Republic of the Philippines

Department of Education
Region VI - Western Visayas
Division of Capiz
Banica, Roxas City, Capiz

School Capiz National High School Grade Level 8

Teacher Ma. Nichole L. Jugao Learning Area English
Subject Integration Science, Application Code JHS-T1-
JE11243
Date and Time June 26, 2023 Quarter 4

I. Objectives

The learner demonstrates understanding of: Grammatical signals and

expressions suitable to each pattern.
A. Content Standard

The learner transfers learning by: Using the appropriate grammatical

signals or expressions suitable to each pattern of idea development:
B. Performance Standard general to particular, claim and counterclaim, problem-solution, cause-
effect

C. Learning Competencies/
objectives Use appropriate grammatical signals or expressions suitable to each
pattern of idea development: general to particular, claim and
counterclaim, problem-solution, cause-effect and others

II. Content GRAMMATICAL SIGNALS

III. Learning Resources
A.References Grade 8- English Learner’s Material
1. Teacher’s Guide Pages ----
2. Learner’s Material Pages English 8 Learning Module 1 - Quarter 4; pages 1-24
3. Textbook Pages ----
4. Additional Materials
from Learning Resource Instructional materials, multimedia, and/or video presentation
(LR) portal
B. Other Learning Resources https://www.studocu.com/ph/document/university-of-rizal-system/
bachelor-of-secondary-education-english/tuazon-lesson-exemplar-
grammatical-signals-or-expressions-english-8/25473668?origin=home-
recent-2
https://studylib.net/doc/25787148/semi-detailed-lp-on-grammatical-
signals
Source: https://www.flickr.com/photos/santosh_mano/4916943290
IV. Procedure Teacher’s Activity Students’ activity
A. First/ Preliminary
Activities

a.1) Greetings “Good morning, everyone.” / “Good “Good morning,

afternoon, everyone.” Ma’am.” / “Good
afternoon, Ma’am”
a.2) Prayer
“May I request everyone to please stand and (Everyone will stand and
_______, please lead the prayer.” will say the prayer.)
B. Establishing purpose for The teacher will present the objective to the class.
the lesson
 define grammatical signals,
 identify the different patterns of idea development and
 distinguish appropriate grammatical signals to each pattern of idea
development

C. Presenting Examples/
Instances of the lesson The teacher will show different pictures to the The students will guess
students. The students have to guess the word the pictures that the
for each picture. The first group to guess all teacher will show.
the words correctly will win the first activity.

Guess me: What am I?

Answers:
1. Gram
2. Math
3. Tea
4. Call
____ 5. Signals

Grammatical Signals

____

___

____
_______

4.1.2 Plan, manage and implement developmentally sequenced teaching

and learning processes to meet curriculum requirements and varied
teaching contexts.
D. Discussing new concepts
and practicing new skills The teacher will discuss briefly about the lesson.
#1
Grammatical signals are writing devices such as transitional devices,
connectors, determiners, and repetitions that are used to maintain text
coherence or consistency.

Idea development is essential in writing. This is done by organizing

ideas in a logical and clear manner that suits the writer’s purpose. To
achieve this, it is necessary to use appropriate grammatical signals or
expressions.

Pattern of idea development refers to the structure of writing on how the

ideas are being presented.

A. General to Particular- a method of writing that discusses the

broad topic using specific details that supports the topic.

Example:
First, second, third, next, as an example, in addition to, for
example

B. Cause and Effect – is a paragraph development that shows how

event are influenced by or caused by others usually followed by
the effects of the cause.

Example:
Cause – if, for, since, due to, because, resulting from
Effect – so, thus, then, as a result, in effect leads to

C. Problem-Solution-divides the information into two, one that

describes the problem and one that describes the solution.

Example:
because, cause, since, as a result, in order to, and so that, as
a solution, and one way.

D. Claim and Counterclaim- this is used when there one more side
in the argument, where you assert something is true as your main
argument while counterclaim is stating why the opposing
viewpoint is wrong.

Example:
however, nevertheless, on one hand, on the other hand,
admittedly, some people say, some may say, of course,
nevertheless, and but not only that.
1.1.2 Apply knowledge of content within and across curriculum
teaching areas.

