Republic of the Philippines

DEPARTMENT OF EDUCATION
Caraga Administrative Region
Surigao del Sur Division
BIGAAN NATIONAL HIGH SCHOOL
Bigaan, Hinatuan

LESSON PLAN IN EAPP FOR GRADE 12

Date: December 2, 2019

I. CONTENT: Reading Academic Texts

A. CONTENT Acquires knowledge of appropriate reading strategies for a better
STANDARD: understanding of academic text
B. Produces a detailed abstract of information gathered from the various
PERFORMANC academic texts read
E STANDARD:
C. LEARNING Determines the structure of a specific academic text. CS_EN11/12A-EAPP-Ia-
COMPETENCIE c-
S: Outlines reading texts in various disciplines. CS_EN11/12A-EAPP-Ia-c-8
D. SPECIFIC At the end of 1 hour period, the students can;
LEARNING a. define what is a topic sentence;
OUTCOMES: b. identify the topic sentence in a reading text;
c. construct a topic sentence; and
d. observe the proper way in determining the topic sentence.
E. VALUING: Being kin and careful in determining the important ideas found in
reading text or selection.
II. Felt tip pen,, Projector Balloons , Main Idea Bags ,Visual aids and pictures
MATERIALS: Worksheets for the students
III. Tiongson, Marella Therese A., Rodriguez, Maxine Rafaella C.; 2016.
RESOURCES: “Identifying the Topic Sentence” EAPP. Rex Books Publishing House
TIME 60 minutes
ALLOTMENT:
IV. TEACHING-LEARNING PROCESS

Preparatory
Activities Teacher’s Activity Students’s Activity
Preliminary  Prayer
Activities
 Setting of Standards
(3 minutes)
 Greetings

Good morning, class. Good morning, ma’am.

How is your day today? It is fantastic, ma’am.

That is good to know, class.

 Attendance
Who’s absent today?
 Review
 What did we discuss
last meeting? What are There is none, ma’am.
the structures of
academic texts? Varied answers
a. Motivation Motivation
Main Idea Bags Activity: The Sample Main Idea Bags:
(5 minutes) teacher places three (3) sets of
main idea bags on the table in
front of the class.

Direction: The teacher places

each group of item or pictures or
words on cards in separate bags.
Have the students open the bags,
look at the items and figure out
the main idea of the bag.

For example, if a bag had a small

pot, packet of seeds, garden
trowel and a small bag of soil,
students would guess that the
main idea is “planting” or
“gardening”.

The teacher calls students at The students open the main idea bags
random. to see the items inside it.

Motivational Questions: The students enumerate the different

 What are the items inside the items found inside the main idea bag.
bag?

 Base on the items that you

found inside the bag, what idea
can you draw from it?

Items: CD, flash drive, cell phone. Main Idea Bag #1: Technology

Items: Picture of the icons of

Facebook, Instagram, Twitter, Main Idea Bag #2: Social Media
YOUTUBE

Items: Reader’s Digest, novel,

pocket book Main Idea Bag #3: Reading or Book
Collecting

Very good!

The activity has a connection to

the lesson that I am about to
teach you, class.
Sample Letter Placement:
Letter Scrabble Activity: Let us
try to find out what is our lesson
today.
The students pop the balloons and
Direction: Have students pop each
place the cut-out letters on the board
balloon and place the missing
to reveal the topic of the lesson.
letters on the board, hence,
revealing the topic to the
students.
The teacher facilitates the First word answer: TOPIC
students of the activity. Second word answer: SENTENCE
First word set
Second word set TOPIC SENTENCE
What do you call a sentence that
holds the main idea of a certain
paragraph?

