University of Luzon

COLLEGE OF EDUCATION LABORATORY SCHOOL

LEARNING PLAN
Grade 8 English

I. Learning Competency

Use appropriate grammatical signals or expressions suitable to each

pattern of idea development:

II. Learning Goals and Content

a) define idea development and grammatical signals;

b) identify the different patterns of idea development; and
c) distinguish appropriate grammatical signals to each pattern of idea
development

III. Learning Materials and References

Materials: PowerPoint Presentation, pictures, worksheets, chalk,

blackboard, manila paper

References:

• G. Espadero, P. Laurente, et. al. (2020). Quarter 4– Module 1:

Using Parallel Structures, First Edition, 2020. Department of
Education – Caraga Region

IV. Learning Process

A. Introduction

Task 1: Preparation
• Prayer
• Greetings
• Checking of Attendance

Task 2: Green Light, Red Light

Materials Needed:
1. Green light and Red light cutouts
2. Rewards or stickers for participants.
Instructions:
1. Setup:
• The class will be divided into 2 groups
• Each group will be given one green light and red light signal
cutout. They will then choose a representative who will raise the
signals according to the game mechanics, and choose a
representative to write on a paper.
2. Game Mechanics:
• Explain to students that they will also apply the lesson about
Parallelism from last time.
• When the game starts, show a sentence to the class. They will
then raise a green light signal if the sentence is correct, or a red
light signal if the sentence is incorrect.
• Each correct answer is a point, and the team with the highest
number of points wins.
• There will be a total of 10 sentences.
3. The sentences
• For Carlo to change his email settings, he needs to log in, to
choose "settings", and clicked on "preferences."
• Susan likes to spend time with her son by participating in his
activities like riding bikes, playing video games, and watching
his favorite movies.
• The children at the summer camp spent their days, horseback
riding, boat ride, and learning wilderness survival skills.
• Before Shena left the house, she made sure that she had
washed the dishes, disposing the trash, and locked the door.
• The team prepared for the competition by practicing daily,
reviewing strategies, and having good rest.
• In her free time, Maria enjoys reading books, painting, and to
take long walks in the park.
• To succeed in his new role, Mark needs to communicate
effectively, manage his time well, and being a team player.
• The company's goals include increasing sales, to expand
globally, and improving customer satisfaction.
• During the trip, they visited historical sites, tried local cuisine,
and shopped for souvenirs.
 • To excel in academics, students must attend classes regularly,
study diligently, and having a positive attitude.
4. Reward System:
• Offer rewards or stickers to students who correctly match
signals with enthusiasm and participation.
5. Discussion and Review:
• After the game, gather students to discuss the connection of
parallelism to grammatical signal and how it influences
sentence structure and meaning.

B. Presentation and Discussion

Task 3: Ponder
What are grammatical signals and how can we use them?
Task 4: Discussion

Today, you will learn about idea development, its patterns, and
appropriate grammatical signals.

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.

Grammatical signals are writing devices such as transitional devices,

connectors, determiners, and repetitions that are used to maintain
text coherence. Coherence establishes a logical connection between
ideas in sentences and paragraphs. These ideas can be developed
through different patterns depending on the writer’s purpose.

Pattern of idea development refers to the structure of writing on

how the ideas are being presented. Five of the commonly used
patterns of idea development are discussed in this module. These are
the general to particular, cause and effect, claim-counterclaim,
problem-solution, and persuasion. Let us explore them and their
appropriate grammatical signals.

A. General to Particular

This pattern of idea development discusses the general topic by

presenting specific details that support the topic. The writer starts with
the general idea stated in the topic sentence. Then, it is elaborated and
explained through specific details and examples. In other words,
general to particular pattern is a deductive method of organization.
Example:
Clouds can be classified into three major groups. High clouds are a
group of clouds that are 5-13 km. away from the Earth’s surface.
Examples of these clouds are known as Cirrus, Cirrostratus, and
Cirrocumulus. Middle clouds are another group of clouds that are 2-7
km. away from the Earth’s surface. Examples of middle clouds are
Altocumulus and Altostratus. Low clouds are the last group of clouds.
They are 2 km. away from the Earth’s surface. Specifically, these clouds
are the Stratus, Stratocumulus, and Nimbostratus. With these being
said, these clouds are grouped according to their distance from the
Earth’s surface.

