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LESSON
EXEMPLAR
School
Bantog Elementary School
Teacher
Sir Hans Psalm
Teaching Date and Time
WEEK 1 (September 13-17, 2021)
Grade
Level
Learning
Area
Quarter
4
English
1st
I. OBJECTIVES
A. Grade Level Standards
B. Learning Competencies
or Objectives
C. Most Essential Learning
Competencies (MELC)
(If available, write the
indicated MELC)
D. Enabling Competencies
(If available, write the
attached enabling
competencies)
E. Enrichment
Competencies
(If available, write the
attached enrichment
competencies)
The learner listens critically to various text types and expresses ideas accurately in both oral
and written forms; demonstrates confidence in the use of the language to meet everyday
needs; and reads independently and gets relevant information from various text types.
The learner is expected to:
a. identify the three key parts of a paragraph: topic sentence, supporting details,
and conclusion;
b. write a paragraph containing a topic sentence, supporting details, and conclusion; and
c. appreciate writing a paragraph containing a topic sentence, supporting details, and
conclusion in our daily lives.
Recognize the parts of a simple paragraph
II. CONTENT
A. Topic:
Recognize the parts of a simple paragraph
B. Reference:
Yadao, J. (2021). Recognize the parts of a simple paragraph. Tarlac City Schools Division,
Tarlac City.
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
English 4 Quarter 1 Week 1 (pages 1-8)
c. Textbook Pages
d. Additional Materials
from Learning
Resources
C. List of Learning Resources
for Development and
Engagement Activities
PowerPoint Presentation, laptop, cellphone, ballpen, Learning Activity Sheet (LAS) and paper
D. Concepts
paragraph, sentence, phrase, topic sentence, supporting sentence, concluding sentence
E. Skills
oral reading, communication, collaboration, critical thinking, technological
F. Values
appreciate writing a paragraph containing a topic sentence, supporting details, and conclusion
in our daily lives; the importance of writing paragraph in expressing our ideas, thoughts and
feelings
III. PROCEDURES
A. Preliminary Activities
B. Presentation of
Learning Objectives
C. Motivation/Drill
D. Presentation of the
Lesson
E. Development of the
Lesson
a. Greetings!
b. Checking of Attendance
c. Prayer
d. Online Classroom Rules
At the end of the lesson, you are expected to:
a. identify the three key parts of a paragraph: topic sentence, supporting details,
and conclusion;
b. write a paragraph containing a topic sentence, supporting details, and conclusion; and
c. appreciate writing a paragraph containing a topic sentence, supporting details, and
conclusion in our daily lives.
SENTENCE OR PHRASE
The learners will determine if the given set of words is a sentence or phrase.
1. We drink coffee every morning.-SENTENCE
2. Walking in the rain-PHRASE
3. My Dad never works on the weekends.-SENTENCE
4. A cool and wet afternoon-PHRASE
5. I love my new pets.-SENTENCE
The teacher will explain that phrases and sentences are essential in making a good paragraph.
That is why, the lesson for today is all about recognizing the parts of a simple paragraph
The teacher will explain the following:
(Teacher may involve the learners by reading and giving some ideas and examples during the
discussion)
A paragraph is made up of sentences ha explain or present he details of a topic. A
good paragraph has three parts:
• Topic sentence – states the main idea. It guides the reader by pointing out what the passage
is about. All the sentences in the rest of the paragraph should relate to the topic sentence. A
good topic sentence tells the reader exactly what the rest of the paragraph will be about.
• Supporting sentence – are the middle sentences of the paragraph. They provide
details such as explanations or examples that expand on or support the topic
sentence. Supporting sentences are sometimes connected by transition words or
phrases. They can be defined as additional information that explains, defines, or
proves an idea. It is more specific than the topic sentence.
• Concluding sentence – shows that you are bringing an end to the paragraph. It is the last
sentence of the paragraph. It concludes or wrap up a paragraph. It lets the reader know that you
have finished talking about the idea introduced by the topic sentence.
Examples:
1. Bats use echolocation to navigate and find food in the dark. They make sounds with their
mouth and nose and listen for echoes. They can determine the size, shape or distance of an
object- even a tiny mosquito! Bats aren’t blind but echolocation helps them way around more
easily in the dark.
Topic sentence
Bats use echolocation to navigate and find food in the dark
Supporting sentences
They make sounds with their mouth and nose and listen for echoes. They can determine the
size, shape or distance of an object- even a tiny mosquito!
Concluding sentence
Bats aren’t blind but echolocation helps them way around more easily in the dark.
2. My favorite subjects are English, Mathematics and Science. English is one of my
favorite subjects because I love reading and writing stories about fairies and nature. Next is
Mathematics because I enjoyed addition, subtraction, multiplication and division. My interest in
Science began when we went to the zoo and had seen wild animals. I wanted to know about
their parts and how they survive in the wild. I always top the class in these subjects and I really
work hard to excel in other subjects as well.
Topic sentence: My favorite subjects are English, Mathematics and Science.
Supporting sentences: English is one of my favorite subjects because I love reading and
writing stories about fairies and nature. Next is Mathematics because I enjoyed addition,
subtraction, multiplication and division. My interest in Science began when we went to the zoo
and had seen wild animals. I wanted to know about their parts and how they survive in the wild.
Concluding sentence: I always top the class in these subjects and I really work hard to excel
in other subjects as well.
F. Enrichment Activity
Remember:
Observe the following tips in writing a paragraph:
1. Focus on one topic.
2. Complete the paragraph with an ending sentence, which maybe an idea, a decision or a
conclusion.
3. Indent the first sentence of the paragraph.
4. Begin the first word of a sentence with a capital letter.
5. End each sentence with a correct punctuation mark.
6. Imagine a paragraph as a hamburger. The top bun is the topic sentence. The bottom bun is
the concluding sentence and the ingredients between the two bun are the supporting
sentences.
Direction: Encircle the topic sentence, underline the supporting sentences and box the
concluding sentence.
The doctor is a person who looks after the sick people and prescribes
medicine so that the patient recovers fast. In order to become a doctor, a
person has to study medicine. Doctors lead a hard life. Their life is very busy.
They get up early in the morning and go to the hospital. They work without
taking a break. They always remain polite so that patients feel comfortable with
them. Since doctors work so hard, we must realize their value.
H. Generalization
I. EVALUATION
IV. REFLECTION
(Reflection on the Type of
Formative Assessment Used for
This Particular Lesson)
V. VALUES INTEGRATION
Why topic, supporting and concluding sentences are important in a paragraph?
On the first column, number the sentences below (from 1 to 5) to form a paragraph.
On the third column, write topic sentence, supporting detail or concluding sentence
to indicate the sentence’s purpose.
Write a paragraph about your experience in studying your lesson amidst the challenges posed
by Covid-19 pandemic. Encircle the topic sentence, underline the supporting sentences and
box the concluding sentence.
Remember:
Writing a good paragraph helps us to express our feelings, thoughts and ideas toward someone
and something.
Prepared by:
Checked by:
Juan Dela Cruz
Teacher I
Pedro Dela Cruz
Principal I