DETAILED LESSON PLAN IN ENGLISH 8

School KKIPS Grade Level 8

Teacher RENELYN A. Quarter 1 Module 4
PANSIPANSI
Learning Area ENGLISH Teaching Dates & Duration Up to 2 days
I. LEARNING OBJECTIVES
C Content Standards
P Performance Standards
L Learning Competencies/Code 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)
O Objectives
 Knowledge Explain how transition signals are used in
sentences and paragraphs;
 Skills Use transitions appropriately in connecting
words, sentences and paragraphs;
 Attitude /Values Appreciate the importance of transition signals
in organizing ideas.
II. CONTENT USING TRANSITION SIGNALS
III. LEARNING RESOURCES
A. References
1. Self-Learning Module
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Quarter 1 Module 4 Written by Angeline F.
Learning Resource (LR) portal Abendan
B. Other Learning Resources/ Materials Activity sheets, projector, laptop
C. Supplies, Equipment, Tools, etc.
IV.
A. Review/ -Prayer, Greetings
Introductory -Checking of attendance
Activity -What can you remember about your previous lesson on
(2 minutes) transition?
-Who can mention some transition signals?
-Do you think transition signals are important? Why?
B. Activity/ Motivation Have you mastered your previous lesson on transitions? If so, can
(13 minutes) you help me recall each one in this lesson?
Directions: Choose the letter of the correct answer. Write
your answers in your activity notebook.
1. I would like to see you tomorrow, _______________ let’s have
lunch together.
A. So B. for example C. but D. still
2. My sister loves to eat, _______________ I don’t care much
about food.
 A. Finally B. but C. and D. beyond
3. She had been studying for hours. _______________, she
hoped to do well on the test.
A. as a result B. then C. however D.
furthermore
4. First, Mary went to the store. _______________, she went to
visit her mother.
A. Also B. Therefore C. For instance D. then
5. John ate and ate; _______________, he never gained weight.
A. But B. So C. Finally D. next

C. Analysis/Presenting Study the picture carefully and be able to answer the questions
examples of the new that follow.
lesson where the
concepts are clarified
(5 minutes)
 1. What is it all about?
2. Where can we find this?
3. What does a signpost tell us?
4. In what way does a signpost help us in our daily lives?
5. What is the importance of a signpost?
In relaying information, reporting or even reading a text, you must
have noticed that we use words or phrases that link a sentence
D.Abstraction with the rest of the sentences or a paragraph with the rest of the
(10 minutes) paragraphs. These are what we call transitional signals. The
underlined words in the following sentences are examples of
transition signal.
1.Before the gossip could create more fear, Francis bravely
walked to the plaza and began to preach about God’s
commandment concerning love for all creatures of God.
2.Francis, however, was a bit nervous, and as he would always do
when a bit nervous, he began to sing
3. Soon, they reached the place.
4. Suddenly, they heard behind them a low growl and a pounding
of the ground.
5. Finally, Francis leaned over and put his arms about the wooden
neck
Here are examples.

Sequence of events
We often use these signals when we give instructions, describe a
process, or tell stories.
First, you need to buy bread from the bakery.
Next, you can go to the market and buy fresh
lettuce and ham.
Then, you can take all the ingredients home.
Finally, prepare the homemade sandwich.

In your Science subject, what are the steps in

conducting an experiment or Scientific Method?

Time
These transitions help define time. For example:
Before you go home, make sure you jot down your
assignments.
During the evening, you can review your work.
Later, you'll be glad you did.
You’ll be able to simultaneously eat dinner and
review your work.

Comparison/Contrast
These transitions point out alternatives or
differences. See how these work in sentences.
The boy liked birds, but he was afraid of cats.
Similarly, he did not like lions and tigers.
On the contrary, he liked animals that could fly,
such as sparrows and falcons.
Likewise, he thought bats were the most
interesting mammals thanks to their wings.

Cause/Effect
These transitions show the consequences of an
action like in these sentences.
Since you're such a good student, you'll get into a
good college.
Therefore, you can get a job you like.
As a result, you should be a happy person.
Because people are happier, they have less
stress.

Clarification
Clarification transition words show support. You can
see these transition words through the transition
sentences:
I love school; that is, I like it intensely.
In other words, I don’t want to drop out.
To put it another way, school is the best place in
the world.

Addition
These transitions add information or reinforce
ideas. Here are a few transition sentences.
Jonas promised to love, honor, and obey his
parents.
Moreover, he will do all the cooking and cleaning
while he studies at home. Furthermore, he is
 grateful that his parents earn enough money for his
future.
E. Valuing: Finding Task 1a : CONNECT ME:
Practical Applications of
Concepts and Skills in
Daily Living (4 minutes)

Task 1b :
1.What are the transitions used in numbers 1,2,3,4 and 5?
2.How are they connected with one another?
Task 2a : RELATE ME
Directions: In your activity sheet, write the relationship
of the ideas presented in the sentences in each item.
Your answer may be Time, Result, Contrast, Addition,
or Example.
______ 1. Apolinario Mabini grew up to be a good writer,
a lawyer and a patriot. He was known as the Sublime
Paralytic and the Brains of the Revolution.
______ 2. America is particularly rich in cat species,
some of which are found nowhere else in the world. The
jaguar, which is quite untamable and can attack
humans, can be found in South America.
_______3. The Philippines’ tropical rain forests are rich
repository of biological diversity. Rapid deforestation has
made the country one of the world’s ecological hot
spots.
______ 4. Thoreau wrote a considerable amount of
poetry during his lifetime. Only two volumes of it
appeared in print.
______ 5. The Philippine eagle has become a critically
endangered species because the loss of the forest has
made it lose its natural habitat
Task 2b:
Directions: Transition words have been left out of the
following paragraphs. Copy the paragraph in your
activity notebook and fill in the blanks with the
appropriate transition found in the box.

