School
Student Teacher
Time & Dates
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC code for
each
Quarter
Learning Area
Grade/Sections
First
English
Identify and use signals that indicate coherence (e.g. additive-also,
moreover; causative-as a result, consequently; conditional/concessionalotherwise, in that case, however; sequential-to begin with, in conclusion;
clarifying-for instance, in fact, in addition)
Objectives:
At the end of the lesson, the students should be able to:
a. Identify transition signals used in sentences and paragraphs.
b. Construct sentences using transition signals.
c. Express their ideas using transition signals
II.
III.
A.
1.
2.
3.
4.
B.
IV.
CONTENT
LEARNING
RESOURCES
References
Teacher’s Guide
pages
Learner’s Guide
Materials Pages
Textbook pages
Additional
Materials from
Learning
Resource (LR)
portal
Other Learning
Resources
PROCEDURES
Quarter 1, Module 4
Using Transition Signals
learning modules, pictures, activity materials, LCD Projector, laptop, bass
speaker
English 8 Learner’s Material
ADM, English 8/pages 1-20
N/A
Internet/YouTube
laptop, LCD projector, power point presentation, speaker, audio material,
printed images, printed handouts, etc.
Teacher’s Activity
1
Learners’ Activity
A. Reviewing
previous lesson
or presenting the
new lesson
a. Routine
Prayer
Greetings
Good morning, everyone!
Before you take your seat let’s
recite our class motto:
I am loved!
I am smart!
I am accepted!
Good morning, ma’am! It is nice to see
you!
Learners will recite
I am loved!
I am smart!
I am accepted!
Okay you may take your seat.

Checking of
attendance
Who are absent today?
Wow! Very good! Perfect
attendance! It seems that
everyone is willing to learn
today!
Give yourself a McDo Clap!
Learners will do the Mcdo Clap.
Later, I will send to your GC
the google forms of your
attendance, okay?
Yes, ma’am
b. Review
What was our lesson last Our topic last meeting ma’am was about
Modal verbs, Nouns, and Adverbs
meeting? Yes, Roan?
That’s correct! You have a very
good memory, Roan!
Can you give and examples of
Ma’am these are, can, could, shall,
Modals verbs? Yes, Daryll?
should, may, might, cannot, and many
more.
You nailed it Daryll! Good job!
Who can use modals in the
It “may” rain today.
sentence. Yes Trexie?
Very good class! You are
brilliant! All right, I think you
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already mastered our Modals
Verbs, Now let’s move on to a
more
exciting
learning
adventure.
B. Establishing a
purpose for the
lesson
But before anything else, it is
important that we know the
purpose of today’s learning
adventure!
Before I present the objective
let us read the poem in page 5
of your module.
Did you experience feeling
lonely and restless? How did
you deal with these feelings?
This poem entitles “Sunshine”
will inspire you to look at the
brighter side during difficult
times.
Learners will read the poem
Everybody, please read.
1. Have you noticed the
letters in bold print?
2. What do the letters SU-N-S-H-I-N-E stand
for?
Students
hands.
will
raise
their
Yes Arjan?
Simultaneously,
Unfortunately,
Nonetheless,
Similarly,
However,
Nevertheless and Eventually
Yes, you are right Arjan! Our
topic for today is Using
transition signals, But before
3
we start our lesson proper let’s
know first our class objectives
(Teacher will post the
objective on board)
Row 1 will read the first
objective, Row 2 will read the
second objective, row 3
altogether.
Objectives:
At the end of the lesson, the students
should be able to:
a. Identify transition signals used in
sentences and paragraphs.
b. Construct
sentences
using
transition signals.
c. Express
their
ideas
using
transition signals.
(Learners will read)
Thank you for your diligent
response class!
At the end of our learning
adventure, you can identify
transition signals, construct
sentences, and express your
ideas using transition signals.
Are you still up for this
exciting adventure?
Everybody say “Let’s begin the
adventure.”
“Let’s begin the adventure.”
C. Presenting
examples/
Instances of the
new lesson
Now are familiar
transition signals?
with .
No, ma’am!
Okay, let’s read the meaning
of transition signal in your
module page 6, everybody
please read:
Learners will read.
Thank you, or in short,
transition signals are the
“connectors” example are
4
what we have in the poem
sunshine
these
are
Simultaneously,
Unfortunately, Nonetheless,
Similarly,
However,
Nevertheless, Eventually and
many more. Notice that these
transition words connect
ideas
in
the
poem.
Understand?
Yes ma’am!
So, in order for us to
understand our lesson deeper
let have our first activity.
But before that, I want to
divide this class into 4 groups,
and that will be your group for
the whole session.
last
meeting, I asked you what are
the fictional books you prefer
to read right? Group 1 are
those who loves Mystery
books, and they will be called
“Signal Masters”
Group 2 are those who loves
Science Fiction, and they will
be
called
“Transition
Troopers.”
