School Masbate National Grade Grade 8-

DAILY
Comprehensive High School Level F. Amorsolo
LESSON PLAN
(DLP) Teacher Pechie Eloisa Ros Learning English 8
Area
Code/s: Teaching April 1, 2024 (Monday) Quarter Fourth Quarter
EN8V-IIIg-26 Date and 7:30-8:30 AM
Time

I.OBJECTIVES
A. 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
B. Performance The learner transfers learning by composing a variety of journalistic
Standard 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.
C. Learning MELC
Competencies
/Objectives EN8G-lla-9: Using Appropriate Grammatical Signals or Expressions to
Write the LC Each Pattern of Idea Development
Code for each
At the end of the session, at least 80% of the learners will be able to:
1. define grammatical signals;
2. identify the different patterns of idea development;
3. distinguish appropriate grammatical signals to each pattern of idea
development; and
4. realized the importance of grammatical signals in writing
paragraphs
3. CONTENT
Topic: Grammatical Signals

4. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s English 8 Q4 Module 1;
Material Pages ADM English 8 Q4 Module 1
3. Textbook Pages

4. Additional
Materials From
Learning
Resources
B. Other Learning Instructional Aids, PowerPoint Presentation, Pen and white board.
Resources

IV.PROCEDURE
A. Reviewing the Preliminaries
previous lesson or -Opening Prayer
presenting new -Reporting of attendance
-Class Rules
 lesson -Reminders

Activity: What Went Wrong?

Directions: Choose the letter that corresponds to the words or
phrases that make the sentence not parallel.

Parallelism which was discussed in the previous quarter is important

in making ideas in sentences clear and coherent. However, there are
other writing devices that can be used to achieve coherence. The
students will learn more about them in the next part of this module.
B. Establishing a Activity: Jumbled Signals Directions!
purpose for Complete the sentences below by arranging the jumbled letters.
the Lesson

The teacher explains that the jumbled words and phrases used in the
activity are grammatical signals. These signals play an important role
in developing the idea of the students on a certain topic.

The teacher will present the target competencies to the learners.

C. Presenting Activity 1. Water the Flowers!
Examples
Instances/Activitie
s for the new
lesson

GRAMMATICAL
SIGNALS

D. Discussing new Idea development is essential in writing. This is done by organizing

 concepts and ideas in a logical and clear manner that suits the writer’s purpose. To
practicing new achieve this, it is necessary to use appropriate grammatical signals or
skills #1 expressions.

Grammatical signals are writing devices such as transitional devices,

connectors, determiners, and repetitions that are used to maintain
text coherence. Coherence establishes a logical connection between
ideas in sentences and paragraphs. These ideas can be developed
through different patterns depending on the writer’s purpose.

Pattern of idea development refers to the structure of writing on

how the ideas are being presented. Five of the commonly used
patterns of idea development are discussed in this module. These are
the general to particular, cause and effect, claim-counterclaim,
problem-solution, and persuasion. Let us explore them and their
appropriate grammatical signals.

E. Discussing new A. General to Particular - This pattern of idea development discusses

concepts and the general topic by presenting specific details that support the topic.
practicing new skill #2 The writer starts with the general idea stated in the topic sentence.
Then, it is elaborated and explained through specific details and
examples. In other words, general to particular pattern is a deductive
method of organization.

These are the other grammatical signals that can be used for general
to particular pattern of idea development:
also, for example, as an example, in addition, in addition to, for
instance, examples of these, first, second, third, next, on one hand, and
on the other hand.
B. Cause and Effect
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.

These are the other grammatical signals that can be used for cause
and effect pattern of idea development:
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
C. Claim and Counterclaim
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.

Here are the other transitional devices that can be used for claim-
counterclaim pattern of idea development:
however, nevertheless, on one hand, on the other hand, admittedly,
some people say, some may say, of course, nevertheless, and but not
only that

4. Problem-Solution
Introducing a problem or challenge and then providing one or more
ways to solve it. It presents an issue and offers a solution or solutions
to address it.
Example:
"My computer crashed, resulting in the loss of important files. To
prevent this in the future, I regularly back up my data.

Problem Signals: "The problem is...“, "One issue is...“, "An obstacle we
face is...“,"A challenge we encounter is...“, "A difficulty arises when..."
Solution Signals: "To solve this issue...”, "One way to address this
problem is...“, "An effective solution is...“, "To overcome this challenge,
we can...“, "A possible remedy for this is..."

5. Persuasion
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.

Here are some of the other grammatical signals and expressions of

persuasion:
come, free, need, must, must not, necessary, latest, hurry, join, help,
best, better, great, proven, trusted, create, come along, urgent, amazing
experience, avail now, I believe, I urge, don't miss, can do it, and one of
a kind.

F. Developing Activity 1. Identifying the Pattern

mastery Directions: To develop the following statements, identify the suitable
pattern of idea development to be used.
 What am I?
Identify the pattern of idea development and list the grammatical
signals present in each sentence.

1. "Regular exercise offers numerous health benefits. Therefore, I

encourage you to join a fitness class to improve your overall well-
being. “
2."Due to heavy rain, the streets flooded. Consequently, many roads
were impassable."
3. "Some people believe that chocolate is the best dessert. However,
others argue that vanilla is equally delicious. “
4. "Many people enjoy outdoor activities. For example, hiking and
camping are popular choices."
5. "My computer crashed, resulting in the loss of important files. To
prevent this in the future, I regularly back up my data."

G. Finding practical Task: Personal Signal Boost!!!

applications of
concepts and As you strive to become a proficient communicator, how will
skills in daily mastering grammatical signals contribute to your overall
living effectiveness as a writer and speaker?

H. Making Task: What I Have Learned

generalizations
and abstraction
about the lesson

I. Evaluating Task: LET’S Evaluate!

Learning Directions: Analyze the questions below and choose the letter of
the correct answer for each item. Write your answer on a
separate sheet of paper.

1. Which concept below refers to the organizing of ideas in a

 logical and clear manner to suit the writer’s purpose?
A. coherence C. idea development
B. grammatical signals D. pattern of idea
development

2. Which pattern of idea development explains the reasons and

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

3. Which pattern of idea development is used to present an

action that can be taken to address an identified concern or
issue?
A. cause and effect C. problem-solution
B. claim-counterclaim D. general to particular

4. Which pattern of idea development discusses the general

topic by elaborating it using specific details?
A. cause and effect C. general to particular
B. claim-counterclaim D. problem-solution

5. Which pattern of idea development is based on opinions and

emotions that aims to convince the readers to do or believe in
something?
A. cause-and-effect C. persuasion
B. claim-counterclaim D. problem-solution

J. Additional Let’s Write!

activities for Directions: Write at least a five-sentence paragraph about the issue
application/ conveyed in the picture using a pattern of idea development with its
Remediation appropriate grammatical signals.

V.REMARKS
This lesson is designed for one hour.

VI.REFLECTIONS
A. No. of learners who
earned 75% on the
Formative
Assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson 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 innovation or
localized material
did I use/ discover
which I wish to
share with other
teacher?

Prepared by:

PECHIE ELOISA ROS

Student Teacher

Checked & observed by:

KRISTEL ANN R. HERMOSA

Teacher III

Noted by:

CHONA R. RAGASA
MT II/OIC, English Dept