GRADE-8-Q2-WEEK-1_transition markers (1).docx

TRASIONAL MRKRS

1. DETAILED LESSON
PLAN
SchoolBISLIG CITY NATIONAL HIGH SCHOOL Grade LevelGrade 8
TeacherMS. GRACEMAE P. DUENA Learning AreaENGLISH
Teaching Dates and TimeSeptember 24, 2025 Quarter SECOND

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A.Content Standards Learners demonstrate their understanding and communicative competence by analyzing the linguistic features of persuasive texts, specifically the use of
transition markers, to ensure clarity, logical flow, and effectiveness in influencing an audience, as a foundation for writing their own well-structured persuasive
pieces.
B.Performance Standards Learners examine the style and key linguistic features of persuasive texts, with emphasis on the effective use of transition markers; evaluate sample texts for
clarity, logical flow, purpose, and intended audience; and create and present an original persuasive composition that demonstrates coherent organization and
the appropriate use of transition markers to strengthen their argument.
C.Learning Competency
Learning Competency
Examine linguistic features as tools to achieve organizational efficiency in informational texts: - diction and style - transition devices - sentence
structure and function.
EN8INF-II-2
Objectives At the end of 55 minutes’ discussion, 75% of the learners are able to:
identify different types of transition markers (addition, contrast, cause-effect, sequence) used in persuasive texts;
analyze how transition markers improve organization and logical flow in persuasive paragraphs ; and
apply appropriate transition markers when composing a short persuasive paragraph to ensure clarity and coherence. .
D.CONTENT Linguistic Feature of Persuasive Text: Transition Markers
E.INTEGRATION Integrate ethical values such as honesty in sharing their perspectives, and respect for others' viewpoints.
II.LEARNING RESOURCES
●
III.TEACHING AND
LEARNING
PROCEDURE
TEACHER’S ACTIVITY STUDENT ACTIVITY
A.Activating Prior Knowledge
Kindly stand everyone for an opening prayer. In the name of the father and of the

2. "Good day class! How are you?
For the attendance, just say present when I say your name.

To start this session, everyone kindly read our class rules.
Thank you for reading. I hope that we will all follow our class rules in order to have a smooth session.
Before we proceed and discuss another topic, can someone from the class recall what we have discussed last meeting?
Can anyone define what is diction and style?
Very good!
Since you really understood our topic last meeting, we will discover a new lesson for today’s discussion. Are you ready
class?
Now let us have our fist activity.
son and the Holy Spirit, Amen! ….
We are fine ma’am!
(The students will say present when
the teacher mentions their name.)
M- Mind your manners
A- Act responsibly
R- Respect others
K- Keep learning
Our topic last meeting is diction and
style.
Ma’am, diction is the words a writer
chooses, while style is the way a
writer puts those words together.
Yes, Ma’am.
B.Establishing Lesson Purpose"Mystery Fixers Game”
The students will be grouped into 4 groups.
The teacher will give 2 versions of the same paragraph. One feels bumpy, and the other feels smooth.
Each group will brainstorm about what they’ve observe in the paragraphs given.
(Students will perform the said
activity)

3. The goal of the students is to figure out why the the first one feels bumpy while the second one feels smooth.
The teacher will then ask questions about the students observation.
Students/groups who can share their observation will gain points.
Excerpt:
The Bumpy Road
Recycling is important. It saves natural resources. It reduces pollution. It helps fight climate change. Everyone
should separate waste at home. Communities can set up more recycling bins. People can work together to keep
the environment clean.
Question:
1)What do you notice?
2)How does it sound?
The Smooth Highway
Recycling is important because it saves natural resources. Moreover, it reduces pollution. In addition, it helps
fight climate change. Therefore, everyone should separate waste at home. To make this easier, communities
can set up more recycling bins. Finally, people can work together to keep the environment clean.

Questions:
1) What is the difference between the first and the second version?
2) What are the words that made the second version easier to follow?
Those connecting words are the secret to smooth writing.
Today, we’ll learn how to use them like pros.”
Are you now ready class?
Possible answers of the students:
1) It’s doesn’t seem like a
paragraph.
2) It sounds boring.
1) There’s new words that
connects the sentences.
2) Because, moreover, in
addition, therefore, finally, and to
make this easier.
- Yes ma’am!

4. C.Developing and Deepening
Understanding
‘Transition Markers’
Directions:
During the discussion, the teacher will give each group a cards consisting the different examples of “transition
markers”.
The students will identify which category does each transition marker belong.
(Teacher will paste this table at the board with only the category and purpose written on it, then she will give the
students 1 minute to paste their cards. Afterwards, the teacher will first discuss the definition of the topic then go
back to this table to check and discuss the categories at the same time.)
CategoryPurpose Sample Transition Markers
AdditionAdd more
information or
another reason.
moreover, furthermore, in addition, also
Contrast/
Opposition
Show difference
or opposite idea.
however, on the other hand, although, yet
Cause-
Effect
Show result or
consequence.
therefore, as a result, consequently, thus
Sequence/
Time
Show order of
events or steps.
first, next, then, finally, after that
Discussion:
Transition Markers- are words or phrases that connects ideas and show relationship between sentences or
paragraphs. They guide the readers so the writing flows smoothly and makes sense.
GROUP WORK
Directions:
With the same group, teacher will call one representative from each group to pick a category.
Students will then create a sample sentence based from the category that they picked.
Students will be given 1 minute to create the sentence as a group.
The class will participate during the
discussion.

5. Each group will then have I representative to share their sentence and explain the purpose of the transition
marker they used.
D.Making Generalizations Ask the students the following questions.
1.Why are transition markers important?
2.If you want to show an opposite idea, what kind of transition marker will you use?
3.Give one transition marker you can use when you want to add another reason.

Possible answers of the students:
-They help connect ideas so
the paragraph is easy to
follow.
-Contrast marker, like
“however” or “but”.
-I can use “also” or “in
addition”.
IV.EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A.Evaluating Learning Quiz
Directions: Read each sentence carefully and identify the correct point of view. Write FP if it is F
first-person, SP if second-person, TPL if third-person limited and, TPO if third-person omniscient.
1. I remember the smell of my grandmother’s kitchen, the way the sunlight streamed through the window.
2. The astronauts were excited for liftoff, but mission control had concerns about the weather forecast, and the scientists
back on Earth were eager for the data they’d collect.
3. As she waited for the interview, Sophia rehearsed her answer, her mind racing with worst-case scenarios.
4. You walk into the room, and everyone’s eyes are on you.
5. The detective were closing in on the suspect, but the thief had one last trick up their sleeve, unknown to the police.
Answer Key:
1. FP
2. TPO
3. TPL
4. SP
5. TPO

6. B.Teacher’s Reflection
A.No. of learners who earned 80%
in the evaluation
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 these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
Prepared Checked by:
MARICAR A. LICMOAN JARDELIZA F. SANICO
Pre-Service Teacher Resource Teacher