ideas about a successful
person. In this stage, the students will revisit the spider map and will use the information from
the map to create phrasal or sentence outline. Background information on how to write outline
will be discussed prior to the activity. Authentic assessment is given at the end of the lesson to
evaluate students' learning.
This lesson will introduce to the students the concept of phrasal or sentence outline.
Strategy
Learning Teams is a strategy that divides the class into small working groups depending upon the
nature of the class activity.
Materials
 Teacher Resource Material 1 “How to Write Outline?” on pages 21 to 23
 Spider Map (revisited)
 Student Resource Material “Sort and Sequence” on pages 24 to 25
 Assessment 2 Rubric for “Sort and Sequence” on page 26
 pieces of bond paper/intermediate paper
 manila papers
 masking tapes
Activity 2 “Get Organized”

1. Provide the class with background information on how to make an outline. Please refer
to Teacher Resource Material 1 on pages 21 to 23.

SECOND YEAR ENGLISH
2. Let them stay in the same teams in the previous activity and give each group a piece of
bond paper/intermediate paper.
3. Have them revisit the spider map they have completed in the previous activity.
4. Instruct the groups to organize the information in the map into an outline. Use the guide
below:
• On top of the paper, write the title of the topic “A Successful Person”.
• Write the Roman numerals I, II, III, IV spread apart down the left side of your
intermediate paper.
• To each Roman numeral, write the main ideas or main points that you have
discussed about the topic. (Refer to your spider map.)
• Under each Roman numeral, write A and B down the left side of your paper.
• Next to each letter, write the facts or information that support that main idea
(The details found in your spider map).
7. Allow enough time to complete the task. Let them published their answers on a manila
paper.
8. Call group representative to discuss their output to the class.
9. Facilitate class discussion by asking these questions:
• What have you outlined?
• How did you outline your ideas?
• What did you consider in outlining the ideas?
Sort and Sequence
1. Use the same teams in the previous activity.
2. Designate an area for each team and direct each team to proceed to the assigned area.
3. Cut into strips Student Resource Material “Sort and Sequence” on pages 24 to 25.
(Prepare 3 sets for topic A and another 3 sets for topic B. You may write these on strips
of paper.)
4. Place the strips in random order and give each team one set of it.
5. Ask them to come up with an outline of the assigned topic.
6. Present the rubric on page 26.
7. Give them time to finish the activity. Let them publish their answers on a manila paper.
8. Ask the groups to post their outputs on the wall and let each group representative
discuss it.
Roundup
To sum up, ask the students this question: “Why do we make outline?”
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students
should be encouraged to discover their own information.

SECOND YEAR ENGLISH
In this stage, students will read the selection entitled “Bulacan's Barefoot Millionaire”. This is a
story of a poor boy who became a millionaire because of hard work, and industry.
The students will be engaged in an interactive reading using DR-TA (Directed Reading-Thinking
Activity). Making and proving predictions are parts of the students' activities. The comprehension
check will be done through the use of graphic organizers.
The activities provided in this stage allow the students to predict outcomes from events
described in the story, and to listen in order to determine if their predictions are borne out.
Making outline is part of the post reading activity. Furthermore, the role playing enables the
students to develop their speaking skills through telephone conversation in making inquiries.
Strategies
Vocabulary Web is a graphic organizer created to gather and connect facts, ideas, concepts
and/or words.
Directed Reading-Thinking Activity (DR-TA) is a strategy that encourages readers to engage
actively in a three-step comprehension cycle: 1. Sample the text, 2. Make predictions, 3. Sample
the text to confirm or correct previous predictions. Sample questions represent the directional
and motivating influences that get readers started, keep them on course, and produce the vigor,
potency and push to carry them through to the end. Students generate hypotheses as they read
from the text and from their own experiential backgrounds.
Story Web is a graphic organizer which enables students to map the setting, characters, problem
and solution of the story.
Flowchart diagram is a type of graphic organizer that visually displays a chain of instructions
used to complete an algorithm or other complicated process.
Character Map is a graphic organizer that helps the students identify the traits of characters by
looking at events surrounding the character in the text.
Outlining is a general plan of the material that is to be presented in a speech or a paper. The
outline shows the order of the various topics, the relative importance of each, and the
relationship between the various parts.
Role playing is a method of portraying human interaction in imaginary situations in such a
manner that realistic behavior is elicited.
Materials
 Student Activity Sheet 3 “Vocabulary Quest” on page 27
 Student Activity Sheet 4 “Chunk and Predict” on page 28
 Reading Text “Bulacan's Barefoot Millionaire” on pages 29 to 31
 Student Activity Sheet 5A “Story Web” on page 32
 Student Activity Sheet 5B “Flow Chart” on page 33
 Student Activity Sheet 5C “Character Map” on page 34
 Assessment 3 Rubric for “Let me Check” on page 35
 Student Resource Material “Dial the Phone” on page 36
 Assessment 4 Rubric for “Dial the Phone” on page 37
 intermediate papers
 manila papers

SECOND YEAR ENGLISH
 pentel pens
 masking tape
Activity 3 (Pre-reading) “Vocabulary Quest”

