LCNHS- Mayao Crossing

School Grade Level 8

Extension
GRADE 8
DAILY MS.MARIELLA JOY M.
Teacher Learning Area ENGLISH
LESSON BELLUDO
PLAN Teaching
Dates and Quarter First Quarter
Time

I. OBJECTIVES
The learner demonstrates understanding of:
African literature as a means of exploring forces that human beings contend
with; various reading style vis- a vis purposes of reading; prosodic features that
A. Content Standards
serve as carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devises in
presenting information.
The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and
B. Performance Standards
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance and behavior.
EN8G-Ia-8: Use appropriate cohesive devices in composing an informative
speech.

Objectives:
1. Define cohesive devices and conjunctions;
C. Learning 2. Distinguish transitional words/phrases used in the given selection.
Competencies/
Objectives

(Write the LC Code for 3. Answer the given worksheets.

each.)

3. Patiently incorporate transitions in composing an informative speech.

II. CONTENT Cohesive Devices (Conjunction& Transitional Word/Phrases)
III. LEARNING
RESOURCES
1. K to 12 Curriculum Guide (May, 2016) p. 18
2.http://www.wordsearchfun.com/188085_transition_word_search_wordsearch.
1. References html
3. READING – Transitional Words and Phrases: Showing Relationships Within
and Between Sentences rev. July 2005
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
1) Additional Materials
1. Visual Aids
from Learning
2.Worksheets
Resource (LR)
portal
2. Other Learning 1) Language Literary Arts VIII, p. 88
Resources
IV. PROCEDURES
Recall some lessons from previous level.

The teacher shows object (charger). She then asks the learners the following
question:
A. Reviewing previous
lesson or presenting the
1. Is this a relationship between the cord and the adaptor?
new lesson
2. What if I removed either the adaptor or cord? What will happen?
-------
Situational Analysis
 The teacher post the following 3 sentence strips up on the board.
o Marty saw the puppy.
o He recognized it.
o He picked it up.
B. Establishing a purpose Give 3 student volunteers three cards with 3 transition words on them (First,
for the lesson Then, After that). Tell students that the transition words on the cards will help
them put the sentences in the correct order:
First, Marty saw the puppy. Then he recognized it. After that, he picked it up.
Ask them how the words change the meaning of the sentences:
Preliminary

C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1

Afterwards, the teacher talks about conjunctions and give some activities:
E. Discussing new
concepts and practicing
new skills #2

F. Developing Mastery
(Leads to Formative
Assessment)

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

Cohesive devices, sometimes called linking words, linkers, connectors,

H. Making generalizations discourse markers or transitional words.
and abstractions about
the lesson Cohesive Devices are words or phrases that show the relationship between
paragraphs or sections of a text or speech.
 I. Evaluating learning

V. REMARKS E-F (Third encounter)

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 students who
continue to require
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 innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Inspected by:

MARIELLA JOY M. BELLUDO ABEL D. OTICO
Grade 8- English Teacher TIC/T-III