Re p ub lic o f the Philip p ine s
De p a rtm e nt o f Ed uc a tio n
Learning Area
Content
Most Essential
Competencies (MELCs)
Content/ Core Content
Learning Phases
A. Introduction
Indicator # 4
Establish safe and secure
learning environments to
enhance learning through the
consistent implementation of
policies, guidelines and
procedures.
In here, the teacher reminds
the learners of the DOs and
DONTs upon entering the
school and the classroom.
She emphasizes the safety
guidelines to avoid the
distressing virus.
Indicator # 1
Apply knowledge of content
within and across curriculum
teaching areas.
In here, the teacher exposes
the learners to the common
Re g io n IV A – C ALABARZO N
Sc ho o ls Divisio n o f La g una
Distric t o f Lo s Ba ño s
TUNTUNGIN-PUTHO INTEGRATED NATIONAL HIGH SCHOOL
English 8
Fourth Quarter
GRAMMATICAL SIGNALS/EXPRESSIONS
MELC 17: Use appropriate grammatical signals or expressions suitable to each
pattern of idea development:
➢ cause-effect
➢ general-particular
Enabling Competencies:
- Use appropriate modifiers
- Use appropriate logical connectors for emphasis
GRAMMATICAL SIGNALS/EXPRESSIONS
Learning Activities
 Prayer
 Greetings
 Checking of Attendance
WHAT I NEED TO KNOW?
GENERAL DIRECTIONS and REMINDERS: The students will be reminded of
the school’s safety guidelines, policies and procedures. Then, they will be
encouraged to understand the lesson by listening attentively during the
discussion.
The teacher informs the learning objectives to be presented before the start of the
discussion.
At the end of the lesson, learners are expected to:
a. Gain understanding of the grammatical signals or expressions suitable to each pattern
of idea development:
➢ cause-effect
➢ general-particular
b. Identify the pattern of idea development based on the grammatical signal used
c. Use the appropriate grammatical signals in writing
d. Realize the importance of grammatical signals in expressing ideas.
WHAT’S NEW?
Activity: SEIZING SIGNS AND SIGNALS
General Directions: Study the following SIGNALS. Then, identify the meaning of these
signals. Just choose the letter of the correct answer. Write your answer on the placard
signs and signals that are that will be provided by the teacher.
related with health and safety
measures to combat COVID- Mechanics of the game:
19. These ideas can be linked 1. The students will be divided into 4 groups. This activity will be a group game though
with Science and Health members cannot work closer with each other.
subjects.
2. Each member will have contribution on the success of the group by making sure that
his/her answer is correct.
3. Members must ensure to provide the correct answer because each picture signal has a
corresponding point.
Indicators # 6 4. The group with the highest accumulated points will be the winner. Rewards will
follow.
Maintain learning
environment that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.
Indicator # 7
Apply a range of successful
teaching strategies that
maintain learning
environment that motivate
learners to work productively
by assuming responsibility for
their own learning.
In here, the teacher
encourages learners to
cooperate by motivating them
to participate since their
participation could contribute
to their team’s success. They
are reminded that each one of
them is responsible for the
team’s success.
Moreover, there is
recognition through rewards
to motivate and inspire
learners.

To the learners:
These are the common signals that we can see today. These must be strictly followed to
avoid the spread of COVID19. But don’t you know that there are also signals in English
and these signals should also be followed and used appropriately.

B. Development
Indicator # 5
Maintain learning
environment that promotes
fairness, respect and care to
encourage learning.
Here, the teacher encourages
learners to participate
without bias for or against
each one of them. To show
fairness, respect and care,
they will be called based on
who will be chosen by the
wheel of names.
Commendation follows to
show care and to boost
students’ confidence.
WHAT I KNOW?
Topic to be presented and mastered
GRAMMATICAL SIGNALS/EXPRESSIONS
Ask:
1. Are you fond of writing or posting on Facebook?
2. What are the common topics you write or post?
3. How do you write your compositions?
4. Do you use grammatical signals/expressions?
5. When do you use them?
WHAT’S IN?
The learners will listen to the teacher’s simple discussion and presentation of the
lesson. To make the discussion more engaging, learners will be encouraged to
speak up their thoughts. Students who will called will be based on the WHEELS
OF NAMES (an online application). Every student who will share his/her
thought will be commended.
Ideas to discussed:
In writing an essay or any write ups, you may not notice but you are using
different patterns of developing an idea. These patterns are unique from each
other and depend on what is your purpose in writing. When you write, you can
compare and contrast terms, or come up with a solution in a problem. Bear in
mind that these types of ideas can be found all together in one selection.
When writers develop ideas, they use words that will help them in conveying
thoughts more clearly and properly. This is what we call grammatical signals or
transitional signals. Note that these signals can be used in multiple patterns of
idea development.
CAUSE AND EFFECT
A cause and effect write up looks at the reasons for an action or an event, then
the results. For this reason, cause and effect selections are sometimes referred to
as reason and result essays. They are one of the most common forms of
organization in writing.
In writing statements showing cause and effect relationships, the following
grammatical signals can be used:

