What is a Character?

A character is a person, animal or imaginary creature that does things or has feelings or thoughts in
a story.
Superman, Cinderella and Pinochio are examples of characters in a show, film or story.
Characters are important elements of the story. The entire story revolves around the life of the
characters. They help in developing the story into an interesting one. Authors create fun and full of life
characters so that the readers can enjoy their life. Readers also tend to relate to the characters a lot. The
author introduces the characters by giving details about their appearances and personality. Every story has
one main character and one evil character. They are known as protagonist and antagonist. Their actions
and behaviors lead towards the conflict and climax of the story. Without these characters, the story is
incomplete.

Main Characters
• Protagonist • Antagonist
MAIN CHARACTER of the story -primary adversary of the protagonist
- Often, hero or character the audience is - sometimes the villain
supposed to feel most sympathetic for The antagonist is the character who
The plot revolves around the protagonist. represents a challenge or an obstacle to the
There may even be more than one main protagonist in a story. In some stories, the
character. antagonist is not a person but rather a larger
entity or force that must be dealt with.
Minor Characters or Secondary Characters
Minor characters provide insight to the main character. They often do not cause anything significant
to happen within the plot and cannot exist without the main character.

How to figure out the personality of the characters

We get to know the characters in a story through the things they say, feel, and do. It's not as difficult
as it may seem to figure out personality traits based on a character's thoughts and behaviors.

What is a Character?
A character is a person, animal or imaginary creature that does things or has feelings or thoughts in
a story.
Superman, Cinderella and Pinochio are examples of characters in a show, film or story.
Characters are important elements of the story. The entire story revolves around the life of the
characters. They help in developing the story into an interesting one. Authors create fun and full of life
characters so that the readers can enjoy their life. Readers also tend to relate to the characters a lot. The
author introduces the characters by giving details about their appearances and personality. Every story has
one main character and one evil character. They are known as protagonist and antagonist. Their actions
and behaviors lead towards the conflict and climax of the story. Without these characters, the story is
incomplete.

Main Characters
• Protagonist • Antagonist
MAIN CHARACTER of the story -primary adversary of the protagonist
- Often, hero or character the audience is - sometimes the villain
supposed to feel most sympathetic for The antagonist is the character who
The plot revolves around the protagonist. represents a challenge or an obstacle to the
There may even be more than one main protagonist in a story. In some stories, the
character. antagonist is not a person but rather a larger
entity or force that must be dealt with.
Minor Characters or Secondary Characters
Minor characters provide insight to the main character. They often do not cause anything significant
to happen within the plot and cannot exist without the main character.

How to figure out the personality of the characters

We get to know the characters in a story through the things they say, feel, and do. It's not as difficult
as it may seem to figure out personality traits based on a character's thoughts and behaviors.
Direction: Read the summary of the story “The Tale of the White Squash”. Then do the given tasks that
follow.
 The Tale of the White Squash

Once upon a time there lived a poor couple. They were very sad because they had no children.
They always prayed to God to bless them with a child.
The couple was so poor that they hardly had much to eat. They lived on the big white squashes that
grew in their garden. But one season. the vine stopped bearing fruits. A lot of flowers bloomed on it but they
did not turn into fruits.
One day, the woman was very happy to see a small green squash. After a few days. it ripened and
they decided to cut it. As they put the knife in a small voice said, “Be careful!” When they carefully cut the
squash, they found a small boy in it. The couple was very happy.
The woman took the boy and bathed him. But to their astonishment, the water turned into gold as
soon as it touched the boy. From then on, the husband and his wife became very rich. They could already
buy as much food as they wanted and all the luxuries that they could have.
They already had much money but they still wanted for more. They bathed the child so many times
to have more gold to sell.
The baby was disappointed and told them that as he disappeared, their room of gold would also
disappear. Just as he said, the baby and the room of gold vanished and the couple left alone, poor and
childless once again.

https://shortstoriesshort.com/story/the-white-
squash/

Q1 Q2
How do you describe the setting of Do you consider the couple
the story? fortunate? Why?
Q4 Q5
How do you describe the couple in What negative trait did the
the beginning of the story? couple possess? Do you think
they deserve to be punished?
Q7 Q8
What happened when the wife How do you describe the couple
bathes the baby? at the end of the story?
Q3
Why did the baby vanish?
Q6
If you were the wife, would you
have done the same? Why?
Q9
“Money is the root of all evils.” Is
this saying shown in the story?
Explain.

Direction: One important element of a story is the character. How well can you describe the couple as a
character in the story that you read? Copy the Character Profile Organizer to map out the details of the
couple.

The Tale of the White Squash

CHARACTER PROFILE

CHARACTER: the couple

Personality/character traits:
Grade Level: High School (9th-12th)
Subject: English/Literature
Objective: Students will be able to evaluate narratives based on how the author developed the characters,
specifically the heroes and villains.
Materials Needed:
 Examples of narratives (novels, short stories, movies, etc.)
 Writing utensils
 Whiteboard or projector for notes
Lesson Plan:
Introduction (10 minutes):
1. Begin the lesson by asking students what makes a hero or a villain in a story. Write their answers
on the board.
2. Discuss the difference between a hero and a villain, and ask students to provide examples of each.
3. Introduce the objective of the lesson, explaining that students will be learning how to evaluate
narratives based on how the author developed the characters, specifically the heroes and villains.
Instruction (30 minutes):
1. Provide examples of narratives that have well-developed heroes and villains. You can use movies,
TV shows, books, or short stories.
2. Discuss how the author develops the hero, including their personality traits, actions, and backstory.
3. Discuss how the author develops the villain, including their personality traits, actions, and backstory.
4. Emphasize that a well-developed hero and villain can make a story more interesting and engaging,
and can also help the reader understand the themes and messages the author is trying to convey.
Practice (30 minutes):
1. Assign students to read a short story or book chapter that contains a hero and a villain.
2. In small groups or pairs, have the students discuss how the author developed the hero and the
villain in the story. Ask them to consider the following questions:
 What actions did the hero take that made them heroic?
 What actions did the villain take that made them villainous?
 What personality traits did the hero exhibit that made them likeable?
 What personality traits did the villain exhibit that made them dislikeable?
 Did the author provide any backstory for the hero or villain that helped you understand their
motivations?
3. Have each group present their findings to the class, and lead a class discussion about the different
ways authors can develop characters.
Assessment (20 minutes):
1. Have students write a short essay in which they evaluate the development of the hero and the villain
in the narrative they read, and explain how the author used their actions, personality traits, and
backstory to create well-developed characters. They can submit their essays through a file-sharing
tool

