Region I

ALAMINOS CITY DIVISION

ALAMINOS CITY NATIONAL HIGH SCHOOL
ALAMINOS CITY, PANGASINAN
S.Y. 2018 – 2019

A Semi-Detailed Lesson Plan

In English 9

PREPARED BY:

MAE JENNICA B. FERNANDEZ

Teacher III

CHECKED BY:

MR. JOSE M. RADOC, JR.

Head Teacher III
English Department

APPROVED:

RICARDO D. ADVIENTO
School Principal IV
 Region I
ALAMINOS CITY DIVISION
ALAMINOS CITY NATIONAL HIGH SCHOOL
ALAMINOS CITY, PANGASINAN
S.Y. 2018 – 2019

A Semi-Detailed Lesson Plan in Grade 9 English

I. Objectives

A. Content Standards. The learner demonstrates understanding of how Anglo

American literature serves as means of understanding unchanging values in a
changing world through relating text content to greater social issues, concerns, or
dispositions in real life; using features of a full-length play; and grammatical
constructions that enhance quality of written and oral expression
B. Performance Standards. The learner transfers learning by composing a play
review and performing in a full-length play with appropriate and creative use of
dramatic conventions, multi-media resources, and verbal and non-verbal
strategies
C. Learning Competency. Determine the relevance and the truthfulness of the ideas
presented in the material viewed (EN9VC-IVb-10) & Note details to identify the
general idea and supporting details of the material read (EN9WC-IVb-11)
Specifically, they must be able to:
1. recognize Main idea and its supporting details;
2. use strategies in finding and identifying the main idea of a text
3. appreciate the importance of knowing how to find the main idea of anything
that we read as a key for us to truly understand what we read

II. SUBJECT MATTER

Topic: Identifying the Main Idea

Reference: A Journey Through Anglo –American Literature pp. 632 - 643

Materials: Television, Laptop, Speaker, Cut-outs, Learner’s Module

Teaching Strategy/Approach:

Cooperative learning
Interactive Approach
 Differentiated Instructions
ICT Integration

Macro Skills:

Writing
Speaking
Listening
Viewing
Critical Thinking

GAD Integrated Value: Equalized Opportunities

III. PROCEDURE

A. PRESENTATION OF THE LESSON

1. Prayer

2. Checking of attendance

3. Review of the previous lesson

4. Motivation

(What’s the Big Idea?) The teacher will ask for 10 volunteers to
participate in the activity. The objective of the game is to state the BIG
IDEA presented in a series of details or examples that the students will
read in the piece of paper that they will pick from the box provided.
Example: atis, durian, star apple, banana, lanzones
Big Idea: Fruits

B. DEVELOPMENT OF THE LESSON

1. Presentation of the Lesson

Let the students watch a short interactive video clip entitled “Bridge”
by Ting Chian Tey. As they watch it, let them note details to complete
the worksheet.
2. Discussion

WHAT IS A MAIN IDEA?

- A main idea is the central message that the writer develops through
a series of details in a paragraph or a series of paragraphs.
- It is the chief point an author makes about a topic. It sums up the
author’s primary message.

WHERE ARE MAIN IDEAS LOCATED?

- Beginning of a paragraph/article
- Middle or within the paragraph
- Ending of the paragraph/article
- BOTH beginning and ending

TYPES OF MAIN IDEA

- Stated
- Implied

FINDING THE MAIN IDEA

- Find the topic first
- Ask yourself “What does the author want me to know about the
topic?” or “What is the author teaching me about the topic?”
- Use these clues to help find the main idea
1. Read the first and last sentences of the paragraph
2. Pay attention to any idea that is repeated in different ways.
3. Look for a sentence that states the main idea.
4. Look for reversal transitions at the beginning of sentences such
as But, Conversely, Even so, However, In contrast, Nevertheless,
Nonetheless, On the contrary, On the other hand, Regardless, Still,
Unfortunately, When in fact, Yet , etc.
5. At times the main idea will not be stated directly. This is called
an implied main idea.
 Read all the specific statements, not just the ones that
open the paragraphs.
 Think of general statement that could sum up the
specifics as effectively as any stated topic sentence
6. Once you feel sure that you have found the main idea, test it.
WHAT ARE IMPLIED MAIN IDEAS?
- Some main ideas are not directly stated.
- They need to be inferred because they are implied in the texts.
- To understand implied main ideas, readers need to note relevant
details that build a particular statement or message about the
topic.

HOW TO FIND IMPLIED MAIN IDEAS?

- Read the passage or text
-Ask this question to yourself: "What do the details of the passage have
in common?"
- In your own words, find the common bond/connection among all the
details of the passage and the author's point about this bond.
- Compose a short sentence stating the bond and what the author says
about the bond.

GRAPHIC ORGANIZERS FOR FINDING MAIN IDEA

 3. Generalization

Knowing the main idea of anything that we read is very important for it
is the key for us to truly understand what we read. The main idea ties
all of the sentences in the paragraph or article together. Once you
identify the main idea, everything else in the reading should click into
place. The rest of the reading is the evidence provided to support the
main idea.

IV. EVALUATION
DIRECTIONS: (Group Activity) Study the passage given to your group and identify
its main idea and supporting details. Present your answers using a graphic organizer.

GROUP 1
What do physicist Albert Einstein, US General George Patton, former British Prime
Minister Winston Churchill, brokerage firm founder Charles Schwab, Walt Disney, and Jay
Leno have in common? You'd probably say that all of them are intelligent and talented.
They are, but all of them share another characteristic: learning disabilities. People with
learning disabilities are sometimes viewed as unintelligent. Nothing could be further from
the truth.

GROUP 2
When tigers hunt, they hunt alone. In contrast, lions hunt in groups; they work
together to drive their prey into an ambush. Cheetahs are known for their speed when they
chase prey. Leopards are able to climb trees when they are prowling for prey. Surprisingly,
jaguars often hunt in water. There is great diversity in the hunting habits of large cats.
There is also great diversity in the places in which they hunt.

GROUP 3
How far is it to the Sun? It's so far that it's hard to comprehend. In actual distance,
it's approximately 93 million miles. The distance changes slightly as the Earth travels
around the Sun. Suppose it were possible to take a jetliner there. Traveling at a little over
550 mph, it would take nearly 20 years to get there. Even if you could travel at 25,000 mph,
it would take five months to reach the Sun.
V. ASSIGNMENT
Watch the reading of “Alexander and the Terrible, No Good Very Bad Day” by
Judith Viorst and identify its main idea using the IDEA BULB.

PREPARED BY:

MAE JENNICA B. FERNANDEZ

Teacher III