DETAILED LESSON PLAN IN ENGLISH 8

I. OBJECTIVES
A. Content Standard: The learner demonstrates an understanding of: Southeast Asian literature as a mirror
to a shared heritage; coping strategies in processing textual information; strategies for
examining features of listening and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for opinion-making, persuasion, and
emphasis.
B. Performance Standard: The learner transfers learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly acknowledged information
source, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. Learning Competencies/Objectives (SMARTER): Using Appropriate Grammatical Signals or Expressions to Each
Pattern of Idea Development (EN8RC-IVc-13.1)
Knowledge:  Identify the different patterns of idea development
 Distinguish appropriate grammatical signals to each pattern of idea development.
Skill: Write a paragraph about personal traits or experiences using a pattern of idea development with appropriate
grammatical signals.
Attitude/Values: Appreciate and value the understanding and application of these grammatical signals, idea
development and pattern of idea development.
II. CONTENT
Topic/Lesson Grammatical Signals or Expressions (General to particular, claim
and counterclaim, problem-solution, and cause-effect)
III. LEARNING RESOURCES
A. References
 Teacher’s Guide Page: pp 368-372
 Learner’s Guide Page: pp 180
 Textbooks SLM Quarter 4 Module 1
 Additional Materials for Learning https://depedtambayan.net/wp-content/uploads/2022/05/ENG8-
Resource (LR) Portal Q4-MOD1.pdf

B. Other Learning Resources FOR:

 Tablet Presentation of pictures, Motivation
 Printed materials, tarpaper, scotch Abstraction, Activity, Application
tape, marker
 Bond paper, ½ crosswise and ¼ sheet, Application, Activity
pen, markers, tape

IV. PROCEDURE (Developmental Method)

Teacher’s Activities Learner’s Activities
Preliminary Activities

 Greetings

Good morning class!

Good morning, sir!
Good morning, classmates!
How was your weekend class?
We are all right, sir!
That is good to hear! It seems that you all enjoy your
weekend I can see it on your faces.

 Prayer

Okay, before we start our class for today, let us have first
our opening prayer.
Allen, lead the prayer.
Let us bow our head… Amen.
Amen…

Thank you, Allen. Before you sit, pick up the piece of dirt
under your chair and put it in the trash.
Are you all done?
Yes, teacher.
Okay, arrange your chair properly and you may now sit
down.
Once again, good morning class!

 Checking of attendance

I am happy to see pretty faces today in class. It seems that

you are all complete today. Am I right, Ms. Secretary? Who
is absent today?
No absent today, sir.
Great! I commend you for being complete today.

Looks like everyone is ready to learn and participate in our

class today. But before that, again what is our first
classroom rule, Pearl?
Our first rule is to respect others.
Correct! You must listen attentively when your classmate or
I, as your teacher are speaking, and if you want to speak
you have to raise your hands. How about our second rule,
Jemuel?
Our second rule is active participation.
That is right! You must actively participate in our activities
and discussions for today. How about our third rule, Erich?
Our third rule is avoid using phones during discussions.
Marvelous! You need to keep your phones in your bag and
put them in silent mode. And our last rule, Jamaica?
Our last rule is to come prepared and always do our best.
Fantastic! You must always give your all and try to do your
best. Is that clear, class?
Everything is clear sir!

 Review/Drill

First things first, let us have a short recap of what we

discussed last meeting.
Who can give what we tackled last quarter?
May I answer, Sir?
Yes, Matthew.
During our third quarter, we discussed the Parallel
Structure.
Yes! We tackled parallelism.
Okay, what’s with the parallelism, Daisy?
Parallelism is when we make sure that words, phrases, or
clauses in a sentence have the same structure or pattern.
Clever! That is correct, Daisy.
When elements in a sentence follow the same structure, it
makes writing more balanced and easier to read.

Anyone who can add about our discussion last meeting?

Sir, I would like to answer.
Yes, go ahead Aaron.
We also talked about cohesive devices.
What are cohesive devices?

They are words or phrases that connect sentences and

ideas so that writing flows better.
Good memory, Aaron. That is also correct!
They make our writing more organized and connected.

