English 8

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English – Grade 8
Quarter 4 – Module 7: Identify details that support the topic sentence
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Joanne Almoete
Editor: Julie P. Policarpio
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Illustrator: Name
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Management Team:
Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, EdD
Chief - School Governance and Operations Division

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Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
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Pasig City

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 English 8
Quarter 4
Self-Learning Module 7
Identifying details that
support the topic sentence

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Introductory Message

For the Facilitator:

Welcome to the English Grade 8 Self-Learning Module on Identifying details

that support the topic sentence!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the English 8 Self-Learning Module on Identifying details that

support the topic sentence!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional learner module in English 8. All the

activities provided in this lesson will help you learn and understand: identify
details that support the topic sentence!

Specifically, you will learn about the following:

1. Locate and identify the topic sentence.

2. Identify the details that support the topic sentence.

PRETEST

Read each pair of sentences. Write TS for Topic Sentence next to the
sentence that would make good topic sentence. Write SD for Supporting Detail
next to the sentence that would make a good supporting detail.
___________1. Healthy diet and exercise can boost immune system.
___________ Vegetables, fruits and cardio work out are good enough.
___________ 2.
Lagundi tablet or syrup is a proven bronchodilator with its
registered indication for the treatment of cough
___________ DOST approved the clinical trials of Lagundi against COVID-19.
___________ 3. Gardening is very good for you.
___________ You get a lot of exercise working in the garden.
___________ 4. Lilibeth’s birthday party was a lot of fun.
___________ We played games at their backyard and won prizes.
___________ 5. We spent all day Saturday cleaning.
___________ It was a very busy but worth it weekend.

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 RECAP

We have learned that a topic sentence is a statement of the main idea.

It is the statement under which all other materials in the paragraph –
examples, reasons, facts, details and other evidences – can fit.
We were able to identify also the positions of a topic sentence in a
paragraph. Topic sentences are usually in the first sentence of the paragraph,
but not always. They may also be located within the paragraph or at the end
of the paragraph. They may even appear twice – at the beginning and at the
end.
Sometimes, you find a topic sentence that provides a main idea for more
that one paragraph. This occurs when the author feels that the development
of the main idea may be too lengthy for one paragraph.

LESSON

The supporting details in a paragraph are very significant in its strong

and effective development. They serve as pillars in writing. They support,
explain, define and prove the idea presented by the topic sentence. The more
supporting details you can provide, the more evident it is that the facts are on
your side.
The supporting details in the paragraph (the sentences other than the
topic sentence) contain facts, statements, examples-specifics which guide us
to a full understanding of the main idea. They clarify, illuminate, explain,
describe, expand and illustrate the main idea and are supporting details.
Determining Supporting Details

1. Decide which details help to further the story line.

2. Decide which details help you to understand the main idea.

3. Answer question raised by the main idea (who, what when, why or how).

Types of Supporting Materials

1. COMPARISONS in which one thing is shown to be like another.

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 Example: Skilled college students are like the unskilled students in
their desire for a diploma.

2. CONTRASTS in which one things is shown to differ from another.

Example: Skilled students are different from unskilled students in that

they use a method to read a textbook.

3. STATISTICS

Example: 75 percent of the students who do not attend online class

regularly receive grades of 75 or worse.

4. GRAPHS

Example: Figure 9-1 is one type of graph.

5. QUOTATIONS from authorities

Example: Ms. Araneta admits, “I tell students they don’t need to attend
my online class if they don’t want to. I know, however, that if they don’t
come, they won’t pass.”

6. VIVID DESCRIPTIONS

Example: The students took the exam online, quickly looked at the
grade, gave a sigh or relief and began to smile.

Major and Minor Details

There are two kinds of supporting details-major and minor. The main
idea and its major supporting details form the basic framework of paragraphs.
The major details are the primary points that support the main idea.
Paragraphs often contain minor details as well. While the major details
explain and develop the main idea, they, in turn are expanded upon the minor
supporting details.

Example: Main Idea and Major Detail

The Department of Science and Technology (DOST) has approved the

clinical trials for the local herb, lagundi, against COVID-19. The project aims

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to determine if lagundi, as adjuvant therapy, can provide symptomatic relief
for mild COVID-19 patients without co-morbidities.

EXAMPLE: Main Idea and Major and Minor Detail

The Department of Science and Technology (DOST) has approved the

clinical trials for the local herb, lagundi, against COVID-19.

The project aims to determine if lagundi, as adjuvant therapy, can

provide symptomatic relief for mild COVID-19 patients without co-
morbidities. It also aims to determine if lagundi can decrease the number of
patients who progress from mild to moderate or severe case. Lagundi tablet
or syrup is a proven bronchodilator with its registered indication for the
treatment of cough, he said, adding that the common symptoms of COVID-19
are fever, cough, sore throat, myalgia, and fatigue.

ACTIVITIES

Encircle the letter that does not support the topic sentence.

1. TOPIC SENTENCE: It is easy to reupholster a stool at home.

A. Stools come in very handy in the kitchen.

B. Choose a stool with a removeable seat.
C. Remove the old fabric from the stool seat.
D. Use a staple gun to fasten the new fabric tightly to the seat.

2. TOPIC SENTENCE: Self-publishing is easy and inexpensive.

A. There are many publishing platforms online to choose from.

B. On many publishing platforms you can set up your files for free.
C. Self-publishing is becoming increasingly popular.
D. Self-publishing no longer requires an up-front investment.

