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 27, 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 main idea;
b. identify the topic sentence in a paragraph ; and
c. differentiate stated and implied main idea.

II. SUBJECT MATTER

1. Topic: Finding the Main Idea

2. References: English 7 Quarter 3 Module 7
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, “Good morning/afternoon, Ma’am.”
class! Requesting everyone to The students proceed to follow the
please settle down in a count of 5, instructions.
4, 3, 2, and 1.”

2. Prayer
“Before we begin our class today, “Let us pray…”
let us first have a prayer. May I
“Amen.”
request someone to lead us in
prayer.”

“Please take your seats.” “Thank you, Ma’am.”

3. Checking of Attendance
The teacher will call the names of The learner says, “Present” when he/she is
each learner. in the classroom

4. Reminders
“Please be reminded of your
assignments.”
“Do you have any assignments? “Yes, Ma’am”
Please pass.”

5. Setting of Rules
“Let’s review our rules. Again, what
are the 5 set of classroom rules that “No using of mobile phones.”
I want you to follow?” “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 to add?” “Yes/None, Ma’am”

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 last meeting.
“What did we discuss last meeting?”
The learners share what they learned last
meeting.
“Are there clarifications or questions
regarding our previous topic?” “Yes, Ma’am/None, Ma’am.”

The teacher will only cater relevant

questions from the students.

C. Activity

“ FOUR PICS, ONE WORD”

DIRECTIONS: Solve the puzzle.

The learners participate in the activity.

“Hungry”

“Fruit”

“Chicken”
D. ANALYSIS
After the activity, the teacher will ask
students to share their reflection with the
class.
“By studying the pictures and determining
“How did you arrive at the correct answer?” the main idea”

“Very Good! Your answer leads us to our

topic today which is about Finding the Main
Idea.

E. ABSTRACTION

“Before we proceed to our topic today, let’s

have first a PRETEST. Please get ¼ sheet of
paper.”

Directions: Each paragraph is followed by

four statements. Select the statement that
best expresses the main idea. Write the letter
of the correct answer.

1. It is often said that lightning never strikes

twice in the same place, but this isn’t true. The students follow the instructions and
Go ask the forest rangers. Rangers who answers the activity.
spend their summers as firefighters will tell
you that every thundershower brings several
bolts of lightning to their lookout stations.

A. Ask the forest rangers.

B. Forest rangers are knowledgeable about
lightning.
C. Lightning strikes several time at the
rangers’ workstation.
D. It is not true that lightning never strikes
twice in the same place.

2. Costs were low that year and the output

high. There was a good person for each job
and the market remained firm. There were
no losses from fire. All in all it was the best
years in the history of the company.

A. There were no losses from fire.

B. Costs were low that year and the output
high.
C. It was the best years in the history of the
company.
D. There was a good person for each job and
the market remained firm.

3. There are great numbers of deer around

here. This whole area is great country for
hunters and fishermen. There are bears,
mountain lions, and coyotes. To the east
there are streams full of trout, and there are
ducks and geese.

A. There are bears, mountain lions, and

coyotes.
B. There are great numbers of deer around
here.
C. This whole area is great country for
hunters and fishermen.
D. To the east there are streams full of trout,
and there are ducks and geese.

4. Advertising affects our lives everyday.

Brand names are common household words.
We start each day using the toothpaste, soap,
and breakfast foods promoted by advertisers.
Ads have made the cars we drive signs of
our success. Our choices of food, dress, and
entertainment are swayed by ads. Not one
aspect of American life is untouched by
advertising.

A. Brand names are common household

words.
B. Our choices of food, dress, and
entertainment are swayed by ads.
C. We start each day using the toothpaste,
soap, and breakfast foods promoted by
advertisers.
D. Advertising affects our lives everyday
and not one aspect of American life is
untouched by advertising.

5. Do you wear glasses? Make sure your

glasses fit well. The earpieces should be at
eye level. Don’t try to adjust the earpieces
yourself. Take your glasses for adjustments
to the place you bought them. Keep your
glasses in a case when you’re not wearing
them. This will prevent scratches. Keep the
lenses clean. A soft cloth is best for
cleaning.

