FEDERICO N.
Grade Level 8
School CERALDE
INTEGRATED
SCHOOL
Dianne Medel S. Learning Area English
DAILY LESSON Teacher Gumawid
PLAN Teaching March 17, 2025 Quarter 4
Dates/Tim 7:20-8:05, 8:05-
e 8:50, 1:45-2:30
I. OBJECTIVES
A. Content Standards 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.
B. Performance Standards 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 properky acknowledged information sources,
grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance,
behavior.
C. Learning Competencies / Objectives. Compose effective paragraph
Write the LC code for each (EN8WC-IIa-5.1)
1. define a paragraph;
2. identify the different principles in writing an effective
paragraph;
3. distinguish different patterns used in paragraph
development; and
4. write a paragraph showing ways to preserve the
environment.
II. CONTENT Composing an Effective Paragraph
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Quarter 4: Module 4: Composing an Effective Paragraph
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Powerpoint presentation and visual aids
V. PROCEDURES
The teacher will divide the class into 3 groups. Each group
Introductory Activity ( minutes). will play pass the message. The first player will listen to the
This part introduces the lesson statement and then turn to the next player in line and whisper
content. the sentence exactly as they heard it. That person will then
turn and whisper it to the next person. This pattern continues
until the last person receives sentence. The last player will
write on the board what sentence he/she received.
Message 1: A paragraph develops an idea.
Message 2: Paragraphs grow out of sentences.
Address: China St., Bonuan Binloc, Dagupan City, Philippines
Telephone No: (075) 510-5109
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Message 3: A sentence states an idea.
Activity/Strategy ( minutes). This Activity: Get ready to jumble!
is an interactive strategy to elicit Mechanics:
learner’s prior learning experience. It 1. The class will be divided into three groups, each group will
serves as a springboard for new have a group leader and a presenter. The class are divided
learning. It illustrates the principle that
through the planet they got after getting strip of papers from
learning starts where the learners are. the box.
2. Group 1- Earth Group 2- Saturn Group 3- Jupiter
3. Each group will be given jumbled sentences. The students
will work together to put the sentences in the correct order.
The team that finishes first wins.
4. After 5 minutes each group will present their output.
Analysis ( minutes). Essential After completing the activity, the teacher will facilitate a class
questions are included to serve as a discussion. The teacher will call the first presenter, the group
guide for the teacher in clarifying key who finished first the activity to present and explain their
understandings about the topic at hand. output by establishing the approaches, highlighting the key
Critical points are organized to steps and reasoning.
structure the discussions allowing the Each group will be scored using the criteria (Accuracy, Clarity
learners to maximize interactions and
of presentation, Timeliness and cooperation) and correct
sharing of ideas and opinions about
misconceptions if any.
expected issues. CRITERIA FOR THE ACTIVITY
4 3 2 1
ACCURA All of the Most of Some of Few to
CY answers the the none of
are answers answers the
correct. are are answers
correct. correct. are
correct.
CLEANLI The The The The
NESS OF presentat presentat presentat presentati
PRESENT ion is ion is ion is on is not
ATION very clear. somewha clear.
clear. t
confusing
.
TIMELIN Finish the Finish the Finish the Finish the
ESS work work on work 3 work 5
before time. minutes minutes
time. after the after the
time. time.
COOPER All of the Most of Some of Few to
ATION members the the none of
of the members members the
group are of the of the members
participati group are group are of the
ng. participati participati group are
ng. ng. participati
ng.
The group who gets the highest score will be the
winner.
Abstraction ( minutes). This What are the Different Patterns of Paragraph
outlines the key concepts, important Development?
skills that should be enhanced, and the There are many ways to develop a paragraph. The following
proper attitude that should be are the common patterns of paragraph development.
emphasized. This is organized as a Narration
lecturette that summarizes the learning In the narration pattern, the paragraph tells a story or
emphasized from the activity, analysis recounts a series of events. It arranges the events or ideas in
and new inputs in this part of the a chronological order which means the events are organized
lesson. from beginning to end. Narrative paragraph can be based on
personal experience or on knowledge gained from reading or
observation.
Description
In a description pattern, the paragraph is characterized by
using more adjectives or vivid sensory description. It creates a
Address: China St., Bonuan Binloc, Dagupan City, Philippines
Telephone No: (075) 510-5109
Email: federiconceraldeis@gmail.com
mental picture of the idea or the topic by describing how it
sounds, smells, tastes, feels, and/or looks. It is often
recommended to use transitional words and phrases that
indicate location.
Process
This pattern of development is usually used to explain a
process on how to do something. It uses transitional devices
of enumeration (e.g., first, second, third) and time (e.g., then,
next, finally). It is the right pattern of development when your
purpose is to help your readers understand the steps in a
process or procedure, or to give instructions.
Exemplification
This pattern of paragraph development uses series of
examples to support the topic sentence. This means that to
further explain the topic, the use of specific examples must be
provided.
