A Semi-Detailed Lesson Plan on Transitional Devices

Communicative Language Teaching (CLT) Approach

I. Objectives
At the end of the two-session discussion, the students are expected to:
a. Define transitional devices;
b. Identify the category of the transition words used in sentences;
c. Identify appropriate transition words for sentences;
d. Explain the connections amongst sudden career shifts, short and long term
goals, and job mismatch; and
e. Write a career plan.

II. Motivation: (5-7 minutes)

1. The class will be divided into two (2) groups. Both groups will be asked to arrange the
sentences given in strips of paper to form coherent sentences about removing computer
viruses and writing academic essays.

1.1. Paragraph 1 for Group 1

Eliminating computer viruses on your computer is not very difficult. There
are a few things you can do. First, turn on Windows Firewall. To do this,
go to the Control Panel, and click on Windows Firewall. When the Window
pops up, you should click on the button next to “Turn Firewall on.” Next,
download a good anti-virus program, like Kaspersky, Norton, or Avast.
Before you run it, make sure you shut down all programs, and also
disconnect from the Internet because some viruses can deliberately
interfere with anti-virus programs by getting help from the Internet. Now,
run a full scan with the program. When the scan is finished, follow the
recommendations of the program to delete or quarantine any viruses it
finds. If these steps do not work, consult with a professional computer
technician.

1.2. Paragraph 2 for Group 2

Students who write academic essays need to provide effective transitions
because these allow writers to connect the main ideas that are present in an
essay. For example, by using conjunctive adverbs and other introductory
elements, a writer can connect one sentence to the next. Moreover, the use
of these words will make the writing more fluent and less choppy.
Unfortunately, students often fail to use effective transitions, and, as a
result, the essay comes across as disconnected. To avoid this, writers should
always be aware of the need to connect both sentences and paragraphs
together, and they should strive to find creative ways to do so.

2. After one or two minutes, a representative from the group will be asked to read their
output. It will be compared with the original paragraph projected on the television
screen to facilitate a convenient checking.
 3. After sharing, volunteers will be asked to answer the following question:
3.1. What made the activity easy or difficult for you?
3.2. What is/are your considerations in arranging the sentences to form the
paragraph?

II. Input (10-15 minutes)

1. The following definitions of transitional devices will be given to the students:
1.1. Transitional devices are like bridges between parts of your paper. They
are cues that help the reader to interpret ideas a paper develops.
1.2. Transitional devices are words or phrases that help carry a thought from
one sentence to another, from one idea to another, or from one paragraph
to another.
1.3. Transitional devices link sentences and paragraphs together smoothly so
that there are no abrupt jumps or breaks between ideas.

2. The following (initial) examples will be given to the class:

2.1. Faina often oversleep; as a result, she often misses the bus!
2.2. Regan still writes letters to Pinay, although he is no longer her boyfriend.
2.3. Elvin does very well in his English classes; in contrast, he struggles with
math problems.

3. The types of transitional devices and examples will be given to the students:
3.1. Each category leads readers to make certain connections or assumptions.
Some lead readers forward and imply the building of an idea or thought,
while others make readers compare ideas or draw conclusions from the
preceding thoughts.

Category Examples
and, again, and then, besides, equally important,
finally, further, furthermore, nor, too, next, lastly,
To Add
what's more, moreover, in addition, first (second,
etc.)
whereas, but, yet, on the other hand, however,
nevertheless, on the contrary, by comparison,
To Compare where, compared to, up against, balanced against,
vis a vis, but, although, conversely, meanwhile,
after all, in contrast, although this may be true
because, for, since, for the same reason,
obviously, evidently, furthermore, moreover,
To Prove
besides, indeed, in fact, in addition, in any case,
that is
yet, still, however, nevertheless, in spite of,
To Show Exception
despite, of course, once in a while, sometimes
immediately, thereafter, soon, after a few hours,
To Show Time finally, then, later, previously, formerly, first
(second, etc.), next, and then
 in brief, as I have said, as I have noted, as has been
To Repeat
noted
definitely, extremely, obviously, in fact, indeed,
in any case, absolutely, positively, naturally,
surprisingly, always, forever, perennially,
To Emphasize
eternally, never, emphatically, unquestionably,
without a doubt, certainly, undeniably, without
reservation
first, second, third, and so forth. A, B, C, and so
forth. next, then, following this, at this time, now,
at this point, after, afterward, subsequently,
To Show Sequence
finally, consequently, previously, before this,
simultaneously, concurrently, thus, therefore,
hence, next, and then, soon
for example, for instance, in this case, in another
To Give an case, on this occasion, in this situation, take the
Example case of, to demonstrate, to illustrate, as an
illustration, to illustrate
in brief, on the whole, summing up, to conclude,
To Summarize or in conclusion, as I have shown, as I have said,
Conclude hence, therefore, accordingly, thus, as a result,
consequently

4. Two short practice worksheets will be given to the students. They will answer these in
pairs. (Please see attached worksheets.)
5. After four to five (4-5) minutes, the students will be asked to share their answers.

III. Text. (15 minutes)

1. The students will be given the text How to Make a Career Choice When You Are
Undecided by Dawn Rosenberg Mckay to further discuss the importance of transitional
devices in real life experiences.
2. The students will be asked to identify the transitional devices used. After which, they
will be tasked by group to answer the second set of worksheets. (Please see attached
worksheets.) The students will be guided by the following questions.
2.1. What important consideration/s should you think of before choosing the right
career as suggested by Mckay? Do you agree or not?
2.2. What makes it challenging/difficult for someone to decide on what course to
take in college?
2.3. Why do many people change their careers at least a few times before settling
down to one?
2.4. How can short and long term goals guide you to your preferred career?
2.5. Why are there still a lot of job mismatches in the country? How can this
problem be addressed?
IV. Output
1. The students will be tasked to create their own career plans by identifying and
substantiating their own steps of choosing a career after graduating senior high school.
They will be given a format and a corresponding rubric which includes the use of
transitional devices for them coherently write their outputs.

References:

Online Publication:

https://owl.purdue.edu/owl/general_writing/mechanics/transitions_and_transitional_devices/trans
itional_devices.html

Website:

https://www.slideshare.net/ellenkhaybonon/transition-words-13869900
Short ICLT Learning Plan

1. Start with a short input.

a. This may be done by asking students for them to be motivated.
b. The students may continue a sentence given.

2. If done with the input, look for a relevant literature which may further trigger their thinking.
(If I Were a Boy to teach conditionals). Choosing literature is very critical. Literature must
be very good
a. To understand
b. To learn vocabulary
c. To learn culture
d. To appreciate
e. To have comprehension

3. Ask them to answer question from LOTS to HOTS. Connect to your students’ experiences.

4. Give a language task. Interesting worksheets should be given for the students not to get
bored. Give at least two worksheets.

5. After the task, give an authentic task. Samples: personal creeds, character conferences. This
may be given in groups or in individuals but better if groupwork.

6. Before the demonstration, orient the class of the time span.

7. Append all the necessary documents such as worksheets (etc.) to the ICLT Lesson Plan.

Notes:
1. Concern thyself with the language topic first before looking for a literature.
2. You may use knowledge in any discipline for them to express themselves – good for SHS
academic tracks.