Title: Evaluating Narratives Based on How the Author Developed the Elements: Characters - Heroes and
Villains
Grade level: 5-8
Lesson Duration: 45-60 minutes
Objectives:
1. Students will be able to identify the characters in the story.
2. Students will be able to describe the traits of the characters in the story.
Materials Needed:
1. Whiteboard and markers
2. Copies of a short story with clearly defined heroes and villains (e.g., "The Three Little Pigs," "The
Tortoise and the Hare," etc.)
3. Character Trait Chart handout
4. Pencils and erasers
Procedure:
Introduction (5 minutes)
1. Begin the lesson by asking students if they have ever read a story with a hero or a villain.
 2. Ask students to define what they think a hero and villain are.
Direct Instruction (20-25 minutes)
1. Read the chosen short story aloud to the class.
2. As you read, ask students to identify the characters in the story and write them on the whiteboard.
3. After the story, ask students to describe the traits of the characters.
4. Introduce the Character Trait Chart handout and review the different traits that are listed.
5. Have students work in pairs to identify and list the traits of the heroes and villains in the story on the
Character Trait Chart.
Guided Practice (10-15 minutes)
1. Have students share their findings with the class.
2. As a class, discuss how the author developed the characters in the story through their actions,
dialogue, and description.
3. Encourage students to provide examples from the story to support their findings.
Independent Practice (10-15 minutes)
1. Distribute copies of a different short story to each student.
2. Ask students to read the story and identify the characters in the story.
3. Have students complete the Character Trait Chart handout on their own.
4. Collect the completed handouts for assessment.
Closure (5 minutes)
1. Have students share their findings from the independent practice activity with the class.
2. Review the importance of identifying the characters and their traits in a story.
3. Encourage students to look for how the author develops the characters in the stories they read in
the future.
Assessment:
The completed Character Trait Chart handouts will be collected and assessed for the students' ability to
identify and describe the traits of the characters in the story. Additionally, student participation in class
discussions and sharing their findings will also be considered as part of the assessment.

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Title: Evaluating Narratives Based on How the Author Developed the Elements: Characters - Heroes and
Villains
Grade Level: 5-8
Time Required: 60-90 minutes
Learning Objectives:
1. Students will be able to identify the characters in the story.
2. Students will be able to describe the traits of the characters in the story.
Materials:
 A short story with clear heroes and villains (e.g., "The Three Little Pigs," "Little Red Riding Hood,"
"The Boy Who Cried Wolf")
 Graphic organizers or worksheets for character analysis
 Writing materials (pencils, paper)
Procedure:
1. Introduction (10 minutes)
 Begin by asking students if they have ever heard a story with a hero or a villain.
 Discuss what makes a hero and what makes a villain, and write down their responses on the
board.
 Tell students that today they will be reading a short story and analyzing the characters to
determine who is the hero and who is the villain.
2. Reading and Identifying Characters (20-30 minutes)
 Provide students with a copy of the selected short story, or read it aloud to the class.
 Ask students to identify the main characters in the story and write their names on a
worksheet or graphic organizer.
 Encourage students to think about what each character does and how they interact with
each other to determine their roles in the story.
3. Character Analysis (20-30 minutes)
 Distribute the character analysis worksheets or graphic organizers to the students.
 Ask students to choose a character from the story and describe their traits, motivations, and
actions.
 Encourage students to use evidence from the text to support their analysis and explain how
the author developed the character's traits.
4. Discussion and Conclusion (10-20 minutes)
 Bring the class back together and ask students to share their character analyses with the
class.
 Discuss how the author used the characters to develop the plot and theme of the story.
 Summarize the key points of the lesson and reinforce the importance of understanding
character development in analyzing a narrative.
Assessment:
Students can be assessed based on their ability to identify the characters in the story and their
understanding of the characters' traits and development. Additionally, the quality of their written character
analyses can be evaluated for their ability to use evidence from the text to support their claims.
Extension:
To extend the lesson, students can create their own short story with heroes and villains and write a
character analysis for each of their main characters. They can also compare and contrast the heroes and
villains from different stories and analyze how the authors develop these characters in different ways.

Lesson Plan: Evaluate Narratives Based on How the Author Developed the Elements - Characters: Heroes
and Villains
Grade level: 6-8
Duration: 60 minutes
Objective: Students will be able to identify the characters in a story and describe their traits.
Materials:
  Short story with well-defined heroes and villains (e.g. "The Three Little Pigs," "The Lion King," or a
story from a literature textbook)
 Writing materials
Introduction (10 minutes):
1. Ask students to name their favorite books, movies, or TV shows and what they like about them.
2. Explain that one important aspect of these stories is the characters, and that in this lesson, they will
learn how to identify and describe the traits of characters in a story.
3. Write the learning objectives on the board and explain that by the end of the lesson, students will be
able to identify the characters in a story and describe their traits.
Instruction (30 minutes):
1. Distribute the short story to the students and ask them to read it silently.
2. After reading, ask students to identify the main characters in the story.
3. Write the names of the characters on the board.
4. Ask students to describe the traits of each character. (e.g. What are their strengths and
weaknesses? What do they like and dislike?)
5. Write the traits on the board next to each character's name.
6. Discuss the traits with the class, asking students to provide examples from the story to support their
observations.
7. Explain that characters can be categorized as heroes or villains, and ask students to identify which
characters fall into each category.
8. Discuss why certain characters are considered heroes or villains, and ask students to provide
examples from the story to support their observations.
Practice (20 minutes):
1. Ask students to choose a character from the story and write
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Differentiated Instruction:
1. For students who struggle with reading, provide an audio recording of the story or a shorter version
of the story.
2. For students who need extra support, provide a graphic organizer to help them identify the
characters and their traits.
3. For advanced students, challenge them to analyze how the character's traits influence the plot of
the story or how the author uses characterization to convey a message.
Extension:
1. Have students create a character map or a character analysis for a character of their choice.
2. Have students create their own short story with well-defined heroes and villains, and include a
description of the characters' traits.
3. Encourage students to read more stories with well-developed characters and to identify the
characters and their trait

