Grade 1 to School GINGOOG CITY Grade Level 8
12 COMPREHENSIVE
Detailed NATIONAL HIGH
Lesson Plan SCHOOL
Teacher XYRA KRISTI P. Learning ENGLISH
TORREVILLAS, LPT Area
Teaching Dates and September 28, 2023 Quarter First Quarter
Time 2:00 – 3:00
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of African literature as a means of exploring
forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which
information may be organized, related, and delivered orally; and parallel structures and
cohesive devices in presenting information.
B. Performance The learner transfers learning by composing and delivering an informative speech
Standard: based on a specific topic of interest keeping in mind the proper and effective use of
parallel structures and cohesive devices and appropriate prosodic features, stance, and
behavior.
C. Learning Competency MELC: Identify signals that indicate coherence (e.g. additive – also, moreover; causative – as
/ Objectives a result, consequently; conditional/concessional – otherwise, in that case, however; sequential
Write the LC code for – to begin with, in conclusion; clarifying – for instance, in fact, in addition)
each
Objectives:
At the end of the lesson, the students will be able to:
1. Identify various transition signals within the context.
2. Explain the importance of using transition signals in making sentences and
paragraphs.
3. Construct sentences using transitional words.
II. CONTENT TRANSITION SIGNALS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR Portal)
B. Other Learning https://study.com/academy/lesson/coherence-in-writing-definition-examples.html
Resources https://slideplayer.com/slide/14359299/
https://slideplayer.com/slide/14604073/
https://www.studypool.com/documents/8243044/signals-indicating-coherence-ppt
https://www.academia.edu/5598596/A_Detailed_Lesson_Plan_in_English
C. Materials 1. PowerPoint Presentation
2. Printed worksheets
IV. PROCEDURE
Preliminaries Prayer
Checking of Attendance
A. Establishing a Everyone is requested to read it carefully and evaluate the sentences.
purpose for the
lesson I’ll give you a minute to read this paragraph.
(INDICATOR 1) ___(1), there was a very loud sound. It was like ten lightning bolts at the same time. ___(2),
I heard a scary screech! A bright flash of light lit up the sky. ___ (3), I saw a strange
figure walking towards me. It was tall ___ (4) big. It was ___ (5) round. ___(6), I saw what
made the sounds! It was a raccoon digging through my trash!
lastly next first
then and also
After reading the paragraph. What do you think about the passage?
Now, I want you to find the right words needed in that paragraph. Write your answers in
your lecture notebook.
Answers:
1. First 2. Next 3. Then 4. And 5. Also 6. Lastly
The words that link the ideas and sentences here are what we call transition signals.
Now, let’s read the same paragraph again with the transition signals.
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 big. It was also round. Lastly, I saw what made the
sounds! It was a raccoon digging through my trash!
B. Presenting PRESENTATION OF THE OBJECTIVES
examples/Instances At the end of the lesson, the students will be able to:
of new lesson 1. Identify various transition signals within the context.
2. Explain the importance of using transition signals in making sentences and
paragraphs.
3. Construct sentences using transitional words.
C. Discussing new Based on our first activity what do you think are transition signals?
concepts and
practicing new Transition signals are linking words or phrases that connect your ideas and add cohesion to
skills # 1 your writing. They indicate to the reader the relationship between sentences and between
paragraph, making it easier for the reader to understand your idea.
(INDICATOR 1)
(INDICATOR 4) Now, there are four (4) basic classifications under the transition signals, namely: Additive
Transitions, Adversative Transitions, Casual Transitions, and Sequential Transitions.
Additive Transitions
Its functions are to compare or link similar ideas, give examples, give explanation, and to
draw or summarize.
Its transition signals are and, also, in addition, moreover, for instance, specifically, and
many more.
Example:
1. You can go to a good university if you work, for example, Harvard.
2. She speaks three languages besides Spanish.
Adversative Transitions
This is used to contrast or limit ideas.
Transition signals are however, but, on the contrary, etc.
Example:
1. Even though the country is experiencing great economic loss due to this pandemic, it
has continued helping other countries by sending our medical frontliners and other
essential materials.
2. She is beautiful but her attitude is not.
Casual Transition
Presents the result of an action or idea.
Indicate a consequence, a result, or a reason.
The transition signals are consequently, accordingly, as a result, hence, subsequently,
therefore, thus, thereupon, as a consequence, for this, reason, and wherefore.
Example:
1. The students reviewed their lessons well before their exams. As a result, they passed
the school’s assessment process.
2. She studied so hard therefore; she became an honor student.
Sequential Transition
Indicate the sequence of ideas, events, or actions.
The transition signals are first, second, to begin with, finally, next/then, etc.
Example:
1. My mother cooked our favorite breakfast. After eating, she washed the dishes and
other utensils. Then, she swept the floor and cleaned the whole house.
D. Developing Master Combine the sentences below using correct cohesive devices. Write your answers on your
(INDICATOR 3) lecture notebook.
1. My brother hates playing badminton. My sister likes playing it.
2. My uncle will visit us next week. He will bring a basket of apples.
3. Her cat died yesterday. That’s why she is sad now.
4. The children keep playing football. Their parents do not allow them to play football.
5. Henry’s rabbits look happy. Henry takes care of the rabbits very well.
Answers:
1. My brother hates playing badminton but my sister likes playing it.
2. My uncle will visit us next week and he will bring a basket of apples.
3. Her cat died yesterday so/therefore; she is sad now.
4. The children keep playing football even though/although their parents do not allow
them to play football.
5. Henry’s rabbits look happy because Henry takes care of the rabbits very well.
E. Finding practical Activity #2 – Color Me!
application of Each of the students will be given printed paper for them to work on individually. All they
concepts and skills must do is to encircle the transition signals used in the following paragraph. Students are
in daily living only given 5 minutes to encircle the transition signals used in the paragraph.
(INDICATOR 2) I personally believe that libraries are among humanity’s most
(INDICATOR 6) important institutions for several reasons.
(INDICATOR 9)
Firstly, most humanity’s collective knowledge is stored in
libraries. Secondly, libraries protect and preserve this knowledge. They
also classify. Furthermore, libraries make the materials available to
everyone and even provide librarians to help us find what we need.
Finally, libraries are our link to the past and our gift to the future.
In conclusion, libraries are important institutions for humanity.
Answers:
Firstly, secondly, and , also, or, furthermore, finally, in conclusion
F. Making Question and Answer
generalizations and How will you be able to relate our topic into our daily lives?
abstractions about In what way, will you be able to serves as bridge to other people?
the lesson
(INDICATOR 1)
G. Evaluating learning Activity #3 Make Me!
In your group, make two (2) sentences using correct transition signals. This is only good
for 5 minutes.
Group 1 – Make additional information & Make examples
Group 2 – Make sequencing & show result
Group 3 – make comparison & make contrast
Group 4 – show qualifying & do reformulation
Group 5 Give highlight & make transition
H. Additional In your activity notebook. This should be copy and answer.
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who required
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?
Prepared by:
XYRA KRISTI P. TORREVILLAS
Subject Teacher
Checked and observed by:
ROLAN B. ACIDO
English Department Head
