This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!

1. ANDRES BONIFACIO COLLEGE
College Park, Dipolog City
SCHOOL OF EDUCATION
A DETAILED LESSON PLAN IN CREATIVE NONFICTION
Senior High Department
I. OBJECTIVES
At the end of the lesson, the students can:
A. Draw a main idea from the items found inside the bags
B. Give the definition of the difficult words in the text
C. Define what a topic sentence is
D. Identify the topic sentence in a reading text
E. Observe the proper way in determining the topic sentence
II. SUBJECT MATTER
Topic: Topic Sentence
Reference:
Tiongson, Marella Therese A., Rodriguez, Maxine Rafaella C.; 2016.
“Identifying the Topic Sentence” Reading and Writing Skills. Rex
Books Publishing House
Instructional Materials:
 Balloons
 Main Idea Bags
 Visual aids and pictures
 Worksheets for the students
Value Focus: Being kin and careful in determining the important ideas found
in reading text or selection.
III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preparation
1. Opening Prayer
2. Greetings
Good morning, class. Good morning, ma’am.

2. How is your day today?
That is good to know, class.
3. Attendance
(Teacher refers to the students’
seating arrangement chart)
Who’s absent today?
It is fantastic, ma’am.
There is none, ma’am.
B. Motivation
Main Idea Bags Activity:
The teacher places three (3) sets of main
idea bags on the table in front of the class.
Direction:
The teacher places each group of item or
pictures or words on cards in separate
bags. Have the students open the bags,
look at the items and figure out the main
idea of the bag.
For example, if a bag had a small pot,
packet of seeds, garden trowel and a small
bag of soil, students would guess that the
main idea is “planting” or “gardening”.
The teacher calls students at random.
Motivational Questions:
 What are the items inside the bag?
 Base on the items that you found
inside the bag, what idea can you
draw from it?
Items: CD, DVD, flash drive, cell phone
Items: Picture of the icons of Facebook,
Instagram, Twitter, Snapchat
Sample Main Idea Bags:
The students open the main idea bags to
see the items inside it.
The students enumerate the different items
found inside the main idea bag.
Main Idea Bag #1:
Technology
Main Idea Bag #2:
Social Media

3. Items: Reader’s Digest, novel, pocket book
Very good!
The activity has a connection to the lesson
that I am about to teach you, class.
What do you call a sentence that holds the
main idea of a certain paragraph?
That’s right!
It is called a topic sentence, class. Let us try
to see if you really are right about your
answer through this short activity.
Main Idea Bag #3:
Reading or Book Collecting
Topic Sentence, ma’am.
C. Presentation of the Topic
Letter Scrabble Activity:
Let us try to find out if our lesson for
today really is about topic sentence.
Direction:
Have students pop each balloon and place
the missing letters on the board, hence,
revealing the topic to the students.
The teacher facilitates the students of the
activity.
First word set
Second word set
Very good!
As you try to read through a particular
paragraph that you have read through
your favorite books or novels, you try to
ask yourself of what can be the main idea
Sample Letter Placement:
T O P I C S E N T E N C E
The students pop the balloons and place
the cut-out letters on the board to reveal
the topic of the lesson.
First word answer: TOPIC
Second word answer: SENTENCE

4. of this certain part of the book. You tend to
look for the topic sentence of that
paragraph.
That is why our lesson for today plays a
very significant role in your reading.
Setting Objectives for Students:
Before we continue, we have objectives for
our class today.
Let us all read our goals for today, class.
Objectives:
A. Define what is a topic sentence and
its types and positions
B. Identify the topic sentence in a
reading text
C. Observe the proper way in
determining the topic sentence
The students read today’s goals found on
the board.
D. Unlocking of Difficulties
Now that you know the topic for today’s
lesson, let us first define some difficult
words that we might encounter.
Direction:
Match column A to column B to define the
difficult words.
1. Thesis Statement
Sentence: I want to know what the entire
essay is all about and finding the thesis
statement is the way to do it.
2. Explicit
Sentence: It was easy for me to find the
main point of the paragraph because all of
the ideas are states in an explicit way.
3. Implied
Thesis Statement means a short statement
that summarizes the main point of an
essay.
Explicit means ideas are stated clearly and
in detail.
Implied means suggested ideas but not

