A DETAILED LESSON PLAN (4th Quarter) ENGLISH 8

Date: February 5, 2025 Student Teacher: Ericka Mae D. Flores

Grade & Section: 8 Strawberry/Grapes Cooperating Teacher: Mary Rose M. Fraga
I. Objectives:
a. distinguish positive and negative messages conveyed in different images and statements;
b. use positive and negative tone words to convey a message;
c. perform differentiated activities about positive and negative tone words using transition
words
II. Subject Matter:
a. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
b. References: Quarter 2, Module 5 of Self Learning Modules
c. Materials Used: Powerpoint presentation, Handout
I. Objectives:
a. distinguish positive and negative messages conveyed in different images and statements;
b. use positive and negative tone words to convey a message;
c. perform differentiated activities about positive and negative tone words using transition
words
II. Subject Matter:
a. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
b. References: Quarter 2, Module 5 of Self Learning Modules
c. Materials Used: Powerpoint presentation, Handout
I. Objectives:
a. distinguish positive and negative messages conveyed in different images and statements;
b. use positive and negative tone words to convey a message;
c. perform differentiated activities about positive and negative tone words using transition
words
II. Subject Matter:
a. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
b. References: Quarter 2, Module 5 of Self Learning Modules
c. Materials Used: Powerpoint presentation, Handout
I. Objectives:
a. distinguish positive and negative messages conveyed in different images and statements;
b. use positive and negative tone words to convey a message;
c. perform differentiated activities about positive and negative tone words using transition
words
II. Subject Matter:
a. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
b. References: Quarter 2, Module 5 of Self Learning Modules
c. Materials Used: Powerpoint presentation, Handout
I. Objectives:
a. distinguish positive and negative messages conveyed in different images and statements;
b. use positive and negative tone words to convey a message;
c. perform differentiated activities about positive and negative tone words using transition
words
II. Subject Matter:
a. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
b. References: Quarter 2, Module 5 of Self Learning Modules
c. Materials Used: Powerpoint presentation, Handout
I. Objectives:
a. distinguish positive and negative messages conveyed in different images and statements;
b. use positive and negative tone words to convey a message;
c. perform differentiated activities about positive and negative tone words using transition
words
II. Subject Matter:
a. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
b. References: Quarter 2, Module 5 of Self Learning Modules
c. Materials Used: Powerpoint presentation, Handout
I. OBJECTIVES:
At the end of the lesson, 80% of the student will be able to;
a. Distinguish general ideas to specific ideas;
b. Select a signal word suitable to each pattern of idea; and
c. Recognize the importance of knowing general to particular patterns of idea in
making essays and paragraph.
II. SUBJECT MATTER
III. Topic: ANALYZING MESSAGES CONVEYED IN A TEXT
IV. b. References: Quarter 2, Module 5 of Self Learning Modules
V. c. Materials Used: Powerpoint presentation, Handouts
Topic: Using Appropriate Grammatical Signals or Expressions to Each Pattern of
Idea Development: General to Particular
References: English – Grade 8 Alternative Delivery Mode Quarter 4 – Module 1:
Using Appropriately Grammatical Signals or Expressions to Each Pattern of
Idea Development First Edition, 2020
Materials Used: Visual Aids, Colored Papers, Illustration, Blackboard
Value Aim:

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. PRELIMINARY ACTIVITIES
a. Greetings
Good morning, everyone!
Good morning, Ma’am!
How are you today?
We’re fine Ma’am.
That’s nice to hear?

b. Prayer
Before we begin, may I request the class
president to led the prayer.
In the name of the Father, the Son, the
Holy Spirit
Amen.
c. Checking of attendance
Now let’s check your attendance, is there
 anyone absent today?

That’s good to hear. None, Ma’am.

d. Checking of assignment
Okay do you have an assignment?

Kindly pass the paper to the center of Yes, Ma’am.

your row. Then the student at the back,
pass the papers to the front.

e. Review
So, what was your topic last meeting?

Ma’am it is about Using Appropriate

Very good! Grammatical Signals or Expressions
Okay class give your classmate a to Each Pattern of Idea Development
superman clap! Follow me! Clap your
hands three times, and stomp your feet
three times, and shout Superman!

One, two, three!

What are the patterns of idea One two, three!
development that we discussed Superman!
yesterday?

Exactly! Another superman clap from the Ma’am cause and effect!
class!
So, can you give a short recap about your
lesson yesterday?

The pattern of idea development

explains the causes or the effects of
something. When a writer presents
reasons, he or she is explaining the
causes. When a writer explains the
results, he or she is explaining the
Correct! So, I see that you learned a lot effects. Example the word: so, thus,
from our previous topic! hence, then, therefore, as a result, in
effect, as consequence
f. Classroom management
Before we start our discussion, please
pick the pieces of paper under your
chairs and arranged it properly. Once
everything is settled, you may take your
seat.
 So, reminder to our classroom rules in
this classroom we are SMART!
Kindly read everyone.

Be SMART
a. S – ay please and thank
you.
b. M- ake friends and be
Is that clear, my dear student? thoughtful
c. A- lways try your best
Very good. d. R-aise your hand to
Okay so now, let’s energized ourself speak
first. Face your partner. The mechanic of e. T- reat others with
this game is your going to face the fist of respect.
your classmate.
If I say “TOP” the bottom fist will move
to the top. Yes, Ma’am!
If I say “DOWN”, the fist at the top will
move to the bottom.
If I say “SHAKE!” You’re going to
shake your body.
Then, if I say “HIT” you’re going to
pump the second fist.
To avoid of being a loser the second fist
must avoid the hit!

Okay now you may take your seat.

g. Motivation
Now all eyes on me. Before we formally
start our lesson. This morning let us do
some warm up first. We will call this
game, ‘Place Me To The Right
Sentences Cloud’.
Now, let us start counting.
Okay, group one your team will be called
as yellow team, while the group 2 is red
team, please choose a leader to lead the
group.
Each group will receive three sentences
in a cloud.
his tracing shape cloud here is where you will
place the cloud containing the sentence that
you think is correct to be placed. One of the
sentence clouds you have is not needed.
Brainstorm with your group in 30 seconds
what sentence cloud to put and afterwards,
have your representative to place the right
cloud. The italicized words there: “largely”
and “such as” will serve you as guide in
connecting the two sentences together. Is the
instruction clear
This tracing shape cloud here is where
you will place the cloud containing the
sentence that you think is correct to be
placed. One of the sentence clouds you
have is not needed. Brainstorm with your
group in 30 seconds what sentence cloud
to put and afterwards, have your
representative to place the right cloud.
The italicized words there: “largely” and Yes Ma’am.
“such as” will serve you as guide in
connecting the two sentences together. Is
the instruction clear?

If that so, form your group class, and

work on your station. Note class that the
group who can place the correct answer
will have an extra point. Time starts now!

largely

such as

Sentences Cloud:

The school children

do not like reading
books.

Brian is in 5th grade

and hates reading
poem.
 Veterinarians
say that cats feel
safe and secure.

Answer:
For group 1:
All groups have finished. Let’s check
your outputs. The school
children do not
like reading
Largely: books.

Such as:

For group 2

Largely:

Such as:

Everyone did a great job! Give yourself a

Dionesia clap! Everyone claps and say:
1, 2, 3. 1, 2, 3! Very good, very good!
very good!

h. Presentation of the lesson. Largely and such as, Ma’am.

From this activity class, what word is

written in italicized? The children in the school do not like
reading books.
Very good! someone read to me the first
sentence? The school children.
 Okay class, the sentence talks about No.
what?

So, the subject is the school children in

the sentence. Are the school specific?

Okay, that means it is not. It is a broad

term that cover many school children in a Brian is in 5th grade and hates reading
school. poem.
How about the second statement? Can
someone read it?
Yes.

So, how about Brian? Is he a student?

Yes Ma’am, Brian is a student and the
Do you think the statement is specific? Is statement is specific to one person only.
it referring to one student only?

Brilliant! I think it is related about broad and

Now, do you have any idea about are specific.
topic today?

Yes, you are right! Our topic this morning

is related to your answer which is General
to Specific. This topic is connected to
your discussion yesterday and it is about
Using Appropriate Grammatical Signals
or Expressions to Each Pattern of Idea
Development, and we already have Cause
and Effect.
Today we will talk about General to
Particular, and we will be guided by this a) Distinguish general
objective, kindly read. ideas to specific ideas;
b) Select a signal word
suitable to each pattern
of idea; and
c) Recognize the
importance of knowing
general to particular
patterns of idea in
making essays and
paragraph.
B. DEVELOPMENTAL ACTIVITIES

a. Activity
Okay, before we proceed to our
 discussion, let us have another group
activity with the same group. This
activity is called Group Them Up.
Below is a list of signal word used for
general and particular statement. Classify
these signal word according to their
category.

