Mena Memorial National High School

DETAILED LESSON PLAN IN ENGLISH 8

I. OBJECTIVES:
After going through the lesson, students are expected to:
1. Recognize the parts and elements of an effective paragraph.
2. Compose an effective paragraph.
3. Express their opinion on the importance of writing an effective paragraph.

II. SUBJECT MATTER:

A. Topic: Writing a Paragraph

B. Lesson: Composing an Effective Paragraph (EN8WC-IIa-2.8)
C. Materials:
1. Visual Aids
2. Power Point Presentation of the lesson
3. Activity Sheets
4. Manila Paper
5. Markers
D. References:
1. Learning Activity Sheet for Grade 8
Quarter 4, Week 4

III. PROCEDURE:

A. Preliminary Activities

Teacher’s Activity Student’s Activity

a. Greetings

Good morning, 8- Brocka!

Good morning, Ma’am!

b. Prayer

Remain standing for the prayer to be led by Enrica

Anne.

(Enrica will lead the prayer.)

Okay class, you may now take your seat.

c. Checking of attendance

May I ask from our class secretary who is absent

today?

There is no absent for today, ma’am.

Okay, that’s good to hear.

Just a quick reminder before we start our class.
You are already seated with your group. We have
group 1, 2, 3, and 4. And your leaders are seated
here in front. Every time a member of the group
answers a question during our discussion, your
leader will get a star. At the end of the class, the
group with the most number of stars will be
declared the star group of the day. So be sure to .
participate so your group will win. Are you ready
group 1? How about group 2? Let me hear from
group 3. And last but not the least, group 4.

d. Review

Last meeting, we had discussed the different parts

and elements of a paragraph. We also learned that
these parts and elements contributes to the
effectivity of a paragraph. Let us try to see if you
can still recall the discussion we had. I want you to
read the following sentences and tell me what
parts and elements of paragraphs they referred to.
Who wants to answer first? Ma’am!

It states the main idea of a paragraph. It is the

Yes, Joshua! Read the sentence first. topic sentence, Ma’am.

Very good! One star for group 1. How about the Explain the topic and follow one another in a
next sentence? Yes, Nichole! logical sequence. It is the supporting details,
Ma’am.
Very good! One star for group 3. How about the Restates the main idea or gives a generalization
last one? Yes, Erica! that sets the tone of finality. It is concluding
sentence, Ma’am.

Great! One star for group 2. Now let’s move on to

the elements. Yes, Rainier? A paragraph is considered unified when every
sentence develops the point made in the topic
sentence. It is unity, Ma’am.

Excellent! One star again for group 2. How about Refers to the way you organize and arrange your
the next element? Yes, Feri Paul! ideas. Order, Ma’am.

Very good! One star again for group 1. How about Is the quality that makes your writing
the next one? Yes, Althea! comprehensible. You can use transitional devices
to achieve it. It is coherence, Ma’am.

Great! One star again for group 3. Next element? It is providing a good and interesting introduction
Yes, Miguel! and a strong conclusion. Emphasis, Ma’am.

Nice one! Another star for group 2. How about the

last element? Yes, John Melecio! It means that your paragraph is well-developed. It
is completeness, Ma’am.

Very good! Another star for group 1.

Congratulations! It seems all of you have really
understood our lesson last time.
It is now time to apply what you had learned for
today we are going to practice writing an effective
paragraph. Are you ready? Are you excited?
 B. Lesson Proper

1. Motivation

Teacher’s Activity Student’s Activity

Before we are going to go through our lesson, I

want you to look at the picture. Can you tell me
what it is? Can you describe it? Can you identify
what is in the burger which makes it delicious?
The patty, Ma’am.
Tomato, Ma’am.
Lettuce, Ma’am.
The buns, Ma’am.
Ketchup, Ma’am.

It seems delicious and mouth-watering right?

But what if somebody gives you a burger like
this?

How would I will feel disappointed, Ma’am. Burger should

you feel? have ingredients like patty, lettuce and tomato.

The first one, Ma’am. The one with complete

Which burger is more appealing to your taste?
recipe.

Okay. So, this morning we are going to construct

effective paragraphs as if we are making a
delicious burger. Just like what you said, a burger
with complete ingredients is more appealing, that
goes also with paragraph writing, we have to
include all parts to make it appealing and
understandable for our readers.
2. Discussion
Teacher’s Activity Student’s Activity
Writing enables a person to think better. When a
student learns to write, he becomes more capable
of understanding and analyzing what he reads. To
write an effective paragraph, you must understand
the different parts, as well as the essential
elements of paragraph writing.

Are you ready to learn how to write an effective

paragraph?
Yes, Ma’am!

