School: Libertad National High School Grade Level: 8

LESSON PLAN Pre-service

Eddievon Mission Learning Area: ENGLISH
IN Teacher:
ENGLISH Teaching Date: April 24, 2024 (Wednesday) Quarter: 4th

Teaching Time: 9:00 – 10:00 AM Section: Helium

I. OBJECTIVES WEDNESDAY
A. Content Standards The learner demonstrates understanding of Southeast Asian literature as mirror to
a shared heritage; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words
and propaganda techniques; and grammatical signals for opinion-making,
persuasion, and emphasis.
B. Performance Standards The learner transfers learning by composing and delivering a persuasive speech
based on an informative essay featuring use of properly acknowledged information
sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. 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, and others. ENG8G-IIg-9
D. Learning Objectives By the end of the lesson, the learners will be able to:
a. define the Pattern of Idea Development - Cause and Effect;
b. distinguish the appropriate grammatical signals to be used for Cause and
Effect;
c. analyze signals words in a sentence that emphasizes a Cause and Effect;
and
d. formulate sentences using appropriate grammatical signals that shows a
Cause and Effect.
Using Appropriate Grammatical Signals or Expressions to Cause and Effect
II. CONTENT (Subject Matter)
Pattern of Idea Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
CO_Q4_English8_Module 1 (p. 8)
pages
2. Learner’s DepEd English-8 Quarter 4-Module 1: Using Appropriate Grammatical Signals or
Materials pages Expressions to Each Pattern of Idea Development
3. Textbook Pages English Expressways III. 2007. Pp 48-57, 173-175, 176-177
B. Other Learning
PowerPoint Presentation, Google Forms, Google Classroom, and Google Meet
Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
1. Prayer - Okay, everybody. Let us put ourselves in the (Students will stay silent as the
2. Greetings presence of God. prayer will start)
3. Checking of Attendance
4. Classroom Rules - In the name of the Father, and of the Son, and
of the Holy Spirit, Amen. Father God, we thank
You for this glorious day. We thank You for the
blessings you showered upon us. Guide us as
we start my Final Demonstration Teaching and
keep us always safe through your grace and
mercy. In Jesus’ name, we pray, Amen. - Amen.

- Okay, before we start the class. Kindly mute (Students will mute their
your microphones and open your cameras if microphones and open their
needed. cameras)

- Okay, everyone is settled.

- Good morning, everyone! And welcome back - Good morning, Ma’am.

to our virtual class. We will now log in to the new
topic of this last quarter.

- Again, I am Eddievon Mission, a BSED-

ENGLISH Pre-Service Teacher from Sultan
Kudarat State University.

- Now, we will be having two observers for our

class. We have Ma’am La-arni D. Otic, my very
supportive Cooperating Teacher and at the
 same time your adviser. Also, we have here our
very hands on and kind College Dean and a
former principal of Libertad National High
School, Doctor Christine P. Abo. Ma’am good
morning and welcome to our virtual class.

- How are you all today, class? Are you doing - We’re good, Ma’am.
fine?

- Type the word “fine” if you are truly fine. (Students will type “fine”)

- Very good. Ms. Secretary, are there any - None, Ma’am.

absentees?

- Wow. It’s good that everyone is here and is

very eager to learn new lessons.

- Now, everyone. These will be our virtual

classroom rules.
 Mutual Respect: Interact respectfully
with everyone in the class

 Involvement: Get involve in our

discussions and activities. Use the raise
hand icon and in-call messages if you
have questions.

 Study Ethically: Complete tasks

honestly and dress appropriately.

 Stay Focused: Pay attention all the time.

 Imaginative: Use your creative thinking

to make our class enjoyable.

 On-time: Be punctual for class and

submit work before deadlines.

 No Distractions: Avoid unnecessary

interruptions. Stay muted when it’s not
your time to speak.

- Is it clear? - Yes, Ma’am.

- Okay, very good! Don’t forget to follow our

MISSION rules.

- Last meeting, I gave you an assignment to - Yes, Ma’am.

work on, right?

- What is it? Anyone? Student 1: Our assignment is

about the Patterns of Idea
Development, Ma’am.

- Alright, Miss/Mister ______. Your assignment Student 2: We have 5 patterns

is about Patterns of Idea Development. How Ma’am. The General to
many patterns do we have and what are those? Particular, Claim and
Counterclaim, Problem-
Solution, Cause and Effect, and
Persuasion.
- That’s correct! We have five patterns of Idea
Development such as General to Particular,
Claim and Counterclaim, Problem-Solution,
Cause and Effect, and Persuasion.