Indicator # 9
Adapt and use culturally
appropriate teaching
strategies to address the needs
of learners from indigenous
groups.
In here, the teacher uses
examples to extend ways on
how to treat learners from the
indigenous groups. With
these examples, learners will
have deeper understanding
on how to deal appropriately
with their classmates who are
members of the indigenous
group.
Examples:
1. Because of COVID-19 pandemic, the educational system went on a sudden
shift.
2. Nicole studied her lesson well. As a result, she got the highest grade in
English.
GENERAL TO PARTICULAR
This idea development discusses a broad topic using specific details that
supports the topic.
In writing statements showing general to particular ideas, the following
grammatical signals can be used:
Examples:
There are numerous ways to show respect for indigenous people. For
example, accept learners who are members of the indigenous group.
Students and teachers can serve as a strong support system of the
indigenous people. Primarily, they can serve as their family while in
school.
Teachers must be fair with the indigenous learners. They can show
this by first, making them feel accepted inside the classroom. Second,
making them feel involved and treating them without judgment. Finally,
extending concern and respect for their culture and beliefs.
Now, that you have deeper understanding of the lesson, you are now ready to do
the next set of activities.
C. Engagement
Indicator
# 1 Apply knowledge of
content within and across the
curriculum teaching areas.
In here, the teacher
integrates Science concepts
in the lesson.
Indicators # 6
Maintain learning
environment that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.
In here, the teacher
encourages learners to
cooperate by motivating them
to participate since their
participation could contribute
to their team’s success.
WHAT CAN I DO?
Activity: WHAT AM I
Directions: Study the following sentences. Then, identify the pattern of idea
development based on the grammatical signal used.
1. Because of global warming, there are more frequent and intense drought,
storms, heat waves, rising sea levels and melting glaciers. (cause-effect)
2. Global warming is a gradual increase in the earth's temperature generally due
to the greenhouse effect caused by increased levels of carbon dioxide, CFCs, and
other pollutants. (cause-effect)
3. People are burning fossil fuels, cutting down forests and farming livestock. As
a consequence, global warming is getting worse. (cause-effect)
4. The worsening global warming motivated individuals in finding ways to
lessen its impact. First obvious example is through planting trees. (general-
particular)
5. Young Filipinos can also help in saving Mother Earth from global warming.
Now, youth can post awareness campaigns and videos though different social
media sites such as Facebook, Instagram, and Tiktok. (general-particular)
Activity: FILL TO FIT
Directions: Study the following incomplete sentences. Then, fill in the correct
grammatical signal to complete the idea. Choose from the grammatical signals
inside the parenthesis.
1. Bullying is a serious youth issue. It can lead to more serious problems
(because, like) trauma and death. (3 pts.)
2. We should not bully those students who are part of the indigenous groups
(because, first and foremost) they deserve to be treated with respect and fairness.
(3 pts.)
3. Some students drop out of school (before, due to) bullying. (2 pts.)
4. Love can eradicate bullying. (To demonstrate, Primarily) this value, we
should be more compassionate and affectionate to everyone and learn to accept
everyone without judgment. (5 pts.)
Note: This will be a group game. The mechanics will be further explained by the
teacher.
Activity: USE ME
Directions: Choose one from the following grammatical signals. Then, construct
a sentence using the grammatical signal that you chose.
Cause-Effect General-particular
As a result For example
consequently Such as
because Primarily
Due to First, second, etc.

D. Assimilation
Indicator # 8
Design, adapt and implement
teaching strategies that are
responsive to learners with
disabilities, giftedness and
talents.
In here, the teacher allows
the learners to choose the
task that suits to their
willingness and inclination.
E. Assessment:
Reflection
Indicator # 7
Apply a range of successful
teaching strategies that
maintain learning
environment that motivate
learners to work productively
by assuming responsibility for
their own learning.
In here, the teacher provides
a chance for learners to
reflect and assess their
learning. At the same time,
this reflection gives them the
opportunity to realize the
importance of understanding
the lesson.
Prepared by:
For every student who answers, the teacher will show placards to recognize
students’ engagement and achievement.
Activity: SHOWCASE WHAT YOU LEARNED
Directions: Share what you learned through a creative presentation. Do this
within five (5) minutes only. Your presentation can be in a form of:
Poster/Drawing/Illustration
Singing
Stanza Poem
Slogan
Sentence Paragraph
Graphic Organizer
WHAT CAN I DO?
Activity: DEAL OR NO DEAL
Directions: Study the following statements. Say DEAL (with hand gesture) if
the statement states a fact and say NO DEAL (with hand gesture) if it doesn’t.
1. General to particular discusses a broad topic using specific details that
supports the topic. (Deal)
2. Because is used to introduce cause/reason. (Deal)
3. As a result of is used to introduce effect/result. (No Deal)
4. Many diseases originally came from animals. An example of these is COVID-
19 which has turned into a pandemic this year. This sentence is an example of
general-particular pattern of idea development. (Deal)
5. It is ok if we do not know how to use the different grammatical
signals/expressions. (No Deal)
Directions: Complete the following sentence prompts. Write your answer in your
notebook.
I learned that _____________________________.
I realized that using the correct grammatical signals is important because
_______________________________________________________.
As a student, I should gain further understanding of the lesson
_______________________________________________________.

JONI ROSARIO DELA CRUZ

Noted:
JAYSON A. VELASCO
Master Teacher II