Community Learning Center

ALTERNATIVE LEARNING (CLC) Brgy. Hall Buenavista 1 Program A&E PROGRAM

SYSTEM Learning Facilitator Peaches Aira D. Grepo Literacy Level Junior High School
WEEKLY LESSON LOG Learning
Date January 16-20, 2023 Strand Learning Strand 1

I. OBJECTIVES  Recognizes the main/key ideas

 Identifies and writes the key ideas and supporting details
 Recognizes the main point/key sentences and supporting details in text listened to

A. Content  Writing/Reading
Standards/Focus
B. Performance  Recognizes the main/key ideas (LSICS/EN-L-PSA-JHS 22)
Standards/  Determine the stand of the speaker presented in the text listened to (LSICS/EN-L-PSA-JHS- 31).
Terminal
Objectives
C. Learning  Summarizes the information from text heard
Competencies/  Determines the differences of Main Idea and Supporting Details (LSICS/EN-W-PSE-JHS-17)
Terminal Objectives

II. CONTENT (Subject Recognizing the Main Idea

Matter)
III. LEARNING  Communication Skills in English Module 1
RESOURCES
A. References Learning Strand 1
Communication Skills in English
A&E Program: JHS
1. Session Guide Communication Skills in English Module 1
Pages Pages 1-29
2. Module/Learner’s Communication Skills in English Module 1
Material pages Pages 1-54
3. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES

A. Springboard/  Assess the learners familiarity with “Main Idea” and “Supporting Details” by asking them to identify which statement
Motivation in the consequent page best describe these parts of a written or spoken text.
(Establishing a
purpose for the  Advise the learners to write their answers on a sheet of paper.
lesson)
B. Activity (Review of  At this point, simply take note of the learner’s descriptions of the main idea.
previous lesson/s  Explaining the main idea and the most important point of written or spoken text.
or presenting the 
new lesson) THE MAIN IDEA
 Knowing how to listen for the main idea is key to understanding what the other person is trying to say. The main idea
is the most important point of a written or spoken text. It is usually found in three places: in the title, at the beginning,
or at the concluding part of a text or speech. You will also easily recognize the main idea because commonly it is
mentioned repeatedly in the text. Supporting details, on the other hand, help clarify the main idea. They may come in
the form of examples or additional information given by the writer or the speaker.
 The following are some of the effective ways or steps in finding the main idea:

1. Look at the title. Often, the title provides a good indication of the main idea of a written or spoken text. It helps
orient the reader or the listener on what is being talked about in the text or speech.
2. Look at the first and last sentences. Usually, the main idea is introduced in the first sentence of a written or spoken
text. Pay attention to what the first sentence is describing. The main idea may also be found in the concluding part or
summary of a text. Read or listen carefully to what the last two or three sentences are talking about.
3. Look for repeated words or phrases. The frequency with which a word or phrase occurs is an indication of its
relative importance.

C. Analysis THE SUPPORTING DETAILS

(Presenting The following are some of the effective ways or steps in finding the main idea:
examples/instances
of the new lesson) 1. Look at the title. Often, the title provides a good indication of the main idea of a written or spoken text. It helps orient the
reader or the listener on what is being talked about in the text or speech.

2. Look at the first and last sentences. Usually, the main idea is introduced in the first sentence of a written or spoken text.
Pay attention to what the first sentence is describing. The main idea may also be found in the concluding part or summary of
a text. Read or listen carefully to what the last two or three sentences are talking about.
3. Look for repeated words or phrases. The frequency with which a word or phrase occurs is an indication of its relative
importance.

The supporting details support the main idea. They can take the form of facts, examples, data, and testimonies that can help
you understand the main idea better. They help clarify, illuminate, describe, and illustrate the main idea.
To help you identify the supporting details, look for: • statistical data • further descriptions • additional data • expert
testimonies • examples • clarifications, etc
D. Discussing new SHARPENING YOUR SKILLS:
concepts and
practicing new Directions: Identify the main idea and at least three of its supporting details in the paragraphs below. Write your answers on a
skills (sub-activity piece of paper.
#1)

 Gina loves Sundays. In the morning, she goes out of the house to check her plants. It makes her happy to see how
they grow day by day. She also spends time to play with her dogs. She is so busy from Monday until Saturday that she
can only have time for them on Sundays. After playing with her beloved pets, she goes back inside the house to
prepare her breakfast. She takes time to eat and relax on Sundays because she knows how she is always in a hurry on
the other days of the week. When evening comes, it is time to prepare for another week ahead. Despite the challenges
she faces from Monday to Saturday, she manages to survive because she knows she can always have her Sundays to
look forward to.
 Storytelling is an important activity. It can be entertaining and educational at the same time. We tell our younger
siblings some stories to help them go to sleep. We tell stories to our friends and family when we get together. We also
use stories to teach valuable lessons in life. We use stories to make sense of our world and to share that
understanding with others (Rose, 2011). We may not notice it, but the stories we heard while we were growing up had
a huge impact on who we are and what we believe in.

E. Discussing new TRYING THIS OUT!

concepts and
practicing new Directions: Write T if the statement is true, and F if false. Write your answers on a separate sheet of paper.
skills (sub-activity
1. The summary is longer than the original text.
#2)
2. The summary is shorter than the original text.
3. The summary and the original text are of the same length.
4. An explicit statement directly gives the speaker’s stand.
5. An explicit statement implies the speaker’s stand

THE SUMMARY A
 summary tells the main idea of a piece of written or spoken text. It is always shorter than the main text because it
leaves out supporting details such as statistics, further description, additional data, examples, or testimonials. To
summarize a text or speech, you must read or listen to a passage very closely. You have to determine which are
the main ideas and which are the supporting details. Then you must briefly write down the main ideas in your
own words.

F. Abstraction Ask the Learners to complete the statements in sequence using the given sequence words or by inserting the appropriate
 (Making sequence words in each sentence.
generalizations
about the lesson) Process the activity by asking the learnes to explain their asnwers and to make generalization about the lesson.

G. Application
(Developing TREADING THE ROAD TO MASTERY
mastery)

H. Valuing (Finding Encouraging the learners to give instructions on how to do some daily tasks.
practical
applications of
concepts and skills
in daily living)
I. Evaluation Ends the lesson by reviewing the key understanding that they have developed. and encourage the learners to give instructions
(Assessing Learning) on how to do some daily tasks.

J. Agreement Search for more story or text and find the Main Idea.
(Additional activities

IV. REMARKS
V. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
 B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared and submitted by:

PEACHES AIRA D. GREPO
Community ALS Implementor

Noted:

ROSELLA S. ARELLANO
EPS II- ALS

Approved:

ANTONNE B. BONINA
PSDS – Cluster 2