LESSON PLAN IN ENGLISH 8

Teacher Grade
JERVE S. VELASCO 8
Level
Teaching Learning
April 1, 2024 English
Date Area
I. Objective:
1. Identify the grammatical signals to each pattern of development ( Claim and counterclaim,
Problem-Solution, and Persuasion)
2. Distinguish appropriate grammatical signals to each pattern of idea
Development ( Claim and counterclaim, Problem-Solution, and Persuasion)
Content Standard 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; word decoding
strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical
connectors in journalistic writing.
Performance Standard The learner transfers learning by composing a variety of
journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech featuring use
of properly acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
Learning Competencies
 Use appropriate grammatical signals or expressions
suitable to each pattern of idea development:
 general to particular
 claim and counterclaim
 problem-solution
 cause-effect
Code  EN8WC-IIIc-1.1.6
Time allotment 60 minutes
Value focus To be able to write effectively and to express our ideas in a
clearer manner.
II. CONTENT: Claim and Counterclaim, Problem-Solution, and Persuasion
III. Learning Resources  English – Grade 8 Alternative Delivery Mode Quarter 4 –
Module 1. Using Appropriate Grammatical Signals or
Expressions to Each Pattern of Idea Development
 Department of Education, K to 12 English Curriculum
Guide-English 8 Fourth Quarter "Recognizing Transitions
Or Signal Words".2020.
Online sources:
 https://www.cpp.edu/ramp/program-materials/
recognizing-transitions-ii.shtml
https://www.youtube.com/watch?v=Wk6vOgX0yPs
 https://studylib.net/doc/25787148/semi-detailed-lp-on-
grammatical-signals
 https://lessons4littleones.com
Other Learning Resources: Laptop, Speaker, Microphone, Flash
cards, Activity Cards, Manila paper, Paper and Pen
IIV. PROCEDURES:

Teachers’ Activities Students’ Activities

A. Preliminaries

1. Prayer
Please all stand. Let us pray. In the name of the Father,
of the Son, and of the Holy Spirit. Amen. Amen.

2. Checking of Attendance The Secretary of the class will check the absentees.

3. Drill on Literacy

The students will read each flash cards.

 Signals
 Signals
 Suitable
 Suitable
 Coherence
 Coherence
 Nevertheless
 Nevertheless
 Consequently
 Consequently
 However
 However
 Because
 Because
 As a result
 As a result
 Must not
 Must not
 Don’t miss
 Don’t miss
B. Review
Let us have a recap of what we have discussed
yesterday.

 What is idea of development?  It is essential in writing. This is done by organizing ideas in

a logical and clear manner that suits the writer’s purpose.

 What is grammatical signals?  These are writing devices such as transitional devices,
connectors, determiners, and repetitions that are used to
maintain text coherence.

 What do you mean by general to particular?  Discusses the general topic by presenting
specific details that support the topic

 What grammatical signals are being used in the  Also, for example, as an example, in addition, in addition to,
general to particular? for instance, examples of these, first, second, third, next, on
one hand, and on the other hand.

 What do you mean by cause and effect?  Explains the causes or the effects of something.

 What grammatical signals are being used in the  Cause: if, for, since, due to, because, owing to, because of,
cause and effect? one cause, and resulting from
 Effect: so, thus, hence, then, therefore, as a result, in effect,
 as consequence, consequently, leads to, one of the effects
is, and that is why
C. Motivation

 BREAK THE CODE (each number corresponds

a letter) (The students will break the code and will dance the word and say
The words are ( CLAIMS- it to the class.)
COUNTERCLAIMS, PROBLEM
SOLUTION, PERSUASION)

Guide questions:

1. What words did you come up in breaking the 1.CLAIM AND COUNTERCLAIM, PROBLEM-
code? SOLUTION, AND PERSUASION

2. What do you think these words are all about? 2.Patterns of idea development

3. What do you think would be our topic for 3. Patterns of idea development ( Claims-Counterclaims,
today? Problem-Solution, and Persuasion)

D. Presentation

Today, we will discuss a new topic in relation to idea

development. Please read our objective for today:
At the end of the lesson, the students will be able to :