Generally such as
For instance like
Largely for example
Specifically primarily
To illustrate in general

GENERAL PARTICULAR

GENERAL PARTICULAR

Generally Such as
Primarily For example
Largely Specifically
In general To illustrate
Like
for instance

b. Analysis and discussion

Okay, class what have you observed in
your activity?
Ma’am we classify those signal word
Exactly! according to their category.
Now I have here an illustration. Can you
tell me what you see in this image?

Correct! It is an ice cream, Ma’am

Imagine this cone as a representation of
general to particular.
This morning, we will use the cone to
discuss our lesson.
So, what comes in your mind when you
hear the word general?

Very good. It talks about something that is broad.

When we say general it talks about
something that is broad while particular
it talks about specific.
Now, let us read the definition of
general to particular. Kindly read.

This pattern of idea development

discussed the general topic by
Very good! presenting specific details that support
The writer starts with the general idea the topic.
stated in the topic sentence. Then, it is
elaborated and explained through Clouds can be classified into
specific details and examples. In other three major groups. High clouds
words, general to particular pattern is a are a group of clouds that are 5-13
deductive method of organization. Take km. away from the Earth’s surface.
a look of this illustration. Examples of these clouds are
known as Cirrus, Cirrostratus, and
Cirrocumulus. Middle clouds are
General: Main Idea/topic another group of clouds that are 2-
7 km. away from the Earth’s
Particular: Supporting surface. Examples of middle
Details and Information clouds are Altocumulus and
Altostratus. Low clouds are the last
Conclusion: group of clouds. They are 2 km.
Short Summary
away from the Earth’s surface.
Specifically, these clouds are the
Stratus, Stratocumulus, and
Nimbostratus. With these being
said, these clouds are grouped
I have here an example. Class, kindly according to their distance from the
read Earth’s surface.
the paragraph posted on the board.

The paragraph above uses a general to

particular pattern of idea development.
 ‘Clouds are classified into three major
groups.’

High clouds, middle clouds and low

clouds.

What have you observed in the

paragraph? A, example of these, another, middle
clouds, last, specifically, and with these
being said.

Excellent!
What do you think is the general idea in
the paragraph?

Bravo!
The first sentence is the general idea
expressed in the paragraph.
What are those three cloud that had been
mentioned in the paragraph? It is in the last sentence Ma’am.
With these being said, these
clouds are grouped according to
Indeed! their distance from the Earth’s
Give your classmate a Superman clap! surface.
Now, what are those word underlined in
the paragraph?

Very well said!

A, another and last, are the grammatical
word that used to state the specific
details of major of clouds. Signal Word Used For General
Then the remaining words that had been Statement
underlined is used to expressed the idea genera primarily In largely
of specific example of a group of cloud. l general
Now can you identify the conclusion in
the paragraph?
Excellent! Signal Word Used For Major
The expression ‘with these being said,’ Details
is used to wrap up the ideas in the First Second Third Another
paragraph. furthermore moreover In next
Now, let us proceed to the signal word additio
used in General to Particular statement. n
First, we have ‘Signal Word Used For
General Statement’ kindly read.

Signal Word Used For Particular

Ideas
For instance For To To be
examples illustrate specific
specifically Particularl Such as
Okay, those word are used for general y

statement.
Now let us proceed to the signal words
used for major details. Kindly read.
It is general statement Ma’am.

Thank you for your participation. So

those are the signal word used for major
details. Last, kindly read the signal word
used for particular ideas.
It is particular statement because he
mentioned that he loves eating
chocolate, cake and ice cream.

I have here a statement,

“Kris Maynard loves eating sweets.”
Can we consider this as general or “Kris Maynard loves eating sweet like
particular? chocolate cake and ice cream.”

Very good.
It is a general statement because there
are lots of sweet food.
How about if I say;
Kris Maynard loves eating chocolates,
cakes and ice cream. 1. This toy helps children discover
Is this particular or general statement? their abilities; in other words,
children can learn new things from
this toy.
2. Angelo can play a number of
 musical instruments such as violin,
guitar, saxophone and piano.
That is correct! Now, if we combined 3. The student namely pat, Malou,
the two statements it will turn out like Gina, Cristy, and Eden are given
this everyone read the sentence; special assignment.
4. They bought a lot of food, namely
pasta, pork, sandwiches, and soda.
5. Many people prefer to a particular
So, the information is much more detail car; for example, sport cars are
and easy to understand because we used very popular.
the signal word which is ‘like’.
I have here another example and noticed
how words in bold letter are used in the
sentence. Who wants to read?