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3. TOPIC SENTENCE: It is not difficult to care for a backyard pool.

A. When you have a backyard pool you can swim any time.
B. Chemical test strips are inexpensive and readily available.
C. There are pool care businesses available to help you.
D. There is a simple maintenance schedule to follow.

4. TOPIC SENTENCE: It was a very exciting weekend.

A. On Saturday, we all went rock-climbing.

B. Last Saturday night, we attended a party on a yacht.
C. Our trash gets picked up every Friday afternoon.
D. On Sunday, we took a long hike through the woods.

5. TOPIC SENTENCE: Middle school is a challenging time.

A. In some states, 7th and 8th grade are called “junior high.”
B. Kids are turning into young adults.
C. In school, students have to change classes.
D. More is expected of students, as they are getting older.

Activity 2

Encircle TS for Topic Sentence or SD for Supporting Detail before each

sentence.

TS SD 1. The quality of a restaurant is expressed by food, ambiance, and

quality of service.

TS SD The darker-colored walls and low lighting create a feeling of

intimacy.

TS SD 2. Daily practice in any subject will improve student proficiency.

TS SD Students benefit from doing homework every day in three

distinct ways.

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TS SD 3. There are certain things that a useful toolbox should not be
without.

TS SD Keep at least two screwdrivers; one flat head and one Phillip’s
head.

TS SD 4. Real beauty can only be attained by good nutrition, proper

hydration, and sufficient sleep.

TS SD Your body is 70% water, and water is needed to keep cells

healthy, including skin cells.

TS SD 5. They spent the morning doing paper crafts.

TS SD The children made the best of the cold, rainy day.

Activity 3
Cross out the detail that does not support the topic sentence.
1. TOPIC SENTENCE: This is a very dangerous intersection.
A. There is a restaurant on the corner.
B. There is an accident here every month.
C. People often run the red light.
D. It is difficult to see around the restaurant on the corner.

2. TOPIC SENTENCE: A vegan diet can be very satisfying.

A. People often slim down on a vegan diet.
B. Vegans who eat a lot of vegetables report more energy.
C. Veganism is more than a diet; it is a lifestyle.
D. Tastes can change, and you can learn to love new foods.

3. TOPIC SENTENCE: The new superhero movie is great.

A. It is playing at the local theatre.
B. It features all of my favorite superheroes.
C. There are lots of great action scenes.
D. The soundtrack is outstanding.

4. TOPIC SENTENCE: It is important to do work that you love.

A. When you enjoy your job, you don’t feel like you are “working.”
B. Money alone does not guarantee happiness.
C. Many people find their jobs online.
D. Happy people are productive people.

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5. TOPIC SENTENCE: Many young women care about fashion.
A. Some schools have very strict dress codes.
B. Fashion is about self-expression.
C. Fashion can be a way of standing out, or a way of fitting in.
D. For some, fashion is like an art form.

WRAP-UP

Using the letters of the word RESILIENT or RESILIENCY, create an

acrostic which is based on the learning you gained from the lesson,
discussion engaged in, and activities embarked on.

VALUING

Building resilience is all about maintaining positive mindset, a

willingness to grow and an ability to learn from the setbacks.
“The difference between a strong man and a weak one is that the
former does not give up after a defeat.”
- Woodrow Wilson
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POSTTEST

Read each pair of sentences. One is a topic sentence. The other is a

supporting detail for the topic sentence. Encircle the letter that is a supporting
detail.

1. A. We have had very good weather this year.

B. There haven’t been any significant storms.

2. A. Karen is a very talented editor.

B. Karen can see right away whether a piece of writing is working or

not.

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3. A. Hundreds of videos about all kind of things are posted every day.

B. YouTube is a great way to learn something new.

4. A. Groundhogs are an annoying garden pest.

B. Groundhogs will eat almost anything that you plant.

5. A. My father loves mystery programs.

B. My father has seen every mystery series ever made.

Agreement

Read the paragraph and then fill in the missing information in

the concept map.

The most important thing you can do for your body is to eat a healthy
diet. Unhealthy eating habits are the leading contributor to disease. Obesity,
diabetes, cardiovascular disease, and many other “lifestyle” diseases can be
avoided with good nutrition. A healthy diet is also about what you don’t eat.
Processed foods, sodas, and fast foods are very high in calories and are full of
fat and sugars that burden your body and keep it from functioning optimally.

Finally, a diet that includes many fresh, plant-based foods is good for
your mental and emotional health. Studies have shown that poor nutrition is
a leading contributor to depression. Also, most of the body’s serotonin ― “feel
good” hormone ― is produced in the gut, and requires a healthy microbiome
in order to be made available to keep us happy!

TOPIC SENTENCE:

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 KEY TO CORRECTION

5. B 5. A 5. SD-TS 5. A 5. SD-TS
4. B 4. C 4. TS-SD 4. C 4. TS-SD
3. A 3. A 3. TS-SD 3. A 3. TS-SD
2. B 2. C 2. SD-TS 2. C 2. SD-TS
1. B 1. A 1. TS-SD 1. A 1. TS-SD
Post test Activity 3 Activity 2 Activity 1 Pretest

References
https://www.easyteacherworksheets.com/langarts/supportdet.html
https://www.easyteacherworksheets.com/langarts/supportdet.html
https://journals.sagepub.com/coronavirus

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