A. Reviewing previous - Before we’ll proceed to our next lesson, can (Student raises hand)
lesson or presenting anyone do a recap of what we discussed last
the new lesson meeting? Anyone?

- Yes, Miss/Mister? - Last meeting, we discussed

about Grammatical Signals
Ma’am.
 - Thank you. So, last meeting we’ve discussed
about Grammatical Signals.

- Who can define grammatical signals? - (Student raises hand)

Student 3: Grammatical signals

are writing devices such as
transitional devices,
connectors, determiners, and
repetitions that are used to
maintain text coherence or unity
of ideas Ma’am.

- Very Good! Thank you Mister/Miss ______.

- Are there still any questions regarding our topic - None, Ma’am.
last meeting?

- Since none, I believe that we can now proceed

to our new lesson in this quarter.

B. Presenting - Okay, but for now, let’s have a short activity.

examples/instances of
the new lesson - This activity is called “Who Am I?”
Mechanics of the Activity:
1. The activity will only have 2 rounds since there
are 2 words to be guessed.
2. Each word to be guessed will have logical
hints for you to identify the word correctly.
2. Each student will be given 10 seconds to
answer. Type your answers using the In-call
messages.
3. The first student who will comment and got
the correct answer in every round will
automatically receive 5-points.
- Are the directions clear? - Yes, Ma’am.

- Okay. So, my question is…

- Are you ready? - Yes, Ma’am, we are ready.

1. I am a five-letter word. My first letter is “C”. (Students will type their

My second and third letters are found in answers in the in-call
AUGUST the first two letters in a row. My fourth messages)
letter is before T. My last letter is the first letter
of the name of your teacher for today. Who am
I? C _ _ S _ (CAUSE)

2. I am a five-letter word. My first letter is “E” (Students will type their

and my last letter is “T”. Moreover, my second to answers in the in-call
fourth letters are found in EFFECTIVE the messages)
second to fourth letters in a row. You can simply
associate me with consequence or result. Who
am I? _ F _ _ T (EFFECT)

- How do you find our activity? Was it hard or a Students:

piece of cake? “It’s very easy ma’am”.
“It’s just a piece of cake,
ma’am”.
- Wow! It’s just a piece of cake for you, meaning
the questions are very easy to identify.

- Now, after guessing these words:

1. CAUSE
2. EFFECT

- What do you think is our topic for today? (Student raises hand)
 Student 4: About Cause and
Effect, ma’am?
- Very Good! You got it right because our topic
for today is about Pattern of Idea Development
focusing on the Cause and Effect relationship or
pattern.

- Now, for us to be guided, here are our lesson

objectives.

By the end of the lesson, the learners will be

able to:

a. define the Pattern of Idea

Development - Cause and Effect;
b. distinguish the appropriate
grammatical signals to be used for
Cause and Effect;
c. analyze signals words in a sentence
that emphasizes a Cause and Effect;
and
d. formulate sentences using
appropriate grammatical signals that
shows a Cause and Effect.

C. Discussing new - Now, what is an Idea Development? Who can (Student raises hand)
concepts and read the slide?
practicing new skills
#1 (1st Formative - Yes, student 6 kindly read. - Student 5 will read the slide.
Assessment)
Idea Development
- Idea Development is essential in writing. This
is done by organizing ideas in a logical and clear
manner that suits the writer’s purpose.

(Teacher will explain Idea Development)

Who can read the slide? (Student raises hand)

- Yes, student 7 kindly read.

What is a Pattern of Idea Development? - Student 6 will read the slide.

- refers to the structure of writing on how the
ideas are being presented. Five of the
commonly used patterns of idea development
are the general to particular, cause and effect,
claim-counterclaim, problem-solution, and
persuasion.

(Teacher discusses about Pattern of Idea

Development)

- Understood? - Yes, ma’am.

D. Discussing new However, out of 5 Patterns of Idea (Students will listen to the
concepts and Development, we will only focus on the Cause discussion)
practicing new skills and Effect relationship.
#2
(2nd Formative But first, what do we mean by Cause and Effect?
Assessment)
CAUSE
- refers to the driving force in the text. It is the
reason why things happen.

