LESSON PLAN IN ENGLISH 4

School Grade Level & Section 4

Teacher Quarter 1

Learning English Teaching Dates & Week 1 – 5 days

Area Duration

I. LEARNING OBJECTIVES

Content Standards Demonstrate an understanding of various linguistics nodes to

comprehend various texts

Demonstrate an understanding that English is stress-timed language

to achieve accuracy and automaticity

Performance Standards Use linguistic cues to appropriately construct meaning from a variety
of texts for a variety of purposes

Read aloud text with accuracy, automaticity, and prosody

Learning Competencies/Code Recognize parts of a simple paragraph

Objectives

● Knowledge Identify the parts of a simple paragraph

● Skills Make a simple paragraph

● Attitude Demonstrate understanding on how to make simple paragraph

II. CONTENT Parts of a Simple Paragraph

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from SDO NegOr Self-Learning Module - Quarter 1 - Module 1: Parts of a
Learning Resource (LR) portal Simple Paragraph, written by Carolyn B. Deciar

B. Other Learning Resources copies of SLMs, slide deck presentation, pictures, activity sheets

C. Supplies, Equipment, Tools, etc. television, laptop, manila paper, glue

IV. PROCEDURES

A. Review/ - The teacher divides the class into 4.

Introductory - Each group arranges the picture puzzle assigned to them.

Activity - The learners will share how they feel before, during, and after the activity.

Group 1 Group 2
 https://bit.ly/3K3n1xN https://adobe.ly/3dIeqEz

Group 3 Group 4

B. Activity/ - The teacher asks the learners the following questions:

Motivation
a. Aside from the trees shown in the picture puzzles, what other trees have you seen in
the school or around your house?

b. Why are trees important?

c. What should you do with these trees?

C. Analysis/ - The teacher lets the class read the paragraph below.
 Presenting - The learners identify the topic sentence and supporting details of the paragraph and write
examples of the the answers in their notebook.
new lesson
where the
concepts are
clarified

Topic Sentence: __________________________________________________________

Supporting Details:

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

D. Abstraction The teacher discusses with the class the lesson on the parts of a paragraph.

The parts of a simple paragraph normally include:

A. Topic Sentence

The topic sentence is usually the first sentence in a paragraph. It is the most
important sentence in the paragraph. It is called the topic sentence because it tells the
reader what the topic of the paragraph is. It tells the reader what he or she is going to
read. It introduces the main idea which will be supported by the rest of the sentences.

B. Supporting Details

They come after the topic sentence. They tell more about the main idea. They give
the important details and describe the main idea for better understanding.

Source: https://tinyurl.com/yypyrgmk

Example:

Spiders
Cecilia B. Corsino

Some spiders spin

silk webs to trapare
Spiders food.
tiny Such webs
animals thatare sticky
catch thatinwhen
insects an insect
different ways.flies into one, it cannot
escape. Some spiders leap into the air to catch their prey, and float to the ground on a
dragline or silk thread. Some spiders use sheets of silk to wrap their prey like mummies.
Source: English This Way 4, p. 290
 From the given paragraph above, the encircled sentence is the topic sentence which is
the first sentence in the paragraph while the underlined sentences are the supporting details
that describe how spiders catch food in different ways.

However, not at all times the topic sentence is the first sentence of the paragraph. It
can also be found at the middle or at the end of the paragraph.

Take this paragraph as an example.

The topic sentence is “Dogs help people in a lot of ways.” It is the last sentence of the
paragraph while the rest of the sentences are the supporting details.

How to Write a Good Paragraph:

1. You must have a strong topic and supporting sentences that express a common idea.

2. Use specific examples from the story, quotation or write in your own words for the
supporting details or sentences.

Source: https://tinyurl.com/y68exlyu

E. Valuing: Finding The teachers let the learners do the given activities.
Practical
Applications of
Concepts and Task 1
Skills in Daily Directions: Identify the topic of the given details. Choose the letter of the correct answer and
Living write them in your notebook.

1. Anna is intelligent. She is responsible. Anna always does her homework, and she is never
late for class. As a result of her hard work, Anna is one of the best students in school.

a. Anna is an excellent student.

b. Anna is a helpful child.

2. The first Chinese brother could swallow the sea. The second Chinese brother had an iron
 neck. The third Chinese brother could stretch and stretch his legs. The fourth Chinese
brother could not be burned. And the fifth Chinese brother could hold his breath
indefinitely.

a. The five Chinese brothers lived with their mother in a little house.
b. The five Chinese brothers possessed extraordinary skills or qualities.

Task 2

Directions: Identify the topic sentence and supporting details in the following paragraph. Box
the topic sentence and underline the supporting details. (Note: The learners are
given activity sheets to do this task.)

1.

2.

3.

Task 3

Directions: Choose one of the topics and fill in the graphic organizer by writing a topic
sentence and three supporting details. Do this in your notebook.

Topics: Games Movies Pet Food

 Task 4

Directions: From the information you provided in Task 3, rewrite them into a paragraph form.
Then, create a title for your paragraph.

F. Generalization The learners answer the following questions orally.

1. What are the parts of a simple paragraph?

2. What part of the paragraph tells the topic or the main idea of the paragraph?

3. What part of the paragraph support the topic sentence or the main idea of the paragraph?

4. Where can we usually find the topic sentence of the paragraph?

5. How can we make a good paragraph?

G. Assessment Directions: Identify the topic sentence and supporting details in the paragraph below.
Write the correct answer in your notebook.

Honeybees
Honeybees are insects about ¾ of an inch big. They are reddish-brown and black
with yellow stripes in the abdomen. The head, legs, and antennae are black. Their thorax
is covered with thick pale hair.
 Topic Sentence: _____________________________________________________________

Supporting Details:

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

IV. REMARKS

V. REFLECTIONS

A. No. of learners who learned 80% on

the formative assessment

B. No. of learners who require

additional activities for remediation.

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by: