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Lesson Plan Grade 8 - Transition Signals

BSE English (Central Mindanao University)

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Designing a Lesson Plan

A Detailed Lesson Plan in English Grade 8

I. Objectives

At the end of the lesson, the students must have:

1. Identified various transition signals within the context.

2. Constructed paragraph using transitional words.

3. Adopted meaningfully the importance of transitional words in connecting

ideas.

II. Subject Matter

Topic: Transition Signals
Reference: Printed Module, OTG Module
Materials: PowerPoint Presentation
Values: To cherish the love for reading and writing and develop cooperation,
self-confidence, and collaboration

III. Procedure/Learning Activities

Teacher’s Activity Student’s Activity

I. Preliminaries

1. Prayer
2. Checking of Attendance

Good morning, class! Good morning, ma’am!

James, please lead the prayer. (Students pray.)

For your attendance, kindly go over to the Google

classroom because I have posted your attendance
there for today’s class.

I’m glad that a lot of you are attending the class.

Kindly open your camera and do not forget to raise
your virtual hand when you want to ask something or
answer a question.

Anyway, I am more than happy to see your faces

now. How are you all feeling? We are fine, ma’am. We are busy but
we’re good, ma’am.
Glad to hear that. I know that you are bombarded by

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so many activities today but everything will be fine,

someday. Just don’t forget to give time for yourself. Yes, ma’am.

3. Review

Last time, we discussed about writing short stories.

In that topic, we understand how important it is to
provide clear and concise words, and the proper
sequence of the story must be followed.

Does anyone from the class want to share more

about the discussion?
(Students raise their hands.)

Eugine raised her hand. Yes, what can you share? Ma’am, a short story is compose of
character, plot, theme, conflict.

Good job, Eugine.

Yes, we have characters, plot, theme, and conflict in

a short story, and we must remember that to provide
wonderful masterpiece.

II. Motivation

Now, I have here a paragraph. I’m requesting

everyone to read it carefully and evaluate the
sentences.

I’ll give you a minute to read this paragraph.

(Students read the passage.)
There was a very loud sound. It was like
__(1), there was a very loud sound. It was like ten ten lightning bolts at the same time. I
lightning bolts at the same time. __(2), I heard a heard a scary screech! A bright flash of
scary screech! A bright flash of light lit up the sky. light lit up the sky. I saw a strange figure
__(3), I saw a strange figure walking towards me. It walking towards me. It was tall, big. It
was tall __ (4) big. It was __(5) round. __(6), I saw was round. I saw what made the sounds!
what made the sounds! It was a raccoon digging It was a raccoon digging through my
through my trash! trash!

last
last next first

then and also

Okay, class, what do you think about the passage? Yes, ma’am.
Surely some words should be in there, right?

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Now, I want you to find the right words needed in

that paragraph. You can choose your answer in the
box, and if you wish to share your answer you can
raise your virtual hand.

Okay the students who raised their virtual hands are

Hannah, Carl, Grace, Kristin, Isaiah, James, and
Daryl.

Hannah will answer number 1, and will be followed (Students expected answers.)
by Carl and so on.  First
 Next
 Then
 And
 Also
 Lastly

Very Good!

The words that link the ideas and sentences here

are what we called transition signals.
(Students read the passage.)
Now, let’s read again the same paragraph with the
First, there was a very loud sound. It was
transition signals.
like ten lightning bolts at the same time.
Next, I heard a scary screech! A bright
First, there was a very loud sound. It was like ten
flash of light lit up the sky. Then, I saw a
lightning bolts at the same time. Next, I heard a
strange figure walking towards me. It was
scary screech! A bright flash of light lit up the sky.
tall and big. It was also round. Lastly, I
Then, I saw a strange figure walking towards me. It
saw what made the sounds! It was a
was tall and big. It was also round. Lastly, I saw
raccoon digging through my trash!
what made the sounds! It was a raccoon digging
through my trash!
Yes, ma’am.

As we can observe, the idea became clearer now,

right?
Hard to understand, ma’am.

What do you think a paragraph looks like without

Very important, ma’am, especially in
transitional words?
connecting ideas to have a better
understanding.
Meaning to say transitional devices are?

Alright. I am assuming that you might have an idea

now what is transition signal. More of that will be

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tackled in our discussion.

III. Lesson Proper

Discussion (Students raise their virtual hands.)