Comparison/Contrast
This pattern of paragraph development is used when a
paragraph demonstrates comparison and/or contrast or
examines how given subjects are either similar or different.
Comparison examines how the subjects are the same while
contrast examines how the subjects are different. In writing
this paragraph pattern it is highly recommended to use
transitional words and phrases that indicate comparison and
contrast.
Definition
This pattern of paragraph development aims to give a
complete working definition of a term, concept, or idea. One
of the main features of this pattern is that it tells both what
the term is and what it is not. In other words, it defines the
boundaries of a term, so the readers can better understand it.
Classification
This pattern of paragraph development presents a topic and
classifies it into component parts, types, kinds or categories. It
distinguishes its parts by presenting the characteristics of
each. This pattern uses transitional phrases like can be
divided, is a kind/type/part of, can be classified, falls under,
can be categorized, is related to, and associated with.
Cause and Effect
This pattern of paragraph development explains the reasons
why something happened or explains the effects of
something. When an author gives reasons, he or she is
explaining the causes. When a writer explains the results, he
or she is explaining the effects. To explain the causes, the
following signal words may be used: since, due to, because,
consequently, and for this reason. To explain the effects, the
following signal words may be used: so, thus, hence,
therefore, and as a
result.
Address: China St., Bonuan Binloc, Dagupan City, Philippines
Telephone No: (075) 510-5109
Email: federiconceraldeis@gmail.com
Application ( minutes). This part The teacher will call students to share values about the
is structured to ensure the commitment activity and the topic discussed.
of the learners to do something to apply Then the students will answer the following questions as
their new learning in their own guide:
environment. 1. What did you learn from the activities and discussion?
2. How can we encourage students to recognize the
relevance of paragraph writing concepts in their everyday
lives
Assessment / Evaluation Short Quiz
For the Teacher to:
a) Assess whether learning objectives 1. What is a paragraph?
have been met for a specified a) A single sentence
duration, b) A group of related sentences focused on a specific idea
b) Remediate and/or enrich with c) A collection of random thoughts
appropriate strategies as needed, and
c) Evaluate whether learning 2. What is the purpose of a topic sentence in a paragraph?
intentions and success criteria have a) To introduce the main idea of the paragraph
been met. b) To conclude the paragraph
c) To provide supporting details
3. What are supporting details in a paragraph?
a) Examples, evidence, or explanations that support the topic
sentence
b) Irrelevant information
c) The conclusion of the paragraph
4. What is coherence in a paragraph?
a) The logical flow of ideas from one sentence to another
b) The length of the paragraph
c) The font size and style used in the paragraph
5. How can transition words contribute to coherence in a
paragraph?
a) By signaling shifts in time or sequence
b) By providing extra details
c) By repeating the same information
6. Which of the following is NOT a characteristic of an
effective paragraph?
a) Clear topic sentence
b) Supporting details unrelated to the topic
c) Coherent organization
7. What does it mean for a paragraph to be well-organized?
a) The ideas are presented in a logical order
b) The paragraph is written in a formal tone
c) The paragraph is free of grammar mistakes
8. Which of the following is an example of a topic sentence?
a) "I like dogs because they are cute and playful."
b) "In the United States, the legal voting age is 18."
c) "There are three main types of renewable energy sources."
9. Which of the following is an example of a supporting detail
for the topic sentence: "The benefits of exercise include
increased energy, improved mood, and better overall health"?
a) "Exercise can be done indoors or outdoors."
b) "I prefer going to the gym for my workouts."
c) "Many people find exercise boring and tedious."
Address: China St., Bonuan Binloc, Dagupan City, Philippines
Telephone No: (075) 510-5109
Email: federiconceraldeis@gmail.com
10. What is the recommended structure for a paragraph?
a) Topic sentence, supporting details, conclusion
b) Supporting details, topic sentence, conclusion
c) Conclusion, topic sentence, supporting details
Assignment/Agreement
( minutes). Fill-in below any of the
four purposes
Reinforcing / strengthening the
day’s lesson
Enriching / inspiring the day’s lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
V. REMARKS
Indicate special cases including but
not limited to continuation of lesson
plan to the following day in case of
re-teaching or lack of time, transfer
of lesson to the
following day, in cases of class
suspension, etc.
VI. REFLECTION
Reflect on your teaching and assess
yourself as a teacher. Think about
your student’s progress. What works?
What else needs to be done to help
the students learn?
Identify what help your instructional
supervisors can provide for you so
when you meet them, you can ask
them relevant questions. Indicate
below whichever is/are
appropriate.
Prepared: Checked:
DIANNE MEDEL S. GUMAWID JIMMY BABY G. TORIO
Teacher Head Teacher I
Noted:
MARICRIS P. FERRER
Principal IV
Address: China St., Bonuan Binloc, Dagupan City, Philippines
Telephone No: (075) 510-5109
Email: federiconceraldeis@gmail.com