The paragraph above uses a general to particular pattern of idea

development. The general idea is expressed in the first sentence which
is ‘Clouds are classified into three major groups.’ Then, the succeeding
sentences are the specific details explaining the general idea. To state
these specific details, grammatical signals are used such as ‘a’,
‘another’, and ‘last’ to present the different major groups of clouds. The
expression ‘examples of these’ and the word ‘specifically,’ are used to
present the specific examples of a group of clouds. Also, the phrase
‘middle clouds’ is repeated to show emphasis of the idea. The
expression ‘with these being said,’ is used to wrap up the ideas in the
paragraph.

These are the other grammatical signals that can be used for general
to particular pattern of idea development:

also, for example, as an example, in addition, in addition to, for

instance, examples of these, first, second, third, next, on one hand, and
on the other hand.

B. Cause and Effect

This pattern of idea development explains the causes or the effects of

something. When a writer presents reasons, he or she is explaining
the causes. When a writer explains the results, he or she is explaining
the effects.

Example:

Regular exercise brings many benefits to your health. First, it

improves blood circulation and can result to a strong heart. Because of
these, it reduces the risk of heart disease, high cholesterol, and
diabetes. When you exercise, your bones and muscles will be
strengthened which can slow down the loss of bone density that comes
when you age. As a result, it can help you maintain or increase your
muscle mass and strength. Also, regular exercise improves your mental
health and mood. During an exercise, your body releases chemicals
that can improve your mood and make you feel more relaxed. As an
effect, it can help you deal with stress and reduce your risk of
depression. These are the benefits that you get when you exercise.

The paragraph above uses the cause-and-effect pattern of idea

development. The effects of regular exercise are explained in the
paragraph. To present these effects, grammatical signals are used such
as ‘because of these’, ‘as a result’, and ‘as an effect.’ Also, you will notice
that the paragraph makes use of transitional devices for enumeration
such as ‘first’, and ‘also’. These are used because the paragraph
enumerates the effects of regular exercise. Aside from that, the
connector ‘and’ is used to connect ideas within the sentence. Lastly, the
phrase ‘regular exercise’ is repeated for emphasis.

These are the other grammatical signals that can be used for cause-
and-effect pattern of idea development:

Cause: if, for, since, due to, because, owing to, because of, one cause,
and resulting from

Effect: so, thus, hence, then, therefore, as a result, in effect, as

consequence, consequently, leads to, one of the effects is, and that is
why

C. Claim and Counterclaim

This pattern of idea development refers to the structure of presenting a

side of an issue in an argumentative manner. A claim is the writer’s
stand on a topic supported by evidences and logical reasoning. Also,
the writer presents the counterclaim or the opposite stand of an issue
to disprove it through evidences and logical reasoning.

Example:

People believe that rock music can make teenagers rebellious because
of its lyrics but, I don’t think it is enough to make them go against
society. They say rock music concentrates mostly on antisocial subjects
which influence teenagers’ view toward society. However, a study shows
that an average teenager would not take the music seriously, for he or
she concentrates more on the musical value of the song rather than the
inner meaning of the lyrics. Thus, even though the lyrics in rock music
show social rebellion, it does not make teenagers rebel against society.

The paragraph above uses the claim-counterclaim pattern of idea

development. The first sentence presents both claim and counterclaim.
The writer argues the counterclaim that ‘rock music can make
teenagers rebellious,’ by stating his or her claim that ‘the lyrics is not
enough to make them go against society.’ The claim disproves the
counterclaim by presenting evidences and logical reasoning. To present
these, grammatical signals are used. The transitional device ‘however’
is used to present the evidence that teenager concentrates more on the
musical value of the song rather than the inner meaning of the lyrics.
Also, the transitional device ‘thus’ is used to restate the claim. Aside
from this, connectors ‘for’ is used to present additional information
about a study while ‘even though’ is used to contrast two ideas making
the other idea less true.

Here are the other transitional devices that can be used for claim-
counterclaim pattern of idea development:

however, nevertheless, on one hand, on the other hand, admittedly, some

people say, some may say, of course, nevertheless, and but not only that.

D. Problem-Solution

This pattern of idea development is used when a writer identifies a

problem and addresses it by presenting one or more solutions. A
problem refers to the unsatisfactory situation that causes troubles or
difficulties. A solution on the other hand, refers to the ways in solving
or minimizing the problem.

