Southern Christian College

United Church of Christ in the Philippines

Poblacion 5, Midsayap, Cotabato
COLLEGE OF TEACHER EDUCATION

A Detailed Lesson Plan in English 7

February 28, 2024

Content Standard:
The learner demonstrates understanding of: contemporary Philippine literature as
a means of responding to the demands of the global village; various extended text
types; lexical and contextual cues; appropriate and polite oral language, stance,
and behavior; and use of imperatives, prepositions, verbs, and wh-questions.
Performance Standards:
The learner transfers learning by:
a. explaining the need to be cooperative and responsible in today’s global
village;
b. using appropriate strategies to comprehend extended text types;
c. using lexical and contextual clues to understand unfamiliar words and
expressions; and
d. using imperatives, prepositions, and appropriate and polite oral language,
stance and behavior in various information-sharing formats.
Learning Competency:
The learner:
a. cite evidence to support a general statement. EN7RC-IV-g-10.4

I. OBJECTIVES:
At least 80% of the students should be able to:
a. define supporting details;
b. identify supporting details and concluding sentence that strengthens the
main idea; and
c. cite evidence to support a general statement.

II. SUBJECT MATTER

1. Topic: Recognizing Main Ideas and Supporting Details

2. References: English 7 Quarter 3 Module 7
Educational Jar (2021). Main Idea and Supporting Details. YouTube.
https://www.youtube.com/watch?v=LWFnpeimPfE
3. Materials: Laptop, Smart TV, Powerpoint Presentation, Visual Aids, and Printed
Materials

III. PROCEDURE
 Teacher Activity Student Activity
A. PREPARATION
1. Greetings
“ Good Morning/Afternoon, class! “Good morning/afternoon, Ma’am.”
Requesting everyone to please settle The students proceed to follow the
down in a count of 5, 4, 3, 2, and 1.” instructions.

2. Prayer
“Before we begin our class today, let us
first have a prayer. May I request
someone to lead us in prayer.”
“Let us pray…”
“Please take your seats.”
“Amen.”
3. Checking of Attendance “Thank you, Ma’am.”
The teacher will call the names of each
learner.
The learner says, “Present” when
4. Reminders he/she is in the classroom
“Please be reminded of your roleplaying
activity.”
“May I ask about the progress? Do you
already have your scripts?
“Yes, Ma’am”
5. Setting of Rules
“Let’s review our rules. Again, what are
the 5 set of classroom rules that I want you
to follow?”
“No using of mobile phones.”
“No talking with seatmates.”
"Greet your teachers as they enter
the room”
"Raise your hand if you want to be
recognized.”
“If you want to go to the comfort
room, raise your hand to ask for
permission and answer a question
from the teacher’s Pouch of
Questions.”

“Very good! Do you have any more ground rules “Yes/None, Ma’am”
to add?”

If the students suggest additional ground rules, the

teacher will only accept those that are pertinent.
B. Review
“Before we proceed to our new topic, let us first go
over what we discussed yesterday.

“What did we discuss yesterday?” “Ma’am, about finding the Main

Idea.”

“Without looking at your notes, what is Main “The central or important idea in a
Idea?” paragraph.”

“Very Good! What are the two types of Main idea? “Stated and Implied”

“When we say “stated” is the main idea mentioned “Yes”

in the paragraph?”
“No”
“How about “implied” is it mentioned in the
paragraph?”

“Are there clarifications or questions regarding our

previous topic?”

The teacher will only cater relevant questions from

the students.

C. Activity

“ LET ME THINK!”

DIRECTIONS: Brainstorm ideas that is centered

on the topic.

The teacher will activate prior knowledge and

connect the content to the students by asking,
“what are things you do at recess?” As students
brainstorm ideas aloud, the teacher will write their The learners participate in the
activity.
answers into a large bubble map outlined on the
board.
Possible answers:
“Buy food”
“Buy drinks”
“Play”
Things we
do during
recess
D. ANALYSIS
After the activity, the teacher will ask three
students to share their reflection with the class.

“What do you think is the main idea or topic of our “Things we do during recess.”
activity?”

