- Information
- AI Chat
Daily Lesson 2 - None
Education
Bohol Island State University
Recommended for you
Preview text
DAILY
LESSON
LOG
School Cataingan National High School Grade Level Grade 8
Teacher Learning Area English
Teaching Dates and
Time
Quarter 1 st Quarter
I-OBJECTIVES
A. Content Standard
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings contend with; various reading styles vis-à-vis purposes of reading; prosodic features that serve as carriers of meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and cohesive devices in presenting information.
B. Performance Standard
The learner transfers learning by composing and delivering informative speech based on a specific topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance and behavior.
C. Learning Competencies/ Objectives Write the LC Code for each
DETAILED LESSON PLAN IN
ENGLISH GRADE 8
I:
At the end of 60-minute
discussion, Grade 8 students
should be able to do the following
with at least 75-
80% proficiency level:
1. Share ideas and opinions using
opinion-marking signals
2. Compose a persuasive opinion
essay or speech
3. Deliver a persuasive speech
using the correct stress, pitch,
and juncture
4. Create an appropriate
documentation of a persuasive
speech
A. CONTENT STANDARD
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
Share ideas using opinion-
marking signals (EN8RC-IIIa-10)
DETAILED LESSON PLAN IN
ENGLISH GRADE 8
I:
At the end of 60-minute
discussion, Grade 8 students
should be able to do the following
A. CONTENT STANDARD
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,
moreover; causative – as a result,
consequently;
conditional/concessional –
otherwise, in that case, however;
sequential – to
begin with, in conclusion; clarifying –
for instance, in fact, in addition);
The Most Essential Learning
Competency (MELC) covered in this
module is identify
and use signals that indicate
coherence (e. additive - also,
moreover; causative – as a result,
consequently;
conditional/concessional –
otherwise, in that case, however;
sequential – to
begin with, in conclusion; clarifying –
for instance, in fact, in addition);
MELC : [identify and use signals that indicate coherence (e. additive - also, moreover; causative – as a result, consequently; conditional/concessional – otherwise, in that case, however; sequential – to begin with, in conclusion; clarifying – for instance, in fact, in addition]
As learners of this module, you are
expected to:
identify transition signals used in
sentences and paragraphs;
classify the types of transition
signals used in sentences and
materials from Learning Resources ( LR ) Portal B. Other Learning Resources
google/search?q=signals+that+indicate+coherence&oq=signals+that +ind&aqs=chrome.0.0i512j69i57j0i512l3j0i22i30l5&sourceid=chrome&ie=UTF- Integration Science, T.L
IV- PROCEDURES Teacher’s Activity Student’s Activity
A, Reviweing previous lesson or Presenting the new lesson
Call on a few students to do the recap of the previous lesson. The teacher will ask this, What was our topic last meeting? What is modals?
Match the following statement in column A to the word being describe in column B. The teacher will ask volunteers to answer each questions.
Column A Column B
- The condition or being fact of being possible. A. Command
- To give orders to be followed B. Request
- Events that may happen in the future but being C. Possibility Declared in advanced
- To ask for a favor D. Prediction
- The quality or state of being able to do E. Suggestion Something that you can do
- A proposed or suggested action F. Permission
- A formal consent G. Ability
The student will answer,” our lesson yesterday was about modals.” Modals are special verbs used to indicate permission, possibility, obligation, advice, ability, prohibition, requests and preference.
1. C
2. A
3. D
4. B
5. G
6. E
7. F
B. Establishing a purpose for the Lesson
Motivation: Guess what word is being describe in each riddle by filling in the missing letters.
- It is a six-letter word consisting of two syllables. The first syllable soundslike the name of the insect in the picture. The second syllable sounds like the name of a number. B_F_R_
Answer:
1. BEFORE
2. FOR INSTANCE
3. EVEN THOUGH
4. NEVERTHELESS
- It consists of two words. The first is already given. The first syllable of the second wordare the last two letters of the word ‘within.’ The last syllable of the second word is to be replaced by the underlined letter of the word ‘stand’ with ce. FOR _ _ _ _ _ _ _ _
- It consist of two words. The first word is synonymous with the word ‘equal.’ _ _ _ _ THOUGH
- It is a four-syllable word that if broken can create three new words. The first is the opposite of the word ‘always.’ The third is the opposite of the word ‘more.’ _ _ _ _ _ THE _ _ _ _
- It is a seven-letter word that begins with B followed by an E. The rest is in relationship with the word ‘effect’ _ _ C_ _ _ E
5. BECAUSE
C. Presenting Examples/ Instances of the new lesson
The teacher will show these pictures and let them guess the word being conveyed.
_ NE T _ O_
What is the word being conveyed in the pictures?
