Cabitan National High Grade

School Grade 8
School Level
JELYN D. Learnin
Teacher ENGLISH
CERVANTES g Area
Grades 1 to Teaching
12/Daily November 9, 2023/9:55
Dates & Quarter 1st
AM
Lesson Plan Time

Materials: Chalk, laptop, Visual Aids

ICT Integration : Power Point Presentation

Teaching Strategy : Interactive Learning

Values Integration: Participation, Cooperation, Attentiveness and Self - Confidence

I. OBJECTIVES
-Use appropriate cohesive devices in composing informative speech (EN8G-Ie-8)

A. Content Standards
B. Performance Standards
C. Learning Identify and use signals
Competencies/Objectives that indicate coherence The learners will
(Write the LC Code for each) (e.g. additive- also, a. Identify and use signals that
moreover; causative- as a indicate coherence (e.g. additive-
result, consequently; also, moreover; causative- as a
conditional/concessional- result, consequently;
otherwise , in that case , conditional/concessional-
however; sequential – to otherwise , in that case , however;
begin with, in conclusion; sequential – to begin with, in
clarifying – for instance, in conclusion; clarifying – for
fact, in addition) instance, in fact, in addition)
a. CONTENT
USING TRANSITION SIGNAL

b. LEARNING RESOURCES
D. References English Quarter 1 – Module 4: Using Transition Signals
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from • SLM English 8
Learning Resource (LR) Module 3- Using of Transition
portal Signals

These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in connection to their life
E. PROCEDURES experiences and previous knowledge. Indicate the time allotment for each step.

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

a. Reviewing the Previous Preliminary Activities  The students will stand and
lesson  Prayer begin the prayer
 Checking of Attendance  The students will say their
Okay, so Good morning Gr.8 Poseidon. crushes names to mark them as
So, before we start our lesson today, are you ready to play? present.
Now, start counting 1-3.
The teacher will group the class into three (3) -Good morning Teacher Jelyn!
- Yes we are ready to play.
The students will count one to three to form
their group. And they will be arranged
according to their group.
b. Establishing a purpose for
the lesson The teacher will present a game called “WHAT AM I” The students are preparing for the
game.
The mechanics of the game will be:
1. Each group must have a one-fourth illustration board,
a chalk, and eraser.
2. The students answer will be written on the illustration
 board.
3. When the teacher present the slide, have them (the
groups) hold up the illustration board.
4. The first group to raise the answer on the illustration
board will get points.
5. The first group to get five points is the winner.
a. Presenting examples/instances
of the new lesson Now, I have here a paragraph. I’m requesting everyone to
read it carefully and evaluate the sentences. I’ll give you a
minute to read this paragraph.
(Students read the passage.)
__(1), there was a very loud sound. It was like ten lightning
bolts at the same time. __(2), I heard a scary screech! A There was a very loud sound. It was
bright flash of light lit up the sky. __(3), I saw a strange like ten lightning bolts at the same
figure walking towards me. It was tall __ (4) big. It was __(5) time. I heard a scary screech! A
round. __(6), I saw what made the sounds! It was a raccoon bright flash of light lit up the sky. I
digging through my trash! saw a strange figure walking towards
me. It was tall, big. It was round. I
saw what made the sounds! It was a
raccoon digging through my trash!
last next first

then and also

Now, I want you to find the right words needed in that

paragraph. You can choose your answer in the box, and if you (Students expected answers.)
wish to share your answer you can raise your hand.  First
 Next
 Then
 And
 Also
Very Good! Now, let’s read again the same paragraph with  Lastly
the transition signals
(Students read the passage.)
First, there was a very loud sound. It
was like ten lightning bolts at the
same time. Next, I heard a scary
screech! A bright flash of light lit up
the sky. Then, I saw a strange figure
walking towards me. It was tall and
As we can observe, the idea became clearer now, right? big. It was also round. Lastly, I saw
what made the sounds! It was a
Now do you have any idea what will be our lesson for today? raccoon digging through my trash!