I am glad that you still remember your lesson last quarter

and I hope everyone, too.
Before we go into our discussion for today let us have first
our activity.
Okay, sir!

 Motivation

Alright, everyone! Today, we are going to have a short

activity.
I will be showing you two pictures and then you are going
to think of words that simply describe the pictures. Create a
simple sentence for the first picture and another simple
sentence for the second picture based on the words you
have given. After composing two different sentences I want
you to connect those sentences.
Did you get it, class? Yes, sir!

Now let us start with the first picture.

 Sir can I answer?

The first word come to my mind is ‘Studying’.

‘Girl’
‘Writing’
‘Reviewing’
Based on your observation, what are the words that first
come into your mind?
The girl is studying and reviewing her lesson.
Yes, Anna.

Correct! Studying. What other words?

That is right! Those words describe what is in the picture.

Now, based on the words you have given, kindly compose
a simple sentence.

Good job, Tim! That is a very good sentence.

Maybe the girl in the picture is reviewing her lessons or
maybe she is studying her notes.

Okay! The next picture.

Sir, I have an answer.

The word sir is ‘Passed’.

‘Happy’
‘High Score’
‘Exam’
Based on your observation from the second picture, what
are the words that first come to your mind?
Sir, can I answer?
Go ahead, Felip.
My sentence is, ‘The girl passed the exam’.
Absolutely! What other words?

Wonderful! Those words are the words you think describe

the picture.
Now, based on those words, kindly compose a simple ‘The girl is studying and reviewing to pass her exam.’
sentence.
Sir we can also say, ‘The girl is studying and reviewing her
lesson in order to pass her exam.’
Yes, Althea!

That is right! As we can see, she passed the exam and got
a high score.
Now, let us connect the two sentences. How are you going Sir we use the word ‘to’ and ‘in order to’ to connect the two
to connect these two sentences? sentences.
Correct! That is very good sample of sentence. I think sir it is called Connectors because they connect the
two sentences.
That is also correct! You connect the two sentences in one
sentence. We can connect these sentences into different
form. Sir, I think our new lesson will be about connecting
sentences.
What helped you in connecting the two sentences?

That is right! What do we call to these words?

Nice insight! So, based on our short activity what do you The first objective is, identify the different patterns of idea
think is our next topic? development.

Way to go! Good observation.

Our new lesson for today is about using appropriate
grammatical signals or expressions.

Okay! Before our discussion, this will be the objective for Our next objective is, distinguish appropriate grammatical
our lesson for today. Read our first objective for today, signals to each pattern of idea development.
James.

Thank you, James!

At the end of our class today, you must identify the different
patterns of idea development of the grammatical signals or Our fourth objective is, write a paragraph about a social
expressions. issue using a pattern of idea development with appropriate
How about our second objective, Lily? grammatical signals.

Thank you, Lily!

You also need to know how to use the appropriate
grammatical signals for each pattern of idea development
that we are going to discuss today. For our last objective, appreciate and value the
And our fourth objective, Felip? understanding and application of these grammatical signal,
idea development and pattern of idea development.

Thank you, Felip.

You are also expected that at the end of the module, you
can write a paragraph with the correct use of appropriate
grammatical signals.
And for our last objective, Zara?

Thank you, Zara.

We will cover these objectives for our lesson for today. But
before that let us have another activity.
Yes, sir!

A. Activity

For your next activity, you will complete the sentence using
the words on the box. You will choose the correct signals
or expressions that are suitable for each statement. You
have to answer it in your notebook. You will be given 5
minutes to finish the activity.
Understand your next activity?

1.
Ken
failed
the
test

_______ of his bad study habits.

2. They wanted to have a picnic in the park, but it rained

the night before ________ the picnic was cancelled.

3. Studying hard is one way to be successful ________ it

would give someone a chance to find a better job in the
future.

4. We can still help other. It _______ one of our goals in

life, to help others who are in need.