Coherence is very important in a sentence, paragraph, or texts. And coherence can only be establish with the help of various signals that establishes connection between and among concepts presented. What you just classified earlier are examples of transition signals.
The students will answer “ CONNECTION.”
D. Discussing new concepts and Practicing new skills # 1
Transition Signals- Are also called as cohesive devices, discourse markers, connectors or conjunctive adverbs. -are signals that indicates coherence. They also help to make clear connections and see sentences and paragraph flow together smoothly and
The students will listen carefully and will actively participate in the discussion.
besides another too
observe appropriate health protocols. To introduce an example or illustration
for example such as for instance to demonstrate namely particularly specifically
There are various health protocols that the government mandates. Social or physical distancing, for example, must be strictly observed especially in public places.
CLASSIFICATION FUNCTION TRANSITIONAL
SIGNALS
SAMPLE
SENTENCES
Adversative To introduce an opposite idea or contrast
in contrast conversely alternatively yet although even though nevertheless notwithstanding however on the other hand whereas while instead otherwise
Even though the country is experiencing great economic loss due to this pandemic, it has continued helping other countries by sending our medical frontliners and other essential materials.
To emphasize or clarify a
even more above all indeed
Despite our limited resources due
point more importantly besides
to this pandemic, Glenda still managed to distribute relief goods to some of our neighbors. Indeed ,she is a helpful and wonderful person.
CLASSIFICATION FUNCTION TRANSITIONAL
SIGNALS
SAMPLE
SENTENCES
Causative To indicate a consequence or a result
consequently
accordingly
as a result
hence
subsequently
therefore
thus
thereupon
as a
consequence
for this reason
wherefore
The students reviewed their lesson well before their exams. As a result, they passed the schools assessment process.
Sequential To sequence your ideas
first(ly) second(ly) third(ly) Next Then After This Lastly Finally Accordingly Meanwhile
My mother cooked our favorite breakfast after, eating, she washed the dishes and other utensils. Then she swept the floor and cleaned the
2
The growing literature about Batwa indigenous people in Uganda has uncovered the interplay between global power, local realities, and current interventions. 1.[However/ Otherwise], this literature has not adequately focused on the relationship between the eviction of numerically small indigenous groups from their land and their consequent plight. 2.[Therefore/ Although], this study reviews available literature on the events, processes, and consequences of the Batwa eviction from their traditional forest land in the early !990’s. The literature reviewed suggests that the application of international standards was not respected; it 3.[too,also] shows that the Batwa were evicted without their free, prior, and informed consent.[While/ Additionally], the total resettlement of the Batwa has failed dramatically; they face appalling economic, health ,social conditions. 5.[In conclusion/Furthermore], the paper asserts that a greater international control of compliance (by international and national actors ) with applicable standards must be observed , and sincere measures to redress the Batwa land eviction ought to follow guiding instruments on the rights of indigenous people.
( After the activity,the teacher will show this picture about Batwa people and will share some facts about them.)
2
3
4
5 conclusion
F. Developing Mastery (Leads to assessment 3)
Activity 3: Fill Me In! Fill in the blanks with the correct transition signals that will complete the ideas of the given sentences. Choose from the given choices. Write your answers on a separate sheet of paper.
__________ the invention of gaming gadgets, children and teenagers usually spent more of their leisure time playing outdoor games. A. Because B. Before C. Even though D. For instance
If you will have a Powerpoint presentation in class, you need to prepare in advance. __________, setting up the computer or laptop, including the LCD, the projector, and checking its
1. B.
2. C.
connectivity to avoid technical problems. A. Before B. Even though C. For instance D. Nevertheless
__________ I am allergic to sunlight, my friends and I still went to the beach for sunbath. A. Before B. Even though C. For instance D. Nevertheless
She lost her balance in doing her routine at the competition. _________, she stood up and finished the dance gracefully. A. Before B. Even though C. For instance D. Nevertheless
I did not hear the phone ringing __________ the sound of the television was in full blast. A. because B. before C. even though D. nevertheless
II. You Complete Me! Direction: Supply the appropriate transitional signal for each sentence.
- I dropped the glass and it broke. ________, I need to buy a new one.
- I can’t help you with your homework because I’m not good at physics. ________ , I know someone who can.
- _________it was raining, I still walked to school.
- _________her good grades, Luisa did not get accepted to Harvard.
- My cousin is a very kind and generous person. _________, she helps me with my homework and drives me to football practice.
11
- It is a seven-letter word that begins with B, followed by an E. The rest is in relationship with the word ‘effect’. The transition signal is _ _ C _ U S _.
3. B.
4. D.
5. A.
Therefore
However,
Even though
Despite
In fact
Daily Lesson 2 - None
Course: Education
University: Bohol Island State University
- Discover more from:EducationBohol Island State University999+ Documents
- More from:EducationBohol Island State University999+ Documents