(Note: require the students to bring dictionary prior to the activity.)
1. Divide the class into ten groups. Have them choose a leader and a reporter.
2. Write on strips of paper the following vocabularies. Roll the strips and let each group
representative pick one.
peddler overseer barefoot shrewd philanthropy
austerity perseverance prosperous luxury patronage
3. Distribute to each group Student Activity Sheet 3 “Vocabulary Quest” on page 27 and
explain how to do the activity.
4. Allow few minutes for the students to complete the task.
5. Call the group's reporter to present their output to the class.
6. Check the accuracy of the students' answers.
Activity 4 (During Reading) “Chunk and Predict”
Motive Question: “Why is it an important decision for Ba Ramon to change from being a
rig driver to becoming an employee?”
1. Use the same groupings in the previous activity.
2. Assign them a part of the story to be read. Please refer to the reading text “Bulacan's
Barefoot Millionaire” on pages 29 to 31. Tell them to wait for the go signal before
starting to read.
3. Post on the board an enlarged copy of Activity Sheet 4 “Chunk and Predict” on page 28
and let the students make similar chart on their paper.
4. Write on the board (in bold) the title of the reading text “Bulacan's Barefoot
Millionaire”. Then, ask them these questions:
• Can you predict what the story is all about?
• What led you make this prediction?
5. Let the groups write their predictions/guesses in the first column of the activity sheet. In
the second column, have them explain what led them make that prediction.
6. Read the title and the first part of the story and have the students prove their
guesses/predictions.
7. Before calling the first group to read the second part of the story, ask questions that will
help students to predict.
8. Call the first group to read the second part of the selection.
9. Ask the students to listen to determine if their predictions are borne out. Then, ask
them again few questions to monitor their understanding.
10. Repeat the process until the whole story is read.

SECOND YEAR ENGLISH
11. Process the activity by asking the students to answer the motive question.“Why is it an
important decision for Ba Ramon to change from being a rig driver to becoming an
employee?”
Activity 5 (Post Reading) “Let me Check”
1. Divide the class into six groups (two groups may have the same task). Have them choose
their leader, recorder and reporter.
2. Distribute the following Activity Sheets, 5A, 5B, 5C on pages 32 to 34 to the respective
group and explain to them how to do the activity.
Group One Story Web
Group Two Flow Chart
Group Three Character Map
3. Give them enough time to do their task.
4. Call the group reporters to discuss their outputs to the class.
5. Check the accuracy of the students' output.
6. Process the activity by asking them these questions:
• What did you learn from the story?
• What positive values can you single out from the selection?
• What other stories have you read that you can relate to the readings today?
Activity 6 “Let's make Outline”

1. Divide the class into four groups. Two groups may have the same task.
2. Let them choose their leader, recorder and reporter.
3. Assign to the respective groups the following tasks:
Group One & Two------------------------Phrasal Outline
Group Three & Four---------------------Sentence Outline
4. Let them revisit the reading text “Bulacan's Barefoot Millionaire” on pages 29 to 31 and
tell them to make an outline of it.
5. Give them enough time to do the task.
6. Call each group representative to present their outline to the class. (Outlines maybe
published on a manila paper.)
7. Allow class interaction after each group has reported by encouraging them to ask
questions or give comments.
8. Process the activity by asking them the importance of outline in organizing ideas.
Activity 7 “Dial the Phone”
1. Discuss with the students the Telephone Etiquette below:
• Ask the caller, “To whom am I speaking?”
• Identify yourself.
• Use the caller's name in your conversation.
• Practice good listening skills.
• Make sure you speak clearly and are smiling as you answer the phone.

SECOND YEAR ENGLISH
• Before placing a caller on hold, ask his/her permission first and thank him/her.
• Always use a pleasant, congenial and friendly tone.
• Never interrupt the person while he/she is talking to you.
• Do not answer the phone if you are eating or chewing gum.
• Do not give the impression that you are rushing.
• Be enthusiastic and respectful.
• Return calls promptly.
• If there is a problem, be concerned, emphatic, and apologetic.
• Thank the caller for calling.
2. Instruct them to stay in the same group in the previous activity. Have them choose their
Group Director.
3. Cut into strips Student Resource Material “Dial the Phone” on page 36. Roll the strips and
call the Group Director to pick one.
4. Tell the groups to role play the situation they have chosen. Encourage them to be
creative on their presentation. Maximize participation of the members in the group.
5. Give them time for practice and rehearsals.
6. Call each group to present their role play to the class.
7. Allow group interaction after the presentation by letting them give their comments and
observations.
8. Process the activity by asking them the importance of the telephone etiquette in making
telephone conversations.
Use the following assessments to evaluate the following:
Assessment 3 for “Let me Check” on page 35
Assessment 4 for “Dial the Phone” on page 37
Roundup
To sum up, ask the students to share their significant human experiences in making telephone
conversation.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to
other learning experiences.
In this lesson, the students will revisit the Character Map which was discussed in Activity 5. Using
the information from the map, they will make an outline for a character sketch about the life of
Ba Ramon. Background information on how to write a character sketch will be provided prior to
the activity.
This will allow the students to use their learning on making outline and will also enable them to
explain in writing the data presented in non-linear text. Further, this helps the teacher
determine how much have the students understood about the concept of outlining.