Title: Evaluating Narratives Based on How the Author Developed the Elements: Characters - Heroes and
Villains
Grade level: Middle school (6th-8th)
Lesson Objectives:
1. Students will be able to identify the characters in the story.
2. Students will be able to describe the traits of the characters in the story.
3. Students will be able to evaluate the characters as either heroes or villains.
Materials:
1. Copies of short stories with well-developed characters (e.g., "The Tell-Tale Heart" by Edgar Allan
Poe, "The Lottery" by Shirley Jackson, "The Gift of the Magi" by O. Henry).
2. Character analysis graphic organizer.
3. Writing utensils.
Introduction (10 minutes):
1. The teacher will introduce the lesson by asking the students to brainstorm different types of
characters they have encountered in literature.
2. The teacher will provide examples of different character types such as heroes, villains, protagonists,
antagonists, round characters, flat characters, dynamic characters, and static characters.
3. The teacher will explain that today's lesson will focus on analyzing the characters in a story to
determine whether they are heroes or villains.
Instruction (30 minutes):
1. The teacher will provide each student with a short story to read.
2. The teacher will provide each student with a character analysis graphic organizer.
3. The teacher will instruct the students to read the story and complete the graphic organizer by
identifying the characters and describing their traits.
4. The teacher will then ask the students to evaluate the characters as either heroes or villains and
provide evidence to support their claims.
5. The teacher will facilitate a class discussion in which students can share their evaluations of the
characters in their respective stories.
Application (20 minutes):
1. The teacher will provide a list of discussion questions related to the characters in the stories.
2. The students will work in pairs to discuss and answer the questions.
3. The teacher will then facilitate a class discussion in which students can share their answers and
insights.
Assessment (10 minutes):
1. The teacher will collect the character analysis graphic organizers from each student.
2. The teacher will review the graphic organizers to ensure that each student has identified the
characters and described their traits.
3. The teacher will provide feedback to the students and offer suggestions for improvement.
Closure (5 minutes):
1. The teacher will summarize the key points of the lesson.
2. The teacher will ask the students to reflect on what they learned and how they can apply this
knowledge to their future reading and writing.
Homework:
1. Students will choose a short story on their own and complete a character analysis graphic
organizer.

Lesson Plan: Evaluating Narratives Based on How the Author Developed the Elements - Theme
Grade Level: 9-12
Duration: 90 minutes
Objective:
1. Students will understand the meaning of a theme in a narrative.
2. Students will be able to identify thematic concepts from a thematic statement.
3. Students will evaluate narratives based on how the author developed the theme of the narrative.
4. Students will be able to write a short story that revolves around a given theme.
Materials:
 Whiteboard and markers
 Handouts with excerpts from different narratives and their themes
 Blank paper and pens for short story writing
Introduction (10 minutes):
1. Ask students to define the term "theme" and discuss it as a class.
2. Write down a definition on the board for reference.
3. Explain that the theme of a narrative is the underlying message or meaning that the author is trying
to convey.
4. Give some examples of themes such as love, friendship, betrayal, etc.
Body (60 minutes):
1. Divide the students into small groups.
2. Distribute handouts with excerpts from different narratives and their themes.
3. Ask each group to read the excerpt and identify the thematic concept from the thematic statement.
4. Each group will present their findings to the class and explain how they arrived at their conclusion.
5. Discuss how the author developed the theme in each narrative.
6. Encourage students to consider the use of symbolism, characterization, and other literary devices to
help develop the theme.
7. Have students take turns evaluating a narrative's theme and discussing how the author developed
it.
Conclusion (20 minutes):
1. Have students individually brainstorm ideas for a short story that revolves around a given theme.
 2. Each student will share their idea with the class and explain how they plan to develop the theme in
their story.
3. Assign students to write a short story that revolves around a given theme.
4. Collect the stories for grading and provide feedback.
Assessment:
1. Students will be assessed based on their participation in class discussions and group activities.
2. Students will be graded on their ability to identify thematic concepts from a thematic statement and
evaluate how the author developed the theme in a narrative.
3. Students' short stories will be assessed based on their ability to effectively develop the theme
throughout the narrative.

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Lesson Plan: Evaluate Narratives Based on How the Author Developed the Elements (Theme)
Grade level: High school
Timeframe: 2-3 class periods
Materials needed:
 A selection of short stories that clearly display themes
 Writing materials for students
 Whiteboard or chalkboard
Learning Objectives:
1. Give the meaning of a theme.
2. Identify a thematic concept from thematic statement.
3. Evaluate narratives based on how the author developed the theme of a narrative.
4. Write a short story that revolves on a given theme.
Lesson Procedure:
Day 1:
Introduction:
 Begin the lesson by asking students if they have ever read a story that really resonated with them.
What was it about the story that they found so compelling?
 Explain to students that one reason stories can be so powerful is because of their themes. A theme
is the underlying message or meaning in a story that the author wants the reader to take away.
 Write the definition of a theme on the board: "The underlying message or meaning in a story that the
author wants the reader to take away."
Activity:
 Provide students with a selection of short stories that have clear themes. It is important to select
stories that are appropriate for the students' age group and reading level.
 Ask students to read the stories and identify the themes. They can work in pairs or small groups to
discuss the themes they have identified.
 After reading, discuss the themes as a class. Ask students to share their ideas and encourage them
to support their ideas with evidence from the text.
Assessment:
 To assess understanding, ask students to write a paragraph explaining the theme of one of the
stories they read. Encourage them to use evidence from the text to support their ideas.
Day 2:
Introduction:
 Begin the lesson by reviewing the concept of a theme and providing students with a thematic
statement for a story they have not read. A thematic statement is a sentence that expresses the
theme of a story in a concise way.
 Write the thematic statement on the board and ask students to identify the thematic concept. The
thematic concept is the general idea or subject that the theme explores.
Activity:
 Provide students with a short story and ask them to evaluate how the author developed the theme
of the story. They can work in pairs or small groups to discuss the ways the author developed the
theme.
  After reading, discuss the ways the author developed the theme as a class. Ask students to share
their ideas and encourage them to support their ideas with evidence from the text.
Assessment:
 To assess understanding, ask students to write a paragraph explaining how the author developed
the theme of the story they read. Encourage them to use evidence from the text to support their
ideas.
Day 3:
Introduction:
 Begin the lesson by providing students with a theme and asking them to write a short story that
revolves around that theme. Make sure to provide students with enough time to brainstorm and
write their stories.
Activity:
 Give students time to write their short stories. Encourage them to focus on developing the theme in
their stories and using evidence from the text to support their ideas.
 After students have finished writing, ask them to share their stories with the class. Encourage them
to discuss the themes they explored in their stories and how they developed those themes.
Assessment:
 To assess understanding, evaluate the students' short stories based on how well they developed
the theme. Encourage students to use evidence from the text to support their ideas and to focus on
exploring the theme in their stories.
Conclusion:
 Recap the lesson by reminding students of the importance of themes in literature and how they can
be evaluated based on how the author develops them.
 Encourage students to continue exploring themes in the literature they read and to think critically
about how