“How about the supporting details? which among “The ideas inside the surrounding
these are supporting details?” circles, Ma’am. For example, buying
food.”
“Marvelous! as you can observe, you’ve just listed
many supporting details that support our topic or
main idea. “Things we do at recess.”

“Today, our topic is about Supporting Details.”

E. ABSTRACTION
The teacher will present the objectives to the class.

“These are the objectives for today's session, class.

The students read the Behavioral
These are the goals I expect you to meet during this
Objectives.
time frame. Please read. ”

BEHAVIORAL OBJECTIVES:
At least 80% of the students should be able to:
a. define supporting details;
b. identify supporting details and concluding
sentence that strengthens the main idea; and
c. cite evidence to support a general statement.

“Please read and copy the following slide” The students read and copy the
content of the slides.
Supporting Details
• It supports the main idea. It proves the
value of the main idea.

“To help you better understand our topic,

Let’s watch this video:”
Educational Jar (2021). Main Idea and
Supporting Details. YouTube.
https://www.youtube.com/watch?
v=LWFnpeimPfE The learners listen attentively.
“Yes/None, Ma’am”
“Understand, class?” “Yes/No, Ma’am”
“Any questions so far?”

“Let’s try to read the following passage.”

“Engineers create wealth for society. So, tennis is The students read the slide when
a game and the resources of the earth are scarce. teacher instructs them to do so.
Have you gone mad? Thus the only solution is to
educate the public on being socially responsible.

“What is the main idea in the passage?” “None.”

“Does the supporting details support the main “No, Ma’am”

idea?”

“confusing, right?” “Yes, Ma’am”

“This is what happens if you are writing

something and you have no central or main idea
and if your supporting details are not relevant.”

“Let’s try to correct it. Give me a Main idea from “Engineers create wealth for society”
the passage.”
Possible answers:
“Give me supporting details.” “ They create building for the growth
of the economy.”
“Their job is high paying.”
“Excellent output, class!”

“I assume you understand our topic today. Let’s

try this activity.”

F. APPLICATION

Directions: Brainstorm supporting details on the

following main ideas. Write your answer on the
Hamburger Paragraph worksheet
1. Exercise is important.
2. Reading is beneficial. The students follow the instructions.
3. Pollution has many causes.
4. Technology has many advantage.
5. A butterfly undergoes a life cycle.
 “Are the instructions clear?”
“Yes, Ma’am”
“Okay, you may now begin.”

Time Limit: 5 minutes

G. GENERALIZATION
The students will reflect on their responses in
relation to the discussion.

“What are supporting details?”

“Supporting details are ideas that
“Very Good! I assume you now, understand out support the main idea.”
topic, let us now test your understanding.”
IV. EVALUATION
Directions: At the back of your Hamburger
Paragraph Activity earlier. Write a check mark (/)
if the sentence includes a detail about the main idea
and an x if it does not.
Main Idea: The Earth has many different kinds
of violent weather.
_____ 1. The largest storms are called hurricanes.
_____ 2. My grandmother doesn’t like ice and
snow.
_____ 3. The winds on Mars are very powerful.
_____ 4. Tornadoes are the most destructive
storms.
_____ 5. A thunderstorm can cause widespread
flooding.

ASSIGNMENT
Directions: In your notebook, write a short paragraph of five sentences about how did
your family show resiliency (an ability to recover from or adjust easily to
 adversity or change) during the time of pandemic. Make the first paragraph as
your topic sentence, then the four other sentences as the supporting details.
REMARKS

REFLECTION
No. of learners who earned 80% in the evaluation.

No. of learners who required additional activities for remediation.

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

No. of learners who continue to require remediation.

Which of my teaching strategies work well? Why did this work?

What difficulties did I encounter which my principal or supervisor can help

me solve?

What innovations or localized materials did I use/discover which I wish to

share with another teacher.

Prepared by:

JODELYN MAE S. CANGREJO

Pre-Service Teacher

Checked: Noted:

CECILLE T. BANGGOS, T-III JANET D. TAYONG, P-I

Cooperating Teacher School Head