DETAILED LESSON PLAN School Tarlac National High School - Main Grade Level 8 Time Allotment 50 minutes Teacher Ken Rendell S. Nool I. Objectives A. Content Standards 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 demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries. C. Learning Competencies/ Code D. Learning Objectives ● Identify cohesive devices like cause/effect transitions and sequential transitions ● Reinforce understanding of cause/effect transitions and sequential transitional words by creating sentences II. Subject Matter English Resources/Learning Materials Powerpoint Presentation III. Learning Procedures Teacher’s Activity Students’ Activity A. Preparatory Activities Good morning class, Class: Good morning sir! Before we start our day, let's start up with a prayer. Student 1: Lord thank you for this wonderful day, thank you for guiding us throughout this day and please keep everyone safe until they get home. In Jesus name, Amen. Are there any absentees for today's class miss secretary? Secretary: For today sir, there are no absentees. good to know. B. Purpose of the Lesson The teacher shows the students the objectives of the lesson: C. Review a. Identify cohesive devices like the additive and opposing transitions b. Reinforce understanding of additive and opposing transitional words by creating sentences Okay class, what have we talked about in our past discussion? Student 2: Sir, our past discussion was all about how to make our writing and speaking clearer by using cohesive devices. Student 3: We talked about how to make our sentences flow smoothly by using additive transitions and these are words like 'furthermore' and 'in addition' that help us add more details and keep our readers interested. Student 4: We also learned sir about opposing transitions, which help show different viewpoints or sides of a story like the words 'but' and 'however' help us acknowledge different opinions and make our writing fair and balanced. D. Motivation Build and Connect! For this activity, the teacher will call upon 5 volunteers in front of the class to spell out the word that will be given by the class based on the categories that will be listed below and with that word they have to create a sentence by saying only 1 word each of them until they complete the sentence they wanted to do on that particular word. E. Presenting examples/instances of the new lesson categories: ● Favorite word when you are young ● Best word you learned in high school ● Favorite fruit you love Alright, class, let's think about what happens when we plant a seed and watch it grow into a plant. What are some things that need to happen for the seed to turn into a plant? Class: We need to put the seed into the soil. Alright, that’s correct! What do you think happens next? Class: It will need watering sir. That's right, the seed needs water to start growing. So, what's the cause of the seed growing into a plant? Class: It’s the water sir! And what's the effect? Class: The seed starts to sprout and grow Now, let's think about what happens next. After the seed starts growing, what else does it need? Class: Sunlight! So, what's the cause of the plant growing taller and stronger? Class: Sunlight sir! And what's the effect? Class: The plant grows bigger and healthier. Can you see how we're showing the sequence of events, or what happens step by step, by talking about the cause and effect of each action? Class: Yes sir!. F. Discussing new concepts and practicing new skill After talking about the possible things that might happen to the seed after planting, can anyone think of some words or phrases we might use to show these connections in our discussion? Hint: They help us explain why things happen? Student 5: Sir is it cause and effect? Exactly, they are cause/effect transitions. It is still under opposing transitions. cause/effect transitions uses words like the one here: Can you give me examples of sentences using the words for cause/effect transitions? Student 6: I couldn't go outside to play due to the fact that it was blazing hot. Student 7: I forgot to water my plants, and in consequence, they started to wilt. Student 8: I invited my friend to play with me, with this intention, we could have more fun together at the playground. Okay, class, earlier we've talked about how the plant is planted and grows, what do you think comes next in our discussion? Think about how we've been describing the steps in the process of planting and growing a plant. What words or phrases might we use to show the order of events as they happen? Yes it is a process or seq…? Correct the next and last transition we’ll talk about is the sequential transition, These transitions are used to signal a chronological or logical sequence just like the words like these: Student 9: Process sir! Student 10: Sequential sir! Okay class, give me examples using these words Student 11: To start with, crack the egg into a bowl and whisk it with a fork until it's all mixed up. Student 12: I'm going to finish my homework. In the meantime, my sister will set the table for dinner. Student 13: To summarize our story, the little bear found his way home by following the stars in the sky. G. Developing Mastery H. Finding Practical Application of Concepts and Skills The teacher will ask the class to individually write 5 sentences using cause/effect and sequential transition in a ½ crosswise to be passed before the time ends. Storyboard your idea! Divide the class into small groups and provide each group with a blank storyboard template. Explain to the students that they will be creating a storyboard for a short narrative that includes