E. Discussing new concepts For further understanding of the students, the teacher will further explain
and practicing new skill and give example of the topic.
#2
A. General to Particular

B. Cause and Effect

C. Problem-Solution

D. Claim and Counterclaim

F. Developing Mastery Group Them Up!

The students will classify
The teacher will show list of these grammatical
grammatical signals that are commonly used signals according to their
by writers. The words will be written in category of idea
flashcards development. They have
to put it in the correct
box.
consequently however admittedly
on the other hand that is why
first solution one way also
for example as a result, specifically
leads to some people say
as a solution it is recommended,
for instance, such as because
on one hand in order to

General- Claim - Problem- Cause-and-

Specific Counterclaim Solution Effect

1.5.2 Apply a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.
G. Finding Practical
Applications of Concepts Write on Petals!
and skills in daily living The students will go with
The teacher will divide the students into two their groupmates and
groups and will assign some activities for will start answering the
them to answer. given task.

Using the semantic web, the students will give Afterwards, each group
words or phrases that they can associate to will choose one member
grammatical signals. to present their work.

Answers may vary

H. Making generalizations The teacher will ask some questions to the The students will answer
and abstraction about the students: the questions of the
lessons teacher.

Answer Key:
1. What is grammatical signals? 1. writing devices or
2. What are the different pattern of idea transitional devices,
development? connectors,
3. Which pattern of idea development is used determiners, or
to present an action that can be taken to repetitions that used
address an identified concern or issue? to maintain text
4. Apart from using, determiners, repetition, coherence or
transitional devices, which below can be consistency.
used to achieve coherence?
2. General-Specific
Claim - Counterclaim
Problem-Solution
Cause-and-Effect

3. Problem-Solution

4. Grammatical Signals

I. Evaluating learning The students will get ¼

The teacher will give 5 sentences to be sheet of paper and they
answered by the students in a ¼ sheet of will answer the given
paper. questions.

Answers:
1. Cause and effect-
as a result

2. Problem-
solution-but

3. Claim and
counterclaim-
however

4. General to
particular- first

5. Cause and effect-

for
5.1.2 Design, select, organize and use diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
Know Me!

Direction: Read the following sentences and identify what pattern of

development is used. Then, find the signal word/s used. Write your
answer in your answer ¼ sheet of paper.

Ex. Shaira was not able to study before her examination as a result she
was not able to get high scores.
Answer: Cause and effect-as a result

1. Johnny wanted to be a doctor in order to help others especially

the poor ones, as a result he decided to focus on his studies so that
he can achieve his dream.

2. Ana’s family suffered a lot, but they never allowed anything to

break their family apart. They continued to work hard together.

3. Others believed that the virus is not real, however, the number
of deaths in the world proves that the danger is real.

4. Jen had learned how to be safe when going outside. First she
needs to weather mask and then maintain a distance from others.

5. We are hoping for a better future for us to be able to be with

others again till the next school year.

K. Additional activities for

application or
Remediation
1.42 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
K. Assignment The teacher will ask the students to look The students will copy
at the picture shown to them. their assignment in their
notebook
Let’s Write!

Directions: Write at least a five-sentence

paragraph about the issue conveyed in the The students will write
picture using a pattern of idea development the paragraph the make
with its appropriate grammatical signals. A on a one whole sheet of
rubric is given below for your guidance. Write paper to be pass on next
your paragraph on a separate sheet of paper. meeting.

Source:
https://www.flickr.com/photos/santosh_mano/4916943290
Paragraph Writing Rubric
CRITERIA SCORE INDICATOR SCORE
Pattern of 5 – The paragraph clearly follows appropriate
Idea structure of the pattern of idea development.
Development 4- The paragraph follows appropriate structure of the
pattern of idea development.
1-5 points 3- The paragraph fairly follows appropriate structure
of the pattern of idea development.
2- The paragraph poorly follows appropriate structure
of the pattern of idea development.
1- The paragraph fails to follow appropriate structure
of the pattern of idea development.
Grammatical 5- All grammatical signals used are appropriate to the
Signals pattern of idea development.
4- Most grammatical signals used are appropriate to
the pattern of idea development.
1-5 points 3- Several grammatical signals used are appropriate
to the pattern of idea development.
2- Some grammatical signals used are inappropriate
to the pattern of idea development.
1-Most grammatical signals used are inappropriate to
the pattern of idea development.
Grammar 5- The paragraph is free from any grammatical and
and language mechanic errors (punctuation, spelling, and
Mechanics capitalization).
4- The paragraph has few grammatical and language
mechanic errors (punctuation, spelling, and
1-5 points capitalization).
3- The paragraph has several grammatical and
language mechanic errors (punctuation, spelling, and
capitalization).
2- The paragraph has many grammatical and
language mechanic errors (punctuation, spelling, and
capitalization).
1-The paragraph is full of grammatical and language
mechanic errors (punctuation, spelling, and
capitalization).