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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
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Georgia Performance Standards Framework for ELA Unit 2–8th Grade
Grade: 8
Topic: Transition Words in Writing
Instructional unit: Expository Writing
Contributed By: Leeann Cornett, Angie Markham, Kathy Wood, Candy Alexander, Stephanie O’ Sako
The task:
Transition words are clues to assist the reader in how to incorporate changing ideas. Transition words are an
organizational technique (e.g., enumeration, time/sequence, compare/contrast, cause/effect, problem/solution) that
also aid the reader in determining the type of writing.
Using the informational text that the teacher has available, the teacher should divide the texts among the groups of
students. The students, as a group, should identify the transitional words within an article and identify the
organizational structure based on the transition words.
Then the student should examine two pieces of his or her previous writing; the student should highlight the
transitional devices and write a sentence or two explaining the effectiveness or the ineffectiveness of the device. If
the student determines that the device is ineffective, the student will substitute a better word and explain why.
Differentiation:
1. Provide students with list of transitional words and relationships to aid them in identifying the words within
the text.
2. Divide students into groups and assign each student an organizational technique that requires transitions
(such as: time, place, importance, cause/ effect, comparison, contrast, examples, adding information). Each
group will be expected to make a poster or presentation that can be posted in the class to remind students
which transition words to use depending on the organizational structure. Group should brainstorm a list of
transition words used for their organization and present it creatively on the poster.
(See attached transition words chart for students who need additional help.)
Focus Standard:
ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing.
The student
b. Revises writing for appropriate organization, consistent point of view, and transitions between
paragraphs, passages, and ideas.
c. Edits writing to improve word choice, grammar, punctuation, etc.
ELA8W1 The student produces writing that establishes an appropriate organizational structure,
sets a context and engages the reader, maintains a coherent focus throughout, and signals a
satisfying closure. The student
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect,
similarity and difference, and posing and answering a question).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Conventions 8th  Unit 2
August 1, 2007  Page 1 of 4
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for ELA Unit 2-8th Grade
Circumstances of the assignment/Notes to the Teachers:
This activity should be performed after first draft to help students with development of effective transitions in
sentences in paragraphs.
Teacher should do a quick check of the text to ensure that there are enough transitional words within the work so
that the students can identify the organizational structure.
This should be done in close proximity to the lesson on Identifying Textual Features.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Conventions 8th Unit 2
August 1, 2007  Page 2 of 4
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for ELA Unit 2-8th Grade
Relationships
Transitional Words
Time
First, next, suddenly, when, after, before, soon, at the
same time, as soon as, the following, finally, as, then,
meanwhile, afterward, immediately, later
Beside, here, near, there, above, below, on the left, on top
of, around, opposite, next to
First, second, third, primarily, predominantly, largely,
above all, chiefly, mainly, principally, for the most part,
better, best, last, more important, most important, most of
all, least, last but not least
Therefore, for that reason, namely, because, due to, thus,
as a result, consequently, so, since, for, as a result, then
Similarly, like, clearly, same as, in the same way, as, also,
obviously, apparently, correspondingly, equally
But, however, yet, although, clearly, even though, in
contrast, different from, unlike, on the other hand,
nevertheless, but, conversely, in spite of, though, still
That is, for this reason, such as, for example, like, in other
words, along with, as follows, for instance, as, namely,
clearly, evidently, undoubtedly, without a doubt, plainly,
unmistakably
Again, also, additionally, in addition, furthermore,
another, and, besides, for example, for instance,
moreover, next, likewise, finally, as well, along with,
equally important, in other words
Place
Importance
Cause/ Effect
Comparison
Contrast
Examples
Adding
information
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Conventions 8th Unit 2
August 1, 2007  Page 3 of 4
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for ELA Unit 2-8th Grade
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Conventions 8th Unit 2
August 1, 2007  Page 4 of 4
Copyright 2007 © All Rights Reserved