SECOND YEAR ENGLISH
Strategy
Expressive Writing is a kind of writing you do when when your purpose is to explore and/or
communicate ideas, your personal experiences, your opinions about things, or your response to
the world.
Materials
 Character Map (revisited)
 Teacher Resource Material 2 “Character Sketch” on page 38
 Assessment 5 Rubric for “Sketch and Scribe” on page 39
Activity 8 “Sketch and Scribe”

1. Explain to the students what a character sketch is and read to them a sample character
sketch. Please refer to Teacher Resource Material 2 on page 38. (You may write the
sample character sketch on a manila paper and post it on the board for the students to
revisit.)
2. Have them stay in the same group in the previous activity. Post on the board an enlarged
copy of the Character Map which was presented and discussed in Activity 5.
3. Based on the map, instruct the members of each group to individually make an outline
for a character sketch of Ba Ramon.
4. Emphasize the importance of providing good and strong supporting details for each
characteristic.
5. When everyone is finished outlining, instruct them to share their work with the group
members and ask them to choose one outline which is interesting or fascinating. Then,
let them write a character sketch based on the outline they have made. (They may give
their own title to their character sketch.)
6. Allow enough time to complete the task.
7. Call the group reporter to present their outline to the class. Then, ask volunteer from
each group to read the character sketch.
8. Process the activity by asking these questions:
➢ What important information do you include in your outline for a character sketch?
➢ What is the focus of a character sketch?
➢ Does your outline help you in organizing your character sketch? In what way?
Use Assessment 5 Rubric for “Sketch and Scribe” on page 39.
Roundup
Ask the students to share their learning insights about the activity.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.

SECOND YEAR ENGLISH
The ability to make outline is one of the vital skills that students should acquire. It helps them
organize their thoughts and ideas. In this stage, the students will apply their learnings as they
create an outline for an autobiography.
This activity will give them a chance to hone their skills in making outline. As the saying goes,
“Constant practice makes perfect”.
Strategy
Autobiographical Sketch-is an outline of a literary work about the writer's own life.
Materials
 Teacher Resource Material 3 “How to Write an Autobiography?”on pages 40-41
 Assessment 6 Rubric for “My Auto-Sketch” on page 42
 English Journal
 intermediate papers
Activity 9 “My Auto-Sketch”

1. Provide the students background information on how to write an autobiography or read
to them a sample autobiography. Please refer to Teacher Resource Material 3 “How to
Write an Autobiography? on page 40.
2. Let them work individually.
3. Direct the students to make an outline for their autobiography. They may use phrasal or
sentence outline.
4. When the task is done, instruct them to write their autobiography based on their outline.
5. Ask them to group into four and to take turns in reading their autobiography with the
group.
6. Let them choose the most interesting autobiography to be shared to the class.
7. Process the activity by asking the students to share what they have discovered about
themselves.
Use Assessment 6 Rubric for “My Auto-Sketch” on page 42 to evaluate the students' output.
Roundup
To recap, ask them this question: “What is the importance of knowing oneself?”
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives
and summarize the learning gained. Teachers can also foreshadow the next set of learning
experiences and make the relevant links.
In this stage, the students are encouraged to view and reflect their learning experiences from
different perspectives. This activity requires the students to write their reflections about the
experiences they had while outlining and writing an autobiography.
The purpose of this is to let the students analyze situations and events happening within the
classroom.

SECOND YEAR ENGLISH
Strategy
Plus-Minus-Interesting (PMI) is used for affective processing to talk about the pluses, minuses
and interesting points felt about the lesson, concept or issue.
Materials
 Student Activity Sheet 6 “What's the PMI?” on page 43
Activity 10 “What's the PMI?”

1) Distribute to the students Activity Sheet 6 “ What's the PMI?” on page 43.
2) Instruct them to assess the activity on making outline by identifying the pluses
(strengths), minuses (weakness) and the interesting aspect of it.
3) Give them time to complete the activity.
4) Call few volunteers to read their output to the class.
5) Process the activity by asking them this question: “How does the activity help you assess
your learning?”
Let them share their insights about the lesson.
Roundup
They should have realized their own strengths and limitations in doing the different activities
and should have identified the interesting aspects of it.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

SECOND YEAR ENGLISH
ASSESSMENT 1
Observation Checklist for “Map your Ideas”
CRITERIA
Has positive Participates Keeps working Stays focused

attitude actively and with team on the task
NAME OF towards works shares useful mates
STUDENTS and relevant
ideas
10
11
12
13
14
15

SECOND YEAR ENGLISH
TEACHER RESOURCE MATERIAL 1

“How to write outline”
What is it?
An outline is a general plan of the material that is to be presented in a speech or a
paper. The outline shows the order of the various topics, the relative importance of
each, and the relationship between the various parts.
Order in an Outline
There are many ways to arrange the different parts of a subject. Sometimes, a
chronological arrangement works well. At other times, a spatial arrangement is best
suited to the material. The most common order in outlines is to go from the general to
the specific. This means you begin with a general idea and then support it with specific
examples.
Thesis Statement of Summarizing Sentence

All outlines should begin with a thesis statement of summarizing sentence. This thesis
sentence presents the central idea of the paper. It must always be a complete,
grammatical sentence, specific and brief, which expresses the point of view you are
taking towards the subject.
Types of Outlines
The two main types of outlines are the topic (phrasal) outline and the sentence outline.
In the topic outline, the headings are given in single words or brief phrases. In the
sentence outline, all the headings are expressed in complete sentences.
Rules for Outlining
1. Indicate the major divisions by Roman numerals I, II, III, IV, etc.
2. Indicate the major divisions under the Roman numerals by capital letters A, B, C,
etc.
3. Indicate the subdivisions by arabic numerals 1, 2, 3, etc.
4. Indicate the further subdivisions by small letters a, b, c, etc.
5. There should be at least two items under each subdivision; otherwise, no letters
are used.
6. Avoid excessive details. Don't include minor details in the outline.
7. Indent properly.
8. Place a period after each complete sentence.
9. Be consistent. Do not mix up the two types of outlines. Use either whole
sentences or brief phrases, but not both.
The following illustration shows the form and arrangement of the items in an
outline. (Note that there are at least two main divisions and at least two
subdivisions in any level.