5. Nurture creativity at home. _________, chalkboard paint

allows kids to draw on walls.
You can now start! Sir, the answer is ‘because’. Ken failed the test because of
his bad study habits.
3 minutes left.
The answer for number 2 is ‘as a result’. They wanted to
Times up! have a picnic in the park, but it rained the night before as a
Okay, let us now check your activity. I will be calling result the picnic was cancelled.
random students to give their answers.
Sir, I think the answer for number 3 is ‘since’. Studying hard
For number 1, what is the answer, Lea? is one way to be successful since it would give someone a
chance to find a better job in the future.

That is right, Lea! For number 2, Janna?

The answer for that is ‘should be’. We can still help other. It
should be one of our goals in life, to help others who are in
need.
Excellent! How about for number 3, Jerwin?

Sir, the answer for number 5 is ‘for example’. Nurture

creativity at home. For example, chalkboard paint allows
Absolutely! For number 4, Azenenth? kids to draw on walls.

Terrific! And for the last number, Angelyn?

Tremendous! That is right!

Okay! We are now done with our activity. It is a job well
done, class! I am so happy with your performance so far. It It was a bit challenging at first, but I got the hang of it.
truly shows that you already for our lesson for today.
I think it was fun! Some words looked similar, but their
meanings were different when placed in a sentence.
B. Analysis

Alright, class! We just finished our activity where you We used words since and because.
completed sentences by choosing the right grammatical
signals. Let’s reflect on it. How did you find the activity? We also use the phrases noticed as a result, should be,
and for example.
Okay! How about the other?

Sir, they show connections between ideas. Like, the word

That’s great to hear! Now, let’s take a closer look. What because explains a reason, while for example shows other
grammatical signals did you use in the sentences? sample or information.

That is right! We used those words.

Excellent! Those are examples of transition signals. Now, Sir I think some sentences might still make sense, but they
how do these phrases affect the meaning of a sentence? would not flow as smoothly.

Absolutely! Without them, the sentences would sound

incomplete or confusing. Sir, I use meanwhile or then when telling a story.
That is an insightful observation. Would the paragraph still
make sense if we removed these grammatical signals?

Exactly! These grammatical signals help guide the reader

and make the meaning clearer. Now, aside from the words
we used in the activity, can you think of other grammatical
signals you commonly use when writing?

Great answer! There are many grammatical signals and

knowing how to use them improves our writing.

It seems that you are all ready to learn and participate into
our lesson for today.

C. Abstraction

Now that we have explored our activity, let’s dig deeper Yes, sir. Sometimes the ideas jump from one point to
into today’s lesson. We will talk about idea development, another without explaining things properly.
grammatical signals, and different patterns of organizing
ideas in writing. These skills will help you write clearer and
more logical paragraphs.

Before we start, let me ask you something—have you ever

read an article or a story that confused you because the
ideas were all over the place?

Exactly! That’s why organizing our thoughts is important in

writing. We need to develop our ideas logically so our No, sir.
readers can easily understand them. This is what we call
idea development.

When we write, we don’t just put words together—we need Yes, sir! It makes sense because you explained why you
to structure and expand our ideas logically. Idea love coffee instead of just saying it.
development helps us arrange thoughts in a way that
makes sense. For example, if I tell you, ‘I love coffee,’ and
then I suddenly say, ‘Dogs are cute,’ does that sound We arrange our ideas in a way that makes sense.
organized?

But if I say, ‘I love coffee because it keeps me awake and

energized. I prefer it over tea because of its strong taste,’
does that make more sense?

That’s because I developed my idea logically. How do we

do that?

Exactly! Sir, I think because just like road signs guide drivers,
Now, to help us do this in writing, we use something called grammatical signals guide readers.
grammatical signals. Let us talk about that next.
When we say grammatical signals, these are words or
phrases that help connect ideas smoothly in a sentence or
paragraph. Without them, our writing would feel choppy
and disconnected. We can imagine it like signs on the road
that tell us where the sentence is going. What do you think
why it is like a sign on the road?

Absolutely! They help us show relationships between ideas

—whether we are adding information, giving examples,
showing contrast, or explaining results. For example, when
we say, ‘I was tired. However, I still finished my homework,’
the word ‘however’ shows contrast between two ideas.

Let us look at some common grammatical signals and their

functions.