1.__________ we have scientific evidence that women

should not smoke when they are pregnant, many future
mothers ignore this danger. These mothers endanger
the physical health of their babies. 2.__________, they
could be contributing to even more problems in the
future. 3.__________ the known problems, recent
studies have linked mothers’ smoking during their
pregnancy with sons who go on to become criminals.
Researchers in Finland followed over 5000 males and
their mothers from the time the mothers were six months
pregnant until the young men were 28 years old. 4.
__________ sons whose mothers did not smoke during
pregnancy, those young men whose birth mothers did
smoke were more than twice as likely to commit criminal
acts. 5. _____the researchers theorized that smoking
during pregnancy may alter the chemical balance in the
baby’s brain. This recent information, added to the body
of evidence available for years, should be a warning to
pregnant women to give up smoking.

Task 3a: WHICH IS WHICH?

 Directions: Copy the ff. paragraph in your activity notebook and fill
in the blanks with the appropriate transition found in the box.
since At last The second time but But inspite
therefore But when At last thus now
so As a then And
result still

Below is a summary of the Chinese folktale “The Soul of the

Great Bell”
The Son of heaven Young-lo ordered the worthy Mandarin Kouan-
Yu to cast a huge bell whose sound should be heard a hundred li.
11______, Kouan-Yu assembled the master-molders and the
renowned bell smiths of the empire, and all men of great repute
and cunning in foundry work. 2________ the metal had been cast,
the earthen mold separated from the glowing casting. 3_______,
the great labor was void of worth. 4__________ the bell was cast,
it was even worse. 5_____, the mighty Young-Lo summoned
Kouan-yu that the third time he fails, his head shall be severed.
6______, Kouan-Yu had a daughter of dazzling loveliness whose
name is Ko-Ngai. 7______ the princess valued her father even
more than herself, she thought of any possible means of saving
her father. 8_______ came the awful day when the third and last
effort to cast the great bell was to be made. 9_______ all the
people of Pe-king gathered around the furnace. Suddenly, a cry
caused the people to turn their heads. It was Ko-Ngai leaping into
the monstrous pot of a boiling metal. 10_____ the father of
KoNgai, wild with his grief, would have leaped in after her;
11_____ the strong men held him back. 12_____ of all these
things, the command of the Celestial and August had to be
obeyed, and the work of the molders to be finished. 13______ the
bell was perfectly cast. 14______, when the people hear the great
golden sound of the bell, they keep silence for they believe it was
Ko-Ngai’s cry.
Questions:
How did you find the activity?
How was the story developed?
What are the words used in connecting ideas/events in
the story?
What do you call these words?
F. Generalization Reflection helps you grow and develop understanding more deeply
(10 minutes) so you can work continuously for self-improvement as a student. In
line to this, you are to share your learning insight /reflection about
the lesson you have learned a while ago. Just complete the
following statements. Write in your notebook.
I have learned that
_____________________________________________________
___
_____________________________________________________
______________________ I have realized
that__________________________________________________
 ______
_____________________________________________________
______________________ I will
apply________________________________________________
________________
_____________________________________________________
______________________
Directions: Write the letter of the correct answer in your
G. Assessment activity notebook.
(6 minutes)
1. The mosquito spends its early life in the water ______ lives on
land and in the air for the rest of its life.
A. but B. since C. therefore D. besides
2. Studies show that a person’s IQ increases with age;
_________, as people grow older, they become more tolerant and
more open-minded and objective in their thinking.
A. therefore B. furthermore C. instead D. yet
3. A strong typhoon Yolanda hit the Eastern part of the country.
______, many houses and trees lay in complete ruins.
A. However B. Besides C. As a result D. Because
4. Hypertension is called by many as “the silent killer”. _______ in
many cases, it produces no symptoms until permanent organ
damage results in chronic illness or death.
A. Yet B. Meanwhile C. Moreover D. Because
5. Carnivores or flesh eaters are animals that eat other animals.
_______, omnivores are animals that eat whatever they can find.
A. On the other hand B. Since C. Instead D. Besides

H. Additional Activities
for Application or Directions: Copy the following sentences in your notebook.
Remediation if Needed Then, underline the transition signal used in the sentence.
(7 minutes) 1. I was anxious to leave. However, we had to wait until Uncle
Pete arrived.
2. Mother told us to hurry onto the bus. Otherwise, we all would
have been caught in the rain. 3. I make my sandwich in the same
way that Mary does. We both use food that is peanut free because
of our food allergies.
4. I asked about the homework, but neither Teddy nor Antonio
knew what had been assigned.
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80%
on the formative
assessment

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
worked well? Why
did these works?
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:
RENELYN A. PANSIPANSI
Teacher- 1