SECOND YEAR ENGLISH
__________________________
Title
I.________________________________________
A.__________________________________
1._____________________________
2._____________________________
B.__________________________________
1._____________________________
2._____________________________
II._______________________________________
A.__________________________________
1._____________________________
2._____________________________
B.__________________________________
1._____________________________
2._____________________________
III._______________________________________
A.__________________________________
1._____________________________
2._____________________________
B.__________________________________
1._____________________________
2._____________________________
Examples
Topic Outline
Choices in College and After
Thesis: The decisions I have to make in choosing college courses, depend on larger
questions I am beginning to ask myself about my life’s work.
I. Two decisions described

A. Art history or chemistry
1. Professional considerations
2. Personal considerations
B. A third year of French?
1. Practical advantages of knowing a foreign language
2. Intellectual advantages
3. The issue of necessity
II. Definition of the problem

A. Decisions about occupation

SECOND YEAR ENGLISH
B. Decisions about a kind of life to lead
III. Temporary resolution of the problem

A. To hold open a professional possibility: chemistry
B. To take advantage of cultural gains already made: French
Sentence Outline
Choices in College and After
Thesis: The decisions I have to make in choosing college courses, depend on larger
questions I am beginning to ask myself about my life’s work.
I. I have two decisions to make with respect to choosing college courses in the
immediate future.
A. One is whether to elect a course in art history or in chemistry.
1. One time in my life, I planned to be a chemical engineer
professionally.
2. On the other hand, I enjoy art and plan to travel and see
more of it.
B. The second decision is whether to continue a third year of French
beyond the basic college requirement.
1. French might be useful both in engineering and travel.
2. Furthermore, I am eager to read good books which are
written in French.
3. How necessary are these considerations in the light of other
courses I might take instead?
II. My problem can be put in the form of a dilemma involving larger questions about
my whole future.
A. On the one hand I want to hold a highly-trained position in a
lucrative profession.
B. On the other hand I want to lead a certain kind of life, with
capacities for values not connected with the making of money.
III. I will have to make a decision balancing the conflicting needs I have described.
A. I will hold open the professional possibilities by electing chemistry.
B. I will improve and solidify what cultural proficiency in another
language I have already gained, by electing French.

SECOND YEAR ENGLISH
STUDENT RESOURCE MATERIAL

“Sort and Sequence”
Instructions: Prepare three sets for each topic. Write these on strips of paper and give one set to each
group. (Note: Do not include the Roman Numerals, Arabic numbers and letters when you write these
topics on the strips of paper. These information are your guide when checking the students' output.)
A. Achieving Success B. The Pillars of Prosperity

-------------------------------------------------------------- --------------------------------------------------------------
I. Setting your goals I. Optimism
-------------------------------------------------------------- --------------------------------------------------------------
A. Formulate your objectives A. Free your minds from negative feelings
--------------------------------------------------------------- ---------------------------------------------------------------
1. Think for a moment of your 1. feeling of fear
dreams
---------------------------------------------------------------
--------------------------------------------------------------
2. hatred and,
2. Think of reasons why you start on
---------------------------------------------------------------
something.
3. ill will
---------------------------------------------------------------
---------------------------------------------------------------
B. Set reasonable goals
B. Learn to accept people and the world
--------------------------------------------------------------
around you.
1. Break you goals into month or
---------------------------------------------------------------
year.
1. build good relationships
---------------------------------------------------------------
---------------------------------------------------------------
2. Consider short term and long
term plans. 2. understand other people's
weaknesses.
--------------------------------------------------------- -----
---------------------------------------------------------------
II. Laying your path
3. rarely judge people
--------------------------------------------------------------
---------------------------------------------------------------
A. Think how best you can achieve your
goals. II. Discipline
-------------------------------------------------------------- --------------------------------------------------------------
1. need to invest capital A. Learn to control yourself
-------------------------------------------------------------- ---------------------------------------------------------------
2. need to spend more time 1. control your thoughts and
impulses
--------------------------------------------------------------
---------------------------------------------------------------
B. Portion out your resources thoroughly
2. Hold on your temper
--------------------------------------------------------------
---------------------------------------------------------------
1. consider the availability of
resources. B. Learn to adjust to the environment

SECOND YEAR ENGLISH
-------------------------------------------------------------- ---------------------------------------------------------------
III. Being Determined 1. deal problems with tolerance
-------------------------------------------------------------- ---------------------------------------------------------------
A. Don't give up your dreams 2. accept failure as part of life
-------------------------------------------------------------- ---------------------------------------------------------------
1. Have faith in your abilities and III. Humility
talents
--------------------------------------------------------------
--------------------------------------------------------------
A. Be humble
2. Hold on to your dreams and
---------------------------------------------------------------
aspirations
1. Remain unaffected by the
--------------------------------------------------------------
rewards and success.
B. Don't get discourage
---------------------------------------------------------------
--------------------------------------------------------------
2. Never indulge in pretentious
1. work hard enough to meet your display
goals
---------------------------------------------------------------
--------------------------------------------------------------
B. Keep your feet firmly on the ground
2. pick up yourself each time you
---------------------------------------------------------------
fail.
1. Be source of inspiration to others
--------------------------------------------------------------
---------------------------------------------------------------
IV. Making your goals a reality
2. Be sincere in your relationship
--------------------------------------------------------------
---------------------------------------------------------------
A. Review your list of goals
IV. Faith
--------------------------------------------------------------
---------------------------------------------------------------
B. Look at the best way to make it happen
A. Believe in yourself
--------------------------------------------------------------
---------------------------------------------------------------
1. Have a healthy and positive
attitude to yourself.
---------------------------------------------------------------
2.Free yourself from dependence to
others
---------------------------------------------------------------
B. Have faith in God
---------------------------------------------------------------
1. Believe in His Word
---------------------------------------------------------------
2. Act out your Faith

