Quarter 4 Module 1

Republic of the Philippines
Department of Education
MIMAROPA REGION
DIVISION OF CALAPAN CITY
CANUBING NATIONAL HIGH SCHOOL
CANUBING I, CALAPAN CITY
QUARTER IV
Detailed Lesson Plan in
ENGLISH 8
S.Y. 2023-2024
Student Teacher: Ruby Salome
Section: 8-ABA/T & W-(8:30-9:30), Th (10:00-11:00)

8-PID/M-Th (11:00-12:00)
Date: April 3, 2024
I. OBJECTIVES
Grade Level Standard: 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.
Most Essential Learning Competency: Use appropriate grammatical signals or

expressions suitable to each pattern of idea development:
 general to particular
 claim and counterclaim
 problem-solution
 cause-effect
Enabling Objectives:
1. Determine the context of claim-counterclaim and problem-solution
2. Identify the appropriate grammatical signals in claim-counterclaim
and problem-solution.
3. Use the correct grammatical signals or expressions in the claim-
counterclaim and problem-solution.
3. Value the significance of grammatical signals using the claim-
counterclaim and problem-solution pattern of idea development
through “Time to Reflect” activity.
II. CONTENT
Grammatical Signals Suitable to each Pattern Idea Development:

 Claim and counterclaim
 Problem-solution
Canubing National High School

(Santiago V. Uriarte Memorial National High School)
Canubing I, Calapan City/ canubinghs@gmail.com
MIMAROPA REGION
III. LEARNING RESOURCES:

References:
 LR Portal. (n.d.). Deped LR Portal. Retrieved March 10, 2024, from
https://lrmds.deped.gov.ph/detail/21798?
fbclid=IwAR2fTpkBGMglxneJwClLUMbn6sucler1JBCLqWmPkeRodYim6Slf6
RGO7kk
 SCHOOL, I. (2022). Use Grammatical Signals or Expressions (General to
Particular) ENGLISH 8 Q4 WEEK 1. In YouTube.
https://www.youtube.com/watch?v=FmrvzwqnF4s
 Department of Education MIMAROPA REGION. (n.d.).
Www.lrms.depedmimaroparegion.ph. Retrieved April 1, 2024, from
https://www.lrms.depedmimaroparegion.ph/roLR.php
Materials:
 PowerPoint presentation
 Laptop
 Television
 Teacher made visual
IV. PROCEDURE:
A. Daily Routines
 Prayer
 Greetings
 Setting-up the mood of the learners.
 Checking of Attendance
B. Reviewing previous lesson or presenting the new lesson

GIVE A LETTER
 To review the lesson, the teacher will use the ask for letters to
the students.
 The given letter serves as the initial name of the lucky student
who will recall the last topic discussed.
 Commend the student for recalling the previous lesson.
C. Establishing a purpose for the lesson

WHAT AM I?
 The teacher will present the items to the student them they must guess
the correct term for each.
 Praise those students who participated.

MIMAROPA REGION
Number 1: What Am I?
Clues:
1. I disappear at night.
2. I give light to the world.
3. I can dry your clothes.
4. I can give you vitamin d for your skin.
Clues:
1. Poor people have me.
2. Rich people need me.
3. If you eat me you die.
Clues:
1. I am more powerful than God.
2. More evil than the devil.
3. More infinite than infinity.
Clues:
1. I am not alive, but I grow.
2. I don't have lungs, but I need air.
3. I don't have a mouth, but water kills me.
D. Presenting examples/Instances of the new lesson

EXPLORING CONCEPTS!
 The following topic will be presented to the students through
prompting them to discuss what they have learned while answering the
words and terms. The words/terms will also act as the framework for
the lesson's content.
 The teacher will also ask students if they are familiar with the
terminology/words. Then clarify or briefly inform them about their
meaning.
E. Discussing new concepts and practicing new skills

 The teacher will present the PowerPoint presentation about the topics
that are about to be discussed.
 Continuation of the previous topic.