Alright, before we start learning how to construct

a paragraph, let us first have a preview of our tasks
today.
Jeune, can you read our objectives for today? Recognize the parts and elements of an effective
paragraph.
Compose an effective paragraph.
Express your opinion on the importance of writing
an effective paragraph.

Thank you, Melody.

In order to meet all these objectives, we are going
to work together and use this strategy:

I Do We Do
You Do
I will show You are going You will
you how to to work together write
individually
construct a and write a in writing your
paragraph. paragraph. own paragraph.

We are also going to use the Hamburger model as

our guide in writing our paragraphs.
Topic sentence states the main idea of a paragraph.

Supporting details or sentences explains and

supported the topic sentence.

It restates the main idea or gives a generalization

of the sentences.
Ma’am!

(The student will read the sentence.)

The main idea in the sentence is favorite food,

Ma’am.
Ma’am!

There are many varieties to choose from.

Hawaiian, Ma’am.

Yes, Ma’am!
Because there are vegetables like tomatoes,
lettuce, and onion.

No, Ma’am.

Ma’am!
 (The student will read the paragraph.)

Yes, Ma’am.

Let’s make each part of the burger as parts of our

paragraph. The top bun of our burger represents
our topic sentence. Erica, can you recall what is Yes, Ma’am.
topic sentence again?

Very good! Yes, Ma’am.

Moving on, the lettuce, the tomatoes, and the patty
which make our hamburger delicious represents
our supporting details. Princess, what are the Yes, Ma’am.
supporting details?

Yes, Ma’am.

Very well said!

Now, the bottom bun represents the concluding
Yes, Ma’am.
statement. What is concluding sentence again
class?

Yes, Ma’am.

Alright, let us now start writing a paragraph,

remember the strategy that we are to use?

Let’s start with the I Do part.

This time I will demonstrate how to write an
effective paragraph using the hamburger model.

The topic that I am going to write is about my

favorite food.

1. Let’s start with the top bun which

represents the topic sentence. Remember,
our topic sentence should contain our main
idea. This is the topic that I have written.

Topic
Sentence:
Hamburger is my favorite food because of three
reasons.
Can somebody read it?

Yes, Melecio.

Can you identify where is our main idea?

Very good!

2. The next step is to think of three reasons

why hamburger is our favorite food. These
will support our main idea and our topic
sentence. The tomatoes, lettuce, and patty
will represent our Supporting Sentences/
details.
The first reason why hamburger is my favorite is:
SD 1:
Hamburgers are delicious.

But we must always elaborate our supporting

details to make our readers understand our point.
We can use examples, reasons, or definitions or
explanation.
Explanation: They always satisfy my taste buds.

To further support the main idea, I’ll add another

reason why hamburger is my favorite food.

SD 2:
There are many varieties
Example: cheeseburger, chicken burger and
Hawaiian which I love the most.

Can somebody from the from the class read the

second reason why I love hamburgers?

Yes, Adrian?

Very good, Adrian!

Among the variety of burgers, what is my
favorite?

Very good!
Now let us add another supporting sentence.
 SD 3:
Hamburgers are nutritious.

Do you agree that hamburgers are nutritious class?

Yes. Why?

Alright. To make our reason stronger, let us add an

explanation why burgers are nutritious.
Explanation: The lettuce and tomatoes in the
burger are good for our health.

Now, if we have a top bun, of course we should

have a bottom bun to complete our burger. This
will represent our concluding sentence. Here, we
can restate our main idea.

3. Let’s end with the bottom bun.

Concluding Sentence:
There are other delicious foods that I love but a
hamburger will always be my favorite.

Look at our concluding sentence. Is my stand

about hamburger changed?

Great! Our conclusion states that even there are

many delicious foods, a hamburger is still my
favorite.

There you go class, we are now done making our

burger and at the same time we have just written
all the information we need for our paragraph. The
next step to do is combine them and write our final
draft. We should use transition signals which we
discussed in our previous lessons to observe
coherence.

Will somebody read the paragraph I have written?

Yes, Princess!

Hamburger is my favorite food because

of three reasons. First, hamburgers are
delicious. They always satisfy my taste buds.
Second, there are many varieties to choose
from like cheeseburger, chicken burger and
Hawaiian which I love the most. Lastly,
hamburgers are nutritious. The lettuce and
tomatoes in the burger are good for our health.
There are other delicious foods that I love but a
hamburger will always be my favorite food.
 

Do you think that our paragraph is effective?

You answered yes, so, let’s try to see if you are

correct.
Do we have a topic sentence?

Do we have Supporting sentences?

Are there evidences to explain our supporting

sentences?
Do we have a concluding sentence?

Is there unity among the ideas given?

Do we have a single idea?

Very Good, I think you are now ready for our next
task.