SECOND YEAR ENGLISH
ASSESSMENT 2
Rubric for “Sort and Sequence”
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Members Members Members Members Members Members
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
6 6 6 6 6 6
7 7 7 7 7 7
Rating Scale:
5= Excellent; 4= Very Good; 3= Good; 2= Fair
The members of this group.............. G-1 G-2 G-3 G-4 G-5 G-6
follow directions
delegate a specific responsibility to each group member
make sure every other member of the group is involved
encourage and support each other to get work done
listen to each other's ideas
stay focused on the task
ask for help only after trying to solve the problem

themselves
perform the task completely and effectively
organized and prepared prior to group presentation
effectively present their group report
TOTAL SCORE

SECOND YEAR ENGLISH
STUDENT ACTIVITY SHEET 3

“Vocabulary Quest”
Instructions:
1. Write the vocabulary word in the space provided.
2. Look for the meaning from the dictionary.
3. Draw a symbol or picture of the word.
4. Construct a sentence using the vocabulary.
Drawing or symbol
Vocabulary of the word
Meaning
Sentence

SECOND YEAR ENGLISH

“Chunk and Predict”
Directions: Take a look at the title before reading and make some guesses/predictions
about what the story is all about.
Prediction What led you make this prediction?

SECOND YEAR ENGLISH
READING TEXT
Bulacan's Barefoot Millionaire
Emilio Bautista
---------------------------------------------------------------------------------------------
1) A 74 year-old man walks the dusty streets of Bulacan, barefoot, dressed in
cheap shorts fashioned from flour sackcloth dyed a sober blue or brown. He wears a
wide-brimmed balanggot to shade him from the summer sun, a salacubang hanging from
his shoulder. To a stranger, he looks like a peddler, but to the townsfolk of Bulacan, he is
the well-known Ba Ramon Meneses, one time cochero, now millionaire.
-------------------------------------------------------------------------------------------------------------
How do you think Ba Ramon's life began?
-------------------------------------------------------------------------------------------------------------
2) Ba Ramon's life story began in Bambang, Bulacan, the hometown of the national
heroes, Marcelo and Gregorio del Pilar. His father, Anacleto Meneses, supported his wife
Trinidad, Ramon, and his six children, first, as a street laborer, and later, as an overseer
in a fishpond until he was arrested by the Spaniards for taking active part in the
revolutionary movement.
------------------------------------------------------------------------------------------------------------
At the age of 14, how do you think Ramon lived his life?
------------------------------------------------------------------------------------------------------------
3) Ba Ramon's schooling started with the caton. His elementary schooling was cut
short when he had to help earn the family income. At fourteen, he was sent to live with
an uncle who owned a prosperous turkey farm in Tanay, Rizal. After a few years, he
returned to Bambang to work as a rig driver. He fondly recalls, “the carretela and calesa
were the most modern vehicles even in Manila at that time!”
-------------------------------------------------------------------------------------------------------------
What do you think the major decision he has made in his twenties?
------------------------------------------------------------------------------------------------------------
4) In his twenties, Ba Ramon took a step that changed his life. He gave up being
an independent cochero and sought employment under someone, this time, as overseer
of a fishpond, just as his father had been. He learned the secrets of managing a
fishpond, and soon dreamed after some years of owning his own ponds. He had married,
by then, the former Maria Carmen Rodriguez, also from his town, and they had six
children.
-------------------------------------------------------------------------------------------------------------
What venture do you think did Ba Ramon undertake that made a turning point of his
career?
------------------------------------------------------------------------------------------------------------

SECOND YEAR ENGLISH
5) In 1925, Ba Ramon invested his savings of twenty years on a fishpond, a venture

with the provincial governor at that time, Jacinto Molino. Hard work and frugal living
enabled him to save enough to buy his own fishponds and dwelt intensively on the
science of fish culture. To him is attributed the present practice of cultivating lumot for
the food of the fry. One shrewd decision he made was to convert his fishponds into salt
beds in summer. So wide is his knowledge of fish breeding that government experts
freely ask his advice on fish culture and trade.
-------------------------------------------------------------------------------------------------------------
Do you think he was successful in his business venture? Why do you think so?
-------------------------------------------------------------------------------------------------------------
6) At present, the simple, unassuming man, Ba Ramon, is a millionaire, owner of
500 hectares of fishponds, valued conservatively at ten thousand pesos a hectare. His
ricefields in Calumpit and San Miguel, and his real estate property in Manila, promise
him and his family a life of ease and luxury.
-------------------------------------------------------------------------------------------------------------
What do you think the virtues that rule his life to success?
-------------------------------------------------------------------------------------------------------------
7) But Ba Ramon remains the same simple man of half a century ago. Austerity,
simplicity, and industry still rule his life. His homes in Bambang and Manila are as simple
as he is. The family house boasts of nothing more modern than a five-tube radio bought
soon after the war and an old upright piano. Ba Ramon still mends his own clothes and
repairs his worn-out slippers himself and refuses to change his old ways despite their
several housemaids. He inspects the fishpond everyday, not leaving the work completely
to his overseers. It is also unusual to see him demonstrating to his workers the finer
points in fish culture.“I have only one vice”, he said shyly, a glint in his eyes, “and that
is the bad habit of using a coconut shell bank. “I could, at least, use a modern, plastic
piggy bank, but I don't”, and he emptied his pocket of loose coins which he slipped into
the heavy coconut shell bank.
------------------------------------------------------------------------------------------------------------
Do you think his millions has made him changed his attitude? Why do you think so?
-------------------------------------------------------------------------------------------------------------
8) Ba Ramon is modest and humble, too. Oftentimes he has been taken for being
no better than a street laborer, but he laughs off such occurrences. Once, he visited the
father of the girl his son wanted to marry; Ba Ramon wanted to make the formal
proposal of marriage for his son. But the girl's father unimpressed by the barefoot man
holding a salacot, declared that the wedding should be postponed indefinitely. Ba
Ramon did not insist on the wedding, and as fate willed it, it has never taken place.
9) Another time Ba Ramon entered one of Manila's better-quality stores for a
couple of diamond-studded wristwatches for his daughters. No salesman attended to
him; quietly he slipped out and gave his patronage to another store. Quietly, too, he
slips his many donations into recipients' hands. Few people know how many students he
has helped through school, how many school sites he has donated, how many school
houses, roads, and bridges he has helped build.

