DETAILED DAILY LESSON PLAN IN ENGLISH 8

MACARIO MOLINA
School Grade Level Grade 8
NHS
RUBYLENE M. Learning
Teacher English
GAMOL Area
Teaching Dates
Quarter Fourth
& Time
I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of: East Asian
literature as an art form inspired and influenced by nature; relationship of visual,
sensory, and verbal signals in both literary and expository texts; strategies in
listening to long descriptive and narrative texts; value of literal and figurative
language; and appropriate grammatical signals or expressions suitable to patterns
of idea development.

B. Performance Standard: The learner transfers learning by composing and

delivering a brief and creative entertainment speech featuring a variety of effective
paragraphs, appropriate grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/Objectives:
At the end of the lesson, students are expected to:
 Identify the pattern of idea expressed in the sentence;
 Practice writing skills in the sentence using correct grammatical signals or
expressions chosen pattern of paragraph development; and
 Use appropriate grammatical signals or expressions suitable to each pattern
of idea development: EN8G-IIa-9:
1. General to particular
2. Claim and counterclaim
3. Problem-solution
4. Cause-effect
5. And others

II. CONTENT:
Topic: Using appropriate grammatical signals or expressions
suitable to each pattern of idea of development
Learning
Resources:

A. References

1. Teacher’s/ Curriculum Guide, pages 368-372

2. Learner’s Material’s Pages:

3. Textbook Pages: English Expressways, page 180

 4. Additional Materials from Learning Resource (LR) Portal:

B. Other Learning Resources: visual aids, pictures, chalk, laptop

III. PROCEDURES

Preliminaries

 Prayer
 Greetings
 Orderliness
 Checking of Attendance
Teacher’s Activity Student’s Activity
A. Reviewing Recall (2 minutes)
Previous The teacher will ask the The students will answer:
Lesson or students:  Parallel structure
Presenting means using the same
 What parallel structure?
the New
 Can you give a sentence pattern of words to show that
Lesson
having a parallel two or more ideas have the
structure same level of importance.
 Joseph was excited to invite
his friends over, to eat snack,
and to play basketball.

B. The teacher will facilitate an

Establishing a activity called “Find the
Purpose for Relation”.
the Lesson
Direction: Match the column A
with their relationship in column
B.
Column A Column B
1. The A. It sank.
car ran a
red light.
2. Ben B. She fell
stayed up down.
late.
3. The C. She was
boat had a hungry at
leak. lunch.
4. It rained. D. She was
sleepy in
 the next
day.
5. Lydia E. Another
skipped car hit it.
breakfast.
6. The puppy F. Everyone
chased its laughed.
tails.
Expected answers:
7. Lucy’s G. Chris got
shoes wet. 1. E
were not 2. D
tied. 3. A
4. G
5. C
6. F
7. B

C. The teacher will introduce the

Presenting concept: The students will attentively
Examples/Inst familiarize the concept
ances of the introduced
Lesson

D. Subordinating Conjunction
Discussing (10 minutes)
New Concepts
The teacher will show the
and Practicing
following usage of the different
New Skills #1
subordinating conjunctions for
reference (for students who will
later on give their own
examples)
https://blog.abaenglish.com/
english-grammar-subordinating-
conjunctions/
The students will study the
following sample sentences in
using the different
subordinating conjunctions.
After – later than the time
that : later than when.
Example: “Call me after you
arrive at work”
Although – despite the fact
that : used to introduce a fact
that makes another fact
unusual or surprising.
Example: “Although she was
tired, she couldn’t sleep”
As – used to introduce a
statement which indicates that
something being mentioned
was known, expected, etc.
Example: “As we explained last
class, coordinating
conjunctions are sentence
connectors”
Because – for the reason that.
Example: “I painted the house
because it was a horrible
colour”
Before – earlier than the time
that : earlier than when.
Example: “Come and visit me
before you leave”
How – in what manner or way.
Example: “Let me show you
how to knit”
If -used to talk about the result
or effect of something that may
happen or be true.
Example: “It would be fantastic
if you could come to the party”
Once – at the moment
when : as soon as.
Example: “Once you’ve learnt
how to cycle, it’s very easy”
Since – used to introduce a
statement that explains the
reason for another statement.
Example: “Since you’ve
studied so well, you can go
outside and play”
Than – used to introduce the
second or last of two or more
things or people that are being
compared — used with the
comparative form of an
adjective or adverb.
Example: “My sister is older
than I am”
That – used to introduce a
clause that states a reason or
purpose.
Example: “Olivia is so happy
that it’s summer again”
When – at or during the time
that something happened.
Example: “A teacher is good
when he inspires his students”
Where – at or in the place that
something happened.
Example: “We went to the bar
where there most shade”
Whether -used to indicate
choices or possibilities.
 Example: “Bruno wasn’t sure
whether to go to India or
Thailand”
While – during the time that
something happened”
Example: “While we were in
Paris, it snowed”
Until – up to the time or point
that something happened”
Example: “We stayed up
talking until the sun came up”
E. Choose the Best (5 minutes)
Discussing
New Concepts The teacher will ask students to The students will give the
and Practicing identify the subordinating following correct answers:
New Skills #2 conjunction in the following
1. The children were
sentences:
happy when the show began.
1. The children were
2. This is the place where the
happy when the show began.
accident occurred.
2. This is the place where the
3. Though he worked hard, he
accident occurred.
couldn’t win the first prize.
3. Though he worked hard, he
4. I will go even if he forbids
couldn’t win the first prize.
me.
4. I will go even if he forbids me.
5. She will not
5. She will not come unless you
come unless you invite her.
invite her.
6. Though she is pretty, I don’t
6. Though she is pretty, I don’t
like her.
like her.
7. It is surprising that she
7. It is surprising that she didn’t
didn’t invite you.
invite you.
8. Will you wait here until I
8. Will you wait here until I
come?
come?
9. I couldn’t go because it was
9. I couldn’t go because it was
raining.
raining.
10. Since the sky is overcast
10. Since the sky is overcast we
we will cancel the picnic.
will cancel the picnic.