The students will read the topic and the learning objectives
 Identify the grammatical signals to each pattern
of development ( Claim and counterclaim,  Identify the grammatical signals to each pattern of
Problem-Solution, and Persuasion) development ( Claim and counterclaim, Problem-
Solution, and Persuasion)
 Distinguish appropriate grammatical signals to
each pattern of idea development ( Claim and  Distinguish appropriate grammatical signals to each
counterclaim, Problem-Solution, and Persuasion) pattern of idea development ( Claim and counterclaim,
Problem-Solution, and Persuasion
E. Activity
The class will be divided into 3 groups. They will be
given 1 task envelop each and are given 10 minutes to
do the task and to choose a representative to present
their answers to the class.
Rules to follow while doing a group activity:
See attached activity sheets.
F. Publishing of Group Activities
G. Analysis
1. What is Pattern of Idea Development?
2. What is Claim and Counterclaims?
(the teacher will provide the grammatical signals
and examples to the students)
3. What is Problem-Solution?
(the teacher will provide the grammatical signals
and examples to the students)
4. What is Persuasion?
(the teacher will provide the grammatical signals
and examples to the students)
H. Abstraction:
1. What is the purpose of Idea of development?
2. What are the commonly use grammatical signals
for Claims-counterclaims idea development?
• Select a leader, secretary, and reporter.
• Cooperate with the group mates in doing the task.
• Avoid roaming around.
• Minimize the voice while doing the activity.
Is essential in writing. This is done by organizing ideas in a
logical and clear manner that suits the writer’s purpose.
This pattern of idea development refers to the structure of
presenting a side of an issue in an argumentative manner. A
claim is the writer’s stand on a topic supported by evidences
and logical reasoning. Also, the writer presents the
counterclaim or the opposite stand of an issue to disprove it
through evidences and logical reasoning.
This pattern of idea development is used when a writer
identifies a problem and addresses it by presenting one or
more solutions. A problem refers to the unsatisfactory
situation that causes troubles or difficulties. A solution on
the other hand, refers to the ways in solving or minimizing
the problem.
This pattern of idea development intends to convince the
readers to do or believe in something. It allows the writer to
express his or her personal viewpoints about a topic to
convince the readers. This pattern of idea development is
based on opinions and emotions.
It provide hints or serves in organizing ideas in a logical and
clear manner that suits the writer’s purpose.
however, nevertheless, on one hand, on the other hand,
admittedly, some people say, some may say, of course, , and
but not only that.
 3. How about the common grammatical signals for because, cause, since, as a result, in order to, and so that,
Problem-Solution? as a solution, and one way.

come, free, need, must, must not, necessary, latest, hurry,

4. How about the grammatical signals for join, help, best, better, great, proven, trusted, create, come
Persuasion? along, urgent, amazing experience, avail now,
I believe, I urge, don't miss, can do it, and one of a kind.

5. When do we use grammatical signals? We use grammatical signals when we are writing or
developing an idea to express it clearly and effectively.

6. Why is it important to use grammatical signals or Because without it, developing ideas can be very difficult
expressions in the pattern of idea development? for writers and readers in this modern time.

Valuing

As a student, why do you need to learn how to use  We need to learn how to use them to be able to write
variety of grammatical signals in the patterns of effectively and to express our ideas in a clearer manner.
developing ideas?

I. Application:

Directions: Below is a list of grammatical signals that

are commonly used by writers. Classify these
grammatical signals according to their category of idea
development. .

However Nevertheless On one

hand

On the other hand Admittedly

Some people say Because Cause

Since As a result In order to

So that As a solution One way

I believe I urge Don't miss

Can do it One of a kind

 CLAIMS- PROBLEM- PERSUASION
COUNTERCLAIMS SOLUTION
However Because I believe

Nevertheless Cause I urge

On one hand Since Don't miss

On the other hand As a result Can do it

Admittedly In order to One of a kind

Some people say So that

As a solution

One way

J. Evaluation

Directions: In a ½ crosswise, distinguish the pattern of

idea development in each sentence. Write CC –
claims-counterclaims, PS – Problem-solution, and P
– Persuasion and underline the grammatical signal/s KEY ANSWERS
that is/are being used in the sentence. Write your
answer on the space provided before the number.

1. With this, I urge you to join me in making this P 1. With this, I urge you to join me in making this world a
world a better, greener, cleaner place for our better, greener, cleaner place for our children and the future
children and the future generations. generations.

2. However, a study shows that an average
teenager would not take the music seriously,
for he or she concentrates more on the musical
value of the song rather than the inner meaning
of the lyrics.
CC 2. However, a study shows that an average teenager would
not take the music seriously, for he or she concentrates more on
the musical value of the song.

3. One way to solve the poverty is through PS 3. One way to solve the poverty is through education.
education.

4. A school bazaar is something you don’t want P 4. A school bazaar is something you don’t want to miss!
to miss!
5. Cellphone should be allowed in the classroom. CC 5. Cellphone should be allowed in the classroom.
 K. Assignment

Directions: Write at least a five-sentence paragraph

about the issue conveyed in the picture using a pattern
of idea development with its appropriate grammatical
signals. A rubric is given below for your guidance.
Write your paragraph on a separate sheet of paper.

Prepared by:
JERVE S. VELASCO, LPT
Junior High School applicant
 ACTIVITY SHEETS

GROUP 1
Directions: Create an argument about the given topic,
“NO PLASTIC POLICY”. With the guide of
grammatical signals, you are going to give your claims
and counterclaims in a paragraph form.

GROUP 2
Create a Problem-Solution short role-play about a
student who is seldom attending to school and
sometimes absent in the class. After which, enumerate
the different grammatical signals that are being used in
the role-play.

CRITERIA FOR GROUP REPORTING

GROUP 3
Creativity -10%
Create an
Delivery - 10%
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Clarity - 10%
nt about
30%
your school