SECOND YEAR ENGLISH
-------------------------------------------------------------------------------------------------------------
How do you think his employees look up Ba Ramon?
-------------------------------------------------------------------------------------------------------------
10) His more than eighty employees at his fishponds all look up to him as an ideal
employer who treats them with fatherly solicitude. With characteristic humility, he
thinks that there is nothing unusual about his life worth writing about. “Anyone with
industry, perseverance, and thrift,” he says “can do what I did.

SECOND YEAR ENGLISH
STUDENT ACTIVITY SHEET 5A

“Story Web”
Instructions: Retell the story using this story web.
Setting: Characters:
Title:
Author:
Conflict: Solution:

SECOND YEAR ENGLISH
STUDENT ACTIVITY SHEET 5B

“Flow Chart”
Directions: Trace the series of events in the life of Ba Ramon. Write your answers in
the boxes below. (You may add boxes if necessary.)

SECOND YEAR ENGLISH
STUDENT ACTIVITY SHEET 5C

“Character Map”
Instructions: Describe Ba Ramon using the character map below.
Trait 1 Trait 2
Proof Proof
Character
Proof Proof
Trait 3
Proof Proof

SECOND YEAR ENGLISH
ASSESSMENT 3
Rubric for “Let me Check”
EXCEPTIONAL ADMIRABLE ACCEPTABLE

CRITERIA 3 2 1 SCORE
Accuracy of the Students answers Students answers Students answers

Answer are complete and are complete but are incomplete
accurate. inaccurate. and inaccurate.
Quality of Details Students provide Students provide Responses are not

sufficiently detailed and sufficiently
detailed and clear rather clear detailed and
responses. responses. clear.
Mechanics Works has no Works has 1 or 2 Works has 3 or

erasures and free erasures but free more erasures
of the language
from grammatical from grammatical and has minimal
errors. errors. grammatical
errors.
Teamwork All members are Several members Only few are

involved in doing are involved in involved in doing
of the group
the task. doing the task. the task.
TOTAL SCORE

SECOND YEAR ENGLISH
STUDENT RESOURCE MATERIAL

“Dial the Phone”
Task One:
Assume that you are interested to put up a fishpond of your own and you
need more knowledge on the science of fish culture. You have planned to
conduct a seminar about “Raising Fishponds” with Ba Ramon as your Resource
Speaker. Contact his office in Bulacan through a long distance call to invite
him.
Task Two
Pretend that you are a business tycoon. You are engaged particulary in
exporting and importing different fishes. You want to expand your business and
propose a join-venture with Ba Ramon on exporting bangus, tilapia, etc,. Dial
his number and set your appointment with him to discuss the business proposal.
Task Three
Imagine that you were Ba Ramon. Your son requested you to make a formal
proposal of marriage to the parents of the girl he wanted to marry.
Before your visit, you dial the phone and inform the parents of the girl
about your visit.
Task Four
Pretend that you were the father of the girl that Ba Ramon's son
wanted to marry. Unimpressed by the appearance of Ba Ramon during his
visit for the marriage proposal, you decided to postpone indefinitely the
wedding. Dial his phone to inform him of the postponement.

SECOND YEAR ENGLISH
ASSESSMENT 4
Rubric for “Dial the Phone”
Group 1 Group 2 Group Three Group Four

Members Members Members Members
1 6 1 6 1 6 1 6
2 7 2 7 2 7 2 7
3 8 3 8 3 8 3 8
4 9 4 9 4 9 4 9
5 10 5 10 5 10 5 10
Rating Scale:
5= Excellent; 4= Very Good; 3= Good; 2= Fair= Needs Improvement
CRITERIA RATING
Speech was clear with appropriate volume and inflection. 5 4 3 2 1
Role was played in a convincing, consistent manner. 5 4 3 2 1
Role play was well prepared and organized. 5 4 3 2 1
Costumes and props were effectively used. 5 4 3 2 1
Role play captured and maintained an audience

interest. 5 4 3 2 1
Telephone conversation is given emphasis in the

presentation. 5 4 3 2 1
Give scenario its full range. 5 4 3 2 1
Teamwork and cooperation is evident in the group. 5 4 3 2 1
TOTAL SCORE

SECOND YEAR ENGLISH

“Character Sketch”
A character sketch is a written description of a person or a character in a story. When you

write a character sketch, you want the reader to have a strong mental image of the person
including how the person talks, acts and thinks.
Consider the following about your character in writing your character sketch:
• gender, age and name
• appearance
• physical and personal strengths and weaknesses
• likes and dislikes
• feelings and behaviours towards other characters
• feelings of other characters towards the character
• feelings of character towards himself/herself
• personality at the beginning of the story
• changes in personality as story progresses
• your opinion about the character
Example of a Character Sketch.

