School: Grade Level: 8

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Week 4 Quarter: 1st QUARTER
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE:
I. OBJECTIVES
A. GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts.
types for a deeper appreciation of Philippine Culture and those of other countries.
B. Learning Competencies MELC: Identify and use signals that indicate coherence (e.g. additive - also, moreover; causative - as a result, consequently; conditional/ concessional -
otherwise, in that case, however; sequential - to begin with, in conclusion; clarifying - for instance, in fact, in addition)
Objectives Classify each transitional signal to identify the transition signals Fill in the appropriate
its types. used transition signals to complete Long Quiz
the idea of the
Paragraph.
II. CONTENT
Cohesive Devices
ICL
( Transitional Words and Phrases)

III. LEARNING RESOURCES

A. References
1. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Post the following 3 sentence strips Did you experience feeling lonely Transition Riddles
or presenting the new up on the board. and restless?
lesson o Marty saw the puppy. If you did, how did you deal with Let’s have some fun!
o He recognized it. these feelings? Recite first the given lines
o He picked it up. The poem entitled ‘Sunshine’ will below
inspire you to look at the brighter
Give 3 student volunteers three side during difficult times. Little Diddle, Transition
cards with 3 transition words on Doodle
them (First, Then, After that). Tell Sunshine Give the Answer of the Spoken
students that the transition words by: Maribel Azote Cabalan-Buco Riddle.
on the cards will help them put the Simultaneously, we all made a
 sentences in the correct order: stop
Unfortunately, threats and trials
were rough
First, Marty saw the puppy. Then he
Nonetheless, to keep everyone
recognized it. After that, he picked
safe
it up.
Similarly, stay at home is what
we make
However, with lots of twists and
turns
In other words, it’s full of
challenges
Nevertheless, it all went well
Eventually, life is back as well
B. Establishing a purpose for Ask them how the words change 1. Have you noticed the letters in Guess what transition signal is
the lesson the meaning of the sentences bold print? described in each riddle by
2. What do the letters S - U – N – filling in the missing letters.
S – H – I – N – E stand for?
1. It is a six-letter word
consisting of two syllables.
 The first syllable sounds like
the name of the insect in the
picture.
 The second syllable sounds
like the name of a number.
The transition signal is
B_F_R_
C. Presenting Look for the following words inside To help you better understand Internalize It!
Examples/Instances of new the puzzle. the concept on transition signals, Read the story below then do
lesson you need to deepen your the activity that follows.
knowledge and understanding by
discovering what the topic is all MAKATO AND THE COWRIE
about. SHELL
(A Summary)
Study the given sentences below. By Supannee Khanchanathiti
1. Threats and trials were rough.
2. Life is full of challenges but
meant to be well.
 In sentence number one, the
transition signal ‘and’ is used to
connect two incidents equally.
While in sentence number two,
the transition signal ‘but’
introduces the opposite ideas.
Take note that simple
conjunctions serve different
purposes. Conjunctions that join
words, phrases, or clauses
together are the most basic
transition signals.
The words ‘and’ and ‘but’ are
examples of transition signals.
D. Discussing new concepts What is a transition signal? ------------------------ Read the lines taken from the
and practicing new skills #1 story. Identify the transition
signals used in each sentence.

1. Although Makato was paid

only a small wage, he never
idled and was satisfied of
everything.
2. Fortunately, he met an old
woman who helped her.
3. As a result, people around
him noticed his hard work and
were very pleased of him.
4. After a month's journey, he
reached a village on the
boundary of the Kingdom of
Sukhotai.
5. So he did every kind of work
such as carrying heavy things,
clearing away forest, and even
feeding pigs.
E. Discussing new concepts and Common Types and Functions of -------------------------
practicing new skills #2-- Transition Words.
F. Developing mastery GUIDED PRACTICE Look for the words in the given Cloze to You!
 (Leads to Formative From the brick wall, pick out the puzzle below. These words may
Assessment) transition words. be formed in an Fill in the blanks with the
upward, downward, sideward, appropriate transition signals
and diagonal position. to complete the idea of the
paragraph. Choose from the
1. comparison given pool of words below.
2. contrast
3. chronology
4. illustration
5. example
6. addition
Similarly 7. clarification
Consequently 8. qualification
even so 9. summary
therefore 10. conclusion Answer 1-5 with your students
furthermore and let them answer 6-10 and
however will serve as their evaluation.
due to
in fact
even though
in the same way

G. Finding practical GROUP ACTIVITY -------------------------

applications of concepts Fill in the blanks with the
and skills in daily living appropriate transition signals.
Choose your answers from the
transition signals in Pick Me Out!

GROUP 1

1.Similarly
2.Consequently
 3.Even so
4.Therefore
5.Furthermore
GROUP 2

6.however
7.due to
8.In fact
9.Eventhough
10.In the same way
H. Making generalizations Give your idea about the illustration Again what is a transition signal
and abstractions about the below. and the eight common types.
lesson

I. Evaluating Learning Read the paragraph carefully. Take Activity 1: Point Me Out! Refer to developing mastery To test how far you’ve learned
note of the underlined transition Number 6-10. in this lesson, do the given
signal in each Directions: Read the paragraph activity below.
sentence. Classify each according to carefully then identify the Fill in the blanks with the
the eight (8) types of transition transition signals used. Write appropriate transition signals
signal learned. Write your your in each of the sentences
answers on a separate sheet of answers on a separate sheet of below.
paper. paper. Choose the letter of your
choice.
When there is misunderstanding
among friends, the usual reaction of 1. _____ most people are
those involved will sometimes turn primarily concerned about
their backs after an argument. (1) COVID-19, they hope for a
For example, friends who vaccine.
exchanged words would probably A. Because B. Still C. As a
not talk for quite a while. (2) result D. Even though
Moreover, they will try to convince 2. _____ the home quarantine
their other friends that they are period, military and police
 right. (3) Unfortunately, this will not forces are visible to monitor
help solve the problem. (4) As a strict
result, when there is a compliance of the policies.
communication gap, the longer the A. Because B. During C.
relationship will not be patched up. Consequently D. As a
(5) To avoid this, friends should result
constantly communicate with each
other. (13 more questions will be
given because this will serve
as a long quiz)
J. Additional activities for Assignment: PERFORMANCE TASK
application and Write Me Down! Write a five-sentence
remediation On a separate sheet, construct paragraph on how to improve
sentences using the given your study habits using the
transition signals given transition signals in the
1. likewise box. Observe coherence and
2. before mechanics in writing. Write
3. because your paragraph on a separate
4. specifically sheet of paper.
5. also
6. in other words You will be graded according
7. almost to the rubrics below.
8. given these points

V. Remarks

VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
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
encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?