Final Demo LP Mathematics 10

Republic of the Philippines
Department of Education
Region IV-B/MIMAROPA
Division of Romblon
DON CARLOS M. MEJIAS MEMORIAL NATIONAL HIGH SCHOOL
Panangcalan, San Fernando, Romblon
DETAILED LESSON PLAN IN ENGLISH 8

Topic: Using Appropriate Grammatical Signals or Expressions for Cause and Effect Pattern of Idea Development
Grade
School DON CARLOS M. MEJIAS MEMORIAL NATIONAL HIGH SCHOOL 8
Level
Learning
Practice Teacher CHONA M. ROMERO ENGLISH
Areas
Teaching Date and Time APRIL 5, 2024—8:30- 9:30 a.m Quarter 4th
I. OBJECTIVES
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and
religious beliefs; information flow in various text types; reality, fantasy, and opinion in listening and viewing materials;
A. Content Standards
word decoding strategies; and use of information sources, active/passive constructions, direct /reported speech,
perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in
B. Performance composing and delivering a memorized oral speech featuring use of properly acknowledged information sources,
Standards grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.
Most Essential Learning Competency(MELC): Use appropriate grammatical signals or expressions suitable to cause-
and-effect pattern of idea development.
C. Learning
Competencies/Objectives At the end of this lesson, the learners should be able to:
( Write the LC code for 1. identify grammatical signals used in cause and effect pattern of idea development;
each) 2. use appropriate grammatical signals for cause and effect patterns in sentences and paragraphs; and
3. share and express their ideas about the causes and effects of various issues using the grammatical signals
discussed.
II.CONTENT ( Subject Pattern of Idea Development
Matter)  Appropriate Grammatical Signals for Cause and Effect
III.LEARNING
RESOURCES
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A. References
1. Teachers’ Guide
2. Learner’s Material
SLM Quarter 4- English 8/Module 1 pp.1-8
Page
• Laptop
• LED TV
• PowerPoint presentation
3. Additional Materials
• Downloaded pictures
from Learning Resource
• Timer
(LR) Portal
• Cartolina
• Markers
• Text handouts
IV. PROCEDURE
Teacher’s Activity Student’s Activity
Preliminary Activities 1. Prayer
“Before we start, may I request
everybody to please stand up for “Let us pray, classmates.”
our prayer?
2. Greetings
“Good morning class! How are
you today?” “Good morning, ma’am. We’re doing good.”
3. Checking of attendance
“By the way, class secretary, is
there any absent for today?” “None, ma’am.”
“Thank you. It’s good that you’re
all here today. Give yourselves
five claps.”
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4. Presentation of classroom
rules Class rules:
“Class, I have here some class 1. Listen and participate in our class.
rules that I want to implement in 2. Show respect when someone is speaking/answering.
our class. Kindly read.” 3. Raise your hand if you want to answer.
4. Avoid unnecessary movements.
“Is it clear?”
“Yes, ma’am.”
“Alright. Last meeting, we “Last meeting we discussed the general to particular and
discussed the first two types of claim and counterclaim patterns of idea development.”
patterns of idea development.
What are those?”
“Very good. Who can differentiate “General to particular pattern starts with the general idea
Elicit: (The activities in the two?” followed by the specific details that support the main idea
A. Reviewing previous this section will draw while claim and counterclaim presents the counterclaim
lesson or presenting the the prior concepts or of an issue and the writer’s stand of the topic through the
new lesson prior experiences of use of evidences.”
the students.) “Brilliant! Let’s give your
classmate a PERFECT clap.”
(demonstrates the clap)
“Let us all remember that in using

these patterns, we use different
grammatical signals for smooth
transition of ideas.”
B. Establishing a purpose
for the lesson. Engage: (The VOCABULARY
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C. Presenting examples/ activities in this section ENHANCEMENT
instances of the new will stimulate their Answers:
lesson thinking and help them Activity: Find My Counterpart
access and connect Directions: Study the words  degradation- the process by which something is
prior knowledge as a given below. Find their meanings made worse, ruined, or damaged
jumpstart to the by choosing from the options  unsustainable- means not able to be maintained,
present lesson). given. prolonged, or continued at the current rate or level
 biodiversity- refers to the variety of life on Earth
Words: and their interactions
 degradation
 unsustainable
 biodiversity
Choices:
 refers to the variety of life
on Earth and their
interactions
 the process by which
something is made worse,
ruined, or damaged
 means not able to be
maintained, prolonged, or
continued at the current
rate or level
ORAL ACTIVITY: READING COMPREHENSION
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Duration: 5 minutes
“Let’s read this selection.” Direction: Read the selection below and answer the
questions that follow.
(* Applied knowledge of content

across curriculum: Causes and
Effects of Environmental
Degradation/ Science 10)
Answers:
1. The text is all about environmental degradation.

