School OZAMIZ CITY NATIONAL HIGH SCHOOL Grade Level GRADE 8

Teacher Rosell M. Gomez Learning Area ENGLISH

DAILY Teaching Dates & Time September 5 - 9, 2022/ 8:30-9:30. 9:45 – 10:45 AM, 10:45 -11:45 Quarter FIRST
LESSON LOG AM, 1:00-2:00 PM, 2:00-3:00 PM,3:15-4:15

Monday (September 5) Tuesday (September 6) Wednesday (September 7) Thursday (September 8) Friday (September 9)
I. OBJECTIVES Identify and use signals that Identify and use signals that Write sentences about Classify the types of transition signals
indicate coherence (e.g. indicate coherence (e.g. additive real-life experiences using used in sentences and paragraphs.
additive - also, - also, transition signals.
moreover; causative - as a moreover; causative - as a Write a paragraph using transition
result, consequently; result, consequently; conditional/ signals to achieve coherence.
conditional/ concessional - otherwise, in that
concessional - otherwise, in case, however; sequential - to
that case, however; sequential begin
- to begin with, in conclusion; clarifying -
with, in conclusion; clarifying - for instance, in fact, in addition)
for instance, in fact, in
addition)
Identify transition signals used
in sentences and paragraphs.
A. Content Standards The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries
B. Performance Standards The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries
C. Learning Competencies/ Identify and use signals that Identify and use signals that
Objectives indicate coherence (e.g. indicate coherence (e.g. additive
additive - also, - also,
moreover; causative - as a moreover; causative - as a
result, consequently; result, consequently; conditional/
conditional/ concessional - otherwise, in that
concessional - otherwise, in case, however; sequential - to
that case, however; sequential begin
- to begin with, in conclusion; clarifying -
with, in conclusion; clarifying - for instance, in fact, in addition)
for instance, in fact, in
addition)
II. CONTENT Transitions signals that show Transitions signals that show Transitions signals that Transitions signals that show
coherence coherence show coherence coherence
III. LEARNING English English English English
RESOURCES Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4: Quarter 1 – Module 4:
Using Transition Signals Using Transition Signals Using Transition Signals Using Transition Signals
A. References
1. Teacher’s Guide
Pages
2. Learner’
Materials Pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the students to identify Ask the students to identify what Present the sentences on Ask the to give examples of transition
lesson or presenting the what is being referred to in the is being referred to in the Activity: Review It and ask signals.
new lesson sentences. sentences. the students to read aloud
the sentences and study
the underlined words and
the ideas that they express
on page 4.
B. Establishing a purpose Present to the students the  Present to the students the Present more activities Present Assessment 2: Classify the
of the lesson Word Scramble Game. Word Scramble Game. about the transition signals Connections.
Ask the students to form  Ask the students to form to the students.
words from the set of words from the set of scrambled
scrambled words. words.
C. Presenting Call on students to use the Call on students to use the Present the poem Let the students read the paragraph
examples/instances of the correct answers in the correct answers in the scramble “Sunshine” by Maribel and take a look on the example
new lesson scramble game in sentences. game in sentences. Azote Cabalan-Buco. Ask sentences.
the students to choose a
partner and do the activity
“Signals to Connect.”
D. Discussing new Ask the students to take a look Ask the students to take a look Provide examples and ask Ask them to take note of the
concepts and practicing at our example sentences. at our example sentences. the students to look on the underlined transition signal in each
new skills #1 given sentences on page sentence.
5.
E. Discussing new Present and discuss the list of Present and discuss the list of Discuss the transitional Ask them to classify each according
concepts and practicing transition signals used as transition signals used as signals in sentences. to the eight (8) types of transition
new skills #2 additive or addition. additive or addition. signal learned. Ask them to explain
Present the types of transition Present the types of transition their answer to the class.
signals that show coherence. signals that show coherence.
F. Developing Mastery Divide the class into 5 groups. Divide the class into 5 groups. Ask the students to Group the students into 5 and give
Let them identify the type of Let them identify the type of practice their skill in group a task. Let them do Activity

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application of remediation
transition signals used in the
sentences below.
Let them explain their answers
to the two questions in the
class.
1. Why do we need to be
united as a nation in this
time of pandemic?
2. Why unity and coherence
are important in achieving
an effective paragraph?
Ask them to create a score
sheet for the evaluation of
presentations of each group.
Let them rehearse in class.
What I Have Learned
Let the students sum up what
they have learned in this
lesson through a journal.
I have learned
that__________
I realized that
____________
I conclude that
___________
Let the students complete the
sentences with correct
transitional signals.
Write a five-sentence
paragraph on how to improve
your study habits using the
transition signals. Observe
coherence and mechanics in
writing. Write your paragraph
on a sheet of paper. You will
transition signals used in the
sentences below.
Let them explain their answers
to the two questions in the class.
1.Why do we need to be united
as a nation in this time of
pandemic?
2. Why unity and coherence are
important in achieving an
effective paragraph?
Ask the students to produce a
picture or create a drawing of
the food which they will use for
the Food Trip poster.
What I Have Learned
Let the students sum up what
they have learned in this lesson
through a journal.
I have learned that__________
I realized that ____________
I conclude that
___________Trip poster.
Let the students complete the
sentences with correct
transitional signals.
Write a five-sentence paragraph
on how to improve your study
habits using the transition
signals. Observe coherence and
mechanics in writing. Write your
paragraph on a sheet of paper.
You will be graded according to
identifying the transition
signals. Ask them to work
on Activity 1: Pick Me Out!
Check students’ answer
and give further
discussion.
Make the students
construct sentences about
their real-life experiences
using transition signals.
Facilitate the discussion on
on the importance of using
appropriate transition
signals in expressing one’s
thoughts.
On a ½ crosswise ask the
students to answer
Assessment 1: Point Me
Out! on page 9.
Ask the students to
answer Activity 2: Search
It! on page 9.
3: Transition Riddles on pages 10-11.
Let them answer Assessment 3: Fill
Me In on page 11.
Let them do Activity 1: Point Me Out!
on page 12.
Let the students do the activity What I
Have Learned on page 12.
Process students’ answers and give
further discussion.
Ask the students to answer Activity 2:
Cloze to You! And Activity 3: Write
Me Down! On page 13.
Ask them to answer Assessment on
pages 14-15.
Ask the students to answer Activity1.
Internalize it! and Activity 2: Think of
it! on pages 16-17.
 be graded according to the the rubric below.
rubric below.
V. REMARKS

VI. REFLECTION Learning among the students becomes more concrete if the teacher would connect the lessons inside the classroom to the experiences of
the students outside the four corners of the classroom. This implies that teachers should be very keen and in looking for connections
between the lessons they discuss and the varied experiences of their learners. In this, students’ interest will be captured and sustained.
A. No. of learners who Garnet Pearl Q Diamond Moonstone G Pearl Q Diamond Moonstone G Pearl Quartz D M
earned 80% in the u a u a i o
evaluation a r a r a o
r n r n m n
t e t e o s
z t z t n t
d o
n
e
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 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: Checked:

ROSELL M. GOMEZ JANE CHARITY E. MADRONERO

Secondary School Teacher III Head Teacher III, English