School Tibanban National High School Grade Level Grade 7
Teacher Mera I. Palma Learning Area English
Time & Date Quarter 3rd
A. Content Standard The learner demonstrates understanding of: Philippine literature in the
Period of Emergence as a tool to assert one’s identity; strategies in listening
to and viewing of informative and short narrative texts; word relationships
and associations; informative speech forms; and use of direct/reported
speech, passive/ active voice, simple past and past perfect tenses, and
sentence connectors.
B. Learning Competency Cite evidence to support a general statement EN7RC-IV-g-10.4
C. Learning Competency Express one’s belief/convictions based on a material viewed EN7VC-IV-I-16
within Curriculum
D. Learning Competency Discuss the effect of clean water on one’s health H1FH-IIIb-2
across Curriculum
I. OBJECTIVES At the end of the period, students are expected to:
a. identify general statement and supporting details from the paragraph;
b. differentiate general statement from supporting details using a graphic
organizer; and
c. cite contextual evidence that support the statement provided.
II. SUBJECT MATTER
A. Topic General Statement and Supporting Details
B. Reference Grade 7: Quarter 3: Module 5
C. Materials LED TV, PPT, Chalk, Handouts and Manila Paper
D. Values Integration Collaboration
III. PROCEDURE
A. Preliminary Activities
1. Prayer The teacher will ask someone from the class to lead the prayer.
2. Greetings The teacher will greet the students and remind them of the classroom
rules.
3. Checking of Attendance The teacher will check the attendance.
4. Review The teacher will ask questions related to the previous lesson.
5. Motivation/Energizer The teacher will write the statement “Smoking is dangerous to your health”
on the board. The student will express their idea based on the statement.
B. LESSON PROPER The teacher will present the lesson objectives and let the students
familiarize it.
The teacher will briefly discuss the lesson.
Main Idea
The central, or most important, idea in a paragraph or passage.
To find the main idea of any paragraph or passage, ask these
questions:
1. Who or what is the paragraph about?
2. What aspect or idea about ‘who’ or ‘what’ is the author concerned
with.
Supporting Detail
Provide information to clarify, prove, or explain the main idea.
It gives specific details related to the topic sentence.
C. ACTIVITIES The class will be grouped into five. Each group will be given a task.
Task 1: Read the paragraph and identify the general statement by
underlining them.
Task 2: Read the paragraph and identify the supporting details by
underlining them.
Task 3: Identify the general statement and supporting details from the
paragraph using the given graphic organizer.
Task 4: Differentiate general statement from supporting details using a
graphic organizer.
Task 5: The teacher will provide a general statement “Smoking is dangerous
to your health” the students will express their idea about the statement in
order to come up with a supporting detail.
D. ANALYSIS Students will be asked the following questions:
How did you able to identify the general statement and supporting
details in the paragraph.
Why is it important to identify general statement and supporting
details.
E. ABSTRACTION Students will share their idea by answering the following questions:
What is general statement?
What is supporting details?
Can you identify the general statement and supporting details from
this paragraph?
F. APPLICATION Write a paragraph discussing the effect of clean water on one’s health. They
have to recommend ideas that will support their claim.
Paragraph Making Rubric
Criteria
Content/Organization 5
Introduction 5
Body 5
Conclusion 5
TOTAL 20
IV. EVALUATION Test I. Identify the general statement and supporting details from the given
paragraph. Write your answer in a 1/2 crosswise.
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.
Test II. Differentiate general statement from supporting details using a
graphing organizer.
Test III. Cite contextual evidence that support the statement provided.
1. Humans need oxygen to survive.
2. Exercise is beneficial for overall health.
V. ASSIGNMENT Direction: Interview your parents about the statement below. Then write 2-
3 evidence to support the statement. Write your answer on 1/2 crosswise.
1. Poverty became worse due to the pandemic.
Prepared by: Checked by:
MERA I. PALMA MAYRAFLOR S. CIELO
Pre-Service Teacher Cooperating Teacher