Example:

Drug abuse is one of the leading social issues in many countries.

This problem has been the cause of many crimes and health concerns.
However, the threat of prohibited drugs can be fought. One way to solve
this is through education. Everyone needs to be educated about the
dangers of using prohibited drugs. People need to be aware of the
harmful effects of these drugs to their health, family, career, and
society. Another solution is to increase police manpower and create
effective laws to stop dealers. If the authorities will strictly impose these
laws, this problem will be addressed. Drug abuse is a threat, but if the
community and the government will act together, this problem will be
controlled.

The paragraph above uses problem-solution pattern of idea

development. It presents the problem ‘drug abuse’ followed by the
suggested solutions to this problem. In presenting these solutions,
grammatical signals and expressions are used such as ‘one way to solve
this’, ‘another solution’, and ‘this problem.’

Here are the grammatical signals to be used for problem-solution

pattern of idea development:

because, cause, since, as a result, in order to, and so that, as a solution,

and one way.
E. Persuasion

This pattern of idea development intends to convince the readers to do

or believe in something. It allows the writer to express his or her
personal viewpoints about a topic to convince the readers. This pattern
of idea development is based on opinions and emotions.

Example:

A school bazaar is something you don’t want to miss! Aside from the
wonderful experience, attending it is truly a great help. First, a school
bazaar is filled with fun activities. There are amusing games, great
rides, and entertaining attractions! Besides that, your ticket purchase
will help the school. Not only that, but it also gives you a chance to win
fabulous prizes. So, what are you waiting for? Join now and experience
the fun!

The paragraph above uses the persuasion pattern of idea development.

The writer recommends that the reader joins and be part of a school
bazaar. To convince the readers, the writer presents the benefits of
attending a bazaar. In presenting these benefits, grammatical signals
and expressions are used. The transitional devices ‘first’ and ‘also’ are
used to enumerate the benefits of attending the school bazaar. To
appeal to the reader’s emotion, expressions of persuasion are used
such as ‘amusing’, ‘great’, ‘entertaining’, ‘don’t want to miss’, ‘wonderful
experience’, ‘what are you waiting for’, ‘join now’, and ‘experience the
fun.’

Here are some of the other grammatical signals and expressions of

persuasion:

come, free, need, must, must not, necessary, latest, hurry, join, help,
best, better, great, proven, trusted, create, come along, urgent, amazing
experience, avail now, I believe, I urge, don't miss, can do it, and one of
a kind.

C. Culminating Activity
Task 5: Connecting Ideas
Complete the paragraph by filling in each blank with the appropriate
grammatical signal found in the box.

However Also This Stories Meanwhile

Stories can be commonly presented in print, audio, and audio-visual

format. 1. _________ written in books is a form of print format. It gives
the readers more information about the characters and the plot. 2.
_________, stories that are told through radios or podcasts are
examples of audio format. They enable the listeners to freely create
different mental pictures of the characters and scenes as they listen to
the storylines. 3. __________, movies and TV series shown in cinema or
televisions are examples of audio-visual format. 4.____________,
regardless of the format, all of them can equally bring entertainment
to people.

D. Assessment
Task 6: Group Them Up!
Divide the class by 2.

Below is a list of grammatical signals that are commonly used by

writers. Each group will be given different signals. Within a timer,
stick the correct grammatical signals to their correct idea development
box. Each signal in their correct idea development box is 1 point. The
team with the most points wins.

Grammatical signals:
Group 1
For example
Specifically
Consequently
Leads to
Join now
Come along
As a solution
It is recommended
On one hand
On the other hand

Group 2
Don’t miss
I urge
One way
As a result
Some people say
Nevertheless
As an example
In addition
Resulting from
As a result
Idea Development Boxes:

General-Particular Cause and Effect

Persuasion Problem-Solution

Claim-Counterclaim

E. Asynchronous Task
Task 7: Develop the Statements

Write at least a five-sentence paragraph based on the following topic

sentences and use the recommended pattern of idea development.

1. Bullying is rampant nowadays, but there are steps one can take to
prevent and stop it.
Pattern to be used: Problem-Solution
Prepared by:
Carlo Dominic P. Liwanag
Maricar Vicente
Israel M. Tomelden
Critic Teacher