F. Bingo! (20 minutes)

Developing The teacher will facilitate this In this rewarding teaching
Mastery game: activity, students play games of
(Leads to Subordinating Conjunctions bingo by completing sentences
Formative Bingo
on a bingo card with
Assessment subordinating conjunctions.
3) Each student is given a bingo
card. Each bingo card consists
of five sentences with each
sentence missing a different
subordinating conjunction. The

https://www.teach-this.com/
parts-of-speech-activities-
worksheets/conjunctions
G. Finding Imagine… (2 minutes)
Practical The teacher will ask:
Applications  Which conjunctions are
of Concepts used most often?
and Skills in  What would happen if we
Daily Living will not conjunctions in
sentences?
H. Making Know the Difference (2-4
Generalization minutes)
s and The teacher will ask:
Abstractions
 How is subordinating
about the
conjunction different from
Lesson
coordinating conjunction?
I. Evaluating More Practice (10 minutes)
teacher calls out subordinating
conjunctions from the caller's
sheet in a random order. If a
student thinks a conjunction
goes in one of their sentences,
they write it in the
corresponding gap in the
sentence. When a student has
completed all five sentences
with a different conjunction,
they shout 'Bingo'. When a
student shouts 'Bingo', they
read out all five sentences. If
the sentences are correct, the
student wins the round. If the
student has made a mistake,
the game continues. Several
rounds are played with
students receiving a different
bingo card each time. As an
alternative or extension, the
students are divided into
groups of five. The students
then play the game in their
groups with students taking it
in turns to be the bingo caller.
This continues until all the
bingo cards have been used.
Students will share their
thoughts
The students will answer:
Subordinating conjunction
connects an independent
clause and dependent clause
while coordinating conjunction
connects two independent
clauses.
Learning The teacher will ask the
students to answer the following The students will answer the
exercises. exercises.
A. Identify the subordinating
A.
conjunction in each of the
Answers:
sentences below:
1. We were happy when we
1. when
received the first prize.
2. The people were listening 2. while
eagerly while the leader was
speaking.
3. This is the place where we 3. where
were attacked.
4. Although he worked hard, he 4. although
failed.
5. Though she is beautiful, she 5. though
is not intelligent.
B. Write 5 sentences using B. Students will write
the following subordinating grammatically correct
conjunctions: sentences using subordinating
 After conjunctions
 If
 In case
 However
 Unless C. 1. After you finish eating
C. Combine the short your breakfast, brush your
sentences by using the teeth.
subordinating conjunction 2. I have to stay for tutoring
provided in the box. because I failed the quiz in
Because Until When math.
After Since 3. We won’t have practice
1. Finish eating your breakfast. today since it is raining.
Brush your teeth. 4. When I woke up, I saw that it
2. I have to stay for tutoring. I was snowing!
failed the quiz in math. 5. Until you eat your
3. We won’t have practice vegetables, you cannot have
today. It is raining. dessert.
4. I woke up. I saw that it was
snowing!
5. You eat your vegetables. You
cannot have dessert.
J. Additional Your Turn!
Activities for The teacher will ask the
 Application or students to write short narrative The students will compose
Remediation using the different subordinating short narrative about topic of
conjunctions about any of the choice.
following topics.
 Personal hobby
 Favorite food
 Memorable experiences
 Etc.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

in the evaluation
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
work well? Why did these work
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers

Prepared by:

Rubylene M. Gamol
Teacher I