Schools Division: Passi City Grade Level: 8
DETAILED
School: Man-it Integrated School Learning Area: English
LESSON PLAN
Teacher: Jopay P. Arorong Quarter: 4
Date Feb. 12, 2025
I. Objectives PERFORMANCE STANDARD The learner transfers learning by composing a variety of
journalistic 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
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
Learning Competency The students will be able to identify and apply different
patterns of idea development using appropriate grammatical
signals.
Objectives At the end of the lesson, students should be able to:
1. Identify the different patterns of idea development (General to
Particular and Cause and Effect).
2. Recognize the grammatical signals used for each pattern.
3. Construct paragraphs using the discussed patterns and appropriate
grammatical signals.
II. Content Using Appropriate Grammatical Signals or Expressions to Each Pattern of
Idea Development
III. Learning Topic: Patterns of Idea Development and Grammatical Signals
Resources:
Materials: PowerPoint presentation, printed handouts, marker, board, activity sheet.
Reference: English Language Module on Writing Patterns and Text Coherence
IV. Procedure: Learner’s Activity
Preliminary Prayer
Activities Good morning, everyone. Before we Good morning, Ma’am!
proceed to the continuation of our A student will volunteer to pray.
lesson yesterday let us have a prayer.
Who want to lead the prayer?
Checking of Attendance Students will raise their hands and say present.
Ath this time let us check your
attendance.
Review What is the difference between a fact and
an opinion?
Give an example of a factual statement.
The learner
transfers learning MAKE THEM GUESS!
by composing a
Introduce the lesson through a vocabulary Drill. Group the students into four group. They have 10
variety of seconds only.
journalistic texts, Let the students decode the word by reading it backward. Each group is given a minute to answer.
the contents of The group who got the most numbered correct, gets to win the game.
1. LRAGENE
which may be
2. TILARCUPAR
used in 3. MMAAATIGCL
composing and 4. USECA
delivering a 5. ECFFTE.
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
The learner A. Activity
transfers learning
by composing a
variety of 1. Brainstorming: Show an image of
different types of clouds and ask
journalistic texts, students:
the contents of o "What do you observe in these
They have different shapes and colors.
which may be pictures?"
used in o "How do we classify clouds?"
By their altitude and appearance.
composing and 2. Present a paragraph using the General
delivering a to Particular pattern.
memorized oral
speech featuring • What is the general idea?
The classification of clouds.
use of properly
• What are the specific detail?
acknowledged The different types of clouds based on altitude.
information
3. Present a short paragraph about clouds
sources, using a general to particular pattern.
grammatical Ask students to identify the general
signals for idea and the specific details.
opinion-making,
persuasion, and •What happens in this paragraph?
emphasis, and
appropriate It talks about how exercise improves health.
prosodic
features, stance, •What words help connect the ideas? Because of this as a result and more over
and behavior
B. Analysis
1. Discuss the definition of patterns of idea development and explain how these patterns help in
organizing ideas.
2. Explain General to Particular Pattern:
o Definition: A method where a general idea is presented first, followed by specific details.
o Example: Show a structured paragraph about cloud classification.
o Grammatical Signals: ‘examples of these’, ‘specifically’, ‘another’, ‘last’, etc.
3. Explain Cause and Effect Pattern:
o Definition: A method where a cause (reason) or an effect (result) is presented.
o Example: Paragraph about the effects of exercise on health.
o Grammatical Signals: ‘because of’, ‘as a result’, ‘thus’, ‘therefore’, etc.
4. Show students more examples and ask them to identify the pattern and the grammatical signals
used.
C. Abstraction
1. Ask students: "Why is it important to Its writing clearer and more organized.
use appropriate grammatical signals?"
2. Summarize key points: Its helps the reader the flow of ideas
o Patterns of idea development
help organize thoughts in
writing.
o Grammatical signals enhance
coherence and clarity.
D. Application
, Pair Activity: Students are given short paragraphs with missing grammatical signals. They must fill in
the blanks with appropriate connectors.
Activity:
Fill in the blanks with appropriate grammatical signals.
Paragraph 1: (General to Particular) "There are different types of transportation available for
daily commuting. ___, public transport like buses and trains provide affordable travel options. ___,
private vehicles offer convenience but can be costly. ___, bicycles and walking are eco-friendly
alternatives. ___, people can choose a transportation method that best suits their needs."
Paragraph 2: (Cause and Effect) "Pollution has a serious impact on the environment. ___,
excessive use of plastic leads to land and water pollution. ___, burning fossil fuels contributes to air
pollution and climate change. ___, many countries are implementing stricter environmental policies.
___, pollution remains a major global concern."
1. Answer Key:
o Paragraph 1: First, On the other hand, Additionally, In conclusion
o Paragraph 2: For example, Moreover, As a result, Nevertheless
E. Assessment
Identification: Identify the pattern of idea development used in given sentences.
Assignment Research another pattern of idea development (e.g., Claim-Counterclaim, Problem-Solution,
Persuasion)..”
V. Remarks Mastery Level:
Instructional Decision:
VI. Reflection:
