ALTERNATIVE LEARNING Community

New Visayas,
SYSTEM Learning Center Program Junior High School
Daily Lesson Log (CLC) Panabo
Petalcorin, Gwen
Quijardo, Celine
Learning
Rose Literacy Level Junior High School
Facilitator
Samocino,
Kimberly
Communication Skills
Month and Learning
March (3rd Quarter) (English - Writing &
Quarter Strand
Speaking)

I. OBJECTIVES

A Content Standards Reading

B Performance Standards Acquire and critically process information from a wide range of written and
multimedia materials in the English language to function effectively as a member of
the family, community, nation, and the world, and to participate in community and
economic development.
C Learning Competencies
Use appropriate cohesive devices in composing an informative speech
(EN8G-Ia-8/LS1CS/EN-WPSE-LS-37)

At the end of the session, learners should be able to:

a. identify and use appropriate cohesive devices in informative speech writing;
b. appreciate the role of cohesive devices in making speeches clear and well-
structured; and
c. write and deliver a short informative speech using appropriate cohesive devices.

II. CONTENT Topic: Using Cohesive Devices in Composing an Informative Speech

Key Concepts:
 Definition of Cohesive Devices: Words or phrases that connect ideas smoothly
in writing and speaking.
  Types of Cohesive Devices and Examples:
1. Addition: Furthermore, In addition, Moreover
2. Cause and Effect: Because, As a result, Therefore, Consequently
3. Comparison and Contrast: Similarly, However, On the other hand, In contrast
4. Time/Sequence: First, Next, Then, Finally
5. Examples/Illustration: For example, Such as, To illustrate
 Application in Informative Speech Writing

III. LEARNING
RESOURCES

A References
1. Teacher’s Session None
Guide Page

2. Learner’s Material English Quarter 3 – Module 5: Using Cohesive Devices, pp. 7-15
Page

3. Additional Materials None

form Learning Resources
(LR) Portal

4 Others None

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately
so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

A. Springboard/ Display two versions of a speech introduction on the board:

Motivation
1. "Pollution is a problem. It harms the environment. People must act."
(establishing a purpose 2. "Pollution is a serious issue that damages the environment. Therefore, action is
for the lesson) necessary to reduce its impact."
 Ask:
 Which version sounds more natural and easier to understand? Why?
 Explain that cohesive devices make speech flow smoothly and logically.
B. Activity Cohesive Device Sorting Game

(Review of previous  Distribute strips of paper with different words/phrases.

lesson/s or presenting the  Learners sort them into five categories: Addition, Cause-Effect, Comparison,
new lesson) Time, and Examples.

Identifying Cohesive Devices in a Speech

 Provide a short informative speech with missing cohesive words.
 Learners complete the speech by inserting the correct cohesive devices.
C. Analysis
Discuss the role of cohesive devices in speeches:
(Presenting examples/  They create smooth transitions between ideas.
instances of the new  They improve clarity and make speeches sound professional.
lesson)
Present a table of cohesive devices with examples.
D. Discussing new Sentence Expansion:
concepts and
practicing new skills, Learners rewrite short sentences, incorporating cohesive devices to enhance logical
sub-activity #1 flow.

E. Discussing new Activity #2: Focused Speech Outline with Cohesive Devices (10 minutes)
concept and
practicing new skills; Instruction: Students will quickly construct a concise informative speech outline,
sub-activity #2 demonstrating the strategic application of at least five diverse cohesive devices to
ensure clarity and flow.

Instructions:

 Brief Cohesive Device Reminder (2 minutes):

 Rapidly review the purpose of cohesive devices (transitions, connections).
 Display or distribute a very short list of examples (e.g., "First," "Furthermore,"
"Therefore," "Similarly," "In conclusion").
 Focused Topic and Outline Structure (2 minutes):
  Present a single, clear informative speech topic (e.g., "Three Benefits of
Reading Daily").

Direct students to create a simple outline:

a) Introduction (1 sentence summarizing the main idea).

b) Three Main Points (1-2 phrases per point).
c) Conclusion (1 sentence summarizing the main points).

Cohesive Device Integration (5 minutes):

1. Instruct students to insert at least five different cohesive devices directly

within their outline phrases to connect ideas.
2. Provide a quick example on the board of how to insert a cohesive device.

o Example: "Firstly, reading increases vocabulary. Furthermore, it

improves concentration."