3. Application
Teacher’s Activity Student’s Activity
Class, brace yourselves for we are now on the WE
DO part.

This time you are going to work with your groups.

I will give you a topic and your task is construct a
paragraph about it. Remember, to make your
paragraph effective, it should have the complete
parts. Make the Hamburger model as your guide.
Before you go to your groups, take note of the
following rules:
1. You will be given 10 minutes to do your
activity. (The students will do the task.)
2. In the first 5 minutes, you organize your
ideas using the hamburger organizer. When
I say time is up, you start writing the final
draft of your paragraph in the manila paper
provided per group.
3. Each group will be given 5 minutes to
 present their output.
4. Your outputs will be graded according to
the rubrics.
5. Additional 5 points will be given to the
group who could present it with creativity.

Let’s us the GRASP to explain your task

Goal- You are going to convince the people of Sta.

Cruz that your hamburger is the best burger in
town.
Role- You are the owner of the fast food chain
your group is representing today.
Audience- The people of Bolitoc, Sta. Cruz.
Situation- Your company would like to increase the
sales by convincing people to buy your product.
Product- Create a one-paragraph advertisement to
convince the people that your burger is the best in
town.

Rubric for Scoring the activity:

CRITERIA
Topic Sentence
 Contains one main idea.
Supporting Details
 Presents interesting, concrete, and
descriptive examples and details that relate
to the topic.
Organization and Transitions
 Shows thoughtful, logical progression of
supporting examples with the use of
transitional devices.
Emphasis
 Contains an interesting introduction; has a
strong conclusion.
Language Mechanics and Convention
 Displays minor spelling, punctuation, and
grammatical errors.

5- Excellent 4- Very Impressive

3- Impressive 2- Convincing
 1- Beginning

May I call on Group 1 to present your output. (Group 1 will present their output.)

Let’s give 3 claps for Group 1. (Group 2 will present their output.)
Now let’s move on to Group 2.

(Group 3 will present their output.)

Let’s also give them 3 claps.
Okay, Group 3 it’s your turn.
(Group 4 will present their output.)
Let’s give them 3 claps also.
Last but not the least, Group 4.

Let’s give them 3 claps also.

Congratulations. You all have done a good job.
4. Generalization
Teacher’s Activity Student’s Activity
To recap our discussion for today, can you recall
the steps on how to write an effective paragraph? .
(Show the different parts of the hamburger as
students recall the different steps in writing a
paragraph)
First, write a topic sentence.
Second, the supporting details or sentences.
Next, elaborate the supporting details by using
examples, reasons and explanation.
Lastly, writing the conclusion or concluding
sentence.

Do you have any question?

None, Ma’am.

If none, I will ask you instead.

5. Valuing
Teacher’s Activity Student’s Activity
 As a student, what do you think are the benefits of
writing an effective paragraph? Yes, Ashley?
Writing effective paragraph helps me express my
ideas or thoughts clearly and what I feel.

Thank you, Ashley. What else? Yes, Melody?

It helps me as a student in writing my
assignments, projects, and activities which
requires writing comprehension.

Very good class!

IV. ASSESSMENT:
Direction: Read and answer the following questions carefully.
1-5 Elements of Paragraph
6-9. Arrange the following sentences to show the correct order of writing an effective
paragraph.
a. Write a closing statement by restating the main idea
b. Write supporting details to support the topic sentence and the main idea.
c. Write the topic sentence.
d. Elaborate the supporting details by using examples, reasons and explanation.
10. Why is it important to learn how to write a good and effective?

V. ASSIGNMENT:

We are now on the YOU DO Part.

Directions: Construct a paragraph from the given topic. Consider the rubric as your guide.
Topic: Face to Face Learning- Group 1
Social Media- Group 2
Technology- Group 3
Paragraph 4 3 2 1
Writing Rubric
Introduces the Introduces the Attempts to Completely off the
Topic Sentence topic in a way is topic introduce the topic topic
interesting
Includes multiple Includes the Attempts to Details are not
Details details to supports details to supports include details that related to the topic
the topic the topic support the topic
Concluding Concluding Concluding Concluding
Concluding sentence sentence relate to sentence is sentence is
Sentence summarizes the the topic complete but not incomplete
topic restate the topic
 Transition words Transition words Uses basic Transition words
are used correctly are used correctly transition words are used
Transition Words and connect each (first, next, then, incorrectly
idea (in addition, last)
however,
furthermore)
Capitalization and Capitalization and Capitalization and Capitalization and
Capitalization punctuation are punctuation are punctuation are punctuation are
and used correctly mostly correct somewhat correct mostly incorrect
Punctuation throughout the
entire paragraph
Prepared By:

Ella May G. Valenzuela

Student Teacher

Checked By:

Mary Sue Santiago

Cooperating Teacher