Teacher: Mr. Reynold M.
Lauron
School: CORTES ACADEMY
Subject: English for Academic and Professional Purposes (EAPP)
Grade & Section: Grade 11- HUMSS- FAITH
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11
(Second Quarter of School Year 2019-2020)
I. OBJECTIVE
At the end of the lesson students are expected to:
A. outline reading texts in various disciplines
CS_EN11/12A-EAPP-Ia-c-8 (Week 2-Day 4)
II. SUBJECT MATTER
A. Topic: Outlining
B. Reference: Wyson J. (2016). English for Academic and Professional Purposes. pp 17-26
C. Teaching Materials: Curriculum Guide, Book, Overhead Projector, Laptop
III. PROCEDURE
A. Preparation
How do architects and engineers usually begin their construction of a building?
Why do they begin in this manner? Is it advisable to begin their construction in any
other way? Why or Why not?
Before putting on cement, partitions, and paint on a building, engineers and architects see to it that
its farmers and foundations are already in place. This is because these are essential in ensuring that the
building will stand firm through time and determining the shape that the building will take upon its
completion. In a similar manner, an outline is crucial in academic writing.
B. Teaching or Modeling
Outline establishes the “shape” that essay will take. The outline should be a reflection of an essay’s
thesis statement, and in turn, will guide the writer as to what details are supposed to be included in an
essay. It may also help a writer establish unity and coherence in his or her presentation of ideas. By unity,
we mean that all information found in an essay speak of the thesis statement, and by coherence, we mean
that the ideas in an essay are logically are logically arranged.
Outlines are used in determining the structure of an academic paper.
Main headings for each of the sections are encoded using Roman numerals (I, II, III etc.)
while the supporting arguments or details are marked by capital letters (A, B, C, etc.)
Make sure that the main headings and sub-headings should at least come in pairs, if “II” is
absent, there should not be a “I” in the first place. Likewise, if there is no “B” then the
previous idea should be included in the main heading and should not be encoded as “A”.
Two Types of Outline
1. Topic Outline – makes use of key words and phrases
2. Sentence Outline – makes use of complete sentences
Basic Outline Form
Below is a synopsis of the outline form. The main ideas take roman numerals. Sub-points under
each main idea take capital letters and are indented. Sub-points under the capital letters, if any, take italic
numbers and are further indented.
I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2
II. MAIN IDEA
A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II
III. MAIN IDEA
It is up to the writer to decide on how many main ideas and supporting ideas
adequately describe the subject. However, if there is a I in the outline, there has to be II; if there is
an A, there has to be a B; if there is 1, there has to be 2 and so forth.
Sample Outline 1
TITLE: Properties of Magnets
I. Attracts objects which are magnetic in nature.
A. Illustration of the principle
B. The composition of magnets
C. How to create magnets
D. Counter-examples of magnets
E. Origin of magnets
II. Like poles repel, unlike pole attract
III. Freely hanging magnets align in one direction
A. Illustration
B. The principle behind illustration
IV. Poles occur in pairs
Sample Outline 2
Title: “The Benefits of Running”
1. Introduction
A. Running is becoming an extremely popular sport of all ages.
B. Running is great form of exercise because it helps people control their weight, develop
muscles, and improves mental and physical performance.
2. Body
A. Weight control
1. Aids self-control
2. Burns calories
3. Encourages a healthy diet
4. Suppresses appetite
B. Muscular Development
1. Improves tone
2. Enhances contours
3. Increases strength
4. Improves endurance
C. Psychological Well-being
1. Aids sleep
2. Inhibits depression
3. Intensifies vitality
D. Cardiovascular Fitness
1. Strengthen heart
2. Lowers blood pressure
3. Changes blood lipids
4. Improves circulation
C. Guided Practice
Direction. Read through the texts. Then, complete the outline for each text.
Science
Life processes involve a continuous flow of energy within a cell, from one cell to another, and from
one organism to another. The study of energy transformation in living organisms is called bioenergetics.
There are three main types of energy transformation that occur in the biosphere. In the first type,
solar energy is captured by the green pigment called chlorophyll, in green plants and is transformation is
called cellular respiration. His involves the conversion of chemical energy of carbohydrates and other
molecules into phosphate bonds. The third type of energy transformation occurs when the chemical energy
of these phosphates bonds is utilized by the cells to do work.
The branch of physics that deals with energy and its transformation is called thermodynamics. Its
principles are universally applied to chemical processes in both living and non-living organisms.
Branches of Science dealing with energy transformation
A. _____________________________________________________________________
_____________________________________________________________________
B. _____________________________________________________________________
_____________________________________________________________________
A. Solar Energy
1. _______________________________________________________________
2. _______________________________________________________________
B. Conversion of Chemical Energy
1. _______________________________________________________________
2. _______________________________________________________________
C. Energy of Phosphate Bonds
1. _______________________________________________________________
2. _______________________________________________________________
D. Independent Practice
Direction. Major and minor ideas are mixed together in the lists below. Put the ideas in logical
order by choosing the best idea from the list.
Thesis: Working at the local coffee shop was my favorite job.
A. Pleasant environment
1. Friendly customers
2. __________________
a. Helpful co-workers
b. Flexible hour
c. Holiday bonus
B. Good schedule
1. Short shifts
2. __________________
a. Helpful co-workers
b. Flexible hour
c. Holiday bonus
C. Good pay
1. Generous Tips
2. ___________________
a. Helpful co-workers
b. Flexible hour
c. Holiday bonus
IV. EVALUATION
Direction. The major and minor details are mixed together in the two groups that follow. The major
details in each group support a given main idea. Separate the major from the minor details by filling in the
outline.
A. Main Idea: Freshman English Course in college is demanding
Surprise Quizzes
A great deal of writing
Three major tests
Many tests
Term paper
Several Novels
Several short stories
Extensive reading loads
Frequent writing assignments
Written summaries of articles assigned
Reading magazines and newspapers articles
Comprehensive final exam
Major Detail 1. ______________________________________________________
a. _________________________________________________
b. _________________________________________________
Minor Details
c. _________________________________________________
Major Detail 2. ______________________________________________________
a. _________________________________________________
b. _________________________________________________
Minor Details c. _________________________________________________
Major Detail
3. ______________________________________________________
a. _________________________________________________
b. __________________________________________________
Minor Details
c. __________________________________________________
(Source: Pablo, E.A. et.al, Functional Text in English 1. Pp 40-41)
V. ASSIGNMENT
Select two or three chapters from other textbooks in natural and social sciences, and prepare an
outline for each. Make sure your output adheres to the conventions of outlining discussed in the lesson.
VI. REFLECTION
What were your misconceptions about the topic prior to taking up the lesson?
What new or additional learning have you had other taking up this lesson in terms of skills, content
and attitude?