Group 3 are those who loves
Fantasy books” and they will
be called “Linking Linguists”
Group 4 are those who loves
“Adventure books” and they
will be called “Connectors
Crew”
Now, please proceed to your
group.
Activity 1: Treasure Hunt
This time around we will
have our first activity, this
activity is called “Treasure
Hunting” Each group will
choose a clue Map here, the
5
Learners will proceed to their respective
group.
clue contains instructions on
where to find the hidden
treasure that contains the
parts of our lesson that we will
discuss for the whole session.
Once you found the treasure, The group will choose the clue and start
please do not open it yet.
the treasure hunt.
Let us read the direction.
Direction: Read the Map
carefully, analyze and guess
the object through the given
clue because in that object you
will find the treasure.
Treasure Clue 1: To uncover Answer: The group found the clue in the
your prize, follow these steps: 7th chair
'Firstly,' count the chairs in
the room. 'Then,' subtract the
number of windows you see.
'However,' don't forget to
multiply the result by 2 and
subtract it to the number of
people you see in the room.
Finally, look under the chair
that corresponds to this
number. There, you'll find
your treasure!
Treasure Clue 2 It is a piece Answer: The group found the clue in the
of furniture we all know well. Teacher’s Table
'Because' it provides support
for
learning,
and
'for
example,' it's where you rest
your books and papers. Go to
the place where your journey
began, and beneath it, your
treasure you'll understand.
Treasure Clue 3: Your quest Answer: The group found the clue in the
now
takes
you
where black board
knowledge is displayed, the
canvas of the classroom. 'In
addition,' it's a place where
lessons are written, 'to
clarify' ideas and concepts.
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Seek your next prize beneath
the surface where the board
turns black.
Treasure Clue 4: Your
treasure is concealed where Answer: The group found the clue in the
you enter and exit this room, a door.
threshold to the world
beyond. 'Possibly,' it's the
most crucial transition of all.
'In summary,' it signifies
the start and finish of our daily
voyage. "Search where you
cross from this room into the
world beyond, where learning
meets reality.
Wow! You guys are truly
hunters!
Congratulations
because you found all the
treasures! that will be the keys
to unlock our lessons for
today. Please paste your clue
on the board.
D. Discussing new
concepts or
practicing new
skills #1
What have you notice in the
clues? Anyone?
Learners will raise their hands.
Yes Trexie?
Ma’am, I think there are lots of transition
words in those four clues, such as
Possibly, In summary, in addition, to
clarify and many more.
You are right Trexie! There are
many transition signals in the
clues.
Now for our second activity we
will call it as
Activity 2 Share your
Treasures.
Direction: Open the treasure
you have found. What inside it All four groups will study their
written
the
“Common treasures.
Types and Functions of
Transition Words” study it
with your group then present
it in front of the class. We call
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it treasure because it contains
our lesson that we are going to
discuss, you know knowledge
is treasure.
Group 1 will discuss about
Comparison/Contrast
and
Chronology
Group 2 will discuss about The learners will do the task.
Cause/Effect and Illustration/
Group 3 will discuss about Each group will explain/read what they
Addition and Clarification
have written on their Manila paper.
Group 4 will discuss about
Qualification
and
Summary/Conclusion
You can also open
module on page 6-8
(Done presenting)
your
Wow! Great presentation!
Each group have explicitly
explained the types and
function of transition words.
Learners will do the clap.
Give yourself a 5 million clap.
8 ma’am
Again, how many type of
transition signal we have?
Why do you think it is
important to use transition
words when you write? Any
idea?
Yes, Marian?
Very good! Another hands
Learners will raise their hands.
Ma’am, I think it makes things easier to
understand: Transition words help us
show how different ideas in our writing
are connected.
Learners will raise their hands.
Yes, Bonnevie?
8
Ma’am, it’s like adding spices to our
writing: Transition words add flavor to
our sentences. They make our writing
Very good! All your answers more interesting and less boring.
are correct! It seems that you
really understand our lesson
well.
E. Developing
Mastery (Leads
to Formative
Assessment)
To develop your mastery in
our lesson, let’s answer these
paragraphs by providing the
appropriate transition signal
in each sentence.
Modal Verbs
______, familiarize yourself
with common modals like
'can,' 'may,' and 'must,' each
conveying different meanings
like ability or necessity.
______,
recognize
that
modals are followed by the
base form of verbs, and they
are
vital
for
forming
questions, negatives, and
conditional
statements.
______,
practice
using
modals in various contexts
and tenses to convey your
intended message with clarity
and precision."
Answers:
First, familiarize yourself with common
modals like 'can,' 'may,' and 'must,' each
conveying different meanings like ability
or necessity. Additionally, recognize
that modals are followed by the base
form of verbs, and they are vital for
forming questions, negatives, and
conditional statements. Furthermore,
practice using modals in various contexts
and tenses to convey your intended
message with clarity and precision."
