GRADE: 8B/A/E

SUBJECT: English A
TOPIC: Skimming and scanning
SUBTOPIC: Comprehension- scanning
DATE: 21th-22nd November 2025
Time Specific Content Previous Teacher’s Students Resources Evaluation
Objective Knowledge Activities Activities
-With the use a Scanning a comprehension Students are -Greets students -greet teacher CCSLC .
8:35- comprehensio passage is a speed reading aware of: -Begins by English
9:45 n passage, technique used to quickly -How to read discussing the Module 1
students will locate specific information -how to importance of
be able to —like a name, date, figure, answer reading
demonstrate or keyword—without questions comprehension -Participate in
8:35- comprehensio reading and fully and why it is discussion
9:45 n by comprehending every word important for
answering of the text. students to
questions Step 1: Identify Your develop this
related to the Target (Keyword) skill.
13:25- passage  Know exactly what
14:45 correctly you are looking -Distributes the -Collect passage
for. Before you comprehension
even look at the passage.
passage, you must -Instructs
have a clear idea of students to read -read passage
the specific piece of the passage
information you silently.
need (e.g., a specific -After students
date, the name of a have finished
person, a single reading, allow
number, or a them to ask any
 defining term). clarifying - answer the
 Formulate the questions about questions on the
Keyword(s). the passage. question sheet
Convert your target -Instructs using complete
information or students to sentences.
question into one or answer the
two keywords or a questions on the
specific phrase. This question sheet
is the item your eyes using complete
will hunt for. sentences.
o Example: If -Encourages
the question students to use
is "When did evidence from
the treaty the passage to
take support their
effect?", answers. -ask for
your -Walks around assistance if
keyword is the classroom to needed.
likely a year monitor
or a date (a students and
numerical offer assistance
pattern). as needed.
Step 2: Use Visual Cues
 Pay attention to -recaps and
formatting. Look summarize -listen to teacher
for visual signals lesson recap and
that help guide you summarize
to where important lesson
information might
be.
o Scan
headings
and
 subheadings
to narrow
down which
section of
the passage
is most
likely to
contain the
answer.
o Look for
bold,
italicized, or
capitalized
words, as
these often
highlight
names, key
terms, or
definitions.
o Scan for
numbers
(dates,
statistics,
ages) or
proper
nouns
(people,
places)
based on
your
keyword.
Step 3: Systematic Eye
Movement
 Move quickly and
systematically. Do
not read every word.
Allow your eyes to
sweep across the
text in a regular
pattern, looking
only for your target
keyword.
o Use a zigzag
or a straight
vertical
movement
down the
center of the
columns or
paragraphs,
letting your
peripheral
vision catch
the text on
either side.
o Many people
find it
helpful to
use their
finger or a
pen to guide
their eye
movement
quickly
down the
center of the
 page, forcing
their focus to
stay on the
hunt for the
keyword.
Step 4: Stop and Read
Carefully
 Halt when you spot
the keyword. As
soon as your eye
catches the target
keyword or a strong
indicator of it (e.g.,
a number when you
are looking for a
date), stop your
rapid scanning.
 Verify the context.
Read the sentence
or two around the
keyword carefully
and intensively to
ensure that the
information answers
your original
question and is not
simply a mention of
the word in a
different context.
Step 5: Record and
Resume
 Note the answer.
Once you have
 confirmed the
information, record
your answer.
 Continue or move
on. Resume the
scanning technique
for the next question
or stop if your
reading purpose is
complete.