The words that link the ideas and sentences here are what Yes, ma’am
we called transition signals.
Yes, ma’am
What do you think a paragraph looks like without
transitional words?
Meaning to say transitional devices are?

Alright. I am assuming that you might have an idea now what is Hard to understand, ma’am
transition signal. More of that will be tackled in our Very important, ma’am, especially in
discussion connecting ideas to have a better
understanding
b. Discussing new concepts and The teacher will discuss cohesive devices or Transition Signals. The students listen attentively.
practicing new skills #1
TRANSITION SIGNALS are words and phrases that connect ideas
of sentences and paragraphs for coherence. They also indicate
building up a new idea or thought or comparing ideas or
drawing conclusions.

COMMON TYPES AND FUNCTIONS OF TRANSITION WORDS:

1. COMPARISON/CONTRAST points out alternatives or

differences:

COMPARISON CONTRAST
as but
also despite
however,

2. CHRONOLOGY helps define time:

after before
during first
next
 3. CAUSE/EFFECT shows the consequences of an action:

CAUSE EFFECT
accordingly, consequently
because as a result,
due to therefore
since so

6. ILLUSTRATION/EXAMPLE add emphasis or introduce

evidence:

ILLUSTRATION EXAMPLE
to demonstrate for example
specifically such as
truly namely

7. ADDITION adds information or reinforce ideas:

furthermore also moreoverand

in addition as well equally important then

6. CLARIFICATION shows support:

that is in other words to put it another way

I mean in this case under certain circumstances

7. SUMMARY/ CONCLUSION restates ideas:

SUMMARY CONCLUSION
as can be seen in the long run
given this point in conclusion
to summarize to conclude
to sum up therefore
so finally

TRANSITION SIGNALS – can be used within a single sentence,

between two different sentences, paragraphs, or even between
paragraphs to achieve coherence or unity of ideas.

c. Discussing new concepts and

practicing new skills #2
d. Developing mastery Direction: There will be a lottery draw to pick who will going to The group will send one
(Leads to Formative Assessment 3) be The Artist, The Storytellers and The Instructors. representative to pick from the lottery
box.
THE ARTIST
Create a poster about protecting ourselves from bullies in our Afterwards, each group will present
school. Use appropriate cohesive devices in your explanation. their works.

THE STORYTELLERS
Write an inspiring story that can motivate your readers. Use
appropriate cohesive devices in your sentences. It should be at
least 2 paragraphs, with a minimum of five sentences.

THE INSTRUCTORS
Demonstrate a short body exercise. Use appropriate cohesive
devices.
e. Finding practical application of In your family, how do you serve as a connector? How do you Another student will share his/her
concepts and skills in daily living help in resolving conflict within your family? experience or insight.

Okay, Nice answer Castor! How about the others? Castor: When my mother is nagging
about the dishes after eating, I am
initiating to do the chores so that
mother will not be mad and nag
anymore. Problem solved.

A boy raised his hand and answered.

f. Making generalizations and I know you’ve learned a lot from today’s discussion. So, anyone One student raise her hand.
abstractions about the lesson who can summarize the lesson?
Royo: Ma’am TRANSITION SIGNALS
What are Transition Signals? are words and phrases that connect
ideas of sentences and paragraphs for
Thank you. It is very important for us to know these transition coherence. They also indicate building
 signals because these will help us in producing well- up a new idea or thought or
arranged ideas and well-written sentences comparing ideas or drawing
conclusions
g. Evaluating learning Identify and encircle the cohesive devices in the given sentences
below. The student will answer the activity on
1. My uncle will visit us next week and he will bring a the sheet provided by the teacher.
basket full of sweet potatoes.
2. Her cat has been missing since yesterday, so she is so
sad now.
3. To provide for his family’s basic needs, Mang Henry
works hard even though he gets tired sometimes.
4. Their parents are happy because they let them feel
that they are valued.
5. We must wash our hands thoroughly to protect
ourselves from the virus. We must also wear facemask and
maintain physical distancing.

h. Additional activities for

application or remediation
F. REMARKS
G. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?
Annex 1B to Deped Order No. 42, s. 2016