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: November 27, 2019

I. CONTENT: Types of Communicative

Strategy
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
PERFORMANCE academic texts read
STANDARD:
C. LEARNING Determines the structure of a specific academic text. CS_EN11/12A-EAPP-Ia-c-
COMPETENCIE
S:
D. SPECIFIC At the end of 1 hour period, the students can;
LEARNING a. define what is a topic sentence and its types and positions;
OUTCOMES: b. identify the topic sentence in a reading text;
c. draw a main idea from the items found inside the bags;
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. MATERIALS: Felt tip pen,, Projector Balloons , Main Idea Bags ,Visual aids and pictures
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 There is none, ma’am.

 What did we discuss last
meeting? What are the
Varied answers
structures of academic
texts?
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 to
random. 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, DVD, flash drive, cell Main Idea Bag #1: Technology
phone.

Items: Picture of the icons of Main Idea Bag #2: Social Media
Facebook, Instagram, Twitter,
Snapchat

Items: Reader’s Digest, novel, Main Idea Bag #3: Reading or Book
pocket book Collecting

Very good!

The activity has a connection to

the lesson that I am about to teach
you, class.

b. Activity Letter Scrabble Activity: Let us Sample Letter Placement:

try to find out what is our lesson
(15 minutes) today.

Direction: Have students pop each
balloon and place the missing
letters on the board, hence,
revealing the topic to the students.
The teacher facilitates the students
of the activity.
First word set
Second word set
The students pop the balloons and place
the cut-out letters on the board to reveal
the topic of the lesson.
First word answer: TOPIC
Second word answer: 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.

Let us try to see if you really are
right about your answer through
 this short activity.

As you try to read through a

particular paragraph that you have
read through your favourite books The students read today’s goals found
or novels, you try to ask yourself of on the board.
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

c. Analysis Now that you know the topic for

(5 minutes) today’s lesson, let us first define
some difficult words that we might
encounter. Varied answer

Direction: Match column A to

column B to define the difficult
words.
1. Thesis Statement Sentence: I
want to know what the entire
essay is all about and finding the
thesis statement is the way to do
it.
Thesis Statement means a short
statement that summarizes the main
point of an essay.
Explicit means ideas are stated clearly
and in detail.

2. Explicit Sentence: It was easy Implied means suggested ideas but not
for me to find the main point of the directly stated.
paragraph because all of the ideas
are states in an explicit way.

3. Implied Paragraph means a clear written or

Sentence: I can really tell that the printed work that contains one thought
main idea of this paragraph is and normally begins on a new line.
implied because it is not directly
stated here. Essay means a short piece of writing on
4. Paragraph Sentence: I am about a particular subject.
to finish writing and my last
paragraph should be striking to
give the readers a good closing.
(The students listen to the teacher
5. Essay Sentence: Writing an
essay is easy if you have decided
on what you want to write about.

With that short activity, we are

now ready to proceed with our
lesson about topic sentence. But
 before we proceed, is there
anything you want to know about
the topic?
d. Abstraction The teacher distributes the hand
(7 minutes) outs for the students to be guided.
Sample Hand Out: “Topic
Sentence”
For Calling a Student: I have a
fudgee bar here in my hand.
Whoever catches this will be the Yes, ma’am.
one to answer or to read the
paragraph as instructed. Is that
clear, class?

 Read the examples on the board.

(Teacher throws fudgee bars at Each student reads the examples that
three (3) students for each of them are found on the board.
to read the examples)

Questions after reading:
 Base from the paragraphs that
you have read, what is the main
idea?
Base from your answer, how would
you define now a topic sentence?
 Why do you think that is the topic
sentence of the paragraph?
Each student states the main idea from
their paragraphs.
A topic sentence is simply the main idea
of the paragraph, ma’am.
The preceding sentences in the
paragraph supports the topic sentence,
ma’am.

Very good!
No, ma’am.
Okay, class. Let us proceed. But
before that, do you have any
questions regarding on
determining the topic sentence
within a paragraph?
Yes, ma’am.
Since there are no questions from
you, class. I believe you know now
how to determine the topic
sentence within a paragraph?

True or False Strategy: Have the

students answer the statements
about the topic sentence. Let them
choose whether the statement is
true or false and let them defend
as to why the statement is true or
false.

Statements for True or False: Test

what you have learned about topic
sentences by answering the
following questions. Circle true or TRUE FALSE
false.

1. The topic sentence is usually the TRUE FALSE

first sentence in the paragraph. 2.
The topic sentence is the most
important idea in a paragraph. TRUE FALSE

3. The topic sentence tells what

idea will be developed in the TRUE FALSE
paragraph.

4. The topic sentence is usually TRUE FALSE

 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.

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

Group Activity: The teacher

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

Direction: For 5 minutes,

identify the topic sentence of
the paragraph. Write the topic
sentence on the yellow cartolina
strip that is to be placed with
the supporting details on the
pink cartolina provided by the
teacher.
Sample Group Activity: I don’t like
tests. Every time I take a test, I feel
nervous. When I study for a test, I
don’t know if I will be able to get a
good grade. Often I worry about
taking a test and can’t sleep.
Sometimes I daydream or draw
pictures in class. After the test is
over, I worry about my grade. When
my teacher gives the test back to me
with a grade, I still can’t relax
because I know I will have another
test soon.

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?

(The students recall what they have

(The teacher does a refresher of
the topic
 Yes, ma’am. learned through the class discussion)

(The students recall what they A topic sentence tells the reader the
have main idea of the paragraph.

for the students to remember)

We will know that particular sentence

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

We need to know the main idea of a

paragraph so that we can be aware
of what the paragraph is all about.
Thus, it can also develop the trait of
being observant and kin at the same
time.

(The students express their ideas

and answers may vary)

Why do we need to know the

main idea of a paragraph? What
trait can we develop from it?

Very good insights, class.

learned Bravo. Your values are

truly developed.
V. Evaluation Now to check whether you have The students answer the work sheets.
(Formative understood the lesson, let us have
Assessment) an evaluation for you to apply your
(4 minutes) learning about the lesson.

The teacher distributes the

evaluation worksheets to the
 students.

Direction: For 10 minutes, look for

the topic sentence or the main idea
of the worksheets provided. Follow
instructions from the worksheets
provided by the teacher.

(See students’ evaluation

worksheet at the back of this
lesson plan)

VI. Assignment The students answer the work sheets.

(1 minute) Answer the worksheet provided by
the teacher. Identify the topic for
every item on the worksheet. This
is to pass by next meeting.
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