That’s right! It is called a topic

sentence, class
As you try to read through a
particular paragraph that you
have read through your favourite
books or novels, you try to ask
yourself of what can be the main
idea of this certain part of the
book. You tend to look for the
topic sentence of that paragraph.
That is why our lesson for today
plays a very significant role in
your reading.
Setting Objectives for Students:
Before we continue, we have
 objectives for our class today.
Let us all read our goals for today,
class.
Objectives: A. Define what is a
topic sentence and its types and
positions B. Identify the topic
sentence in a reading text C.
Observe the proper way in
determining the topic sentence
b. Activity I will divide the class into three.
The activity is called “Arrange Me”
(15 minutes) I have here set of sentences. The
following groups of sentences can
be rearranged to form
paragraphs. After which, they will
underline the topic sentence.
Group 1
a. Next, add antifreeze to your
windshield washer fluid; otherwise, the
fluid will freeze and possibly break the
container.
b. First, put on snow tires if you plan
to drive on snowy, icy roads very often.
c. Driving in winter, especially on
snowy, icy roads, can be less troublesome
if you take a few simple precautions.
d. Finally, it is also a good idea to
carry tire chains, a can of spray to
unfreeze door locks, and a windshield
scraper in your car when driving in winter
weather.
e. Second, check the amount of
antifreeze in your radiator and add more if
necessary.
Group 2
a. A breakthrough in one of these
areas will hopefully provide a means of
relieving both the overstretched oil
market and the environment.
b. Researchers in the automobile
industry are experimenting with different
types of engines and fuels as alternatives
to the conventional gasoline engines.
c. One new type of engine, which
burns diesel oil instead of gasoline, has
been avaliable for several years.
d. Finally, several automobile
manufactureres are experimenting with
methanol, which is a mixture of gasoline
and methyl alcohol, as an automobile fuel.
e. A further type is the gas turbine
engine, which can use fuels made from
gasoline, diesel oil, kerosene and other
petroleum distillates.
f. The increasing depletion of oil
reserves, along with environmental
concerns, have prompted some radical
developments in car design over the past
few years
Group 3
a. Later on, people began to
write on pieces of leather,
which were rolled into
The students read today’s goals found
on the board.
Answer:
Driving in winter, especially on snowy,
icy roads, can be less troublesome if you
take a few simple precautions. First, put
on snow tires if you plan to drive on
snowy, icy roads very often. Second,
check the amount of antifreeze in your
radiator and add more if necessary. Next,
add antifreeze to your windshield washer
fluid; otherwise, the fluid will freeze and
possibly break the container. Finally, it is
also a good idea to carry tire chains, a
can of spray to unfreeze door locks, and
a windshield scraper in your car when
driving in winter weather.
Group2
The increasing depletion of oil
reserves, along with environmental
concerns, have prompted some radical
developments in car design over the past
few years. Researchers in the automobile
industry are experimenting with different
types of engines and fuels as alternatives
to the conventional gasoline engines.
One new type of engine, which burns
diesel oil instead of gasoline, has been
avaliable for several years. A further type
is the gas turbine engine, which can use
fuels made from gasoline, diesel oil,
kerosene and other petroleum distillates.
Finally, several automobile
manufactureres are experimenting with
methanol, which is a mixture of gasoline
and methyl alcohol, as an automobile
fuel. A breakthrough in one of these
areas will hopefully provide a means of
relieving both the overstretched oil
market and the environment.
Group 3
Some form of written communication
has been used throughout the centuries.
In the earliest times, people carved or
painted messages on rocks. Later on,
people began to write on pieces of
 scrolls. leather, which were rolled into scrolls. In
b. In the earliest times, people the Middle Ages, heavy paper called
carved or painted messages parchment was used for writing and
on rocks. books were laboriously copied by hand.
c. In the Middle Ages, heavy With the invention of the printing press in
paper called parchment was the middle of the fifteenth century, the
used for writing and books modern printing industry was born.
were laboriously copied by
hand.
d. With the invention of the
printing press in the middle
of the fifteenth century, the
modern printing industry was
born.
e. Some form of written
communication has been
used throughout the
centuries.
c. Analysis With that short activity, we are
(5 minutes) now ready to proceed with our
lesson about topic sentence. But
before we proceed, is there
anything you want to know about
the topic?
For Calling a Student: I have a Yes, ma’am.
fudgee bar here in my hand.
Whoever catches this will be the
one to answer the question. Is
that clear, class? Each student reads the examples that
are found on the board.
(Teacher throws fudgee bars at
three (3) students for each of Each student states the main idea from
them to read the examples) their paragraphs.
Read the examples on the board A topic sentence is simply the main
Questions after reading:  idea of the paragraph, ma’am.
 Base from the paragraphs The preceding sentences in the
that you have read, what paragraph supports the topic sentence,
is the main idea? ma’am.
 Base from your answer,
how would you define
now a topic sentence?
 Why do you think that is
the topic sentence of the
paragraph?
Very good!

d. Abstraction Lesson Proper

(7 minutes) “Topic Sentence”
The students listen to the teacher
Since there are no questions from
you, class. I believe you know now
how to determine the topic
sentence within a paragraph?

