This document outlines a lesson plan for teaching students about topic sentences. The objectives are for students to define topic sentences, distinguish between different types, identify topic sentences in paragraphs, and identify where in a paragraph a topic sentence is located. The lesson will involve discussing topic sentences, providing examples, and having students practice identifying topic sentences and drawing representations of where they are located in paragraphs. Students will then evaluate their understanding by identifying and formulating topic sentences, and identifying the placement of topic sentences in given paragraphs.

1. A Semi-Detailed Lesson Plan in English III
Remedial Instruction: Reading
I. Objectives
At the end of the lesson the student is expected to:
define what a topic sentence is;
distinguish the two types of topic sentences;
identify, locate and formulate topic sentences in a given paragraph; and;
identify the placement of the topic sentences by drawing the pictorial
representation of each.
II. Subject Matter
Focus: The Topic Sentence
Reference: Lapid, Milagros G., and Serrano, Josephine B. English
Communication Arts and Skills Through Anglo-American and Filipino
Literature.Quezon City: Phoenix Publishing House, Inc., 2012
Materials: Handout, ppt presentation
III. Procedure
A. Motivation
The teacher will ask the student to read the paragraph on the powerpoint
presentation. Afterwards, the teacher will ask the student what the paragraph is all
about.
B. Lesson Proper
The teacher will give the student a copy of the handout about the topic sentence
and examples of paragraphs.
The teacher will introduce the lesson by asking the student to underline the
sentence that contains the topic of the paragraph in the motivation earlier.
The teacher will then ask the student what is a topic sentence based on the
example.
The teacher will comprehensively discuss about the topic sentence and its two
types by giving one example of each type.
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#10

2. The teacher will show the student shapes cut-out from colored papers (inverted
triangle-top of the paragraph or beginning; triangle-bottom of the paragraph or
ending; hourglass-top and bottom; diamond- middle and rectangle for implied)
which represents the location of the topic sentences.
The teacher will refer the student to look at the examples in the handout and then
the teacher will ask the student to identify the topic sentences, and then draw the
shapes that represents its location.
IV. Evaluation
A. Identifying and Formulating Topic Sentences. Study the paragraphs below.
Then identify their topic sentences if they are expressed, formulate them if they
are implied.
1. All beautiful thoughts should really be expressed in poetry, but poetry is difficult
to create. It is not really created; it is a secretion of the mind. It is like the pearl
found in the oyster. It is a secretion which forms in the mind around some irritant,
as the peal form in the heart of the mother-of-pearl around some irritant of the
oyster has swallowed. Poetry is a pearl which expresses the beauty which lies
dormant in the mind of the poet who secretes it.
2. Science is applied to warfare is well on its way to shrivel up the nervous system
of those it does not kill. War has always driven some men mad; but not until the
modern science took charge has there been such a malady as shell shock. Gone in
battle are virtues of strength, determination, skill at arms-yes, even courage. A
weak little man pushes a button somewhere miles away, and the strength and skill
and courage of men go hundreds of feet into the air, together with fragments of
arms and legs and viscera. Of the millions and the millions wounded, how many
received in hand-to-hand combat? Probably not one percent; the ninety-nine
percent were stricken by engines of science.
3. A few stars which are hardly bigger than the earth are known, but the majorities
of stars are so large that hundreds and thousands of earths could be packed inside
each and still leave room to spare. Here and there we come upon a giant star large
enough to contain million and millions of earth. And the total number of stars in
the universe is probably something like the total numbers of grains of sand and all
seashores of the world. Such is the littleness of our house in space when measured
against the total substance of the universe.
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#10

3. B. Identifying Placement of Topic Sentence. Identify the topic sentence/s and then
draw the placement.
1. Constructing a wedding cake is a complicated process. Before any baking
takes place, the size of the cake and the decorative design to be used must
be determined. Then the layers are baked. On a large cake the bottom
layers may be as much as sixteen inches in diameter. Because of their size,
these layers must be baked one at a time, a process which may actually take
an entire day. Once the layers are cooled, same-size pairs are matched and
frosted. Since large wedding cakes are surprisingly heavy, half-inch dowel
rods must be measured, cut, and carefully driven into the bottom layers.
These wooden posts provide hidden support for the weighty upper layers.
When all the layers are set in place, flowers, garlands and leaves of frosting
are added. These delicate touches individualize the wedding cake and
transform it from merely a cake into a culinary work of art.
2. People do it everyday. They log on to their favorite website and browse for
hours, checking out bargains. They dump every possible wish into their
shopping carts, knowing they can cast each one aside before they finalize
their purchases. On the way, they may enter a sweepstakes in the hopes of
winning a trip to Cabo San Lucas, or maybe even a new SUV. And then,
when they have decided on their purchases, they enter private information
without giving it a thought. With a keystroke, they release their personal
data into what may or may not be a secure zone. Despite what much of the
public believes, internet shopping is not safe.
3. When a camera flash is used in a low-light environment, the subject's eyes
may appear red in the finished photograph. What is known as "red-eye" is
the result of light from the flash reflecting off the pupils of the eyes.The
phenomenon of red-eye can be lessened by using the red-eye reduction
feature found on many SLR cameras. This feature activates a lamp which
shines a small light directly into the subject's eyes. When this happens, the
diameter of the pupil is reduced, thus tightening the opening in the iris.
Since a smaller pupil means a smaller host for the reflection, the chances of
red-eye occurring are greatly reduced.
4. Throwing a clay pot, the age old art of making pottery on a wheel, is a
process that requires many steps. Assuming the potter does not have to
make his own clay, the first step toward the finished product is wedging the
clay. Here, the potter kneads the clay to prepare it for throwing. Wedging
cannot be rushed. A minimum of fifty turns is required to rid the clay of air
pockets and align its molecules. Once wedged and formed into a ball, the
clay is thrown onto the center of a potter's wheel. Now the material must be
centered. Centering not only takes strength but time as well. The clay must
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#10

4. be coerced into a perfectly symmetrical shape, dead center on the spinning
wheel. To proceed with poorly centered clay is to court certain disaster in
the form of tilting, uneven pots, or worse, the total collapse of the piece.
When correctly centered, the clay is ready to be opened. To do this, the
potter finds the center of the clay and slowly sinks a rigid finger into the
still-spinning clay. Only now can the clay be shaped. With a steady but
gentle hand, the potter pulls up the sides of the pot until the desired height
is reached. Now the shaping is completed and the pot is ready to be dried,
fired, and glazed. Thus, even though a clay pot may appear simple to make,
fashioning one by hand is a long and sometimes tedious process.
V. Assignment
(No more assignment. Last Lesson.)
A Semi-Detailed Lesson Plan
Prepared by Rona C. Catubig, BSEd 3-2
February, 2013 Lesson#10