Let’s move on to our topic, which is the transition (The student answers the question.)
signal.
Ma’am, transition signals are word
What are transition signals? connectors.

Based on our activity what do you think are

transition signals?

Yes, Hannah.

You are right, Hannah.

Transition signals are linking words or phrases that

connect your ideas and add cohesion to your writing.
They signpost or indicate to the reader the
relationship between sentences and between
paragraphs, making it easier for the reader to
understand your idea.

Now, there are four basic classifications under the

transition signals, namely: Additive Transitions,
Adversative Transitions, Causal Transitions, and
Sequential Transitions.

First, we have the additive transitions. Its functions

are to compare or link similar ideas, give examples,
give explanation, and to draw or summarize. And the
transition signals are and, also, in addition,
moreover, for instance, specifically, and etc.

Example: You can go to a good university if you

work hard, for example, Harvard.

She speaks three languages besides Spanish.

Next, we have adversative transition. This is use to

contrast or limit ideas. Transition signals are
however, but, on the contrary, and etc.

Example: Even though the country is experiencing

great economic loss due to this pandemic, it has
continued helping other countries by sending our

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medical frontliners and other essential materials.

Moving forward to causal transition.

Causal transition presents the result of an action or
idea.

In our table, we can see that the function of causal

transition is to indicate a consequence or result. The
transition signals are consequently, accordingly, as
a result, hence, subsequently, therefore, thus,
thereupon, as a consequence, for this, reason, and
wherefore.

Example: The students reviewed their lessons well

before their exams. As a result, they passed the
school’s assessment process.

Sequential transition is next on the list.

Sequential transitions indicate the sequence of

ideas, events or actions. The transition signals are
first, second, to begin with, finally, next/then, and
etc.

Example: 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. (Students expected answer)
Transition signals are word connectors
Again, we have to remember that these transition that would help us in connecting or ideas
signals are linking words that connect our idea and to make it clearer and understandable to
sentences to make it clear and understandable to our listeners.
our listeners.

IV. Generalization None, ma’am!

I know you’ve learned a lot from today’s discussion.

So, anyone who can summarize the lesson?

(Calls 3 students to generalize the topic)

Thank you. It is very important for us to know these

transition signals because these will help us in
producing well-arranged ideas and well-written
sentences.

Are there any questions?

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V. Application

Let us give it a try!

Arrange the sentences in the correct order to make

a paragraph.

A. By the time we found out, there were no tables

available.
B. First of all, we wanted to book a table, but we
didn’t know for what time.
C. Eventually, we picked another restaurant, but
then Dad rang and said he didn’t get home before
10 o’clock.
D. Last week, we planned to take our dad to a
restaurant.

I’ll give you 3 minutes to answer.

Start!

(After 3 minutes.)

Times Up!
Those who will answer will receive an extra 5 points.

Who wants to answer? Raise your virtual hands.

You are recognized, Hannah!

Another answer?

Yes, Carl!

Very good.

VI. Evaluation
This time I will be giving you a quiz. On a ¼ sheet of paper construct sentences
using the given transition signals. Your papers will be passed in the classwork I posted
in our Google Classroom within 15 minutes.
1. Likewise
2. before
3. because
4. specifically

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5. also
6. in other words
7. almost
8. as a result
9. besides
10. finally

VII. Assignment
Make your own short story using various transitional words. Write it on a long
bond paper, the font size is 11, and the font style is Arial. Submit it in a Docx format.

VIII. Justification
The lesson plan is constructed using an interactive approach. The topic, which
was transitional signals, was essential to be imparted to the learners because this will
improve the way they build their sentences. Students and the teacher are discussing the
topic and exchanging perspectives. To start the discussion, the teacher used an inquiry-
based method. Students boldly raised their hands and make educated guesses for
answers. Later, the teacher discusses the subject, and allowed the students to apply the
knowledge they gathered by putting the sentences in a proper array using the
sequential transition signals. Furthermore, the evaluation followed by letting the
students use transition signals in their own sentence. These activities will hone the
students in using transition signals efficiently and that will bridge their sentences to
convey clear message to their audience.

Prepared by:

AGUITONG, JERLOVE H.
DENSING, GLYZELLE DAWN A.
ESTO, JESSRYL JOY G.
FLORES, MARY JANE G.
RAMOGA, ABEGAIL JANE
SUMAYLO, GLYDEL Q.
BSED English 3B

Submitted to:
Ma. Mae Stephanie Salubo
LED 68 Instructor

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