The teacher does a refresher of

the topic.
What is a topic sentence?
How do you know that
particular sentence is the topic
A topic sentence tells the reader
the main idea of the paragraph.
We will know that particular
sentence is the topic sentence of
the paragraph by looking at the
supporting details that the
paragraph contains. When it talks
 sentence of the paragraph? about the certain topic that
connects to the main idea of the
paragraph, you will be able to
determine the topic sentence
through that method.

e. Application To check whether you have (The students listen and follow the
understood about the topic, let teacher’s instructions for the
us now have a short activity. activity)

Group Activity: The teacher

divides the class into three (3)
groups and hands each group a
copy of their tasks to write
topic sentences.

Direction: For 5 minutes, write

two or three topic sentences
for each of the following topics.
You should choose two or three
different controlling ideas for
the same topic.

Group1- Smoking cigarettes

Example:
Group 2- Foreign Travel
Television's effects on
Topic:
Group 3- d. Rock music or children
rock musicians 1. Television is
harmful to children
Topic sentences: because it teaches
them violence as a way
of solving problems.
2. Television can
improve a child's
general knowledge.

There will be three (3) groups

in the class to participate in the
activity. Each group will
provided with different
paragraphs to identify the topic
sentence.
f. Values Did you have fun with your Yes, ma’am.
Infusion activity?
We need to know the main idea of a
Why do we need to know the paragraph so that we can be aware
main idea of a paragraph? of what the paragraph is all about.
What trait can we develop from Thus, it can also develop the trait of
it? being observant and kin at the
 Very good insights, class. same time.

Your values are truly

developed.

V. Evaluation Now to check whether you have

(Formative understood the lesson, let us have
Assessment) an evaluation for you to apply
(4 minutes) your learning about the lesson.
Statements for True or False: Test
what you have learned about
topic sentences by answering the
following questions. Write true or
false. The students answer the work sheets.

1. The topic sentence is usually

the first sentence in the
paragraph.
2. The topic sentence is the most
important idea in a paragraph.
3. The topic sentence tells what
idea will be developed in the
paragraph.
4. The topic sentence is usually
found in one of the detail
sentences.
5. Details provide the framework
for
the paragraph.
6. Everything in the paragraph
must point to the topic sentence.
7. All sentences in the paragraph
work together to support the
details.

VI. Write good topic sentences to

Assignment begin each of the following
(1 minute) paragraphs. Remember to include
both a topic and a controlling
idea.
1. Americans relaxing at
home, for example, may put on
kimonos, which is a Japanese
word. Americans who live in a
warm climate may take an
afternoon siesta on an outdoors
patio without even realising that
these are Spanish words. In their
gardens, they may enjoy the
fragrance of jasmine flowers, a
word that came into English from
Persian. They may even relax on a
chaise longue, while sipping a
drink made with vodka, words of
French and Russian origin,
respectively.
2. In European universities,
students are not required to
 attend classes. In fact, professors
in Germany generally do not know
the names of the students
enrolled in their courses. In the
United States, however, students
are required to attend all classes
and may be penalized if they do
not. Furthermore, in the European
system, there is usually just one
comprehensive examination at
the end of the students' entire
four or five years of study. In the
American system, on the other
hand, there are usually numerous
quizzes, texts, and homework
assignments, and there is almost
always a final examination in each
course at the end of the semester.
3. For example, the Eskimos,
living in a treeless region of snow
and ice, sometimes build
temporary homes out of thick
blocks of ice. People who live in
deserts, on the other hand, use
the most available material, mud
or clay, which provides good
insulation from the heat. In
Northern Europe, Russia and other
areas of the world where forests
are plentiful, people usually
construct their homes out of
wood. In the islands of the South
Pacific, where there is a plentiful
supply of bamboo and palm,
people use these tough, fibrous
plants to build their home.
VI. REMARKS
Reflection
a. No. of students who
earned 80% in
evaluation
b. No. of learners who
require additional
activities for
remedial
c. No. of learners who
continue to require
remediation
d. Did the remedial
lesson works? No. of
learners who have
caught up with the
lesson
e. Which of my
teaching strategies
worked well? Why
did these work?
`w
f. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
g. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?
Prepared by: MA. SOFIA MAY M. TUMAMAC – SHS Teacher II

Checked by: REX B. MARTINEZ – School Head