Signature of Teacher: __________________ Date: ______________________

Signature of HOD : ________________ Date: ______________________

GRADE: 8B/A /E
SUBJECT: English A
TOPIC: Skimming and scanning
SUBTOPIC: Comprehension- Skimming
DATE:23rd November 2025
Time Specific Content Previous Teacher’s Students Resources Evaluation
Objective Knowledge Activities Activities
10:20- -With the use a Skimming is the sister Students are -Greets students -greet teacher CCSLC .
10:40 comprehension technique to scanning, but aware of: -Begins by English
passage, their goals are opposite. -How to read discussing the Module 1
students will While Scanning searches -how to importance of
be able to for a single, specific detail, answer reading
demonstrate Skimming aims to grasp questions comprehension -Participate in
comprehension the main idea and overall and why it is discussion
by answering structure of a passage important for
questions without reading every word. students to
related to the It's like a "big picture" develop this
passage preview. skill.
correctly Step 1: Focus on the
"High-Value" Text -Distributes the -Collect passage
 Read the Title and comprehension
Subheadings: These passage.
immediately tell you -Instructs
the main topic and students to read -read passage
how the information the passage
is organized. silently.
 Read the -After students
Introduction (or have finished
First Paragraph): reading, allow
The introduction them to ask any
almost always states clarifying - answer the
the author's main questions about questions on the
 purpose, thesis, or the passage. question sheet
primary subject. -Instructs using complete
Read this carefully. students to sentences.
 Read the answer the
Conclusion (or questions on the
Last Paragraph): question sheet
The conclusion using complete
summarizes the sentences.
main findings or -Encourages
arguments and often students to use
restates the core evidence from
message. Read this the passage to
carefully. support their
Step 2: Utilize the Topic answers. -ask for
Sentence Strategy -Walks around assistance if
 Identify Topic the classroom to needed.
Sentences: For all monitor
the body paragraphs students and
between the offer assistance
introduction and as needed.
conclusion, read
only the first -recaps and
sentence of each summarize -listen to teacher
paragraph (the topic lesson recap and
sentence). summarize
o Why? In lesson
well-
structured
writing, the
first sentence
usually states
the main idea
of that entire
 paragraph.
 Read the Last
Sentence:
Sometimes, the
concluding sentence
of a paragraph also
summarizes the
point or provides a
transition to the next
idea. Quickly check
this sentence as
well.
Step 3: Look for Visual
and Structural Clues
 Look for
Emphasis: Quickly
move your eyes over
the rest of the text,
specifically hunting
for structural cues
that indicate
importance:
o Bold or
Italicized
words (key
terms,
foreign
words).
o Lists or
Bullet
Points (key
examples or
components).
 o Names,
Dates,
Numbers
(key data or
historical
points).
o Graphics,
Charts, or
Tables
(visual
summaries of
data).
Step 4: Check Your
Understanding (The
"Gist" Check)
 Synthesize the
Information: After
moving through the
text using the steps
above, pause and
ask yourself:
o What is the
central
topic?
o What is the
author's
primary
argument or
message?
o What are
the two or
three most
important
 supporting
ideas?
 Adjust Speed: If
you can confidently
answer these
questions, you have
successfully
skimmed the
passage. If you
cannot, you may
need to go back and
slow down to read a
few more sentences
within paragraphs
that seemed
confusing or
particularly
important.

Signature of Teacher: __________________ Date: ______________________

Signature of HOD : ________________ Date: ______________________

GRADE: 7A/B/E

SUBJECT: Reading
TOPIC: Main idea and supporting ideas

SUBTOPIC: Finding Main idea and Supporting details

DATE: 20th -22nd November 2025

Time Specific Content Previous Teacher’s Students Activities Resources Evaluation

Objective Knowledge Activities

9:10- After observing The main idea is the central Students know: -Greets students -Greet teacher Graphic
9:45 main and idea or message of a organizer
-What is an idea -Starts the lesson
supporting passage or text. It is what
by discussing the
ideas in a the passage is mostly -how to present
concept of main
paragraph, about, and everything else
-how to read idea and
students will in the passage supports
12:25- supporting
organize a and relates to the main -pay attention to
14:100 details with the
Graphic idea. teacher
class.
Organizer with
Supporting ideas are the
78% accuracy -Define the terms
details, examples, facts, or
and give
reasons that support the
examples. Explain
main idea. They provide
why it is
evidence or explanations
important to
for the main idea and help
identify the main
the reader better
idea and -participate in
understand and believe the
supporting discussion
message of the passage.
details when
reading.

For example, in a passage

about the importance of
exercise, the main idea
might be "Exercise is -Provides each
crucial for maintaining student with a
good health." Supporting passage or article
ideas could include the and a graphic
benefits of exercise, such organizer.
as improved cardiovascular
-Have them read
health, increased strength
the passage and
and flexibility, and better
then use the
mental health.
graphic organizer
to identify the -collect passage
main idea and
Identifying the main idea
supporting
and supporting details is an
details read the passage
important reading skill that
helps readers comprehend -Encourages and then use the
and analyze text. It students to graphic organizer
requires careful reading underline key to identify the main
and critical thinking to words or phrases idea and supporting
distinguish between what that help them details
is important and what is identify the main
less important in the idea and
passage. Being able to supporting
identify the main idea and details.
supporting details can also
help readers summarize
and remember what they -Have them share
have read. their work

-recap and
summarize lesson

- underline key
words or phrases
 that help them
identify the main
idea and supporting
details.