Title: Evaluating Narratives Based on How the Author Developed the Theme
Grade Level: High School (9-12)
Duration: 3-4 Class Periods
Objective:
By the end of this lesson, students will be able to:
1. Define what a theme is.
2. Identify thematic concepts from a thematic statement.
3. Evaluate narratives based on how the author developed the theme of a narrative.
4. Write a short story that revolves around a given theme.
Materials:
1. Whiteboard and markers
2. Copies of various short stories or excerpts from novels that exhibit well-developed themes
3. Student notebooks or paper
4. Access to a computer with a word processor or pen and paper
Procedure:
Day 1: Introduction to Theme
1. Begin by asking students to define what they think a theme is. Write their ideas on the whiteboard.
2. Provide a formal definition of theme and provide examples of themes in literature.
3. Have students practice identifying themes in literature through group work or a worksheet.
Day 2: Identifying Thematic Concepts
1. Introduce the concept of thematic statements and have students practice identifying thematic
concepts in various statements.
2. Discuss the importance of thematic concepts in developing a theme within a narrative.
Day 3: Evaluating Narratives Based on Theme
1. Introduce the idea of how an author develops a theme throughout a narrative.
2. Provide students with a short story or an excerpt from a novel that exhibits a well-developed theme.
3. Have students analyze the narrative for how the author developed the theme and provide evidence
for their analysis.
Day 4: Writing a Short Story with a Theme
1. Provide students with a list of themes and have them select one to base their short story on.
2. Instruct students to write a short story that revolves around the chosen theme.
3. Allow students to share their stories with the class and discuss how they developed their chosen
theme.
Assessment:
1. Thematic statement identification worksheet
2. Analysis of a narrative's development of theme
3. Short story assignment
Extension Activities:
1. Have students analyze a movie or TV show for its development of theme.
2. Assign students to write a literary analysis essay on a novel they have read and how the author
developed the theme throughout the book.

Title: Evaluating Narratives Based on How the Author Developed the Elements: Theme
Grade Level: High school
Learning Objectives:
1. Students will be able to define theme.
2. Students will be able to identify a thematic concept from a thematic statement.
3. Students will be able to evaluate narratives based on how the author developed the theme of a
narrative.
4. Students will be able to write a short story that revolves around a given theme.
Materials Needed:
1. A handout defining theme
2. A handout with examples of thematic statements
3. A selection of short stories or excerpts from novels with clear themes
4. Writing materials for students
5. Rubric for assessing student writing
Lesson Procedure:
Introduction (5 minutes):
1. Begin the lesson by defining theme. Explain that theme is the underlying message or meaning of a
story, and that it is often a universal idea that can be applied to real life situations.
2. Provide examples of themes such as love, redemption, and courage.
3. Explain that a thematic statement is a sentence that expresses the theme of a story.
Development (35 minutes):
1. Distribute the handout with examples of thematic statements. Have students work in pairs to match
each statement with a corresponding theme.
2. Discuss as a class, asking students to explain how they arrived at each answer.
3. Read a short story or excerpt from a novel with a clear theme. Have students work in groups to
identify the theme and provide evidence from the text that supports their conclusion.
4. Discuss as a class, asking each group to share their findings and evidence.
5. Provide students with a rubric for evaluating narratives based on how the author developed the
theme. Have them read another short story or excerpt from a novel and evaluate how the author
developed the theme. Have them provide evidence from the text to support their evaluation.
Conclusion (10 minutes):
 1. Explain that the ability to evaluate how an author developed the theme is an important skill for
analyzing literature.
2. Assign students to write a short story that revolves around a given theme. Provide a list of themes
for students to choose from.
3. Collect student writing for assessment using the provided rubric.
Assessment: Student writing will be assessed using the provided rubric. Rubric will evaluate how well
students have developed the theme of their story, and how effectively they have used evidence from the
text to support their evaluation.

Lesson Plan: Identify the Main Idea, Key Sentences, and Supporting Details of a Given Paragraph
Grade Level: Middle to High School
Duration: 60 minutes
Materials:
 Whiteboard and markers
 Handouts with paragraphs for analysis
 Writing paper and pencils
Objectives:
1. Define the main idea, key sentences, and supporting details of a given paragraph;
2. Identify the main idea, key sentences, and supporting details of a given paragraph; and
3. Write the main idea, key sentences, and supporting details of a given paragraph.
Introduction (5 minutes):
 Begin by asking students what they think is the most important part of a paragraph. Write their
responses on the board.
 Explain that understanding the main idea, key sentences, and supporting details of a paragraph is
essential to comprehending what is being conveyed.
Direct Instruction (15 minutes):
 Define main idea, key sentences, and supporting details for the students.
 Explain that the main idea is the central thought or message that the author wants to communicate
in the paragraph.
 Key sentences are the sentences that support the main idea by providing important details and
examples.
 Supporting details are the sentences that provide further explanation or clarification of the key
sentences.
Guided Practice (20 minutes):
 Distribute handouts with paragraphs for analysis.
 In pairs, have students read and identify the main idea, key sentences, and supporting details of the
given paragraph.
 After each pair has finished, have them share their findings with the class and discuss why they
chose certain sentences as key sentences or supporting details.
Independent Practice (15 minutes):
 Have students individually write a short paragraph with a main idea, two key sentences, and
supporting details.
 Circulate around the room and provide feedback to each student.
Closure (5 minutes):
 Review the main idea, key sentences, and supporting details with the class.
 Collect the paragraphs the students wrote for assessment.
Assessment:
 The handouts analyzed in pairs will be checked for accuracy in identifying the main idea, key
sentences, and supporting details.
 The individual paragraphs the students wrote will be assessed for the presence of a main idea, two
key sentences, and supporting details.

