PONSO NATIONAL HIGH SCHOOL

School: Grade Level: 8

Pre-Service DANIELA JANE E. TALANGAN
LESSON Teacher: Learning Area: ENGLISH
PLAN Teaching Dates
and Time: FEBRUARY 20, 2023 Quarter: 3RD

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of: Southeast Asian literature as a
mirror to a shared heritage; coping strategies in processing textual
information; strategies in examining features of a listening and viewing
material; structural analysis of words and propaganda techniques; and
grammatical signals for opinion-making, persuasion and emphasis.
B. Performance Standard The learner transfers learning by composing and delivering a persuasive
speech based on an informative essay featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion,
and emphasis, and appropriate prosodic features, stance, and behavior.
C. Learning Grammar Awareness. Use appropriate cohesive devices in composing an
Competencies/Objectives informative speech.
Write the LC code for
each Objectives:
At the end of the lesson, the students should be able to:
a. define cohesive device and its use;
b. identify the different types of cohesive devise;
c. construct sentences with the use of the different cohesive device
II. CONTENT Cohesive Devices
III. LEARNING RESOURCES
IV. A. References K to 12 Curriculum Guide
1. Teacher’s Guide pages -
2. Learner’s Material -
pages
3. Textbook pages -
4. Additional Materials ENG8-Q3-MODULE5
from Learning Resource https://depedtambayan.net/wp-content/uploads/2022/01/ENG8-Q3-
(LR) Portal MODULE5.pdf
B. Other Learning Resources Visual Materials
V. PROCEDURES
Teacher’s Activity
A. Reviewing previous lesson Prayer
or presenting the new Cleanliness, Orderliness, and Behavior of Students
lesson Checking of Attendance
Recapitulation

Ask: How many elements of short story are there? Name these elements.

B. Establishing a purpose Post strip of papers on the board with different words/phrases on the left side
for the lesson of the board. Let the students identify the different cohesive devices by
arranging them according to their use on the right side of the board.

thus but and eventually while lastly also even if

moreover such as hence both as well
finally still besides alike because in spite of
similarly furthermore whereas although previously
yet just as therefore in addition however

Ask: Why did you put the following words in Adding? How about in
Sequencing, Comparing, Contrasting, and Cause-and-Effect?

C. Presenting the Instances Ask: What are cohesive devices?

 of the new lesson
Ask: From our previous activity, what do you think are the different types of
cohesive device?

Ask: What is Adding as a cohesive device?

Ask: What is Sequencing as a cohesive device?

Ask: What is Comparing as a cohesive device?

Ask: What is Contrasting as a cohesive device?

Ask: What is Cause-and-Effect as a cohesive device?

Present five (5) sentences. Let the students identify the cohesive device used
and state its type.
1. His favorite snacks are apples and bananas.
2. Sleeping early makes me feel relax; also, makes me active for the next day.
3. I wanted to finish answering my activity in this module; even if, it takes
longer time to do it.
4. COVID-19 is a serious disease; hence, we need to follow health protocols.
5. Tony studied every night, eventually he got good grades.

D. Discussing new concepts Activity 1 Cohesive Device Word Pool

and practicing new skill
#1 but both such as
first due to besides
yet because however

Direction: Complete
the following sentences using cohesive device. Choose the answer from the
word pool.
1. The road is filled with flood _______ it rained nonstop last night.
2. He and Janica got scolded; _______ didn’t make their assignments.
3. Sheena slept early ______ she woke up late.
4. To pass the exam, ______, you have to review.
5. I love going to peaceful places ________ the seashore, the hills, and
wherever the sun sets.

Ask: How did you identify your answers?

E. Discussing new concepts Activity 2 What type am I?

and practicing new skill Direction: Determine what type of cohesive device is the underlined word in
#2 each sentences. Write your answer on the blank provided before each
number.
_____ 1. He was very hungry, so he ate the remaining fruits.
_____ 2. He is still young, yet he is already very responsible.
_____ 3. Joy loves outdoor activities, whereas her sister prefers to stay
home.
_____ 4. It rained hard; moreover, lightning flashed and thunder boomed.
_____ 5. Reading sharpens my mind, similarly, it makes a good hobby.

F. Developing mastery Direction: Read the given paragraph. Identify the cohesive devices by
(leads to Formative underlining the words or phrases.
Assessment)
On Saving
As a young teen, Camella does not enjoy much of her teenage life unlike
the other teenagers do. Her weekends are spent on looking for work so, she
can earn her allowance. She spends two hundred pesos a week. One hundred
 pesos for her lunch, eighty pesos for her fare and twenty pesos for classroom
dues.
She earns more than what she needs for the week. Moreover, on Saturdays,
her routine would be to go to a distant relative and wash clothes to earn one
hundred pesos. In the afternoon, she volunteers weeding at her neighbor’s
garden for a small fee.
Furthermore, on Sundays after church services, she would iron out her
teacher’s uniform for one hundred pesos. Despite her weekend routine, she
remains to be one of the smartest in class.

G. Finding practical Ask: What is the importance of cohesive devices in establishing an

applications of concepts interesting conversation and/or proper communication?
and skills in daily living
H. Making generalizations Ask: How do we identify cohesive devices in a sentence?
and abstractions about
the lesson
I. Evaluating learning Building Sentences with Cohesive Device

Direction: Use the following cohesive device in a sentence. Construct one

sentence for each type of cohesive device.
Adding:
also, moreover, and, such as, still, namely
Sequencing:
eventually, finally, first, then, next
Comparing:
…like, alike, both, just as, as well as, similarly
Contrasting:
thus, however, although, but, whereas
Cause-and-Effect:
due to, so, therefore, so that, since

J. Assignment Classify Me!

Directions: Classify the transitional words based on their use. Utilize the
graphic organizer. Copy and write your answers on your notebook.

Cohesive
Devise
Cohesive Cohesive
Devise Devise
Cohesive
Devise
Prepared by:
Cohesive Cohesive
DANIELA JANE E. TALANGAN Noted:
Devise Devise
Pre-Service Teacher
Bachelor of Secondary Education Major in English ALJON P. BONI
Bicol University Polangui Coordinating Teacher