Yes ma’am.

Many people enjoy outdoor activities

such as hiking, biking and climbing.

Many people enjoy outdoor activities.

I used the word such as, Ma’am.

Now, did you understand the importance

of knowing the grammatical signal
words used in the sentence especially in
general to specific?

Okay, can you give me an example of

general to particular statement? General to particular is pattern of idea
development discussed the general
topic by presenting specific details that
Correct! What is the general statement support the topic.
there?

Okay very good, so what signal word

did you used to express your ideas?
General, primarily, in general and
largely.
Excellent!
Okay class give your classmate a Darna
clap!
c. Abstraction and Generalization First, second, third, another,
Again, what is general and particular furthermore, in addition, next.
statement?

For instance, for example, particularly,

specifically, to be specific and such as.

Very good!
So, what are the signal words used for
general statement?

Recognizing general to particular

patterns of idea is important when
Excellent! writing an essays and paragraphs
How about the signal word used for because it helps us organize our ideas
major details? in a logical and clear way.

Absolutely correct!
What signal words used for particular
ideas?

Okay very good!

Why we need to recognize the
importance of knowing general to
particular pattern of idea in making essay
and paragraph?

Exactly!
I see that you have learned a lot from our
lesson.

d. Application
Now, go back to your respective group,
for we are having another activity.

Develop the Statement

Directions: Write at least a three- five-
sentence paragraph based on the
following topic sentences and use the
general to particular pattern of idea
development. Write your paragraphs on a
separate sheet of paper. A rubric is
provided as your guide.

Example:

Friendship has a significant value in our

lives. First, friendship teaches us how to
love others. Also, friendship help us to
value loyalty and reliability. Another,
friendship results in creating good
memories. Lastly, friendship extends our
family lines.

For group 1 (one) you have to write what

family is all about.

For group two you have to write about

your goals in life.
criteria Score indicator score

Pattern of 5 – The
Idea paragraph clearly
Development follows
appropriate
structure of the
pattern of idea
development.
1-5 points
4- The paragraph
follows
appropriate
structure of the
pattern of idea
development.
3- The paragraph
fairly follows
appropriate
structure of the
pattern of idea
development.
2- The paragraph
poorly follows
appropriate
structure of the
pattern of idea
development.
1- The paragraph
fails to follow
appropriate
structure of the
pattern of idea
development.

Grammatica 5- All
l Signals grammatical
signals used are
appropriate to
the pattern of idea
development.
1-5 points
4- Most
grammatical
signals used are
appropriate to
the pattern of idea
development.
3- Several
grammatical
IV. EVALUATION
Directions: Read the following sentences comprehensively. Encircle the grammatical signals
that show general to particular pattern of development of idea.
Test I.
1) Ana Marie enjoys reading books very much, in fact, she has a large collection of
books from Fiction to Non-fiction.
2) She is a total bibliophile. In other words, she collects and has a great love for books
and reading.
3) She enjoys reading fiction books specificially fantasy, adventure and mystery
4) During quarantine period, if she’s not reading, she spends her time on her other
hobbies such as cooking, painting and stitching.
5) For her, reading as some advantages; for example, widening one’s vocabulary.
Test II
Directions: read each sentence and determine whether it express a general idea or a
particular idea. Wite G if it contains general idea ad P if it is particular.
1) I do grocery shopping once a week.
2) Eating vegetable and fruits has many health benefits
3) To be specific, eating vegetable and fruit can lower a blood pressure, reduce the risk
of heart disease stroke, lower the risk of eye and digestive problems, and positively
affect blood pressure.
4) Yen loves reading various of books by Nicholas Sparks, such as A Walk to
Remember, The Best of Me, Messge n the Bottle, The Return, and the Last Song.
5) Janna loves eating fruit.

V. ASSIGNMENT
Connecting Ideas
Directions: Complete the paragraph by filling in each blank with the appropriate grammatical
signal found in the box. You can use each grammatical signal once. Then identify the pattern of idea
development used.
Also This Stories Meanwhile
However
Stories can be commonly presented in print, audio, and audio-visual format. 1. _________
written in books is a form of print format. It gives the readers more information about the characters
and the plot. 2. _________, stories that are told through radios or podcasts are examples of audio
format. They enable the listeners to freely create different mental pictures of the characters and scenes
as they listen to the storylines. 3. __________, movies and TV series shown in cinema or televisions
are examples of audio-visual format. 4.____________, regardless of the format, all of them can
equally bring entertainment to people