2. I observed that the text illustrates cause and
effect.
3. Those are called grammatical signals or
Guide questions: transitional devices.
1. What is the text all about? 4. Yes, ma’am.
2. What have you observed 5. Based on the text, the causes of environmental
in the selection?
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3. What do you call those degradation are deforestation, industrial pollution,
words highlighted in the overpopulation, climate change, and
text? unsustainable agriculture while its effects include
4. Do you think those words loss of biodiversity, water pollution, soil
are related to our lesson? degradation, air pollution, and an increase in
5. Based on the text, what extreme weather events.
are the causes of
environmental
degradation? How about
its effects?
“Very good, class. Let’s give your

classmates a Darna clap.”
(demonstrates the clap)
“The paragraph that you have just

read illustrates cause and effect
relationship using the highlighted
grammatical signals. This will be
the main focus of our discussion
for today.”
Learning Objectives:
At the end of this lesson, the learners should be able to:
1. identify grammatical signals used in cause and
“Please read our learning effect pattern of idea development;
objectives.” 2. use appropriate grammatical signals for cause and
effect patterns in sentences and paragraphs; and
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3. share and express their ideas about the causes
and effects of various issues using the
grammatical signals discussed.
D. Discussing new Explore: (In this Concept Discussion:

concepts and practicing section, students will
new skills #1. be given time to think, Grammatical signals are writing
E. Discussing new plan, investigate, and devices such as transitional
concepts and practicing organize collected devices, connectors, determiners,
new skills #2. information, or the and repetitions that are used to
performance of the maintain text coherence.
planned/ prepared Coherence establishes a logical
activities from the connection between ideas in
students, manual with sentences and paragraphs.
data gathering with These ideas can be developed
Guide Questions. through different patterns
depending on the writer’s
purpose.
Cause and Effect These are the grammatical signals that can be used for
This pattern of idea cause and effect pattern of idea development:
development explains the causes
or the effects of something. When Cause:
a writer presents reasons, he or if, for, since, due to, because, owing to, because of, one
she is explaining the causes. cause, and resulting from
When a writer explains the Effect:
results, he or she is explaining so, thus, hence, then, therefore, as a result, in effect, as
the effects. consequence, consequently, leads to, one of the effects
is, and that is why
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“Let us study the following Other examples in sentences:

sentences.” 1. Roxanne studied hard for the test so she got a
perfect score.
2. David bullied his classmate, Shane. As a result,
he was sent to the guidance office.
3. Classes in secondary level are postponed due to
heavy rains and strong winds.
“Now, who can construct their (students give sample sentences)

own sentences using opinion
marking signals?”
F. Developing Explain: (In this “Let us have an oral activity.”

mastery(leads to section, students will ACTIVITY: LOOKING FOR A SIGNAL!
Formative Assessment 3) be involved in an Directions: Study the following sentences. Identify the
analysis of their grammatical signal used for cause and effect.
exploration. Their 1. Many people lost their loved ones due to the
understanding I previous war.
clarified and modifies 2. Bernardo and Emmanuel are both industrious
because of reflective children, that is why their parents are so proud of
activities/ Analysis of them.
the data gathered and 3. Drunk driving leads to serious accidents.
results and be able to 4. One of the effects of using technologies
answer he Guide irresponsibly is addiction.
Questions leading 5. Alex is a good employee. Therefore, his boss is
focus concept or topic considering to give him a promotion.
for the day).
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Answers:
1. due to
2. that is why
3. leads to
4. One of the effects
5. therefore
“Very good, class. Now, let us ACTIVITY: REASONS AND RESULTS!