Grammatical Signals
Purpose
Addition also, in addition, moreover, furthermore Some of it, sir.
Contrast however, on the other hand, although
Cause & Effect because, due to, as a result, therefore
Examples for example, for instance, such as
Conclusion in conclusion, to sum up, thus

Have you ever encountered or used these words or

phrases in your writing? ‘General to Particular’

Okay! That is good to hear. ‘Cause and Effect’

Now, let’s see how we use these in different patterns of
idea development. ‘Claim and Counterclaim’

Idea development follows different patterns depending on ‘Problem-Solution’

the purpose of the writer. Today, we’ll focus on five major ‘Persuasion’
patterns. What are those?

Sir, I do like watching National Geographic

That is right! Those five major patterns are the focus of our
discussion for today.
Let us first talk about the general to particular. In this
pattern, it begins with a broad idea, then gives specific
details.

Who here enjoys watching documentaries?

Great! Have you noticed that in documentaries, they often

start by introducing a general topic before explaining the
details? That’s an example of the General to Particular
pattern.

Example:
”There are different types of renewable energy sources. It starts with a general statement about renewable energy,
One example is solar energy, which uses sunlight to then gives specific examples like solar, wind, and
generate electricity. Another is wind energy, which hydroelectric energy.
harnesses wind power through turbines. Lastly,
hydroelectric energy generates electricity using the
movement of water."
The example used the phrases ‘one example,’ ‘another,’
How is the information organized here? and ‘lastly’ which they introduce specific details.

Yes! This pattern helps when we want to explain something

broad by breaking it down into specific details. What
grammatical signals were used?

Good job! Other signals include ‘for instance,’ ‘specifically,’ Sir, they will dry up and die.
and ‘such as.’
Now, let us move to the next pattern.
Let us talk about now the Cause and Effect. Here, in his
pattern, it explains reasons and their results.

Let us say you forgot to water your plants for a whole

week. What do you think will happen?

Right! The cause is ‘not watering the plants,’ and the effect
is ‘they die.’ This is an example of the Cause-and-Effect
pattern.

Example:
"Due to excessive plastic waste, marine animals suffer. Sir, the phrases ‘Due to’ shows the cause, and ‘as a result’
Many sea creatures mistake plastic for food, leading to shows the effect!
health problems. As a result, marine life populations are
declining."

Can someone identify the grammatical signals?

Exactly! Other signals include ‘because,’ ‘since,’ ‘thus,’ and

‘therefore.’ This pattern is useful for explaining why things
happen.

Into our next pattern, claim and counterclaim.

In arguments, we often present two sides: a claim and a
counterclaim.

Imagine you are in a debate. One side says that school

uniforms should be required. The other side argues that
students should wear what they want. That’s an example of
Claim and Counterclaim!

Example: The claim is that video games harm students’ performance.

"Some people believe that video games negatively affect The counterclaim is that they actually improve problem-
students’ performance in school. However, research shows solving.
that playing strategy-based games can improve problem-
solving skills and cognitive abilities."

Where’s the claim and counterclaim here?

Excellent! Signals include ‘however,’ ‘on the other hand,’

and ‘although some may say.’"
We should implement stricter waste management rules, sir.
Now, let us move to the next pattern, the Problem-solution.
We also write to address problems and suggest solutions.
Here’s an example.
If you see a lot of garbage in the streets, what can be done
to solve the problem?

That is right!

Example:
"Many students experience cyberbullying, which affects Sir, the example uses the phrases, ‘one way to address this
their mental health. One way to address this problem is problem’ and ‘additionally’ which it introduce a solutions.
through digital literacy programs that teach responsible
online behavior. Additionally, schools should implement
strict policies against online harassment.

What grammatical signals were used here?

Terrific observation! That is correct. Remember, problem-

solution writing needs these signals to guide the reader
toward a resolution.
Me, sir! When I watch in our television.
And for our last pattern, persuasion which aims to convince
readers to agree with their or on a viewpoint. Their advertisement is engaging and uses strong and
urgent language that will make you buy their product.
Who here has seen an advertisement that made you want
to buy something?

Okay! What makes you buy their product or service?

