Detailed Lesson Plan (Reading and Writing) Topic Sentence
Download as DOCX, PDF57 likes42,872 views
The document details a lesson plan for teaching topic sentences to senior high school students through various activities, including the use of main idea bags and letter scrabble. Students learn to identify topic sentences and their importance in reading comprehension by participating in group discussions and individual evaluations. The plan emphasizes interactive learning, including defining difficult terms, applying knowledge through activities, and a structured follow-up evaluation.
Detailed Lesson Plan (Reading and Writing) Topic Sentence
- 1. ANDRES BONIFACIO COLLEGE College Park, Dipolog City SCHOOL OF EDUCATION A DETAILED LESSON PLAN IN CREATIVE NONFICTION Senior High Department I. OBJECTIVES At the end of the lesson, the students can: A. Draw a main idea from the items found inside the bags B. Give the definition of the difficult words in the text C. Define what a topic sentence is D. Identify the topic sentence in a reading text E. Observe the proper way in determining the topic sentence II. SUBJECT MATTER Topic: Topic Sentence Reference: Tiongson, Marella Therese A., Rodriguez, Maxine Rafaella C.; 2016. “Identifying the Topic Sentence” Reading and Writing Skills. Rex Books Publishing House Instructional Materials: Balloons Main Idea Bags Visual aids and pictures Worksheets for the students Value Focus: Being kin and careful in determining the important ideas found in reading text or selection. III. PROCEDURE TEACHER’S ACTIVITY STUDENT’S ACTIVITY A. Preparation 1. Opening Prayer 2. Greetings Good morning, class. Good morning, ma’am.
- 2. How is your day today? That is good to know, class. 3. Attendance (Teacher refers to the students’ seating arrangement chart) Who’s absent today? It is fantastic, ma’am. There is none, ma’am. B. Motivation Main Idea Bags Activity: The teacher places three (3) sets of main idea bags on the table in front of the class. Direction: The teacher places each group of item or pictures or words on cards in separate bags. Have the students open the bags, look at the items and figure out the main idea of the bag. For example, if a bag had a small pot, packet of seeds, garden trowel and a small bag of soil, students would guess that the main idea is “planting” or “gardening”. The teacher calls students at random. Motivational Questions: What are the items inside the bag? Base on the items that you found inside the bag, what idea can you draw from it? Items: CD, DVD, flash drive, cell phone Items: Picture of the icons of Facebook, Instagram, Twitter, Snapchat Sample Main Idea Bags: The students open the main idea bags to see the items inside it. The students enumerate the different items found inside the main idea bag. Main Idea Bag #1: Technology Main Idea Bag #2: Social Media
- 3. Items: Reader’s Digest, novel, pocket book Very good! The activity has a connection to the lesson that I am about to teach you, class. What do you call a sentence that holds the main idea of a certain paragraph? That’s right! It is called a topic sentence, class. Let us try to see if you really are right about your answer through this short activity. Main Idea Bag #3: Reading or Book Collecting Topic Sentence, ma’am. C. Presentation of the Topic Letter Scrabble Activity: Let us try to find out if our lesson for today really is about topic sentence. Direction: Have students pop each balloon and place the missing letters on the board, hence, revealing the topic to the students. The teacher facilitates the students of the activity. First word set Second word set Very good! As you try to read through a particular paragraph that you have read through your favorite books or novels, you try to ask yourself of what can be the main idea Sample Letter Placement: T O P I C S E N T E N C E The students pop the balloons and place the cut-out letters on the board to reveal the topic of the lesson. First word answer: TOPIC Second word answer: SENTENCE
- 4. of this certain part of the book. You tend to look for the topic sentence of that paragraph. That is why our lesson for today plays a very significant role in your reading. Setting Objectives for Students: Before we continue, we have objectives for our class today. Let us all read our goals for today, class. Objectives: A. Define what is a topic sentence and its types and positions B. Identify the topic sentence in a reading text C. Observe the proper way in determining the topic sentence The students read today’s goals found on the board. D. Unlocking of Difficulties Now that you know the topic for today’s lesson, let us first define some difficult words that we might encounter. Direction: Match column A to column B to define the difficult words. 1. Thesis Statement Sentence: I want to know what the entire essay is all about and finding the thesis statement is the way to do it. 2. Explicit Sentence: It was easy for me to find the main point of the paragraph because all of the ideas are states in an explicit way. 3. Implied Thesis Statement means a short statement that summarizes the main point of an essay. Explicit means ideas are stated clearly and in detail. Implied means suggested ideas but not
- 5. Sentence: I can really tell that the main idea of this paragraph is implied because it is not directly stated here. 4. Paragraph Sentence: I am about to finish writing and my last paragraph should be striking to give the readers a good closing. 5. Essay Sentence: Writing an essay is easy if you have decided on what you want to write about. With that short activity, we are now ready to proceed with our lesson about topic sentence. But before we proceed, is there anything you want to know about the topic? directly stated. Paragraph means a clear written or printed work that contains one thought and normally begins on a new line. Essay means a short piece of writing on a particular subject. (The students listen to the teacher) E. Discussion The teacher distributes the hand outs for the students to be guided. Sample Hand Out: “Topic Sentence” For Calling a Student: I have a fudgee bar here in my hand. Whoever catches this will be the one to answer or to read the paragraph as instructed. Is that clear, class? Read the examples on the board. (Teacher throws fudgee bars at three (3) students for each of them to read the examples) Questions after reading: Base from the paragraphs that you have read, what is the main idea? Yes, ma’am. Each student reads the examples that are found on the board. Each student states the main idea from their paragraphs.