Lesson Plan: Identifying the Main Idea, Key Sentences, and Supporting Details
Objective: Students will be able to identify and define the main idea, key sentences, and supporting details
of a given paragraph, as well as write their own main ideas, key sentences, and supporting details.
Materials:
 Whiteboard or chart paper
 Markers
 Handout with a paragraph to analyze
 Student writing materials
Introduction (10 minutes):
 1. Begin the lesson by asking students if they have ever read something and wondered what the point
was. Explain that sometimes, when we read a paragraph, it can be hard to figure out the most
important information.
2. Tell students that today, they will learn how to identify the main idea, key sentences, and supporting
details of a paragraph. Explain that this will help them better understand what they are reading.
Instruction (20 minutes):
1. Explain that the main idea is the most important point that the author is trying to make. Write the
term "main idea" on the board or chart paper.
2. Provide an example of a paragraph, and ask students to read it silently to themselves.
3. Have the students work in pairs to discuss the main idea of the paragraph. Ask for volunteers to
share their ideas with the class.
4. Write the main idea on the board or chart paper.
5. Explain that key sentences are sentences that support the main idea. Write the term "key
sentences" on the board or chart paper.
6. Provide an example of a paragraph and ask students to identify the key sentences. Have the
students work in pairs to discuss the key sentences, and then ask for volunteers to share their ideas
with the class.
7. Write the key sentences on the board or chart paper.
8. Explain that supporting details are examples, facts, or other details that support the key sentences.
Write the term "supporting details" on the board or chart paper.
9. Provide an example of a paragraph and ask students to identify the supporting details. Have the
students work in pairs to discuss the supporting details, and then ask for volunteers to share their
ideas with the class.
10. Write the supporting details on the board or chart paper.
Guided Practice (15 minutes):
1. Distribute a handout with a paragraph to the students.
2. Ask the students to read the paragraph silently to themselves.
3. Have the students work in pairs to identify the main idea, key sentences, and supporting details.
4. Ask for volunteers to share their answers with the class.
5. Write the correct answers on the board or chart paper.
Independent Practice (15 minutes):
1. Distribute a handout with a different paragraph to each student.
2. Ask the students to read their paragraph silently to themselves.
3. Have the students identify the main idea, key sentences, and supporting details on their own.
4. Ask the students to write the main idea, key sentences, and supporting details on a separate sheet
of paper.
5. Collect the papers and assess the students' understanding.
Conclusion (5 minutes):
1. Ask the students to share what they learned during the lesson.
2. Summarize the key points of the lesson, including defining the main idea, key sentences, and
supporting details.
3. Reinforce the importance of identifying these elements to better understand what we are reading.

Lesson Plan: Identify the Main Idea, Key Sentences and Supporting Details of a Given Paragraph
Objective: Students will be able to define and identify the main idea, key sentences, and supporting details
of a given paragraph, and write a summary that includes these elements.
Materials:
 Copies of several paragraphs from different texts
  Whiteboard and markers
 Handout on identifying main ideas, key sentences, and supporting details
 Writing paper and pencils
Procedure:
Introduction:
1. Begin by asking students what they know about identifying the main idea, key sentences, and
supporting details in a paragraph.
2. Review the definitions of main idea, key sentences, and supporting details using the handout, and
give examples of each from a paragraph.
Activity:
1. Distribute copies of several paragraphs from different texts to the students, and ask them to read
each paragraph silently.
2. Instruct students to identify the main idea, key sentences, and supporting details of each paragraph,
and to take notes on them using the handout.
3. After students have had time to analyze the paragraphs, have them share their findings with the
class. Write the main idea, key sentences, and supporting details on the whiteboard as students
share them.
4. Discuss with the class whether the main idea, key sentences, and supporting details are always
explicitly stated in a paragraph, or if they sometimes need to be inferred.
5. Have the students write a summary of the paragraph that includes the main idea, key sentences,
and supporting details.
Conclusion:
1. Review the definitions of main idea, key sentences, and supporting details, and give examples of
each from the paragraphs that were analyzed.
2. Ask the students to reflect on what they learned, and whether they found identifying the main idea,
key sentences, and supporting details to be challenging or easy.
3. Collect the students' summaries of the paragraphs, and provide feedback on their ability to identify
and include the main idea, key sentences, and supporting details.
Assessment: The students' ability to identify and include the main idea, key sentences, and supporting
details in their summaries will serve as an assessment of their understanding of the lesson's objectives.

Lesson Plan: Identifying the Main Idea, Key Sentences and Supporting Details of a Paragraph
Objective: Students will be able to define, identify and write the main idea, key sentences and supporting
details of a given paragraph.
Grade level: Middle School (6-8)
Materials:
 Whiteboard or chart paper
 Markers
 Sample paragraphs
 Worksheet (optional)
Procedure:
1. Introduction (5 minutes)
 Begin the lesson by asking the students if they know what a main idea is.
 Write the definition of main idea on the whiteboard: "The main idea is the central thought or
message of a paragraph or passage."
 Next, explain to the students that key sentences and supporting details help to develop and support
the main idea of a paragraph.
2. Guided Practice (10 minutes)
 Provide the students with a sample paragraph.
 Read the paragraph aloud and ask the students to listen carefully and identify the main idea.
 Write the main idea on the board and ask the students to identify the key sentences and supporting
details that support the main idea.
 Write the key sentences and supporting details on the board, emphasizing how they relate to the
main idea.
3. Independent Practice (15 minutes)
 Provide each student with a different paragraph.
 Ask the students to read the paragraph carefully and identify the main idea, key sentences and
supporting details.
 Students can work independently or in pairs.
  Once students have identified the main idea, key sentences and supporting details, have them write
them down on a worksheet or on a piece of paper.
4. Closure (5 minutes)
 Have a few students share their main idea, key sentences and supporting details with the class.
 Review the importance of identifying the main idea, key sentences and supporting details when
reading and writing.
 Remind the students that these skills can be used when reading textbooks, articles, and other forms
of written communication.
Assessment:
 The worksheet can be used as a formative assessment to check for student understanding.
 An exit ticket can be given at the end of the lesson to assess student understanding of the main
idea, key sentences and supporting details.
Extension:
 Provide students with an article or book chapter and have them identify the main idea, key
sentences and supporting details.
 Challenge students to write their own paragraph with a clear main idea, key sentences, and
supporting details.

