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Lesson Plan On English 8 Transition Signals

The daily lesson log summarizes an English lesson for 8th grade students on using transition signals. The objectives are for students to identify and use signals that indicate coherence, such as additive, causative, conditional, sequential, and clarifying transitions. The lesson content covers transition signals and examples are provided of sentences using "and" and "but". Formative assessment includes student explanations of transition signals and their importance. The reflection notes the number of students who met the objectives and require additional support.

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Roann Baleza
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1K views3 pages

Lesson Plan On English 8 Transition Signals

The daily lesson log summarizes an English lesson for 8th grade students on using transition signals. The objectives are for students to identify and use signals that indicate coherence, such as additive, causative, conditional, sequential, and clarifying transitions. The lesson content covers transition signals and examples are provided of sentences using "and" and "but". Formative assessment includes student explanations of transition signals and their importance. The reflection notes the number of students who met the objectives and require additional support.

Uploaded by

Roann Baleza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG IN ENGLISH 8

School Highway Hills Integrated School Section/s Topaz, Zircon


Teacher Roann M. Baleza Quarter 1st
Teaching Date & Time Oct. 17, 2022, Monday Week 5
I. OBJECTIVES: At the end of 50-minute class, the learners are expected to:
Learning Competency/ Objectives Most Essential Learning Competency:
EN8G-IIIa-3.6
Identify and use signals that indicate coherence (e.g. additive - also, moreover;
causative – as a result, consequently; conditional/concessional – otherwise, in that
case, however; sequential – to begin with, in conclusion; clarifying – for instance, in
fact, in addition)
II. CONTENT Using Transition Signals
III. LEARNING RESOURCES
A. References
1. Teachers Guide Curriculum Guide
Central Office SLMs
2.. Learners Materials Learner’s Module Quarter 1 Week 5 pp. 2-8
3. Textbook
4. Additional Materials from N/A
Learning Resource (LR) Portal
B. Other Learning Resource Google, YouTube
IV. PROCEDURES
A. Reviewing Previous lesson Read aloud the sentences on p. 4 and study the underlined words and the ideas that
or presenting the new they express.
lesson Sample:
1. I would rather spend and enjoy my journey here on earth because life is short.
2. If only I could talk to God, I would ask Him to heal our land. I would also request that
peace on earth would prevail.

What do we call those underlined words? What do they express?


These modals express different uses; giving preference, stating probability, expressing
obligation, indicating possibility, giving prohibition, asking permission, seeking advice,
showing ability, making request, demonstrating willingness, and manifesting lack of
necessity.
• Have you noticed the words written in bold print?
• What do the words because, also, in addition, therefore, even though express?

Read and understand the lesson objectives.

Take the Pre-test to determine your prior knowledge about transition signals.

B. Establishing a purpose for


the lesson
Watch and listen to the poetry entitled “‘Sunshine.” Practice reading aloud the poem,
C. Presenting examples of and answer the following questions:
the lesson/instances of 1. How do you feel about the poem?
the lesson 2. Do you find it inspiring? Why or why not?
3. Have you noticed the letters in bold print?
D. Discussing new concepts 4. What do the letters S - U – N – S – H – I – N – E stand for?
and practicing new skills
#1
To help you better understand the concept on transition signals, you need to deepen
your knowledge and understanding by discovering what the topic is all about.
Study the given sentences below.
1. Threats and trials were rough.
2. Life is full of challenges but meant to be well.
In sentence number one, the transition signal ‘and’ is used to connect two incidents
E. Discussing new concepts
equally.
and practicing new skills
#2 While in sentence number two, the transition signal ‘but’ introduces the opposite
ideas.
F. Developing Mastery Leads
to Formative Assessment Take note that simple conjunctions serve different purposes. Conjunctions that join
words, phrases, or clauses together are the most basic transition signals.
The words ‘and’ and ‘but’ are examples of transition signals.

Read and study the definition, types, and functions of Transition Signals on pp. 6-8.

Why are transitional signals important?

Give the gist of today’s lesson.

G. Finding Practical
Applications of Concepts
and Skills in Daily Living Answer Activity 1 on p. 8

H. Making Generalizations
and Abstractions about
the Lesson

I. Evaluating Learning

J. Additional Activities for


Application or
Remediation

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 work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovations or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by

ROANN M. BALEZA
Teacher I

Checked:

CARINA F. ALFARO
Head Teacher III

Noted:

EFREN S. CONSEMINO, EdD


Principal IV

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