- 6. Base from your answer, how would you define now a topic sentence? Why do you think that is the topic sentence of the paragraph? Very good! Okay, class. Let us proceed. But before that, do you have any questions regarding on determining the topic sentence within a paragraph? Since there are no questions from you, class. I believe you know now how to determine the topic sentence within a paragraph? True or False Strategy: Have the students answer the statements about the topic sentence. Let them choose whether the statement is true or false and let them defend as to why the statement is true or false. Statements for True or False: Test what you have learned about topic sentences by answering the following questions. Circle true or false. 1. The topic sentence is usually the first sentence in the paragraph. 2. The topic sentence is the most important idea in a paragraph. 3. The topic sentence tells what idea will be developed in the paragraph. 4. The topic sentence is usually found in one of the detail sentences. 5. Details provide the framework for A topic sentence is simply the main idea of the paragraph, ma’am. The preceding sentences in the paragraph supports the topic sentence, ma’am. No, ma’am. Yes, ma’am. TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE
- 7. the paragraph. 6. Everything in the paragraph must point to the topic sentence. 7. All sentences in the paragraph work together to support the details. (See students’ hand out at the back of this lesson plan) TRUE FALSE TRUE FALSE F. Application To check whether you have understood about the topic, let us now have a short activity. Group Activity: The teacher divides the class into three (3) groups and hands each group a copy of their tasks to identify the topic sentence. Direction: For 5 minutes, identify the topic sentence of the paragraph. Write the topic sentence on the yellow cartolina strip that is to be placed with the supporting details on the pink cartolina provided by the teacher. There will be three (3) groups in the class to participate in the activity. Each group will provided with different paragraphs to identify the topic sentence. (The students listen and follow the teacher’s instructions for the activity) Sample Group Activity: I don’t like tests. Every time I take a test, I feel nervous. When I study for a test, I don’t know if I will be able to get a good grade. Often I worry about taking a test and can’t sleep. Sometimes I daydream or draw pictures in class. After the test is over, I worry about my grade. When my teacher gives the test back to me with a grade, I still can’t relax because I know I will have another test soon. G. Generalization Did you have fun with your activity? (The teacher does a refresher of the topic Yes, ma’am. (The students recall what they have
- 8. for the students to remember) What is a topic sentence? How do you know that particular sentence is the topic sentence of the paragraph? Why do we need to know the main idea of a paragraph? What trait can we develop from it? Very good insights, class. learned through the class discussion) A topic sentence tells the reader the main idea of the paragraph. We will know that particular sentence is the topic sentence of the paragraph by looking at the supporting details that the paragraph contains. When it talks about the certain topic that connects to the main idea of the paragraph, you will be able to determine the topic sentence through that method. We need to know the main idea of a paragraph so that we can be aware of what the paragraph is all about. Thus, it can also develop the trait of being observant and kin at the same time. (The students express their ideas and answers may vary) H. Evaluation Now to check whether you have understood the lesson, let us have a evaluation for you to apply your learning about the lesson. The teacher distributes the evaluation worksheets to the students. Direction: For 10 minutes, look for the topic sentence or the main idea of the worksheets provided. Follow instructions from the worksheets provided by the teacher. (See students’ evaluation worksheet at the back of this lesson plan) The students answer the work sheets.
- 9. IV. ASSIGNMENT Answer the worksheet provided by the teacher. Identify the topic for every item on the worksheet. This is to pass by next meeting. (See students’ assignment worksheet at the back of this lesson plan Prepared by: Anjenette E. Columnas BSED – IV Andres Bonifacio College 2016 - 2017