5. Sentence: I can really tell that the main
idea of this paragraph is implied because it
is not directly stated here.
4. Paragraph
Sentence: I am about to finish writing and
my last paragraph should be striking to
give the readers a good closing.
5. Essay
Sentence: Writing an essay is easy if you
have decided on what you want to write
about.
With that short activity, we are now ready
to proceed with our lesson about topic
sentence. But before we proceed, is there
anything you want to know about the
topic?
directly stated.
Paragraph means a clear written or
printed work that contains one thought
and normally begins on a new line.
Essay means a short piece of writing on a
particular subject.
(The students listen to the teacher)
E. Discussion
The teacher distributes the hand outs for
the students to be guided.
Sample Hand Out:
“Topic Sentence”
For Calling a Student:
I have a fudgee bar here in my hand.
Whoever catches this will be the one to
answer or to read the paragraph as
instructed. Is that clear, class?
 Read the examples on the board.
(Teacher throws fudgee bars at three (3)
students for each of them to read the
examples)
Questions after reading:
 Base from the paragraphs that you
have read, what is the main idea?
Yes, ma’am.
Each student reads the examples that are
found on the board.
Each student states the main idea from
their paragraphs.

6.  Base from your answer, how would
you define now a topic sentence?
 Why do you think that is the topic
sentence of the paragraph?
Very good!
Okay, class. Let us proceed. But before
that, do you have any questions regarding
on determining the topic sentence within a
paragraph?
Since there are no questions from you,
class. I believe you know now how to
determine the topic sentence within a
paragraph?
True or False Strategy:
Have the students answer the statements
about the topic sentence. Let them choose
whether the statement is true or false and
let them defend as to why the statement is
true or false.
Statements for True or False:
Test what you have learned about topic
sentences by answering the following
questions. Circle true or false.
1. The topic sentence is usually the
first sentence in the paragraph.
2. The topic sentence is the most
important idea in a paragraph.
3. The topic sentence tells what idea
will be developed in the paragraph.
4. The topic sentence is usually found
in one of the detail sentences.
5. Details provide the framework for
A topic sentence is simply the main idea of
the paragraph, ma’am.
The preceding sentences in the paragraph
supports the topic sentence, ma’am.
No, ma’am.
Yes, ma’am.
TRUE FALSE
TRUE FALSE
TRUE FALSE
TRUE FALSE
TRUE FALSE

7. the paragraph.
6. Everything in the paragraph must
point to the topic sentence.
7. All sentences in the paragraph
work together to support the
details.
(See students’ hand out at the back of this
lesson plan)
TRUE FALSE
TRUE FALSE
F. Application
To check whether you have understood
about the topic, let us now have a short
activity.
Group Activity:
The teacher divides the class into three (3)
groups and hands each group a copy of
their tasks to identify the topic sentence.
Direction:
For 5 minutes, identify the topic sentence
of the paragraph. Write the topic sentence
on the yellow cartolina strip that is to be
placed with the supporting details on the
pink cartolina provided by the teacher.
There will be three (3) groups in the class
to participate in the activity. Each group
will provided with different paragraphs to
identify the topic sentence.
(The students listen and follow the
teacher’s instructions for the activity)
Sample Group Activity:
I don’t like tests. Every time I take a test, I
feel nervous. When I study for a test, I
don’t know if I will be able to get a good
grade. Often I worry about taking a test
and can’t sleep. Sometimes I daydream or
draw pictures in class. After the test is
over, I worry about my grade. When my
teacher gives the test back to me with a
grade, I still can’t relax because I know I
will have another test soon.
G. Generalization
Did you have fun with your activity?
(The teacher does a refresher of the topic
Yes, ma’am.
(The students recall what they have

8. for the students to remember)
What is a topic sentence?
How do you know that particular sentence
is the topic sentence of the paragraph?
Why do we need to know the main idea of
a paragraph? What trait can we develop
from it?
Very good insights, class.
learned through the class discussion)
A topic sentence tells the reader the main
idea of the paragraph.
We will know that particular sentence is
the topic sentence of the paragraph by
looking at the supporting details that the
paragraph contains. When it talks about
the certain topic that connects to the main
idea of the paragraph, you will be able to
determine the topic sentence through that
method.
We need to know the main idea of a
paragraph so that we can be aware of what
the paragraph is all about. Thus, it can also
develop the trait of being observant and
kin at the same time.
(The students express their ideas and
answers may vary)
H. Evaluation
Now to check whether you have
understood the lesson, let us have a
evaluation for you to apply your learning
about the lesson.
The teacher distributes the evaluation
worksheets to the students.
Direction:
For 10 minutes, look for the topic sentence
or the main idea of the worksheets
provided. Follow instructions from the
worksheets provided by the teacher.
(See students’ evaluation worksheet at the
back of this lesson plan)
The students answer the work sheets.

9. IV. ASSIGNMENT
Answer the worksheet provided by the teacher. Identify the topic for every
item on the worksheet. This is to pass by next meeting.
(See students’ assignment worksheet at the back of this lesson plan
Prepared by:
Anjenette E. Columnas BSED – IV
Andres Bonifacio College
2016 - 2017