MIMAROPA REGION
1. Claim to counterclaim
-is a method of developing a paragraph or a longer composition by stating someone
else's claim by stating your counter claim or you as the writer and by following the counter
claim with reasons or evidence to support the said counter claim.
a. claim: is a statement or declaration of belief stance or opinion it is an arguable idea used to

support or prove an argument a claim tells what you think is true about a topic based on your
knowledge and your research
- a claim tells what you think is true about a topic based on your knowledge and your
research
b. counterclaim: is just the opposite of a claim it is an idea that opposes or is against
a claim
-it is a statement that provides data to explain why and or how a claim is valid.
-counterclaims are also provable and supportable by reasons and evidence.
reasons and evidence are important in this because they support and explain the validity of
an argument
SIGNAL Words Examples

SIGNAL VERBS FOR CLAIM Agree, claim, conclude, Discuss, illustrate,
observe, say, show, suggest support, think,
state, propose, present, point out, explain
SIGNAL WORDS OR VERBS FOR Argue, refute, disagree, oppose, contradict,

COUNTER CLAIMS however, but, in contrast, otherwise not
withstanding, in opposition, nevertheless,
on the other hand/ on the contrary
SIGNAL WORDS FOR CITING according to, evidence shows, the work of
EVIDENCE _______ indicates, the study reveals, based
on the evidence/data (the author) claims
Example:
Can exercise make you gain weight?
What's worse than experiencing little or no weight loss while exercising gaining weight that's
right sometimes an exercise program can cause the opposite of its intended effect
One study from a team of Arizona State University researchers tracked 81 sedentary
overweight women over a 12-week exercise program that consisted of 30 minutes of brisk
treadmill walking three times per week surprisingly most of the women didn't lose pounds by
becoming more - active and more than half of them gained weight.

MIMAROPA REGION
Another study from researchers at Louisiana State University followed 200 overweight men
and women enrolled in a supervised aerobic exercise program over the course of six months.
The study found that the participants ended up compensating for the calories lost to working
out by eating more as a result many participants didn't lose weight or they gained it.
2. Problem-Solution
-This pattern of idea development explains the causes or the effects of something.
When a writer presents reasons, he or she is explaining the causes. When a writer explains the
results, he or she is explaining the effects.
-the text presents a significant problem and explains it in detail then a possible
solution is suggested sometimes only the problem is presented because there is no solution.
ANSWERS THE QUESTION

 What is the problem?
 What is a possible solution?
SIGNAL words Examples

For PROBLEM AND SOLUTION Answer, challenge, need, difficulty,
dilemma, enigma, improve, indicate issue,
plan a need, problem, propose, remedy,
resolve, respond to, solve, suggest
Example:
1. Since pollution has a detrimental impact on modern living standards a key solution
is increased recycling of waste products.
2. Many children suffer long-term consequences of bullying however the problem can
be remedied through a three-pronged approach educating the parents encouraging a
community atmosphere and implementing a peer mediation program.
F. Developing Mastery
Individual Activity
 The teacher will present the instruction to the students.
 The student’s question will be addressed.
 The teacher will give the students 10 minutes to construct their sentences.
Direction: Write your sentences using the given grammatical signals.
1. Prove and however (Claim-counterclaim)

2. Claim and but (Claim-counterclaim)
3. To address this (problem-solution)
4. To solve this problem (Problem-solution)
5. As a response (Problem-solution)

MIMAROPA REGION
G. Finding practical application of concepts and skills in daily living

TIME TO REFLECT!
 Encourage students to apply the concepts they have learned from
the lesson discussed.
 Ask the students to continue the sentence.
 Choose 2-3 students at random to read and share their answers in
front of the class.
1. As a high-school student, knowing the grammatical signals used in claim-
counterclaim and problem-solution is important
because_________________________________________________
2. I can use my learnings through________________________________
H. Making generalizations and abstractions about the lesson.

SHARE IT!
 Present a thought-provoking phrase to the students
 Pick students or call those who are volunteering and have them
continue the following My takeaway for the day is my learning
about…
 Praise those students who participated.
I. Evaluating learning
 Tell the students to answer the given short quiz.
 They will have to finish the quiz in 10 minutes.
Quiz #2
Directions: Read the direction in each item and choose the correct answer.
1. Which statement represents a claim?