F. Abstraction Procedure:

(Generalizing about the Engaging Question and Collaborative Discussion (3 minutes):

lesson)
 Pose the question: "Beyond just connecting sentences, how do cohesive
devices truly impact a listener's experience of a speech?"
 Encourage students to build upon their outlining experience and consider the
audience's perspective.

Facilitate a brief, interactive discussion by:

 Asking for specific examples from their outlines.

 Prompting students to explain why a particular cohesive device was effective.
 Ask follow up questions such as "How would the speech be different without
those devices?"

Synthesized Key Takeaways (2 minutes):

 o Summarize the discussion, emphasizing that cohesive devices:
o Enhance Clarity: They make the speech easier to follow and understand by
explicitly showing relationships between ideas.
o Facilitate Smooth Transitions: They create a seamless flow, preventing abrupt
shifts and maintaining audience engagement.
o Build Logical Connections: They establish a clear and coherent structure,
making the speech more persuasive and memorable.
o Improve Audience Engagement: They help to keep the audience interested
and following the speech.

o Reinforce that cohesive devices are not just grammatical tools but
powerful rhetorical devices that contribute to the overall effectiveness
of communication.

G. Application Direction: Students will compose and deliver a concise informative speech,
effectively applying a variety of cohesive devices to create a coherent and engaging
(Developing mastery) presentation.

Materials:
Paper/Digital Document for Speech Writing
Note Cards (Optional, for delivery)
Rubric/Checklist for Assessment (Optional, shared with students beforehand)

Procedure:
a) Focused Speech Composition (8 minutes):
b) Students select a topic of their choice, ensuring it's suitable for a 5-7 sentence
informative speech.
c) Emphasize the intentional and varied use of cohesive devices to connect
sentences and ideas.
d) Encourage students to:
e) Outline their main points before writing.
f) Use a range of cohesive devices (transition words, pronouns, repetition,
conjunctions, and synonyms).
g) Read their speech aloud silently to check for flow and clarity.
Delivery Preparation (2 minutes):
 Briefly review effective delivery techniques:
  Eye contact with the audience.
 Clear and audible pronunciation.
 Appropriate pacing and pauses.
 Confident posture.
 Students can use note cards with key words to aid their delivery.
Speech Delivery and Peer Feedback (5 minutes):
 Students deliver their speeches to the class or in small groups.
 Encourage active listening from peers and provide a specific focus for
feedback, such as:
 Identifying the cohesive devices used.
 Evaluating the clarity and flow of the speech.
 Noting the effectiveness of the delivery.
Optional: Provide a simple feedback form or checklist for peers to use.
Teacher Assessment and Feedback:
 Evaluate both the written speeches and the oral presentations.
Focus on:
 The correct and varied use of cohesive devices.
 The clarity and coherence of the message.
 The effectiveness of the delivery.
 Provide constructive feedback, highlighting strengths and areas for
improvement.
o Optional: Utilize a rubric or checklist to provide structured feedback.

H. Valuing  Discuss real-life uses of cohesive devices, such as in public speaking,

presentations, and academic writing.
(Finding practical Begin by asking learners if they have ever struggled to follow a conversation,
applications of concepts speech, or written message due to unclear connections between ideas. Explain that
and skills in daily living) cohesive devices (such as however, therefore, for example, in addition) help
organize thoughts logically, making communication clearer and more effective.
I. Evaluation  Performance Task:

(Assessing Learners) Learners will submit a written informative speech on a relevant topic of their choice
(e.g., community issues, personal experiences, or a subject they are passionate
about). This task will assess their ability to communicate ideas clearly and
effectively in writing.

Assessment Criteria:
 Use of Cohesive Devices – Proper use of transition words and connectors to ensure
smooth flow of ideas.
Clarity and Organization – Logical structure of ideas, making the speech easy to
understand.
Grammar and Coherence – Correct sentence construction and consistency in
presenting ideas.
J. Agreement  Assignment: Independent Task
Learners will look for an example of an informative speech from a book, online
(Additional activities) article, or any reliable source.
They will identify and highlight at least five cohesive devices used in the speech,
such as transition words (however, therefore, in addition, for example) that
help connect ideas smoothly.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:

____________________________ _______________________________ _______________________

PETALCORIN, GWEN M. QUIJARDO, CELINE ROSE F. SAJUL, SUSA MAE A.