My friend Liz is a true best friend. She always supports me in everything I
want to do. When I wanted to go up North, she said she thought it would be a
great experience and that it would help me develop my sense of adventure.
Liz is not only a great supporter. She also trusts me to give her my honest
opinion and to say what I feel. When she was upset with her sister one time,
she asked what I thought about it and I said she should wait and then she
would find out the real reason why her sister was mad at her. And it happened
that way. She knew she could trust me.
Liz can be a barrel of fun when she is in the mood. I really like when she does
silly things. One night, we rented three movies and watched all three while
we ate popcorn, cheese and crackers, and a whole box of chocolates. We
gabbed about everything and even imagined what it would be like to live like
some of the characters in the movies.
Since my best friend is now living over 500 miles away, I miss all the laughter
she brought to my life and the times I could ask her opinion on things that
troubled me. But I can still hear the sound of her voice and ask her opinion on
the telephone!

SECOND YEAR ENGLISH
ASSESSMENT 5
Rubric for “Sketch and Scribe”
Instructions: Use Rubric A to evaluate the outline and Rubric B for the character sketch.
Rubric A for the “OUTLINE

VERY SATISFACTORY SATISFACTORY FAIR
Main concept is very Main concept is clear Main concept is clearly

clear and can be easily and few sub concepts identified but few sub
identified. All sub are organized which concepts don't
Organization of concepts are logically branch out from the consistently branch out
Concepts organized which branch main idea. from the main idea.
out appropriately from
the main idea.
Grammar No grammatical errors At least 3 grammatical Numerous grammatical

are found. errors are found. errors are found.
It appears that a strong It appears that a strong It appears that some

effort was made and effort was made and effort was made;
Quality of Work
the work has meet the the work appears close however, the overall
highest standards. to meet the highest quality of work has not
standards. meet the standards.
Rubric B for the CHARACTER SKETCH

VERY SATISFACTORY SATISFACTORY NEEDS IMPROVEMENT
Presents information in Presents information in Information presented

logical, interesting logical sequence. are illogical.
Organization
sequence.
Composition has no Composition has one or Composition has more

misspellings or two misspellings and/or than three misspellings
Mechanics
grammatical errors. grammatical errors. and/or grammatical
errors.
Demonstrate full Demonstrate full Demonstrate full

knowledge of the topic knowledge of the topic knowledge of the topic
Content
and gives thorough with minimal but does not give
explanation. elaboration. sufficient explanation.
Work has no erasures. Work has one or two Work has more than
erasures. three erasures.
Neatness

SECOND YEAR ENGLISH

“How to write an Autobiography?”
When writing an autobiography, you focus on three major things: who you are in life,
what life means to you and what your outlook on the future is.
"Autobiographies have been written since A.D. 400 when an early Christian leader, Saint
Augustine, wrote his." An autobiography is information about one's own life written by
that one person. It tells what that person's life is all about. When writing your own
autobiography, use interesting facts to explain as much about yourself as you can.
The first thing you do when writing an autobiography is start off with a lot of facts about
your life; for example, when and where you were born, where you live (city and state),
where you go to school and who you live with. You have to give a lot of information so
your reader can clearly understand what is going on. Once you have written this
introduction, you are ready to start your first paragraph of the autobiography.
Who you are in life?
The best way to start an autobiography is to state your name. When you are writing this
paragraph, you usually explain the type of person you are; use facts about yourself such
as: have you won any awards? What types of awards have you won? Did you finish school?
Do you plan on going to college?
What life means to you?
This is now your second paragraph. In this paragraph you should state how you see life--
what does life mean to you. Are you happy or sad? Do you have a lot of friends or just a
few? How do you make your school days go by? Do you have a boyfriend/girlfriend? What
are your favorite places to go on dates? How long have you been dating? If you are
involved in a relationship, do you think it will last forever?
What is your outlook on the future?
In this paragraph you should explain what you think the future will be like. Pick a year
and explain how it will be but explain it through your eyes. Where will you be? How will
you be living? Will you be married? Will there be any kids? Who will you be married to?
What is he/she like? How long will you have been together?
Conclusion
The conclusion is the last paragraph of your autobiography and an important one, too. In
the conclusion you usually try to re-word the introduction and add some type of closure
to bring the whole autobiography together.
(http://www.sarasota.k12.fl.us/bhs/bryan/bryan_auto.html)
Example of Autobiography
I was born on a warm, sunny day in June in Sarasota, Florida. I still live in Sarasota,
Florida, and I go to school at Booker High School. I live with my mom,Kate; my brother,
Jake; and my Aunt Molly. When I was born, my bother was fifteen-months-old and hid