A: However, it's important to consider alternative viewpoints.
B: Climate change is primarily caused by human activity.
C: Some argue that there are other factors influencing climate change.
D: The evidence supports the conclusion that climate change is a natural
phenomenon.
2. Which statement presents a counterclaim?

A. The data overwhelmingly supports the efficacy of the treatment.
B: On the contrary, some studies suggest the treatment may have adverse effects.
C: There is no doubt that the treatment is beneficial.
D: The treatment has been proven effective in numerous clinical trials.

MIMAROPA REGION
3. Identify the statement that presents a problem.

A: To combat unemployment, governments should invest in job training programs.
B: Increasing job opportunities is essential for economic growth.
C: The current unemployment rate is at an all-time low.
D: Unemployment remains a significant challenge in many communities.
4. Determine which statement proposes a solution to a problem.

A: What exacerbates the issue is the lack of funding for education.
B: Implementing stricter regulations on pollution is crucial to protect the
environment.
C: The consequences of deforestation are severe, leading to loss of biodiversity.
D: The government should consider alternative energy sources to reduce carbon
emissions.
5. Which statement represents a claim?

A: The importance of exercise for maintaining good health cannot be overstated.
B: It's possible that exercise might have some benefits for health.
C: Exercise may or may not contribute to overall well-being.
D: There are various opinions about the impact of exercise on health.
Answers:
1. B: Climate change is primarily caused by human activity.
2. B: On the contrary, some studies suggest the treatment may have adverse effects.
3. D: Unemployment remains a significant challenge in many communities.
4. B: Implementing stricter regulations on pollution is crucial to protect the
environment.
5. A: The importance of exercise for maintaining good health cannot be overstated.
J. Additional activities for application or remediation.
Directions: Explain how grammatical signals help readers to convey the message of the text.
Write your answer on a ½ sheet of paper.
V. Remarks
______________________________________________________________
______________________________________________________________
______________________________________________________________

MIMAROPA REGION
VI. Reflection
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 work?
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
G. What motivation or localized materials did I use/discover which I wish to
share with other teachers?
Prepared by:
RUBY B. SALOME
Pre-Service Teacher
Checked and Inspected:
DIANA LYN C. CORABLES

Cooperating Teacher
Noted:
MA. VICTORIA P. MOGOL

Principal I


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Republic of the Philippines

Student Teacher: Ruby Salome

Section: 8-ABA/T & W-(8:30-9:30), Th (10:00-11:00)

Date: April 3, 2024

Grade Level Standard: The learner demonstrates communicative competence

Most Essential Learning Competency: Use appropriate grammatical signals or

Grammatical Signals Suitable to each Pattern Idea Development:

Canubing National High School

III. LEARNING RESOURCES:

B. Reviewing previous lesson or presenting the new lesson

C. Establishing a purpose for the lesson

Canubing National High School

D. Presenting examples/Instances of the new lesson

E. Discussing new concepts and practicing new skills

Canubing National High School

a. claim: is a statement or declaration of belief stance or opinion it is an arguable idea used to

SIGNAL Words Examples

SIGNAL WORDS OR VERBS FOR Argue, refute, disagree, oppose, contradict,

Canubing National High School

ANSWERS THE QUESTION

SIGNAL words Examples

Direction: Write your sentences using the given grammatical signals.

1. Prove and however (Claim-counterclaim)

Canubing National High School

G. Finding practical application of concepts and skills in daily living

2. I can use my learnings through________________________________

H. Making generalizations and abstractions about the lesson.

1. Which statement represents a claim?

2. Which statement presents a counterclaim?

Canubing National High School

3. Identify the statement that presents a problem.

4. Determine which statement proposes a solution to a problem.

5. Which statement represents a claim?

J. Additional activities for application or remediation.

Canubing National High School

A. No. of learners who earned 80% on the formative assessment

Checked and Inspected:

DIANA LYN C. CORABLES

MA. VICTORIA P. MOGOL

Canubing National High School

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