DETAILED Schools Division Passi City Grade Level Grade 8
LESSON PLAN
School Passi National High School Learning Area English
Teacher Mary GraceS. Tupaz Quarter 1
Date
I. Objectives Developmental Domain (s): Grammar Awareness
Content Standard: The learner demonstrates understanding of: African Literature
as a means of exploring forces that human beings contend
with; various reading styles vis-a vis purposes of reading;
prosodic features that serves a carriers of meaning; ways by
which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in
presenting information.
Performance Standard: The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping
in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance,
and behavior.
Learning Competency Code: EN8G-Ie-8:
Use appropriate cohesive devices in composing an informative
speech.
II. Content Cohesive Devices
III. Learning Power Point, Web, Learner’s Material
Resources
IV. Procedures Review:
What is Parallelism?
Who can give an example of a sentence with parallelism structure?
Motivation:
Let the students read this paragraph.
I like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright shades of
red and the weather is mild, but I can't help thinking ahead to the winter and the ice storms
that will surely blow through here. In addition, that will be the season of chapped faces, too
many layers of clothes to put on, and days when I'll have to shovel heaps of snow from my
car's windshield.
What have you noticed with the underlined words? (connectors, conjunctions)
What do you call this words or expressions? (Cohesive Devices)
Presentation and Discussion:
Present what cohesive devices means and what cohesive devices are.
Coherence refers to the linking of ideas in a logical sequence or order. Cohesion refers to the
organization of sentences and ideas in your essay working together as a whole within their
paragraphs. They hold together by cohesive devices (transitional words and expressions). We
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use cohesive devices to link sentences, paragraphs or any pieces of text. In other words,
cohesive devices make our content coherent.
This makes it very easy for the reader to follow your presentation of information in the essay.
They don’t get lost or confused. Did you write in clear paragraphs that are organized around
central ideas? It’s like listening to a story that’s smooth and easy to follow.
Examples:
Pres. Duterte is the best president so far, because of his great contributions to our war against
drugs. In addition to that, he had also named and caught a number of drug dealers and drug
manufacturers.
Khiara is a good makeup artist; however, I don’t like her to put it in her face.
Cinderella has been my favorite Disney character since kindergarten. In fact, I even painted her
in the walls of my room.
Here are some useful transitional/linking words and phrases to use to show the different
relationships between your ideas and sentences:
Note: Overusing cohesive devices or not using them enough might affect the reader
negatively.
ADDITION:
also, again, in addition, additionally, furthermore, further, moreover, as well as, what’s more,
besides this/that,
Both/not only proteins and/but also vitamins are essential for small children.
The film was neither well made nor well-performed.
I can play the piano apart from the guitar.
CONTRAST (show two things are different):
on the other hand, however, despite this, conversely, in contrast, on the contrary, although,
while, though, compared with, in comparison with, rather, whereas, but, instead of, in spite of,
still, nevertheless, regardless, otherwise
Although he's very smart, he cannot pass his English class.
No matter how smart you are, you shouldn't underestimate your opponents.
He's very smart, he doesn't respect his friends though.
Regardless of age, anybody can ride this ride.
COMPARE (show two things are similar/alike):
likewise, similarly, also, in the same way, in comparison to
I can speak Spanish; similarly, my brother can speak Spanish.
SEQUENCE:
first, second (etc.), to begin with, initially, at first, then, next, from there, and then, following
this, finally, lastly
I loved England a lot. First I loved its museums. Secondly, I loved its people. Finally I loved its
tourist attractions.
EXAMPLES:
for example, for instance, a good example of this is, such as, to illustrate, in particular,
particularly, namely, specifically
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I like small pets such as cats and birds.
CONSEQUENCE:
therefore, as a result, thus, so, consequently, admittedly, so that, depending on
I was advised to get my statement of account, therefore, I went to the bank.
EMPHASIS/CERTAINTY:
indeed, certainly, in fact, of course, undoubtedly, plainly, obviously
*It is indeed, a great performance.
CONDITION:
if. . . then, unless, whether, provided that,
I will go to the party if my friends will be there.
SUMMARY:
in summary, in conclusion, overall, in short, in brief, to sum up, in other words, all in all, to put
it differently, to summarize, on the whole,
* There are only few people outside every morning. In short, people don't like getting up early
and go outside.
REASON:
because, since, as, so, due to, owing to, the reason why
*There are only few students today due to the heavy rain.
CONCESSION (accepting/acknowledging something is true):
granted, naturally, of course
It was very hot last summer. Naturally, It will rain hard this rainy season.
Exercises:
Construct sentences with proper usage of cohesive devices.
Generalization:
What do we call to the connector we used in connecting two ideas in the sentence or in a
paragraph?
When do we use it?
Application:
On a 1/2 piece of paper, make a paragraph about your first day in class this school year.
(the students will read it aloud after)
Evaluation:
Write a paragraph about your mother. Use proper cohesive devices in your paragraph. Use at
least five cohesive devices.
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V. Remarks
(Instructional
Decision)
VI. Reflection
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