have another group activity. This Duration: 10 minutes
time, you are going to apply your Mechanics:
skills in expressing your 1. One envelope will be given to each group. Each
ideas/opinions about the causes envelope contains one picture which conveys
and effects of various issues social, moral, or economic issue.
using appropriate grammatical 2. With their members, students will share and
Elaborate: (This
signals in this activity entitled, express their ideas/opinion about the picture by
section will give
“Reasons and Results”. making a short paragraph (5-10 sentences) using
students the
at least three grammatical signals.
G. Finding practical opportunity to expand
3. Students will be given 10 minutes to finish the
applications of concepts and solidify/concretize
activity.
and skills in daily living. their understanding of
the concept and/ apply
it to a real-world
situation.
“Please read the mechanics and

the scoring rubrics.” Scoring Rubrics:
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“Please read our standards in

doing an activity.”
Standards in doing the activity:

 Cooperate with your members.
 Do not make unnecessary noise.
 Keep your area clean.
Pictures:
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(* Applied knowledge of content

within curriculum: Determining
Social, Moral, and Economic
Issues/ English 8- Quarter 3)
Use of technologies
War
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Landslide in Mindanao
Use of drugs
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“Is that clear?”

Bullying
“Alright. You can now start. After
that, please select a “Yes, ma’am.”
representative to report your
work.
“So class, let us always
remember that we need to use
those grammatical signals for
cause and effect pattern of idea
H. Making
development for a smooth
generalizations and
transition of ideas.
abstractions about the
lesson
Do you understand?” “Yes, ma’am.”
“Do you have any questions or “None, ma’am”

clarifications?”
I. Evaluating Learning Evaluate: (This “This time, we will further assess Evaluation:
section will provide your understanding of the lesson.
opportunities for Get one-half crosswise and Direction: Read each sentence and answer what is
concept check test answer the following.” asked for.
item and answer key 1. Which pattern of idea development explains the
which are aligned to reasons and results of something?
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the learning objectives- A. cause-and-effect B. claim-counterclaim
content and C. persuasion D. problem-solution
performance standards 2. What do you call those connectors or devices
and address used for text coherence?
misconceptions if any.) A. Grammatical signals
B. Grammatical elements
C. Grammatical patterns
D. Grammatical structures
3. Which of the following sentences show cause and
effect pattern of idea development?
A. She was crowned as Miss Sibuyan even though she
didn’t get minor awards.
B. My cellphone was confiscated by my teacher during
class discussion.
C. I love going to Bohol and visit its beautiful beaches.
D. Liza went to school early because she needs to attend
the parade.
4. Which among the grammatical signals below is
LEAST appropriate for cause and effect pattern of
idea development?
A. as a result B. consequently
C. even though D. with these reasons
5. What is the grammatical signal used in the
sentence below?
Manny did not comply his missing outputs in English. As
a result, he got a failing grade.
A. did not comply B. missing
C. as a result D. failing
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Answers:
1. A
2. A
3. D
4. C
5. C
Assignment:
Extend: (This section Directions: Research for a short
gives situation that text from various sources (books,
explains the topic in a news articles, online articles) that
new context, or shows cause and effect pattern of
integrate it to another idea development. Copy the text
discipline/ societal in a one-half crosswise and
concern). underline the grammatical signals
used.
V. REMARKS
VI. REFLECTION
Prepared by:
CHONA M. ROMERO
Student Teacher
15

Final Demo LP Mathematics 10

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Republic of the Philippines

DETAILED LESSON PLAN IN ENGLISH 8

“Let us all remember that in using

ORAL ACTIVITY: READING COMPREHENSION

(* Applied knowledge of content

1. The text is all about environmental degradation.

“Very good, class. Let’s give your

“The paragraph that you have just

D. Discussing new Explore: (In this Concept Discussion:

“Let us study the following Other examples in sentences:

“Now, who can construct their (students give sample sentences)

F. Developing Explain: (In this “Let us have an oral activity.”

“Very good, class. Now, let us ACTIVITY: REASONS AND RESULTS!

“Please read the mechanics and

“Please read our standards in

Standards in doing the activity:

(* Applied knowledge of content

“Is that clear?”

“Do you have any questions or “None, ma’am”

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