both cause/effect and sequential transitions. Remind them that cause/effect transitions show why things happen, while sequential transitions show the order of events. Provide the students with a prompt for their narrative. Your storyboard will illustrate the story of a character who discovers a mysterious object and embarks on an adventure to uncover its secrets. Encourage each group to brainstorm ideas for their narrative, focusing on cause/effect relationships and the sequence of events. They should consider how one action leads to another and how the events are connected. Once the groups have planned their narratives, they can begin creating their storyboards. Each frame should depict a specific scene or event in the story, with clear transitions between them. Encourage them to use cohesive devices such as transitional words and phrases to connect their ideas and make their narratives flow smoothly. I. Making generalization After completing their storyboards, each group can present their narrative to the class, explaining the cause/effect relationships and sequential transitions they incorporated. Okay class, what have you learned today? Student 14: Sir, when we write stories or explain things, we can use cause/effect transitions to show why things happen and it helps us understand how one thing leads to another. Student 15: Sequential transitions help us organize our writing and make sure our ideas are in the right order. It's like putting puzzle pieces together to tell a story sir. Student 16: Using words like 'because' and 'so' helps us show cause and effect, while words like 'first,' 'then,' and 'next' help us show what happens in order and sir they also make our writing clear and easy to understand. IV. EVALUATION Part 1: Read each sentence carefully and choose the correct cohesive device in the parenthesis. Write the correct answer in your answer sheet. 1. Luisa had been studying for hours. ____________, she got all the correct answers in the quiz. (As a result, On the other hand, Above all) 2. The idea of Alvin was innovative and exceptional __________ the other suggestion provided. (therefore, unlike, however) 3. Diet and exercise will help you lose weight. ____________, it is good for your health. (Therefore, For instance, Nonetheless) 4. Mark was sad ___________ his team lost the dance competition. (meanwhile, because, however) 5. My sister has a lot of hobbies _____________ painting, dancing, singing, and writing. (in addition, such as, to sum up) 6. I visited the library to borrow some books needed in my research. ____________, I went to the canteen to buy some snacks. (Afterwards, Although, As well as) 7. Our teacher is presenting the lesson. __________, our classmates are listening attentively. (Meanwhile, Otherwise, However) 8. Most of the guests in the party were ____________ dressed. (otherwise, similarly, finally) 9. My brother was feeling very tired. _________________, he still went to work early. (However, In short, Before) 10. Karen enjoys playing the piano. _________________, she composes her own songs. (To sum up, In addition, In contrast) Part 2: Combine the following pairs of sentences to form a sentence. Use appropriate cohesive devices inside the box. Do this in your answer sheet. 1. The children washed their hands. They finished baking. 2. Keena reads her favorite book. She waits for her friend to arrive. 3. Jenny listened to her favorite song. She went to bed. 4. Alfred forgot to bring his umbrella. He was soaked in the rain. 5. Arnette enjoys singing. She does not like dancing. 6. Filipinos must observe health protocols. They need to practice self-discipline. 7. Joey spent too much time watching television. He forgot to accomplish his modules. 8. Kazy loves to write poems. She also composes songs. 9. Sally failed the exam. He studied very hard. 10. Rose worked hard. She finished her studies. V. ADDITIONAL ACTIVITIES FOR APPLICATION AND REMEDIATION Read the following excerpts of informative speeches. Then, using the table below, list down all the cohesive devices used and classify according to their function. Do this in your answer sheet. Speech Excerpt 1: Benefits of Failure What I feared most for myself at your age was not poverty, but failure. ...Ultimately, we all have to decide for ourselves what constitutes failure, but the world is quite eager to give you a set of criteria if you let it. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default. So why do I talk about the benefits of failure? Simply because failure meant a stripping away of the inessential. I stopped pretending to myself that I was anything other than what I was and began to direct all my energy into finishing the only work that mattered to me. Had I really succeeded at anything else, I might never have found the determination to succeed in the one arena I believed I truly belonged. I was set free, because my greatest fear had been realized. Speech Excerpt 2: Never Give Up by Nick Vujicic There are some things in life that are of your control, that you can’t change, and you’ve got to live with. The choice that we have though is either to give up, or keep on going. So, what do you do when you fall down? Get back up. Everybody knows to get back up, because if I start walking, I’m going to get anyway. But I’ll tell you there are sometimes in life where you fall down, and you feel like you don’t have the strength to get back up. So, you sort of put a mask on your face when you come to school and pretend that everything’s OK when it’s not. And you go home and lay in your bed when no one’s looking at you, when you don’t have to impress anybody. And you are yourself.
