REPUBLIC OF THE PHILIPPINES

Department of Education
Region IX
DIVISION OF DIPOLOG CITY
SICAYAB NATIONAL HIGH SCHOOL
Sicayab, Dipolog City

ENGLISH 7
COT 3

IDENTIFYING GENERAL AND SPECIFIC STATEMENTS

I. OBJECTIVES
MELC: Cite evidence to support a general statement. EN7RC-IV-g10.4
At the end of the lesson, the students are expected to:
a. Define the terms "general statement" and “specific statement”
b. Differentiate between general statements and specific statements.
c. Identify general or specific statements in a text.

II. SUBJECT MATTER

TOPIC: IDENTIFYING GENERAL AND SPECIFIC STATEMENT
REFERENCES: DepEd Self-Learning Module English 7
RESOURCES: Pictures, Visual aids, Tape, Marker, Video, PPT

III. PROCEDURES
A. PREPARATION
❖ Greetings
❖ Prayer
❖ Checking of Attendance
 Review of the Previous Topic
 MOTIVATION
 Ask students the following questions:
 What can you see on the screen?
 What are the three major islands of the Philippines? Which island is the largest and
which one is the smallest?
 Which island does our province Zamboanga del Norte belongs to?
 What is the Capital city of Zamboanga del Norte?
 In what subject did you learn about Philippine archipelago?
B. PRESENTATION
Before proceeding to the lesson for the day, let the students read the objectives first.
❖ OBJECTIVES:
1. Define the terms "general statement" and “specific statement”
2. Differentiate between general statements and specific statements.
3. Identify general or specific statements in a text.
❖ VOCABULARY:
 VAGUE:
not clearly or explicitly stated or expressed

 BROAD:
describe a word or meaning which covers or refers to
a wide range of different things
 PRECISE:

describe a word or meaning which covers or refers to a wide

range of different things

C. COMPARISON/DISCUSSION
Tell students, that I citing evidences, we have to identify first the general statements from
the specific statements.
Let them know that statements are basically classified as general and specific statements.
General Statement: Specific Statement

The supporting
Usually, it is the information for
topic sentence or the topic sentence
the main idea of or main idea.
the paragraph. It is Also, refers to
normally vague exact, precise fact
and represents a or description of
something
broad description
mentioned in the
of something. text.

Discuss further about general statements.

That to be able to identify general statements, questions like (listed below) should be
considered.
 What key point does the author want me to know about the topic?
  Who is this all about?
 What is the text all about?
While to be able to identify specific statements, it answers the who, what, where, when
and why about the topic.
The general statement or main idea wit its specific statements or supporting details are
needed to organize a paragraph. The main idea or general statement may be directly stated
in the paragraph, usually in the first or last statement but not all the time.
Use Venn Diagram
Give some examples to students and let them identify the general and the specific
statements in each sentence
 EXAMPLES:
 Pizza is a delicious food. My favorite pizza is Grazziana's Pepperoni with a
thin buttery crust, loaded with pepperoni and mozzarella cheese.
 Specific: My favorite pizza is Grazziana's Pepperoni with a thin
buttery crust, loaded with pepperoni and mozzarella cheese
 General: Pizza is a delicious food
 By reviewing my notes for 30 minutes each evening, I can remember key
concepts and perform well on tests. Studying regularly helps you learn and
retain information.
 Specific: By reviewing my notes for 30 minutes each evening, I can
remember key concepts and perform well on tests
 General: Studying regularly helps you learn and retain information.
Let the students make their own examples of specific and general statements.
Let them explain why, either specific or general.

D. GENERALIZATION:
How does general statement differ from specific statement?
Where can we usually find the general statement?
Why is it important to know how to distinguish general statement and supporting details in
reading selections?
E. APPLICATION:
"Songwriting Detectives"
Materials: Song lyrics (age-appropriate) with clear messages, graphic organizers.
Activity:
 Students will be divided into group of five (5). They need to:
 Identify the general statement representing the main message of the song
(e.g., "The song encourages perseverance through difficult times").
 Use specific lyrics to support the chosen statement (e.g., lines that express
determination, overcoming challenges).
 Create a chart or graphic organizer listing the general statement, specific
lyrics, and their connection to the message.
 Students can present their findings and discuss why citing lyrics helps
understand the song's deeper meaning.

IV. EVALUATION:
DIRECTIONS: Read each statement carefully and identify whether it is a general statement (G) or a
specific statement (S).
1. Dogs are loyal companions. ( )
2. My dog, Max, always greets me excitedly at the door when I come home. ( )
3. Regular exercise improves your physical and mental health. ( )
 4. Joining a running club helped me increase my stamina and lose weight. ( )
5. Reading different genres of books can broaden your knowledge and vocabulary. ( )
Answer Key:
1. G (General statement)
2. S (Specific statement)
3. G (General statement)
4. S (Specific statement)
5. G (General statement)

V. ASSIGNMENT:
DIRECTIONS: Construct a five-sentenced paragraph containing general statement that you like
and specific statement to support the topic.

Prepared by: Checked by:

LEA E. ROSAL VANYA Q. MANAMTAM

Subject Teacher - English MT-I/Subject Coordinator-English

Approved by:

SHIRLY M. PAGHACIAN
HT-I/Department Head-FEMA