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Extractin Information LP

This lesson plan aims to teach English III students strategies for extracting and evaluating information from persuasive texts. The teacher will review extracting information techniques, demonstrate them on a sample text, and have students practice developing their own arguments in groups. Students will then assess if the facts support the arguments in the text. The objectives are to develop extracting strategies and analyze information to support decision making.

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Aristotle Tomas
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440 views

Extractin Information LP

This lesson plan aims to teach English III students strategies for extracting and evaluating information from persuasive texts. The teacher will review extracting information techniques, demonstrate them on a sample text, and have students practice developing their own arguments in groups. Students will then assess if the facts support the arguments in the text. The objectives are to develop extracting strategies and analyze information to support decision making.

Uploaded by

Aristotle Tomas
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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A SEMI-DETAILED LESSON PLAN IN ENGLISH III on

Extracting Information
Date: October 23, 2014
OBJECTIVES:
a. Develop strategies for extracting and evaluating information from argumentative or persuasive texts; and
b. Analyze relevant information to support decision making in different scenarios or situations.

SUBJECT MATTER: Extracting Information


Strategies/ Techniques: collaborative learning, recitation, board work,
Instructional Materials: chalk and board, listening text,
Reference  A Journey Through Anglo- American Literature
Materials/Sources:  5 Simple steps to read for information:
https://web.cn.edu/kwheeler/reading_basic.html

LEARNING PROCEDURE:
Review of the Previous  How does technology allow people to virtually reach or travel around the
Lesson: globe?
Motivation:  Present the title of the text on the board; ask for volunteers to share their
opinions about the possible viewpoint of the writer.
Lesson Proper:
 Present the day’s objectives.
 Give an overview of the topic about extracting information. (Learning to extract information from varied
sources is essential to the learning process. It allows information-gathering process for learners as they
listen to and seek information pertinent to an information wheel)
 Present- Simple Steps on How to Extract Information.
I. Pre-Reading (Examining the text and preparing to read it effectively)

II. Interpretive Reading (Understanding what the author argues, what the author concludes, and
exactly how he or she reached that conclusion)

III. Critical Reading (Questioning, examining, and expanding upon what the author says with your
own arguments)

IV. Synoptic or Syntopic Reading (Putting the author's argument in a larger context by considering


a summary of that reading or argument in conjunction with synopses of other readings or arguments)

V. Post-Reading (Ensuring that you won't forget your new insights)

 Inform the students that the text they are about to listen to is an example of persuasive or argumentative
text. Define each term.
 Read the text as students listen and jot down information.
Activity/ies:

 (for classroom instruction purposes only)


 1
 In groups of 8-10 members, each lists down reasons for not allowing students to bring cell phones to
school. Class sharing. Have them develop their own arguments in order to persuade their listeners to agree
with them.
Closure:
 Why is it important to develop skill in extracting information?

END- OF- DAY EVALUATION/ASSESSMENTS:


 Accomplish the table on, Task 6- Extracting Information, to verify if the facts during the activity support the
arguments in the text.

ASSIGNMENT/EXTENSION ACTIVITIES:
 What is a one-act play?

Noted by: Date:


______________________________________ ________________________

 (for classroom instruction purposes only)


 2

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