EFFECT
- refers to the result of an action or cause. It is
what happened next that results from a prior
cause.

CAUSE EFFECT
- happens first - happens after cause
- tells us “why” - tells us “what” happened
 CAUSE and EFFECT Formula

What? + Cause = EFFECT

Why? + Effect = CAUSE

What is Cause and Effect?

- This pattern of idea development explains the
causes or the effects of something.

- According to Merriam-Webster Dictionary, it is

the direct relationship between an action or
event and its consequence or result.

(Teacher discusses about Cause and Effect

Pattern of Idea Development)
- Understood? - Yes, ma’am.

- Alright, but take note that the easy way to spot

cause and effect relationships in text is to look
at the signal words.

- What do you think are those signal words? (Student raises hand)
Does anyone in the class have an idea?

- Yes, Mister/Miss _______? - Student 7: Because, so, if,

then, ma’am?
- Alright, thank you for your answer Mister/Miss.
That’s absolutely right.

- Now, I will show you the appropriate

grammatical signals that are used for Cause and
Effect pattern of idea development.

(Teacher will discuss the appropriate

grammatical signals that are used for Cause and
Effect pattern of idea development and its
examples.)

Cause: if, for, since, due to, because, owing to,

because of, 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.

Examples:

1. Krystal was feeling sick, so she stayed

home from school.
Grammatical signal: so (effect)
Cause: Krystal was feeling sick
Effect: she stayed home from school

Formula: What + Cause = Effect

What happened after Krystal was feeling sick?
Answer: She stayed home from school. (Effect)

2. The face-to-face classes was cancelled

due to severe heat.
Grammatical signal: due to (cause)
Cause: severe heat
Effect: The face-to-face classes was cancelled

Formula: Why + Effect = Cause

Why face-to-face classes was cancelled?
Answer: Due to severe heat. (Cause)

3. PSA says around 18.6% of Filipino

children were not attending school in 2022
 because of lack of interests and financial
problems.
Grammatical signal: because (cause)
Cause: lack of interests and financial problems
Effect: Filipino children were not attending
school

Formula: Why + Effect = Cause

Why Filipino children were not attending school
in 2022?
Answer: (Because) of lack of interests and
financial problems (Cause)

- Class, can you follow? - Yes, ma’am.

- Are there any questions and clarifications

about our topic?

- If you have clarifications and questions just tap (Students will type their
the raise hand icon or you can type your questions in the in-call
questions in our in-call messages. messages)

- And if none, kindly type “none” in the in-call (Students will type “none” in the
messages before we’ll proceed to our next in-call messages)
activity.

(Teacher will answer the questions to be asked

by the students)

- Okay. Very good! There’s no more question,

class? Then, we can now proceed in our next
activity.

E. Developing mastery - Now, everybody listen. At this point, we will

(3rd Formative have a short Individual Activity called “Spot the
Assessment) Signals: Am I Cause or Effect?”

Directions: Analyze the appropriate signals

words being used in the following sentences and
determine if it emphasizes a CAUSE or
EFFECT. The first student who will comment
and got the correct answer in every question will
automatically receive 5-points.

Example: THEN – EFFECT

- Are the directions clear? - Yes, ma’am.

- Now, are you ready? - Yes, ma’am. We are ready.

1. As a result of the pandemic, many employed (Students will type their

workers were dismissed from their work. answers in the in-call messages
Grammatical signal: AS A RESULT- EFFECT and will identify what is the
Cause: the pandemic cause and effect in the
Effect: many employed workers were sentence)
dismissed from their work

2. Josiah said he’d cancel the race if track was (Students will type their
wet. answers in the in-call messages
Grammatical signal: IF - CAUSE and will identify what is the
Cause: if track was wet cause and effect in the
Effect: Josiah said he’d cancel the race sentence)

3. The swimming carnival is cancelled due to (Students will type their

bad weather. answers in the in-call messages
Grammatical signal: DUE TO – CAUSE and will identify what is the
Cause: bad weather cause and effect in the
Effect: The swimming carnival is cancelled sentence)

- Congratulations to our type masters! Each of

you will receive 5-points.
 - As I can see, you already understood our topic. (Students will tap the “Like”
Kindly tap the “Like” icon if you truly understood icon)
our topic.

- Alright.

