Detailed Lesson Plan in

English
for Grade 7
Prepared by: Shella Mae D.
Madindin
I. Objectives
At the end of the 45-minute
lesson, the student shall be
able to:
a. identify the supporting
details used in the text;
b. state the importance of
identifying supporting
details; and
 c. create a paragraph
containing supporting
details.
II. Subject Matter
Topic: Supporting Details
Reference:Retrievedfrom:htt
ps://bconline.broward.edu/
shared/Col
legeReadiness/Reading/U04_S
upDet/
U04_SupDet_print.html
Instructional Materials:
Visual Aids, Marker, Tape,
Scissors
Skills: creating, writing,
reading, listening, speaking,
identifying
Values Integration:
obedience, cooperation and
collaboration
Detailed Lesson Plan in
English
for Grade 7
Prepared by: Shella Mae D.
Madindin
I. Objectives
At the end of the 45-minute
lesson, the student shall be
able to:
 a. identify the supporting
details used in the text;
b. state the importance of
identifying supporting
details; and
c. create a paragraph
containing supporting
details.
II. Subject Matter
Topic: Supporting Details
Reference:Retrievedfrom:htt
ps://bconline.broward.edu/
shared/Col
legeReadiness/Reading/U04_S
upDet/
U04_SupDet_print.html
Instructional Materials:
Visual Aids, Marker, Tape,
Scissors
Skills: creating, writing,
reading, listening, speaking,
identifying
Values Integration:
obedience, cooperation and
collaboration Detailed Lesson Plan in English

for Grade 7

I. Objectives

At the end of the 45-minute lesson, the student shall be able to:

a. identify the supporting details used in the text;

b. state the importance of identifying supporting details; and

c. create a paragraph containing supporting details.

II. Subject Matter

Topic: Supporting Details

Reference: Retrieved from: https://bconline.broward.edu/shared/Col

leg Readiness/Reading/U04_SupDet/
U04_SupDet_print.html

Instructional Materials: Visual Aids, Marker, Tape, Scissors

Skills: creating, writing, reading, listening, speaking, identifying

Values Integration: obedience, cooperation and collaboration

III. Methodologies

A. PRELIMINARY ACTIVITIES

TEACHER’S ACTIVITY LEARNER’S ACTIVITY

 Prayer

- Everybody stands up. Lead the - In the name of the father and of the

prayer Niña. son and of the holy spirit……. AMEN.

 Greetings/Classroom

Arrangement

- Good morning class. - Good morning teacher, good

- Before you take your seats kindly morning classmates.

pick up the trashes you can see

inside the classroom and put it in the - Yes, teacher.

trash bins.
After a minute….

- You may now take your seats class. - Thank you, ma’am.

 Attendance

- Before anything else, let me check - Yes, teacher.

your attendance. Say present if your

name is called.

After a minute….

 Review

- Okay class, what was our topic last - Ma’am, it’s all about Cause and

meeting? Yes, Roselle? Effect.

-Okay thank you. Who wants to share - (student answered)

what cause and effect means? Yes,

Joy?

-Very well said. Let’s give Joy around

of applause.

 Motivation

The class will be having an activity

entitled “3,6,9” in descending order.

Whoever fails to follow the mechanics

will give his/her answer that should

be written in the board.

Their task is to justify or support the

given statement to make a

paragraph. It only needs five (5)

student to do so.

Sentence given: It is being said that

love is a fallacy.
After 5 minutes….

- Very good! I am very pleased you

were able to make and complete a
- Teacher, I notice that we are able to
paragraph. Now, let’s discuss your
answers. Anybody who can tell me justify and support the sentence
what was our activity all about? Yes,
Mikee? given.

- Very good observation Mikee.

B. Lesson Proper

- Before proceeding to our main topic

class, lets read our objectives for - (students read the objectives)
today.

- Thank you. So, our topic for today is

all about identifying the supporting
details. But first what is Supporting - Supporting Details teacher are
Details based on your prior evidences and justications of main idea.
knowledge? Yes, Ivy.

- Okay, Very Good! So, class,

Supporting Details are reasons, - (students listen attentively)
examples, facts, steps, or other kinds
of evidence that develop and support
the main idea. It should be related. So,
there are tips on finding the
supporting details.

How to identify Supporting Details?

 Find the topic

 Find the main idea
 Turn the main idea statement
into a question by the used of
“w/h” word.
 Remaining sentences could be
supporting details
 Supporting details can be find - It is the words being used to
by the help of signal words.
organized the supporting details.
- So, what are signal words? Yes,
Shaye.