SECOND YEAR ENGLISH
under the table from me. Jake is a sweet kid and he would do anything for me, but like
all brothers and sisters we fight like cats and dogs. Sometimes when no one was around,
Jake would come up to me and bite my toes for no reason. I still love him but only
because he is my brother.
Who I am in life.
My name is Sally Friday. I started school when I was six-years-old. I went to kindergarten
through fifth grade at Booker Elementary and while I was there, I won an award for
perfect attendance. I also won an award for honor roll all four terms. Then I attended
Booker Middle School, and there I also won a couple of awards: one for perfect
attendance and two for being named Student of the Year--one in sixth grade and the
other in eighth grade. I am now a senior at Booker High School. I plan on finishing school
and maybe going to a community college.
What life means to me.
Life to me means friends and family who you can trust and who trusts you. I am pretty
much on the happy side of life, but like all teens I do I have my "days of." That means I
do have some sad days or depressed days. I have a few friends here that sort of look out
for me and when I am having a bad day, I have someone here at school to talk to. I make
my school days go by thinking of either the next hour or what I will do when I get home
or on the weekend. I'm not seeing anyone now but when I did have a boyfriend, our
favorite places to go were the movies and out to dinner. Sometimes we went to the
beach. Only once we went to an amusement park: Universal Studios. We were together
for twenty-nine days and then we broke-up; so no, I don't think it was forever.
What's my outlook on the future.
The year 2018 will make twenty years since I graduated from high school. I think I will
probably be still living here in Sarasota. I will be quite comfortable with my living
situation, meaning that I will be married to Paul Smith. We will have one child: Linda
Teresa Smith, who at that point will be three-years-old and a little devil. Paul is a sweet
guy; he will do anything for anyone. He is six feet tall and built well. He has baby blue
eyes and blond hair. We will have been together for five years and will be happy
together--this is forever.
Conclusion
As I said in the beginning, I was born here in Florida and I've lived here my whole life. I
would like to see more of the USA but unfortunately, I don't have any money to leave
Florida to go anywhere right now. I hope you have enjoyed reading my life story as much
as I have enjoyed writing it for you. Try to get as much as you can out of school; you're
only there for twelve years and when you graduate, you're home free. Here's a tip for
you to live or try to live by: If you think it, it can be done.
References
"Autobiography " The World Book Encyclopedia.
1992 ed. Volume A
Written by Erika Baker

SECOND YEAR ENGLISH
ASSESSMENT 6
Rubric for “My Auto-Sketch”
VERY SATISFACTORY FAIR

CATEGORY SATISFACTORY SCORE
3 2 1
Outline Well structured, Show structure but Outline is cluttered

logical and easy to cluttered, some and confusing.
follow, make good parts are missing.
connections among
ideas.
Introduction The introduction is The introduction is The introduction

inviting. somewhat inviting does not
to the reader. adequately
preview the events
included in the
autobiography.
Sequencing of Ideas are placed in Ideas are placed in Some ideas are not
Events logical order and logical order and in logical order,
the way they are the way they are and this distracts
(Organization)
presented presented the reader.
effectively keeps somewhat interest
the interest of the the reader.
reader.
Grammar & Writer makes no Writer makes 1-2 Writer makes 3 or

Spelling error in grammar errors in grammar more errors in
and spelling. and spelling. grammar or
(Conventions)
spelling.
Accuracy Facts Content is very Content is good Little attempt was

good and has and has presented made to make the
(Content)
presented related several facts about content
ideas, includes himself/herself. interesting, only
interesting facts few facts about
about himself/herself are
himself/herself. included.
TOTAL SCORE

SECOND YEAR ENGLISH

“What's the PMI?”
P M I
(Pluses) (Minuses) (Interesting)
What I like about outlining What I didn't like about it? What is interesting about it?
and writing autobiography?

SECOND YEAR ENGLISH
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Second Year English

Information about this Learning Guide

Basic Education Curriculum Competencies

• Listen to longer stories

• Use telephone to make inquiries

• Use three-step word, phrasal and sentence outlines to organize ideas

• Discriminate what is worthwhile from what is not through literature

 Brainstorm ideas about a successful person.

 Organize ideas into phrasal or sentence outline.

 Unlock difficult words using vocabulary web.

 Predict what the story is all about based on the title.

 Predict outcomes from events describe in the story.

 Listen to determine if one's prediction is borne out.

 Relate the previous readings to the given text.

 Use phrasal or sentence outline to organize ideas.

 Use telephone to make inquiries.

Basic Education Assistance for Mindanao

 Single out positive values from the given selection.

 Make an outline for an autobiography.

 Write reflection paper about their learning experiences.

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

 overseer - one who look down upon or examine

 barefoot - with the feet bare

 shrewd - marked by cleverness

 philanthropy - active effort to promote human welfare

 austerity - enforced or extreme economy

 perseverance - the action or condition of persevering (persistent)

 prosperous - marked by success or economic well being

 luxury - great ease or comfort

 patronage - the support or influence of a patron or client

Suggested organizational strategies

Basic Education Assistance for Mindanao

Activities in this Learning Guide

 Use old ideas to create new ones

Activity 2 "Get Organized"

Activity 3 "Vocabulary Quest"

Activity 4 "Chunk and Predict"

Basic Education Assistance for Mindanao

 Predict, draw conclusions

 Mastery of subject matter

Activity 5 "Let me Check"

 Mastery of subject matter

Activity 6 "Let's Make Outline"

 Translate knowledge into new context

 Mastery of subject matter

Basic Education Assistance for Mindanao

Activity 7 "Dial the Phone"

 Translate knowledge into new context

 Mastery of subject matter

Activity 8 "Sketch and Scribe"

 Translate knowledge into new context

Activity 9 "My Auto-Sketch"

 Translate knowledge into new context

 Mastery of subject matter

Activity 10 “What's the PMI?”

Key Assessment Strategies

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Activity 1 “Map your Ideas”

Basic Education Assistance for Mindanao