F. Finding practical - At this point, kindly get a ½ crosswise sheet of

applications of paper. We will have another activity. This is
concepts and skills in called “Can you WRITE me, RIGHT?”
daily living (Application)
Directions: In a ½ sheet of paper, formulate 2
separate sentences using the appropriate
grammatical signals that shows a Cause and
Effect pattern of idea development in a span of
3 minutes. Then, take a picture of your answers
and submit it in our Google Classroom.

- This is the criteria for your activity.

Criteria:
Appropriateness – 10%
Content – 10%
Coherence – 10%
Total: 30%

- Understood? After 3 minutes, I will call 2 - Yes, Ma’am.

random students from the class to present their
work.

- Just 2 separate sentences class. Alright, your (Students start writing)

timer starts now.

- Time’s up! Everybody, kindly submit your (Students will submit their
works in our Google Classroom or else you will papers in the Google
be marked as late. Classroom)

(Teacher will call 2 random students to present (Students will recite their work)
their work)

G. Making generalizations - Again, what is Idea Development? (Student raises hand)

and abstractions about
the lesson (Abstraction) - Student 8: Idea Development
is essential in writing. This is
done by organizing ideas in a
logical and clear manner that
suits the writer’s purpose.

- Very good! How about the Pattern of Idea (Student raises hand)
Development?
- Student 9: Pattern of Idea
Development refers to the
structure of writing on how the
ideas are being presented.

- That’s correct! Now, who can differentiate (Student raises hand)

Cause and Effect?
- Student 10: Cause refers to
the driving force in the text. It is
the reason why things happen
while effect refers to the result
of an action or cause.
- Thank you. Very good. I believe that you did
understood our lesson.

H. Evaluation learning - At this point, we will have a short quiz. Kindly

(Assessment) open your Google Classroom as I posted there
your quiz. Your quiz is through Google Forms
with a duration of 10 minutes.

- Just open the link posted, enter your email, and

you can start answering.
- After 10 minutes, the link will be closed
automatically and your scores will be revealed
after you turned in the quiz.

Good luck!

Test I. Multiple Choice (Students will start answering)

Directions: Read and analyze the questions
below. Choose the letter of the correct answer.

1. Which concept below refers to the organizing

of ideas in a logical and clear manner to suit the
writer’s purpose?
A. Coherence
B. Grammatical Signals
C. Idea Development
D. Pattern Of Idea Development

2. Which pattern of idea development explains

the reasons and results of something?
A. cause-and-effect
B. claim-counterclaim
C. persuasion
D. problem-solution

3. The grammatical signals below is appropriate

for cause and effect pattern of idea development
except?
A. due to
B. if
C. specifically
D. therefore

4. This refers to the driving force in the text. It is

the reason why things happen.
A. Cause
B. Effect
C. Idea Development
D. Pattern of Idea Development

5. According to Merriam-Webster Dictionary, it is

the direct relationship between an action or
event and its consequence or result.
A. Cause
B. Effect
C. Cause-and-Effect
D. Pattern of Idea Development

Test II. TRUE OR FALSE

Directions: Choose True if the statement of
correct and choose False if the statement is
incorrect.

FALSE 1. Effect happens first and tells us the

“why”.
FALSE 2. Cause happened after the effect and
tells us “what” happened.
TRUE 3. Thus is a signal word used to
emphasize an Effect.
TRUE 4. If is a signal word used to emphasize
a Cause.
TRUE 5. Cause and Effect is pattern of idea
development which explains the causes or the
effects of something.

- Times up! Everyone, you may now view your (Students turned in the quiz and
scores. view their scores)

- Who got a perfect score? (Students who got perfect

scores will raise their hands)

- Congratulations to all who got a perfect score

and to those who didn’t better luck next time.
I. Additional activities for - Now, for your assignment.
application or
remediation - Research the appropriate grammatical signals
(Assignment/Agreement) to be used in the General to Particular pattern of
idea development. Write your answers in ½
crosswise sheet of paper.

- Pass it in our next meeting.

- Understood? Kindly take a screenshot of your (Students will take a screenshot

assignment. of the assignment)

- I guess it’s already time class. Kindly open all (Students will open their
your cameras and let’s take a picture for our cameras)
documentation.

(Taking screenshots and pictures)

Good day, class! Thank you so much for your - Good day and thank you,
active participation. Ma’am Von.

Prepared by:

EDDIEVON MISSION
Pre-Service Teacher

Checked and Observed by:

LA-ARNI D. OTIC
MT-1/ Cooperating Teacher