Factoring Polynomials
______check
for
any
common numbers or letters
you can take out. ______,
watch for special patterns like
squares
or
differences.
______, when dealing with
lots of parts, group the similar
ones together. ______, in
some cases, you can break
down a complex problem into
simpler ones.
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To begin, check for any common
numbers or letters you can take out.
Additionally, watch for special
patterns like squares or differences.
Moreover, when dealing with lots of
parts, group the similar ones together.
Lastly, in some cases, you can break
down a complex problem into simpler
ones.
Steps for solving fraction:
____, identify the operation
you need to perform with the
fractions. ____, find a
common denominator when
adding
or
subtracting
fractions. _____ , perform
the
operation
carefully,
considering
whether
it's
_____,
subtraction,
multiplication, or division.
______ performing
the
operation, simplify the result
to its lowest terms.
First, identify the operation you need to
perform with the fractions. Next, find a
common denominator when adding or
subtracting fractions. Then, perform the
operation carefully, considering whether
it's addition, subtraction, multiplication,
or division. After performing the
operation, simplify the result to its lowest
terms.
Wow! I am amazed with your
ability to learn past! You are
amazing! Give yourselves 5
million claps!
Learners will clap.
F. Finding Practical
Applications of
Concepts and
Skills in Daily
Living
This time you will go back to
your group that you had a
while ago, you will still work
together with the activity that
I will give okay? Here is the
rubric.
Activity 4: Paragraph
Linkup Challenge
Direction: Create a simple
paragraph. Organize your learners
will
ideas using transition words. groupmates.
proceed
to
their
Group 1: About cooking
procedure
Group 2: will create a poem.
Group 3: About drinking (Learners will do the task)
water
Group 4: About household
chores
Are you done?
Yes, Ma’am!
All right please share your
work here in front.
Each group will present their output.
10
Group 1: To bake a cake, first, gather
ingredients. Next, mix butter and sugar
until creamy. Then, add eggs and
vanilla. After that, blend in flour and
milk. Now, pour batter in a pan.
Finally, bake until golden. Enjoy!
Group 2: Amidst life's trials and
tribulations, however, we'll stand tall,
Moreover,
with
unwavering
determination, we'll conquer them all.
Through storms and sunny days,
nevertheless, we'll find our way,
In conclusion, together, we'll write our
own story, day by day.
Group 3: Drinking water is important
for our health. First, it keeps us
hydrated, which means we feel good and
have energy. Moreover, it helps our
tummies digest food better. Also, it
makes our skin look nice and fresh. And
lastly, it cleans out bad stuff from our
bodies, making us feel even better!
Group 4: I woke up early this morning,
and then I got dressed. After that, I
went downstairs for breakfast. Later, I
cleaned my room, and while the laundry
was in the machine, I took breaks to
check my phone. Then, I made a tasty
dinner, and it smelled so good! In
conclusion, it was a busy but fun day at
home."
Wow! All your works are
impressive! I am glad that you
know how to use transition
words. Give yourself a round
of applause!
Learners will applaud
G. Making
Generalizations
and Abstractions
about the Lesson
Please go back to your proper
seats.
Now let’s check if you
understand the lesson well.
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What are the 8 types of
transition words?
Learners will raise their hands
Yes, Rica?
Very good Rica! Why using
proper transition words is
important?
Yes, Arjan?
Learners will raise their hands
Ma’m I think they enhance the flow of
your writing, making it easier for readers
to follow your ideas.
Very good Arjan!
Yes, John Mark?
Yes,
also,
proper
use
transition words are a
valuable tool for effective
communication in writing.
H. Evaluating
learning
Ma’am those are
1. Comparison/Contrast
2. Chronology
3. Cause/Effect
4. Illustration/Example
5. Addition
6. Clarification
7. Qualification
8. Summary/Conclusion
Ma’am transition words clarify the
relationships between sentences and
paragraphs.
EVALUATE!
This time let us evaluate your
understanding of the lesson.
We will have a short quiz
regarding your lesson for
today.
(Teacher will distribute the Learners will answer silently for 7 mins
quiz)
Answers:
1.
2.
3.
4.
5.
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B
A
B
D
A
Now, let us check your paper.
Exchange paper with your
seatmate.
All students got perfect score.
Congratulations grade 8! You
are all phenomenal! Your
scores suggest that we were
able to achieve the goal of
today’s adventure! Give you
self a round of applause.
Okay that’s the end of our
topic for today, everybody
stand, goodbye class!
Goodbye Ma’am! See you tomorrow!
I. Additional
Activities for
Application or
Remediation
Compose a procedure of
making any Filipino dish.
Organized your sentences
using transition words.
Remarks
REFLECTIONS
a.
No. of learners who earned 80% in the evaluation.
b.
c.
No. of learners who require additional activities for remediation who scored below
80%
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 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?
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