- Very good Shaye! It is clearly stated

that signal words are words that being
used to organized the supporting
details. For an examples, - (students listen carefully

One
First (of all)

Second (ly)

Third (ly)

And etc...

- Here is the example of identifying the

supporting details.

To be effective, feedback on
someone's work must have certain
characteristics. First, it must be timely,
occurring soon after the work has
been done. Second, it must be
accurate. The best work should get the
most positive feedback; the poorest
work should get the most negative
feedback. Finally, feedback should be
tailored to the recipient, expressed in
a way suited to that person's
personality and abilities.

Topic: effective feedback

Main Idea: To be effective, feedback

on someone's work must have certain

characteristics

Question: What characteristics must

feedback on someone's work

contain?

Supporting Details: timely, accurate,

tailored to the recipient

- Do you understand class?

- (students answered)
- However, there are two types of

Supporting Details. The major details

- (students listen attentively)
and minor details.

Major details - directly explain

develop, or illustrate the main idea.

They are the principal (most

important points the author is

making about the topic.

Minor details - explain a major

detail further. The main idea would

still be clear if the minor details were

left out.

Not as important as major

details

Used to add interest and to

give further descriptions,

examples, testimonies,

analysis,

illustrations and reasons for

the major details

For an example,

Students should consider many

variables when choosing classes. Time
of day, you can choose classes that
meet early in the morning, mid-
morning, early afternoon, mid-
afternoon, early evening, or evening.
Whether it is required or not, you may
not want to take classes that do not
qualify as credit toward your degree.
How much reading/writing may be
involved, you may not want to take
several classes at the same time that
will involve a lot of reading, such as
novels, or that require writing multiple
papers.

- Did you understand class? - (students answered)

 Drills and Activities

- And if that so, we will be having a - (students actively participated)

short quiz. Please get 1/4 sheet of
paper and answer the following. You’ll
given three minutes to answer.

Directions: Identify the Supporting

Details by Identifying first the topic
and the main idea of the given text.
Answer directly. Emphasize whether
its major details or minor details.

-The next activity will be ….

Find a pair. Cite a particular side of

your partner, its either what are the
things you like about him/her and
support your answers.

Just for an example, she is beautiful.

Why can you say so she is beautiful?

- I’ll be selecting students to present

their task here in front. You’ll given
5minutes to discuss.

After 5 minutes…. - (students followed)

- Very good presentation class!

- Now, group yourselves into three (3).

C. Post Lesson Activity

 Application

Group the students into three (3)

groups. Let them construct a
paragraph containing supporting
details and it should be about the
importance of identifying the
supporting details. They must present
their output in a creative way.

 Singing
 Dancing
 Acting

You’re given five (5) minutes to

prepare.
- Yes, teacher.
After five minutes….

Are you done class? Okay, let’s start

your presentation.

After that…
Very Good presentation class! Give - (students clapped their hands)
yourselves a round of applause.

 Generalization

Now, I want you to test if you really

understood our topic.
- (student answered)
Kenneth, what is supporting details?

Okay, thank you. Mikee what are the

two types of supporting details? - (student answered)
Okay thank you. Roselle, what is major - (student answered)
details and minor details?

Very well said Roselle.

So, class what are the things to

consider in identifying the supporting - (students answered)
*details.

- Excellent class.

 Evaluation

- I think you already understood our - (students actively participated)

topic for today. So, for now get 1
whole sheet of paper and answer the
following. You are given 15 minutes to
answer.

I. Write the answers that corresponds

to a given questions.

1. It is basically discussing the

major details.

2. The basic types of supporting

details.

3. Are reasons, facts, examples

that support the main idea.

4. Things to consider in identifying

the supporting details.

5. It is simply directly explaining,

develop and illustrate the main idea.
II. Write an essay about the following.

1. Why do we need to find first the

topic and the main idea first before
finding the supporting details?

2. What is the importance of

identifying of supporting details?

III. Construct a paragraph that includes - Yes, Teacher.

a topic, main idea, and supporting
details. - (students followed)

- Done class?

-Okay, pass your paper to the person - (students actively participated)

in front of you.

 Assignment

- Now, class kindly get your notebook - Yes, ma’am.

and copy your assignment.

Search for an article and identify the

supporting details in the text.

- Are you done copying your

assignment? - (students cooperate)

-Okay, keep your things and pick up - Thank you and goodbye teacher.
the pieces around you before leaving. And goodbye classmates.

- Goodbye class.