DAILY LESSON SCHOOL:
PLAN TEACHER:
TIME & DATE:
DON CARLOS LEDESMA NHS
EUPHROSYNE CHYNE D. LAGAHIT
GRADE LEVEL:
LEARNING AREA:
8
ENGLISH
CO 4 – 7:55-8:40 | MARCH 07, 2025
QUARTER:
4TH WEEK 5
I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE STANDARDS
LEARNING COMPETENCY
LESSON OBJECTIVES
II. CONTENT
LEARNING RESOURCES
A. Reference
1. Teacher’s Guides
2. Learner’s Material
pages
3. Textbook Pages
4. Additional Reference
from Learning Resource
5. Other Learning
Resources
III. PROCEDURE
The learner demonstrates communicative competence through his/ her understanding of Afro-Asian
Literature and other text types for a deeper appreciation of Philippine Culture and those of different
countries.
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, and behavior.
Compose effective paragraphs (EN8WC-IIa-2.8)
At the end of the lesson, the students should be able to:
1. Define a paragraph and its parts
2. Appreciate the importance of effective paragraph writing in conveying ideas coherently
3. Compose an effective paragraph
COMPOSE EFFECTIVE PARAGRAPHS
ENG8 Module Quarter 4 Module 5
https://wts.indiana.edu/writing-guides/paragraphs-and-topicsentences.html
DRILL – say the word, not the color
A. Reviewing Previous
Identify if the given statement is a sentence or not. Say YES if it’s a sentence and NO if otherwise.
Lesson or Presenting
(the sentences will be projected on the screen)
the New Lesson
B. Establishing the
Today, we will discuss paragraphs. We will learn how to appreciate the importance of effective
purpose of the lesson
paragraph writing in conveying ideas coherently and how to compose one.
Group activity (Arranging makes sense!)
Determine the correct sequence of the sentence to form a unified & coherent paragraph. Write 1 for
C. Presenting
the first sentence, 2 for the next, and so on.
examples/instances of
 How many sentences did you arrange?
the new lesson
 Was it easy for you or difficult to arrange the sentences?


How did you come up with the correct arrangement of the sentences?
Given the correct order, do you think that it’s understandable now?
A paragraph is a group of sentences organized to discuss a topic. The main rule of paragraph writing
is to focus on one idea or topic. To write an effective paragraph, one must have the essential parts.
--------------------------------------------------------------------------------------------------------------------------------------D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
What are the Parts of a Paragraph?
A paragraph has three parts: topic sentence, supporting sentence, and concluding sentence.
Each serves a different function in the paragraph.
 Topic sentence - presents the topic of the paragraph.
 Supporting sentences - serve as the body of your paragraph.
 Concluding sentence - restates what the topic of the paragraph is all about.
Go back to arranged sentences and let the students identify their parts.
To have an effective paragraph we need to follow its characteristics.
1. Unity - means that all sentences in the paragraph talk about one central idea. This means
that the writer will deal only with one topic. (provide example)
2. Coherence - refers to the connection of ideas in the paragraph in general. The idea in the
topic sentence, as well as in the supporting sentences and concluding sentences, is
connected using transitional devices.
(show example)
(see attachment)
F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Generalizing and
abstractions about the
lesson
I.
Evaluating Learning
J. Additional Activities for
Application or
Remediation
IV.
REFLECTION
Activity 1: Compose a paragraph!
Directions: Compose a paragraph by filling in information about the place you would like to visit or go
to when the school year is over. You may follow the guide provided as you complete the paragraph.
(see attachment)
Guide Question:
1. State the name of the place you like to go.
2. Write down how one can get to that place.
3. Describe the things you can see there.
4. List the activities you can do at that place.
5. What things do you hope for, so you can go to that place?
Activity 2: Directions: Group yourselves based on the paragraph that you’re going to read.
(see attachment)
Process questions:
1. What is your feeling during the activity?
2. Did you group yourselves with your friends?
Analogy
Have you tried eating a hamburger?
What do we put to create one?
 Upper bun
 Cheese
 Patty
 Lower bun
Did you know? The key elements in a paragraph can be compared to a hamburger.
--------------------------------------------------------------------------------------------------------------------------------------What is a paragraph?
What are the different parts of a paragraph?
Why is it important to create an effective paragraph?
Directions: Read the following questions and choose the letter of the correct answer.
(refer to ppt)
Compose a paragraph of at least 5-10 sentences of what you want to become in the future.
A.
No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below 80%.
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 worked well?
Why did this 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 that I wish to
share with other teachers?
PREPARED BY:
APPROVED:
EUPHROSYNE CHYNE D. LAGAHIT
T-1
AIZA ABAJA
PRINCIPAL III
CHECKED BY:
MA. DELVA O. RECLA
MT-1