Lesson Plan: Identifying the Main Idea, Key Sentences, and Supporting Details of a Paragraph
Grade level: Middle school or high school
Objectives:
1. Students will be able to define the main idea, key sentences, and supporting details of a given
paragraph.
2. Students will be able to identify the main idea, key sentences, and supporting details of a given
paragraph.
3. Students will be able to write the main idea, key sentences, and supporting details of a given
paragraph.
Materials:
 Whiteboard and markers
 Handouts with paragraphs for analysis
 Worksheets for identifying main idea, key sentences, and supporting details
 Pens or pencils
Introduction (10 minutes):
 Begin by defining what the main idea, key sentences, and supporting details are in a paragraph.
Explain that the main idea is the most important point the writer is trying to convey, key sentences
are those that support the main idea, and supporting details are specific pieces of information that
back up the key sentences.
 Give some examples of main ideas, key sentences, and supporting details from a paragraph. Write
them on the board to help students visualize the concepts.
 Ask students why it is important to be able to identify the main idea, key sentences, and supporting
details of a paragraph. Discuss how this skill can help them understand what they read and
communicate effectively.
Activity 1: Identifying the Main Idea (15 minutes):
 Provide a handout with a paragraph for analysis. Ask students to read the paragraph and write
down what they think the main idea is.
 After they have had time to think about it, ask for volunteers to share their ideas. Write the different
answers on the board.
 Discuss each answer and ask students to explain why they think it is the main idea. Encourage
them to support their ideas with evidence from the paragraph.
 Once the class has agreed on the main idea, write it on the board and have students copy it down in
their notebooks.
Activity 2: Identifying Key Sentences (15 minutes):
 Provide a handout with a paragraph for analysis. Ask students to read the paragraph and identify
the key sentences that support the main idea.
 After they have had time to think about it, ask for volunteers to share their answers. Write the key
sentences on the board.
 Discuss each sentence and ask students to explain why they think it supports the main idea.
Encourage them to support their ideas with evidence from the paragraph.
 Once the class has agreed on the key sentences, have students copy them down in their
notebooks.
Activity 3: Identifying Supporting Details (15 minutes):
 Provide a handout with a paragraph for analysis. Ask students to read the paragraph and identify
the supporting details that back up the key sentences.
 After they have had time to think about it, ask for volunteers to share their answers. Write the
supporting details on the board.
 Discuss each detail and ask students to explain why they think it supports the key sentence.
Encourage them to support their ideas with evidence from the paragraph.
 Once the class has agreed on the supporting details, have students copy them down in their
notebooks.
Activity 4: Writing the Main Idea, Key Sentences, and Supporting Details (15 minutes):
 Provide a worksheet with a paragraph for analysis. Ask students to read the paragraph and write
down the main idea, key sentences, and supporting details.
 After they have completed the worksheet, ask for volunteers to share their answers. Discuss each
answer and ask students to explain why they chose the main idea, key sentences, and supporting
details they did.
 Once the class has agreed on the answers, review them together and have students correct their
worksheets if necessary.
Conclusion (10 minutes):
 Review the concepts of main idea, key sentences, and supporting

Paksang-aralin: Nakabubuo ng mga Bagong Salita Gamit ang Panlapi at Salitang-ugat

Layunin: Matapos ang paksang-aralin na ito, ang mag-aaral ay inaasahang:
1. Maipapaliwanag ang kahulugan ng mga panlapi at salitang-ugat.
2. Maipapakita ang kahalagahan ng paggamit ng mga panlapi sa pagbuo ng mga bagong salita.
3. Makakabuo ng mga bagong salita gamit ang mga panlapi at salitang-ugat.
4. Maipapakita ang kaugnayan ng pagbuo ng mga bagong salita sa pagpapalawig ng bokabularyo.
Kagamitan:
 PowerPoint presentation
 Flashcards ng mga panlapi at salitang-ugat
 Worksheets
 Pencil at papel
Pamamaraan: I. Panimula (10 minuto) A. Pagpapakita ng mga larawan ng mga bagong salita tulad ng
selfie, wifi, at iba pa. B. Tanongin ang mga mag-aaral kung alam nila ang mga kahulugan ng mga salitang
ito at kung saan nanggaling ang mga ito. C. Ipaliwanag na ang mga salitang ito ay mga bagong salita na
nabuo sa pamamagitan ng paggamit ng mga panlapi at salitang-ugat.
II. Pagtuturo (30 minuto) A. Ipakita ang mga flashcards ng mga panlapi at salitang-ugat. B. Ipaliwanag ang
kahulugan ng mga panlapi at salitang-ugat. C. Ipakita ang mga halimbawa ng mga salitang nabuo sa
pamamagitan ng paggamit ng mga panlapi at salitang-ugat tulad ng “maganda” + “-in” = “ginandang,”
“sarap” + “-an” = “sari-sarihan,” at iba pa. D. Ipakita ang mga halimbawa ng paggamit ng iba’t ibang panlapi
sa pagbuo ng mga bagong salita tulad ng “-in,” “-um,” “-an,” at iba pa.
III. Pagsasanay (30 minuto) A. Ipamahagi ang mga worksheets na naglalaman ng mga salitang-ugat at
kailangang panlapi upang makabuo ng mga bagong salita. B. Ipakita ang mga halimbawa ng mga salitang
nabuo gamit ang mga panlapi. C. Magbigay ng mga sagot at magpakita ng mga salitang nabuo sa mga
mag-aaral.
IV. Pagpapalawig (10 minuto) A. Ipakita ang mga larawan ng mga bagong salita na nasa kamakailang mga
balita o artikulo. B. Tanongin ang mga mag-aaral kung alam nila ang kahulugan ng mga salitang ito. C.
Ipakita ang mga panlapi at salitang-ugat na ginamit upang makabuo ng mga bagong salita na ito. D. Pag-
usapan ang kahalagahan ng paggamit ng mga panlapi sa pagbuo ng mga bagong salita.
Paksa: Nakabubuo ng mga Bagong Salita Gamit ang Panlapi at Salitang-Ugat
Pamantayan sa Pagkatuto:
 Nakapagbibigay ng kahulugan ng mga panlapi at salitang-ugat
 Nakapagbibigay ng halimbawa ng paggamit ng mga panlapi at salitang-ugat upang makabuo ng
mga bagong salita
 Nakakagamit ng mga bagong salita na nabuo gamit ang panlapi at salitang-ugat
Mga Kagamitan:
 Whiteboard at marker
 Flashcards ng mga panlapi at salitang-ugat
 Mga halimbawa ng mga salitang nabuo gamit ang panlapi at salitang-ugat
 Worksheet para sa pagpapapraktis
I. Layunin A. Nakapagbibigay ng kahulugan ng mga panlapi at salitang-ugat B. Nakapagbibigay ng
halimbawa ng paggamit ng mga panlapi at salitang-ugat upang makabuo ng mga bagong salita C.
Nakakagamit ng mga bagong salita na nabuo gamit ang panlapi at salitang-ugat
II. Pagtuturo A. Panimulang Gawain
1. Tanong: Ano ang ibig sabihin ng salitang "panlapi"? Ano naman ang "salitang-ugat"?
2. Pagpapakita ng mga flashcards ng mga panlapi at salitang-ugat. Pagsasama-sama ng mga
estudyante para matukoy ang kahulugan ng bawat isa.
3. Pagsasama-sama ng mga estudyante para magbigay ng halimbawa ng mga salitang nabubuo
gamit ang mga panlapi at salitang-ugat.
B. Pagsasanay
1. Pagbibigay ng mga halimbawa ng mga salitang nabubuo gamit ang panlapi at salitang-ugat. Pag-
uusapan kung ano ang kahulugan ng mga ito.
2. Pagpapakita ng mga halimbawa ng salita na kulang sa panlapi o salitang-ugat. Hikayatin ang mga
estudyante na mag-isip ng panlapi o salitang-ugat na puwedeng idagdag upang makabuo ng mga
bagong salita.
3. Pagsasanay gamit ang worksheet para sa pagpapapraktis.
C. Paglalapat
1. Pagpapakita ng mga larawan ng mga bagay, lugar, o konsepto na hindi pa alam ng mga
estudyante. Hikayatin silang gumamit ng panlapi o salitang-ugat upang makabuo ng mga bagong
salita na may kahulugan sa kanilang sariling paningin.
2. Pagpapakita ng mga akda, tulad ng mga tula, awit, o maikling kwento na mayroong mga bagong
salita na nabuo gamit ang panlapi at salitang-ugat. Pag-uusapan kung paano ito nakatutulong
upang maging malikhain sa pagsulat at pagpap