A. Make sure your glasses fit well.

B. The earpieces should be at eye level.
C. Taking care of eyeglasses involves many
steps.
D. Keep your glasses in a case when you’re
not wearing them.

“Let’s check your paper.” ANSWER KEY:

1.D
2.D
3.C
4.D
5.C

“Please keep your paper. We will use the

back part later.”

The teacher will present the objectives to the

class.

“These are the objectives for today's session,

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

BEHAVIORAL OBJECTIVES:
At least 80% of the students should be able
to:
a. define main idea;
b. identify the topic sentence in a
paragraph ; and
c. differentiate stated and implied main idea.

“Please read and copy the following slide”

The students read and copy the content of
Main Idea the slides.
• The main idea is the central, or
most important, idea in a paragraph
or passage. It states the purpose
and sets the direction of the
paragraph or passage.
 most often found in the first
sentence of the paragraph.
 may be found in any sentence
of the paragraph.
 may be split.
2 Types of Main Idea
1. Stated- the paragraph “says” The learners listen attentively to the
what the main idea is. Referred to as teacher’s explanation.
Topic Sentence.
2. Implied- you need to state the
main idea in your own words “Yes/No, Ma’am”
because it doesn’t actually “say” it in “Yes/None, Ma’am”
the paragraph.

“Understand, class?”
“Any questions so far?” The students read the slide when teacher
instructs them to do so.
“Let’s take a look at this example:
“The students had fun on their field trip .
They visited the Marine Museum. They
were able to tour a tug boat and they bought
souvenirs in the gift shop. After the tours “The students had fun on their field trip.”
they ate a picnic lunch in the park and
played with their friends.” “Stated, because the main idea is stated for
the readers.”
“What is the main idea in this sentence?”

“What Type of Main Idea is this?” “Yes, Ma’am”

Next,

“Samantha, I can’t eat or sleep when you

are gone. I need to hear your soothing voice “The author misses Samantha.”
and see your lovely smile. I miss that
special way you sing. Please come home “Implied because the main idea was not
soon.” said.”

“What is the main idea in this sentence?”

“What Type of Main Idea is this?”

“Excellent understanding, class!”

“I assume you understand our topic today.
Let’s try this activity.”

F. APPLICATION
Directions: On the board, use a Venn
Diagram to compare and contrast STATED
and IMPLIED main idea. The students follow the instructions.
 “Yes, Ma’am”

“Are the instructions clear?”

“Okay, you may now begin.”

Time Limit: 5 minutes

G. GENERALIZATION
The students will reflect on their responses “The main idea is the central, or most
in relation to the discussion. important, idea in a paragraph or passage.”

“What is main idea?” “Stated and Implied”

“Very Good! What are the two types of

main idea?”

“I assume you now, understand out topic, let

us now test your understanding.”
H. EVALUATION
Directions: In a ¼ sheet of paper, answer
the following items. Read the paragraph
then write the letter of the best answer.
The students follow the instructions.
1. “The rain forest is home to many
creatures. Monkeys, toucans and macaws
live in the rain forest. Butterflies and
anteaters also live in the rain forest.”
What is the main idea?

A. The main idea is implied.

B. The rain forest is home to many
creatures.
C. Monkeys, toucans and macaws live in the
rain forest.
D. Sloths and tapirs are other creatures that
live in the rain forest.

2. “Soccer players learn many skills when

playing soccer. Soccer players learn how to
dribble and pass the ball. They also learn
how to control the ball so they can
eventually score. Most importantly, soccer
players learn how to work together with
their teammates.”
What is the main idea?

A. Soccer players learn how to dribble.

B. Soccer players learn many skills when
playing soccer.
C. Soccer players learn to work together
with their teammates.
D. They also learn how to control the ball so
they can eventually score.

3. “Swimming is one thing that can be done

at the beach. Snorkeling is another thing that
can be enjoyed. Playing beach volleyball
can be a lot of fun. It is also fun to look for
shells. Some people simply like to
sunbathe.”
What is the implied main idea?

A. Sunbathing is fun at the beach.

B. Snorkeling is an activity done at the
beach.
C. There are many fun things to do at the
beach.
I. ASSIGNMENT
Directions: Research on how to identify supporting details in a paragraph.

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