-Share work with

class

-listen to teacher
recap and
summarize lesson

Signature of Teacher: __________________ Date: ______________________

Signature of __________: ________________ Date________

GRADE: 7E/B

SUBJECT: English A
TOPIC: Comprehension

SUBTOPIC: Context Cues in Comprehension

DATE: 21st -23rd November 2025

Time Specific Content Previous Teacher’s Students Activities Resources Evaluation

Objective Knowledge Activities

10:40- -With the use a Context cues, also known Students are -Greets students -greet teacher English for In a class of
11:40 comprehension as context clues, are words, aware of all book 3 __ students.
-Begins by
passage, phrases, or information __ were able
-How to read discussing the
students will within a sentence or to complete
importance of
identify context paragraph that help -how to answer all activities.
reading
cues in readers infer the meaning questions The other __
comprehension
comprehension of an unfamiliar word or were given
and why it is
passages understand the overall practice to
important for -Participate in
correctly meaning of the text. These facilitate
students to discussion
cues are often provided to their
develop this skill.
make the text more learning
comprehensible. Context -tells students experience.
13:25- cues are a valuable tool for what are context
14:45 readers to understand and cues
interpret unfamiliar words
in the context of a text,
making reading -Distributes the
comprehension more comprehension
accessible. These cues are passage. -Collect passage
particularly important
when reading challenging -Instructs
texts, academic materials, students to read
or literature with the passage
unfamiliar vocabulary. silently.
-After students -read passage
have finished
reading, allow
them to ask any
clarifying
questions about
the passage.

-Instructs
students to
identify he
context cues and - answer the
answer the questions on the
questions on the question sheet
question sheet using complete
using complete sentences.
sentences.

-Walks around
the classroom to
monitor students
and offer
assistance as
needed.
-ask for assistance
-recaps and if needed.
summarize lesson
 -listen to teacher
recap and
summarize lesson

Signature of Teacher: __________________ Date: ______________________

Signature of HOD : ________________ Date: ______________________

GRADE: 7B
SUBJECT: English B
TOPIC: Literature
SUBTOPIC: The Plot Structure
DATE: 23rd -24th November 2025
Time Specific Content Previous Teacher’s Students Resources Evaluation
Objective Knowledge Activities Activities
-after Plot structure refers to the organized Students are -recaps -assist teacher -from the
9:10- examining sequence of events in a story, aware of: previous to recap curriculum
10:20 the Plot typically following a framework that - the lesson previous and
structure includes exposition, rising action, elements of a -states lesson scheme of
students will climax, falling action, and resolution story objectives of -listen to work
2:00- examine the Key elements of plot structure - the plot the lesson objectives of
2:35 structure of  Exposition: -ask students the lesson -English
the stories The beginning of the story where if they know -say if they for all
correctly. characters and the setting are about the know about book 1
introduced, establishing the initial Plot structure the Plot
status quo. -encourages structure
 Inciting Incident: students to
The event that disrupts the status quo share - share
and sets the story's central conflict in thoughts thoughts
motion.
 Rising Action: -have
A series of events, obstacles, and students
conflicts that build tension and lead examine each
up to the climax. other
 Climax: samples of
The highest point of tension, where stories. -Present to the
the protagonist confronts the main class
conflict. It's the most intense moment -ensure they
of the story and often a major turning are prepared
point. to present -listen to
 Falling Action: - listen to feedback
 The events that occur immediately student’s -make
after the climax, as the story's tension present corrections
begins to decrease.
 Resolution (or -review -share
Denouement): questions discoveries
The conclusion of the story, where -give
the conflict is resolved and a new feedback
status quo is established. It provides
closure for the characters and -have -listen to
audience. learners feedback
share their
discoveries

-reviews
children’s
work
-gives
feedback
-listen to
teacher recap
-recaps and and
summarize summarize
lesson lesson

Signature of Teacher: __________________ Date: ______________________

Signature of HOD : ________________ Date: ______________________