Republic of the Philippines

Department of Education
Region V- BICOL
DIVISION OFFICE OF ALBAY
GUINOBATAN EAST DISTRICT
BOLOLO ELEMENTARY SCHOOL
GUINOBATAN, ALBAY

Detailed Lesson Plan in English

Grade: 5
Quarter: 2nd Week : _ 1 Day : 3
I.OBJECTIVES
A. Content Demonstrates understanding of various linguistic nodes to comprehend
Standard various texts
B. Performance Standard Uses literal information from texts to infer
C. Learning Competency/Objectives Identify the main idea, key idea, key sentences and supporting details of a
given paragraph EN5RC-IIa-2.21

II. CONTENT Main idea, key idea, key sentences and supporting details of a given paragraph
Observe politeness at all times
III. References
1.Teacher’s Guide Pages Joy in Learning English 5 p 62-63
2.Learner’s Material Pages Joy in Learning English 5 p99-100 and 112
3.Textbook Pages
4.Additional Learning Materials from
Learners
Portal
IV. PROCEDURE
A. Reviewing previous What are the different signal words that you have learned last time?
lesson/presenting new lesson
Game: Guess the animal.

B. Establishing a purpose for the
lesson
Tell the pupils that they will read an informational text entitled, “Wildlife in
Danger”
But before that, they will have to unlock some difficult words.
Unlocking of Difficulties:
Complete the concept map by choosing the synonym of the word based on
the given meaning.
Collision- an instance of one moving object or person striking violently
against one another.
Amenities-a desirable or useful feature or facility of a building or place.
species- a group of living organisms consisting of similar individuals capable
of exchanging genes or interbreeding
catastrophic- involving or causing sudden great damage or suffering
convenience crash kindterrible
comfort type hit disastrous

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 example:
crash collision hit

Motivation Question: What will happen to our world if there were no

animals? Why is wildlife important?

C. Presenting examples/
instances of the new 1. Let the pupils skim the text.
lesson “Wildlife in Danger”, Joy in Learning English pages 99- 100
2. Let pupils read orally in small groups.
3. Comprehension check: (may be done after each paragraph or at
the end of the entire text.)

Paragraph 1
a. Why is wildlife important?
Paragraph 2
b. When can you say that a particular species is extinct?

Paragraph 3
c. What are some examples of species that are already extinct?
d. What are ways by which species gets extinct?

Paragraph 4
e. What are the species that are now close to extinction?

Paragraph 5
f. What could be the greatest threats or danger to wildlife?

Paragraph 6
g. What does the country do about the increasing threats to wildlife?
h. As pupils, how can you help prevent wildlife from losing their
homes?
i. How can you protect wildlife from the dangers of human’s ill-
practices?

If there is one thing/sentence about saving wildlife that you want to tell our
president, what would it be?
D. Discuss new concepts
and practicing new Note to teacher: Take one paragraph from the text to serve as an example.
skills Go back to the 6th paragraph in the narrative text.

¹To protect our wildlife, the country has passed conservation laws.
²Conservation means the planned management of natural resources inorder
to preserve and protect them.
³Some conservation laws prohibit or limit the hunting or killing of
certain animals. ⁴There are also laws that protect
habitats by setting aside areas for national parks, game refuges, and bird
sanctuaries.

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 1. What is the paragraph about? (conservation laws to protect
wildlife)
Introduce the main idea.
Say, every paragraph has a main idea. It is the most important
piece of
information that an author states explicitly or implicitly in order
to let you know the concept of the paragraph.

2. What is the sentence that expresses the central claim of the

paragraph or the main idea? (1st sentence) Introduce key
sentence or topic sentence.
Say, The sentence where you can find the main idea is called the
topic sentence or the key sentence. Though often found at the
beginning of the paragraph, the topic sentence may also be found
in the middle or at the end.

E. Discuss new skills and
practicing new skills #2
3. What supports the key or topic sentence? (The 2nd, 3rd, and
4th sentence which states the meaning and examples of
conservation laws)
Introduce supporting details.
Say, the key sentence is supported by the details found in the
rest of the sentences in the paragraph.
1. To Identify the main idea, key sentence, and the
supporting details, ask:
 What is the paragraph about?
 What is the sentence that expresses the central claim of the
paragraph?
 What supports the key sentence?

a. ¹The English language is like a bank account. ²It has millions

of words which its speakers can draw from freely and for
whatever purpose he or she needs them. ³The dictionary is a
bankbook which gives us access to these words. ⁴These
millions of words made it possible for English speakers to
read and talk about every subject under the sun and every
topic known to the minds of men and women.