Paksa: Nakabubuo ng mga bagong salita gamit ang panlapi at salitang-ugat

I. Layunin: A. Nakikilala ng mga mag-aaral ang kahulugan ng panlapi at salitang-ugat B. Nakakabuo ng
mga bagong salita gamit ang panlapi at salitang-ugat
II. Mga Kagamitan: A. Whiteboard at marker B. Mga larawan ng mga halimbawa ng panlapi at salitang-ugat
C. Worksheet na mayroong mga gawain sa pagbuo ng mga salita gamit ang panlapi at salitang-ugat
III. Mga Pamamaraan: A. Panimulang Gawain:
1. Magpakita ng mga larawan ng mga halimbawa ng panlapi at salitang-ugat.
2. Itanong sa mga mag-aaral kung ano ang mga ito at kung paano ito ginagamit sa pagsasalita at
pagsusulat.
3. Pag-usapan ang mga sagot at bigyang-diin ang kahalagahan ng pagkakaroon ng mga ito sa
pagbuo ng mga salita.
B. Pagtuturo:
1. Ipakita ang mga hakbang sa pagbuo ng mga salita gamit
network error
ihan ng mga mag-aaral ang konsepto ng pagbuo ng mga salita gamit ang panlapi at salitang-ugat.
V. Pagsasara:
1. Balikan ang mga kahulugan ng panlapi at salitang-ugat.
2. Tukuyin ang kahalagahan ng pagbuo ng mga salita gamit ang mga ito.
3. Pag-usapan ang mga paraan kung paano ito magagamit sa pang-araw-araw na buhay.
Note: Ang oras ng bawat bahagi ng pagtuturo ay maaaring mag-iba depende sa kakayahan ng mga mag-
aaral at ang layunin ng gawain. Maaring i-adjust ang lesson plan upang mas magustuhan ng mga mag-
aaral ang pag-aaral ng konseptong ito.

I. Layunin ng Aralin: Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:

1. Matutukoy ang iba't ibang uri ng panlapi at salitang-ugat.
2. Maipapakita ang tamang paggamit ng mga panlapi at salitang-ugat sa pagbuo ng mga bagong
salita.
3. Makabubuo ng sariling mga salita gamit ang mga nabanggit na panlapi at salitang-ugat.
II. Mga Kagamitan:
1. PowerPoint presentation tungkol sa panlapi at salitang-ugat
2. Aktibidad na worksheet
3. Pisara at pisara marker
III. Pamamaraan: A. Panimula (5 minuto)
1. Pagbati sa mga mag-aaral at pagsasabi ng layunin ng aralin.
2. Pagpapakita ng mga larawan ng iba't ibang uri ng panlapi at salitang-ugat.
B. Pagpapaliwanag (20 minuto)
1. Pagbibigay ng kahulugan ng panlapi at salitang-ugat.
2. Pagpapakita ng mga halimbawa ng mga panlapi at salitang-ugat.
3. Pagpapakita ng mga salita na nabubuo sa pamamagitan ng paggamit ng iba't ibang uri ng panlapi
at salitang-ugat.
C. Pagsasanay (20 minuto)
1. Pagpapakita ng mga larawan na may mga salitang-ugat na kailangan ng panlapi.
2. Pagpapakita ng mga panlapi na maaaring gamitin sa bawat salita.
3. Pagbibigay ng aktibidad na worksheet na naglalaman ng mga salita na kailangan ng panlapi.
4. Pagtitiyak na ang mga mag-aaral ay nakakagamit ng tamang panlapi sa bawat salita.
D. Paglalapat (10 minuto)
1. Pagbibigay ng halimbawa ng mga salita na kailangan ng panlapi.
2. Pagpapakita ng mga larawan na kailangan ng mga salita na nabuo gamit ang panlapi at salitang-
ugat.
3. Pagbibigay ng pagkakataon sa mga mag-aaral na bumuo ng sariling mga salita gamit ang mga
nabanggit na panlapi at salitang-ugat.
E. Pagtatapos (5 minuto)
1. Pagpapakita ng mga larawan na kailangan ng mga salita na nabuo gamit ang panlapi at salitang-
ugat na ginawa ng mga mag-aaral.
2. Pagbibigay ng pagbati at papuri sa mga mag-aaral sa kanilang naging pag-unawa sa aralin.
IV. Pagtataya:
1. Pagbibigay ng pagsusulit upang matukoy kung nakagawa ang mga mag-aaral ng tamang salita
gamit ang mga panlapi at salitang-ugat.
2. Pagsusuri sa mga gawa ng mga mag-aaral upang masiguro na tama ang gamit ng panlapi at
salitang-ugat sa pagbu
Paksa: Nakabubuo ng mga bagong salita gamit ang panlapi at salitang-ugat
I. Layunin: Sa dulo ng aralin, ang mga mag-aaral ay inaasahang:
1. Maipaliwanag ang konsepto ng mga panlapi at salitang-ugat.
2. Maipakita ang kakayahan sa pagbuo ng mga bagong salita gamit ang mga panlapi at salitang-ugat.
3. Maipakita ang kasanayan sa pagsusuri ng kahulugan ng mga salita sa pamamagitan ng paggamit
ng panlapi at salitang-ugat.
II. Mga Kagamitan:
1. Powerpoint presentation tungkol sa mga panlapi at salitang-ugat
2. Mga graphic organizer tulad ng mind map o word map
3. Mga magasin, libro, o dyaryo para sa aktibidad na paghahanap ng mga salitang-ugat.
III. Proseso: A. Panimulang Gawain
1. Ipapakita ang Powerpoint presentation tungkol sa mga panlapi at salitang-ugat.
2. Magtatanong ng ilang katanungan tungkol sa konsepto ng mga panlapi at salitang-ugat upang
masiguradong naiintindihan ng mga mag-aaral ang konsepto nito.
B. Pagtuturo ng Aralin
1. Ipapakita ang iba't-ibang uri ng panlapi at kung paano ito ginagamit upang makabuo ng mga
bagong salita.
2. Pagtatalakay sa kahulugan ng mga salitang-ugat at kung paano ito nakatutulong sa pagbuo ng mga
bagong salita.
3. Pagpapakita ng mga halimbawa ng mga salitang-ugat at panlapi na magagamit ng mga mag-aaral
upang makabuo ng mga bagong salita.
C. Aktibidad
1. Ipapamahagi sa mga mag-aaral ang mga graphic organizer tulad ng mind map o word map.
2. Hinihikayat ang mga mag-aaral na gumawa ng mga bagong salita gamit ang mga panlapi at
salitang-ugat. Ipaalala sa kanila na kailangan itong magpakita ng kahulugan.
3. Pagtitiyak na naiintindihan ng mga mag-aaral ang konsepto ng panlapi at salitang-ugat sa
pamamagitan ng pagsusuri sa mga salita na ginawa nila.
D. Pagtatapos
1. Magtatanong ng ilang katanungan tungkol sa aralin upang masiguradong naintindihan ng mga mag-
aaral ang konsepto ng panlapi at salitang-ugat.
2. Pagsasaayos ng mga graphic organizer na ginawa ng mga mag-aaral sa harap ng klase.
3. Pagbibigay ng mga pagsusuri at papuri sa mga mag-aaral na nakagawa ng mga magandang salita
gamit ang panlapi at salitang-ugat.
IV. Pagtataya: Pagsusulit ng mga mag-aaral sa pamam

