LESSON PLAN FOR GRADE 8 ENGLISH

SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: July 31, 2017 (DAY 1- Monday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 combine provided sentences using two kinds of transition words: time
transitions and thought (logical) transitions
 incorporate time and thought transitions into their own work to help their
narratives move along

II. Subject Matter: Cohesive Devices (Transitional Words)

Reference: “Voyages in Communication, English, Learner’s Module”

A. Materials
 Visual Aids

B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation/Opening Activity
 Put the following 3 sentence strips up on the pocket chart.

 Marty saw the puppy.

 He recognized it.
 He picked it up.

 Give 3 student volunteers three cards with 3 transition words on them (First,
Then, After that). Tell students that the transition words on the cards will help
them put the sentences in the correct order:
 First, Marty saw the puppy. Then he recognized it. After that, he picked it
up.

C. Lesson Proper
 Tell students that there are different kinds of transition words. Explain that one
kind of transition word is time transitions, which helps the reader know the
order of events in a story.
 Discuss how using different transition words changes the meaning of a
sentence. Put the following 2 sentence strips in the pocket chart:
 Dad and I went fishing.
 Mom made our lunch.
  Show students how you can connect the sentences by adding transition
words. For example:
 Dad and I went fishing. / Meanwhile / Mom made our lunch.
 After / Dad and I went fishing, / Mom made our lunch.
 Before / Dad and I went fishing, / Mom made our lunch.
 Dad and I went fishing / after / Mom made our lunch.
 While / Dad and I went fishing, / Mom made our lunch.
 Discuss how the different transition words change the meaning of the
sentences by changing the sequence (order) of events.

D. Generalization/Synthesis
 Ask the students the following questions:
 What are transitional words?
 Can you give examples of time transition words?

IV. Evaluation
Direction: Circle the letter that correctly identifies the nature of the underlined
transition in each of the following sentences.
1. A water main downtown broke this morning, so several businesses had no water for
hours.
a. addition
b. time
c. comparison
d. cause and effect
2. Even though most Americans are primarily concerned about AIDS as it exists in the
U.S., it should be remembered that it is now nearly a worldwide disease.
a. addition
b. time
c. contrast
d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time
b. contrast
c. comparison
d. cause and effect
4. There are ways you can make boring tasks more pleasant. For instance, bring a
portable radio and listen to music on the earphones while you work.
a. contrast
b. comparison
c. illustration/example
d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag,
tearing it. Then she shrugged her shoulders and said, “I guess you’ll have to carry
the bag from the bottom.”
a. time
b. contrast
c. comparison
d. illustration/example

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: August 1, 2017 (DAY 2- Tuesday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 combine provided sentences using two kinds of transition words: time
transitions and thought (logical) transitions
 incorporate time and thought transitions into their own work to help their
narratives move along

II. Subject Matter: Cohesive Devices (Transitional Words)

Reference: “Voyages in Communication, English, Learner’s Module”

A. Materials
 Visual Aids

B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation
 Have students come up with their own definition of transition and write their
responses on the board. Definitions will vary but most can be applied to
writing. Understanding transitions in other contexts facilitates understanding
their importance in writing.
C. Lesson Plan
 Explain that transitions have different functions. Instruct students to copy down the
following examples of how transitions in writing function.
 to show time – one day later…
 to clarify cause and effect – as a result...
 to show location – to the right...
 to introduce examples – for example...
 to add more information – in addition...
 to contrast information – otherwise…
 to conclude – in conclusion…
 to compare – much like…
 Give students a writing sample, one with good transitions.
 Instruct students to identify transitions and the function they serve. This is best done
in groups of 3-4.
 Discuss answers.

IV. Evaluation
Circle the letter of the word that correctly identifies the appropriate transition word or phrase.
Then underline the kind of transition you have used.
1. __________ the invention of television, people probably spent more of their leisure
time reading.
a. Nevertheless
b. Because
c. Before
The transition word indicates: addition cause and effect time
2. If you’re having company for dinner, try to get as much done in advance as possible.
__________, set the table the day before.
a. For instance
b. In contrast
c. Similarly
The transition word indicates: illustration/example comparison contrast
3. __________ I’m very allergic to flowers, my boyfriend bought a bouquet of roses.
a. Until
b. Because
c. Even though
The transition word indicates: time contrast addition
4. My grandfather loves to say, “You’re as nervous __________ a long-tailed cat in a
roomful of rocking chairs.”
a. after
b. as
c. as a result
The transition word indicates: cause and effect time comparison
5. __________ Manny’s car stereo was on full blast, I could see his lips moving, but I
had no idea what he was saying.
a. Moreover
b. Because
c. Just as
The transition word indicates: comparison addition cause and effect

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: August 2, 2017 (DAY 3- Wednesday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 identify the parts and structure of compound sentences when given example
sentences and/or the parts needed to make a compound sentence.

II. Subject Matter: Compound Sentences

Reference: “Voyages in Communication, English, Learner’s Module”

A. Materials
 Visual Aids

B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation

 Review simple sentences by looking at examples and finding the complete and
simple subjects and predicates (on overhead, whole group).
 Model how we can combine these two simple sentences into one sentence using a
comma and a conjunction (and, but, or). This is now a compound sentence. Why
would we want to do this?
 Use more examples of both combining simple sentences into one compound
sentence, and identifying simple sentences and conjunctions that are already in a
compound sentence until a pattern becomes evident.