Answers:
 The paragraph is about the richness of the English
Language
 Sentence 1
 Sentences 2,3,and 4

When the first sentence of the paragraph tells about the main
idea and all the others state the details of the topic, the
paragraph looks like an inverted pyramid

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 Main Idea
b. A mother blue Supporting whale does not lay eggs but
Details gives birth to a live baby
whale. ²A blue whale is warm-
blooded and has lungs. ³It breathes air the way human
beings do. ⁴It is a mammal and not a fish as many people believe.
Answers:
 The paragraph is about the blue whale as a mammal
 Sentence 4
 Sentences 1,2,and 3
When the paragraph has several details about the main idea and ends
with a sentence that contains the topic,
the shape of the text is like a pyramid.

Details

Main Idea

c. Some volcanoes have stopped throwing hot rocks, but they still
smoke a little now and then. They are sleeping volcanoes. They may
wake up. Mt. Pinatubo slept for a thousand years. When it woke up,
it threw out so much hot melted rocks that buried many towns.
Answers:
 The paragraph is about dormant or sleeping volcanoes
being active
 There is no key sentence that exactly states the main idea
Sometimes, the main idea is not explicitly stated in the first or
last sentence. One has to read the text
well and look for clues or expressions that may lead to the main
idea. The shape of the text looks like
this.

All details put

together suggest
the
main idea

F. Developing Mastery Small Group Activity:

(leads to formative
assessment) Identify the main idea, key sentence, and supporting details in the group of
jumbled sentences. Arrange the sentences (in strips of paper) to form a
paragraph.

1. It can take down trees and cause landslides.

2. Floods can cause tremendous damage.
3. They often leave mud, sand, and debris behind.
4. They can ruin houses, roads, and buildings.
5. It can take months to clean up after a devastating flood.
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G. Finding Practical
Application of concepts and
skills
in daily living
H. Making Generalization
and abstraction about the
lesson
I. Evaluating Learning
Criteria 3 2 1
Content All sentences Most of the Some of the were
arranged in sentences sentences correct order
were arranged were
in correct order arranged in
correct order Teamwork
Consistently andWorked toward Worked
actively worked group goal toward group toward
group without goals with goal
occasional occasional
prompting prompting Time
Accomplished Accomplished Needs more Management
the required taskthe given task time to finish
before the given on the given the task time
time
Process questions:
What helped you arrange the sentences?
How did you deal with your group members while accomplishing your task?
Why should a reader like you be able to identify the paragraph’s main idea,
the key sentence, and its supporting details?
What will help you easily identify the main idea? key sentence? supporting
details in a paragraph?
Answer:
Ask yourself these questions:
 What is the paragraph about?
 What is the sentence that expresses the central claim of the
paragraph?
 What supports the key sentence?
Write the main idea, encircle the key sentence and underline the supporting
details in each paragraph. If not explicitly stated, simply write the main idea
on the space provided for.
1. Elephants are extremely intelligent animals. They have long
memories. This memory serves the mothers well during dry
seasons when they need to guide their herds to even distant
watering holes that they remember from the past. They also display
signs of grief, anger, joy, and play.
Main idea:
2. Some astronauts believe that asteroids resulted from a collision
between two or more small planets. Still others think the solar
system originated from swirling clouds of particles that once
surrounded the sun and that the asteroids are rocks that never came
together to form a planet. Indeed, there are many theories about how
asteroids originated.
Main idea:
3. Kiwis live in New Zealand. They are known as hidden birds because
they are nocturnal and only leave their
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 burrows to look for food at night. Kiwis are flightless because they
have very small wings. They have feathers with special patterns and
colors to camouflage them.
Main idea:

J. Additional activity for Identify the main idea and key sentence in the paragraph. The seahorse is a
application very unusual animal. Its head and neck look like a horse and its tail looks
/remediation like a monkey’s. It can change its colors, just like a chameleon. Its two eyes
can move independently of each other. While one eye looks under water,
the other may look up at the surface. Moreover, it is the male seahorse, not
the female, that gives birth to a baby seahorse.

V.REMARKS

VI.REFLECTIONS:
A. No. of learners who earned
80%
on the formative assessment

B. No. of learners who

require additional activities
for remediation.

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

D. No. of learners who

continue to
require remediation
E. Which of my teaching
strategies
worked well? Why did this
work?
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?

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