Nice insight!
Just take a look to this example. I think the strong words like ‘join now’ and ‘don’t miss this
chance’ make it sound urgent!
"Join our tree-planting project today! If we all take part, we
can create a greener and cleaner environment. Don’t miss
this chance to make a difference!

What makes this paragraph persuasive?

Yes, sir!
Exactly! Persuasive writing often uses words like ‘must,’
‘need,’ and ‘urgent.’

Okay! We are done with our discussion for today. Do you

understand now what are the grammatical signals that we
can use and the pattern of ideas that we can explore?

If that is the case, let us know your activity.

D. Application

YOUR TURN!
For your activity, you will write a short narrative using a
pattern of idea development with appropriate grammatical
signals about any of the given topics. You need to write
which pattern of idea development you use, and you also
have to underline the grammatical signals that you use.
You will write it in a ½ crosswise. You will be given 5
minutes to finish your activity.

Choose one of any of the following topics:

a. Personal hobby
b. Favorite food None, sir!
c. Memorable experiences
d. A skill you want to learn
e. An important person in your life
f. A place you want to visit

Do you have any questions class?

Okay, if none, you may now start writing.

3 minutes left.
 Clap! Clap! Clap! Clap! Clap!
Times up!
I will now collect your papers. Pass it forward.

You all did a great job of writing your paragraph using the
grammatical signals and pattern of idea development. Let
us give ourselves five claps.

To know if you have gained knowledge about our

discussion today, we will have another activity.

E. Evaluation

GROUP THEM UP!

For your activity, I will be showing you the list of
grammatical signals that are commonly used. Your task is
to identify and classify these grammatical signals according
to their category of idea development. Copy the table and
answer it in ¼ sheet of paper. You will be given 3 minutes
to do the activity.

Yes, sir!
Are we clear, class?

Okay, you may now start answering.

1 minute left.

Times up!
Let us check your activity. Exchange your paper with your
seatmate.
‘also’
What are the grammatical signals in General-Particular? ‘for example’
‘for instance’
‘on the other hand’
‘on one hand’
‘such as’
‘specifically’

‘due to’
Splendid! How about in Cause and Effect? ‘because’
‘as a result’
‘since’

‘however’
Correct! And for the section Claim-Counterclaim? ‘admittedly’
‘therefore’

Are you done checking? Yes, sir!

Who got the perfect score? It seems all of you got high
scores. That only means you all listened and learned a lot
in our discussion. It’s a job well done, class!
We are almost done with our class today. But before that, I
want you to arrange your chairs properly. Pick up the piece
of paper or dirt in your area.
Is everything okay? Yes, sir!

Okay, I am now giving your assignment.

F. Assignment

A. LET’S WRITE!
Think of a social issue that is happening in your
community. Then, write at least a five-sentence paragraph
about your chosen use using your preferred pattern of idea
development. Make sure to use appropriate grammatical
signals for your chosen pattern.

Criteria:
Pattern of Idea Development 10
Grammatical signals 10
Grammar and Mechanics 10
TOTAL: 30

B. What is an Outline? Give the context and sample.

Kindly write your assignment in your notebook. We will be

checking this by the next meeting. We are done writing it, sir!
Are you done writing your assignments?
None, sir!
Do you have any questions?

Okay, if none, let us stand up for the closing prayer.

Jael, lead the prayer. Let us bow our head… Amen.

Amen…

Thank you so much, class. You did a great job today. Keep
it up.

Goodbye, class.
Goodbye, sir!
Take care, everyone.

V. REMARKS

VI. REFLECTION
A. Number of learners who earned 80% in the evaluation.
B. Number of learners who require additional activities for
remediation who score below 80%.
C. Did the remedial lesson work? Number of learners who
got caught up in the lesson. Number of learners who
require additional activities for remediation who score
below 80%.
D. Number of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
this work?
F. What difficulties did I encounter that my principal and
supervision can help me solve?
G. What innovation or localized material did use to discover
which I wish to share with the teachers?
Prepared by:
Sherwin B. Clemente
Student-Teacher

Approved and checked by:

Donabel G. Casabuena
Teacher I