Paksa: Nasusuri kung ang pahayag ay opinyon o katotohanan

Antas ng Mag-aaral: Baitang 8
I. Layunin
Pagkatapos ng aralin, ang mag-aaral ay inaasahang:
1. Maipapaliwanag kung ano ang opinyon at katotohanan.
2. Maipapakita ang pagkakaiba ng opinyon at katotohanan.
3. Maipapakita ang kahalagahan ng pagkakaiba ng opinyon at katotohanan sa pakikipagtalastasan.
II. Mga Sanggunian
Mga sanggunian para sa pag-aaral na ito ay ang mga sumusunod:
1. Batayang aklat sa Filipino, Baitang 8
2. Mga artikulo at mga balita sa mga pahayagan
3. Mga larawan na nagpapakita ng mga pahayag na opinyon at katotohanan
III. Pamamaraan
A. Panimulang Gawain (10 minuto)
1. Itanong sa mga mag-aaral kung alam nila ang kahulugan ng salitang "opinyon" at "katotohanan".
2. Ipaliwanag sa kanila ang kahulugan ng mga salitang ito.
3. Itanong sa kanila kung paano sila makakatukoy kung ang isang pahayag ay opinyon o katotohanan.
B. Pagtuturo (20 minuto)
1. Ipakita ang mga larawan na nagpapakita ng mga pahayag na opinyon at katotohanan.
2. Ipaliwanag kung bakit ito ay opinyon o katotohanan.
3. Itanong sa mga mag-aaral kung ano ang kanilang pananaw sa mga larawan.
 4. Ipakita ang mga artikulo at mga balita sa mga pahayagan.
5. Ipakita kung paano sila makakatukoy kung ang isang pahayag ay opinyon o katotohanan.
C. Pagsasanay (30 minuto)
1. Ipakita ang mga pahayag sa Powerpoint o sa mga flashcards.
2. Ipakita kung paano makikilala ang isang pahayag kung ito ay opinyon o katotohanan.
3. Paano mo mapapatunayan kung ito ay opinyon o katotohanan?
4. Ipakita ang mga halimbawa ng pagsusuri ng pahayag kung ito ay opinyon o katotohanan.
5. Magbigay ng mga pahayag na kailangan ng pagsusuri kung ito ay opinyon o katotohanan.
D. Paglalapat (30 minuto)
1. Magbigay ng mga artikulo o balita sa mga mag-aaral.
2. Magpapapili sa kanila kung ang mga pahayag na nakalap sa mga ito ay opinyon o katotohanan.
3. Ipakita kung paano nila nasuri ang mga pahayag kung ito ay opinyon o katotohanan.
E. Pagtataya (10 minuto)

Pamagat: Pagkilala sa Opinyon at Katotohanan

Antas ng Mag-aaral: Ikalawang Baitang
Layunin:
 Nakikilala ng mag-aaral ang kahulugan ng opinyon at katotohanan.
 Nakapagsusuri ang mag-aaral kung ang isang pahayag ay opinyon o katotohanan.
Mga Kagamitan:
 Larawan ng bulaklak at bato.
 Mga pahayag na nagpapahiwatig ng opinyon at katotohanan.
 Kartolina na may nakasulat na “Opinyon” at “Katotohanan.”
Proseso:
1. Pagpapakilala sa Paksa (10 minuto)
 Ipakita sa mga mag-aaral ang larawan ng bulaklak at bato.
 Itanong sa kanila kung anong mga katangian ang makikita nila sa bawat larawan.
2. Pagtalakay sa Kahulugan ng Opinyon at Katotohanan (20 minuto)
 Ipaliwanag sa mga mag-aaral ang kahulugan ng opinyon at katotohanan.
 Ipakita ang mga halimbawa ng mga pahayag na nagpapahiwatig ng opinyon at katotohanan.
 Bigyan ng pagkakataon ang mga mag-aaral na magbigay ng sarili nilang halimbawa.
3. Pagpapakita ng Mga Pahayag (15 minuto)
 Ipakita sa mga mag-aaral ang mga pahayag at hingin ang kanilang opinyon kung ito ay opinyon o
katotohanan.
 Ipaliwanag ang kasagutan para sa bawat pahayag.
4. Pagtatapos (15 minuto)
 Magbigay ng mga pahayag sa mga mag-aaral at hingin kung ito ay opinyon o katotohanan.
 Ipasulat sa kartolina ang salitang “Opinyon” at “Katotohanan” at ipakita ito sa bawat pahayag.
 Magtanong ng mga pahayag at ipakita sa bawat mag-aaral ang kanilang kartolina na may nakasulat
na “Opinyon” o “Katotohanan.”
Pagsusuri:
 Sa pagtatapos ng aralin, maaring magbigay ng pagsusuri sa mga mag-aaral sa pamamagitan ng
pagpapagawa ng mga pahayag at hinihingi sa kanila kung ito ay opinyon o katotohanan.