C. Lesson Proper

 Thoroughly discuss Compound Sentences.

VI. Evaluation
Simple or Compound?
Direction: Identify whether the sentence is simple or compound.

1. Father was a carpenter by trade, and he built us a sturdy home.

2. I crossed my arms over my chest and pouted.
3. I couldn’t throw it into High Street; it might spook one of the horses.
4. I had just saved her precious quilt from disaster, but would she appreciate it?
5. The water in the washbasin was cloudy, and the facecloth smelled like old cheese.
6. The size of the room did not match the size of our family.
7. My father built our home and business after the War for Independence ended in
1783.
8. The room where we served customers filled most of the first floor and had four
large windows

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: August 3, 2017 (DAY 4- Thursday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 create more complex sentences by learning about independent and
dependent clauses and how to use subordinating conjunctions to combine
them.

II. Subject Matter: Complex Sentences

Reference: “Voyages in Communication, English, Learner’s Module”

A. Materials
 Visual Aids

B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation
 Write the list of common subordinating conjunctions on the board: After
Although As As soon as Because Before Unless While
 Explain that as students get to be more sophisticated writers their sentences
will become more complex. For example, a first grader might write: I will go to
the park.
 Tell students that they can add clauses, or parts of a sentence, onto another
sentence. Discuss real-life examples of how we add smaller things onto
bigger, more stable things. Some examples: An older child giving a 4 year old
a piggy back ride, snapping a smaller Lego onto a big Lego, adding meatballs
to spaghetti, or hooking a trailer onto the back of a truck.
 Explain that subordinating conjunctions (like the ones on the board) help
writers glue clauses - or add-ons - to a complete sentence to make it more
complex. Subordinating conjunctions can be single words or phrases that
indicate time, place, or cause and effect. Tell them that this is a short list and
there are many more.

C. Lesson Proper
 Thoroughly discuss complex sentences.
IV. Evaluation
Direction: Identify whether the sentence is simple or complex.
1. I love to read. ___________________________
2. We ran home and ate dinner. ___________________________
3. After the movie, we all went out for pizza. ___________________________
4. Unless he shows, we have to close up the shop. __________________________
5. Let’s all take a walk after dinner. ___________________________
6. Once I finished lunch, I saw the surprise. ___________________________
7. She had a fun birthday party. ___________________________
8. Wherever they are, it is far from here. ___________________________
9. As I arrived, they all go out of the car. ___________________________
10. We didn’t hear the sound. ___________________________
11. Although she was smart, she didn’t understand the problem.
___________________________

Prepared by:

Florli Beth Zeruiah R. Josol

 LESSON PLAN FOR GRADE 8 ENGLISH
SECTIONS G8-EBONY, G8-MAHOGANY AND G8-TANGUILE

DATE: August 3, 2017 (DAY 5- Friday)

I. Objectives/ Learning Outcomes

At the end of the session, the students shall have been able to:
 identify the parts and structure of compound sentences when given example
sentences and/or the parts needed to make a compound sentence.

II. Subject Matter: Compound and Complex Sentences

Reference: “Voyages in Communication, English, Learner’s Module”

A. Materials
 Visual Aids

B. References:
 DepEd Learner’s Material, English 8
 DepEd English Curriculum Guide

III. Learning Procedure

A. Preliminaries/Review
 Let the students arrange their chairs and prepare for the session
 Call for a volunteer to lead the prayer
 Check the attendance.

B. Motivation

 Read the following paragraph to the students:

This morning I woke up. The time was 7:30 a.m. I went to the bathroom. I took a shower. I
shaved. I brushed my teeth. Max barked at me. I took him for a walk. It was a glorious day. He
was happy. I was happy. I felt famished. We both had breakfast. I went to work.

 Ask: “What have you observed from the sentences used?

C. Lesson Proper
IV. Evaluation
In the following compound-complex sentence, find the dependent
(subordinate) clause.
1. I can call my parents, or I can just walk home if you will let me.
I can call my parents
or I can just walk home
if you will let me
2. As soon as I received the invitation, I replied, and I called my friend.
As soon as I received the invitation
I replied
and I called my friend
3. I will answer your questions, and I will help you study because you are my best friend.
I will answer your questions
because you are my best friend
and I will help you study
4. Even though my pet parakeet is quite loud and talkative, we still love him, and he makes
us laugh.
Even though my pet parakeet is quite loud and talkative
we still love him
and he makes us laugh
5. I like listening to records, and I like playing video games whenever my parents let me.
I like listening to records
and I like playing video games
whenever my parents let me

6. I know the way to school, but I may get lost unless we take a map with us.
I know the way to school
but I may get lost
unless we take a map with us
7. We drove to the mall, and we stopped by the bank since we were going to buy pants and
shoes.
we stopped by the bank
We drove to the mall
since we were going to buy pants and shoes
8. Because Katherine is my good friend, I bought her a present, and I put it in her locker.
Because Katherine is my good friend
I bought her a present
and put it in her locker

Prepared by:

Florli Beth Zeruiah R. Josol