FEDERICO N.

Grade Level 8
School CERALDE
INTEGRATED
SCHOOL
Dianne Medel S. Learning Area English
DAILY LESSON Teacher Gumawid
PLAN Teaching March 11, 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
Email: [email protected]
 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
questions are included to serve as a class discussion
guide for the teacher in clarifying key  The teacher will call the first presenter, the group who
understandings about the topic at hand. finished first the activity to present and explain their
Critical points are organized to output by establishing the approaches, highlighting the
structure the discussions allowing the key steps and reasoning.
learners to maximize interactions and  The teacher will score each group using the criteria
sharing of ideas and opinions about
(Accuracy, Clarity of presentation, Timeliness and
expected issues.
cooperation) and correct misconceptions if any.
CRITERIA FOR THE ACTIVITY
4 3 2 1
ACCURAC All of the Most of the Some of Few to
Y answers answers the none of the
are correct. are correct. answers answers
are correct. are correct.
CLEANLIN The The The The
ESS OF presentatio presentatio presentatio presentatio
PRESENT n is very n is clear. n is n is not
ATION clear. somewhat clear.
confusing.
TIMELINE Finish the Finish the Finish the Finish the
SS work work on work 3 work 5
before time. minutes minutes
time. after the after the
time. time.
COOPERA All of the Most of the Some of Few to
TION members members the none of the
of the of the members members
group are group are of the of the
participatin participatin group are group are
g. g. participatin participatin
g. g.

 The group who gets the highest score will be the winner.
Abstraction ( minutes). This What is a Paragraph?
outlines the key concepts, important A paragraph is a group of sentences organized to discuss a
skills that should be enhanced, and the topic. In fact, the main rule of paragraph writing is to focus on
proper attitude that should be one idea or topic. To be able to write an effective paragraph,
emphasized. This is organized as a one must have the essential parts.
lecturette that summarizes the learning
emphasized from the activity, analysis What are the Parts of a Paragraph?
and new inputs in this part of the There are three parts of a paragraph namely topic sentence,
lesson. supporting sentences, and concluding sentence. Each serves
a different function in the paragraph.

Topic Sentence
A topic sentence presents the topic of the paragraph. It will
serve as a guide for the writer to keep his or her writing under
control. This is why, a topic sentence is called the "controlling
idea" of a paragraph.

Supporting Sentences
The Supporting sentences serve as the body of your

Address: China St., Bonuan Binloc, Dagupan City, Philippines

Telephone No: (075) 510-5109
Email: [email protected]
 paragraph. This is where you elaborate your topic by including
specific details or evidences. All of the sentences in the body
must relate to the topic sentence. These sentences should be
organized accordingly through the use of transitional devices.

Concluding Sentence
A concluding sentence restates what the topic of the
paragraph is all about. It comes after all the details have been
included in the body of the paragraph. The box below contains
the list of transitional devices used in concluding sentences.

What are the Principles in Writing a Paragraph?

For a paragraph to be effective, the following principles must
be observed.

Unity
Unity means that all sentences in the paragraph talk about
one central idea. This means that the writer will deal only with
one topic. It is important because it guides the writer with his
or her idea.
Coherence
Coherence refers to the connection of ideas in the paragraph
in general. The idea in the topic sentence, as well as in the
supporting sentences and concluding sentence, is connected
to each other through the use of transitional devices.

Development
Development refers to the principle when a paragraph
describes, elaborates, explains, and supports its topic
sentence. A paragraph is considered adequately developed if
after reading it, the reader is left with no questions.

Application ( minutes). This part Provide a topic sentence and three supporting details to
is structured to ensure the commitment develop a well-organized paragraph based on the picture
of the learners to do something to apply below. Then, write it in paragraph form. Begin with your topic
their new learning in their own sentence and support it with supporting details.
environment.

Topic: Bullying
1. Topic Sentence:
__________________________________________________________
2. Supporting Details
a. ________________________________________________________
b. ________________________________________________________
c. ________________________________________________________

3. Concluding Sentence
__________________________________________________________

Address: China St., Bonuan Binloc, Dagupan City, Philippines

Telephone No: (075) 510-5109
Email: [email protected]
Assessment / Evaluation
For the Teacher to:
a) Assess whether learning objectives
have been met for a specified
duration,
b) Remediate and/or enrich with
appropriate strategies as needed, and
c) Evaluate whether learning
intentions and success criteria have
been met.
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: [email protected]