Detailed Lesson Plan in English (Grade 8)

I. Objectives: At the end of the lesson, students are expected to:

a. form words in the maze based on the given meanings; (knowledge)
b. share insights about the words formed; (knowledge)
c. know the proper and correct use of cohesive devices; (process)
d. identify what are the different types of cohesive devices; (process)
e. appreciate the importance of cohesive devices; (understanding)
f. choose the correct cohesive device used in the passage given; and (understanding)
g. write and present a story about the preserving Filipino culture incorporating the
appropriate use of cohesive devices.(product)

II. Subject Matter:

Topic: Cohesive Devices
Learners: Grade 8
Time Frame: 4 hours
References: Learning Module for English – Grade 8: Overcoming Challenges, lesson 1pp.
313-314.
ENGLISHPOST.ORG. Types of Cohesive Devices
Retrieved from https://englishpost.org/types-cohesive-devices/
Materials: charts and felt-tip pen

III. Procedure
Teacher’s Activity Students’ Activity
A. Knowledge
Activity 1: Word Maze
Good morning, ma’am!
Good morning, class!

How are you this morning? We are fine, ma’am.

It is good to hear that. This morning, we will

have a new lesson; but before that let’s have first a
game. Do you want a game, class? Yes, ma’am!

The name of this game is “Word Maze”. The

class will be divided into two groups according to
the color of your strips. Those who have green
strips will be Team Flash and will sit in the right
wing of the class. Those who have yellow ties will
be Team Volta and will sit opposite to Team Flash.
Proceed first with your respective groups.
 Are you now in your group, class? Yes, ma’am!

I have here definitions of words, class. What

you are going to do is find its corresponding words
in the word maze. So, you are going to connect the
letters in the word maze to form the exact word that
we need. All of the group members could help. I
will give you only 5 minutes to finish the activity.
The first group to finish the activity and answered
correctly the maze will be declared as the winner.

As a reminder and a tip class, to get the

accurate answer, you must find the far-most
structure of the word.

Are all instructions clear, class? Yes, ma’am.

DEFINITIONS:
1. the act or state of sticking together tightly COHESION
2. something in a literary work designed to achieve
a particular artistic effect DEVICE
3. a series of letters having a distinct meaning WORD
4. a connecting structure LINK
5. a word or group of words which expresses a
SENTENCE
complete thought
6. a written composition that consists of one or
PARAGRAPH
more sentences
7. in whatever manner or way that HOWEVER
8. for that reason THEREFORE
9. an addition to what has been said MOREOVER
10. other than or except BESIDES
C A S D F G H J K L Z X C V B N M W Q W
Y O M S S Z L E X C J V B V C G O A C E
T R H D Z C K D S V H F U C V R G A P R
E Z K E L V J C Q G G V J X D B F A A T
W C Y F S L H V W H F N F A B G R S F Y
M V Y G K I G B E U D U A S N A D U B U
O G T V J N O G A I S N F D G W S D J I
R B R C H K F N Z O A F X R M E Z D M O
E J E S G B D T X P S V A F L R X G L S
O B W G F N S Y D L D P X G K T Z D E P
V V S H D J A H R M H U H G J Y C D V S
E R Y J S M S E N T E N C E E U I E S D
R C Z I A L S L T N N N T D H S N D E G
X A X Y W K W U F H G V R D E I V K D F
O X C H Q J E J C Y R N D B G O F L E E
K D V H W H W M V T V N C F F K T O R C
J U R E V E W O H G G F F T D J R I T I
H I B O E G R K J B D E S G S M E U F V
G O N I R F E O P R E F E S A M R M G E
F D S A Z X T H E R E F O R E C V B N D

What team do you think won the game, class? Team Flash, ma’am.

Let us give Team Flash an “Angel Clap”. Do

you know how to do the Angel Clap, class? Yes, ma’am.

Activity 2: Expressing Thoughts

Now, who among in the class can share his/her

ideas regarding the words that you formed? The words have something to do
with transitional devices, ma’am.

It has something to do with

linking sentences, ma’am.
Very good! The words suggest the idea of a
device which is used to link sentences and
paragraphs. What do you think is this literary device,
class? Cohesive devices, ma’am.

Correct! Our new lesson class is about the

proper and correct use of cohesive devices.
 B. Process
a. Setting of Standards

Before we are going to proceed with our formal

discussion, class. What would the good students do
when the teacher is discussing in front? Listen, ma’am.
Keep quiet, ma’am.
Be behave, ma’am.

Can I expect that from you, class? Yes, ma’am.

What are Cohesive Devices?

 Cohesive devices, sometimes called linking words, linkers, connectors, discourse

markers or transitional words and these are words or phrases that show the relationship
between paragraphs or sections of a text or speech.

 Coherence in writing means achieving a consistent relationship among parts.

 Cohesive devices show logical relationships between the various parts of an essay as
well as between sentences and paragraphs.

 Cohesive devices include: Transitional words and expressions, paragraph hooks

What are some examples of Cohesive Devices?

There are many examples of cohesive devices; they can be grouped by category. If you
want so show similarity, you can use; and, also, too, similarly, equally, identically, equally  and
important.

If you want to introduce an item in a series, you can use first, in the first place, * in the
second place, then, in addition, finally and last.

Activity 3: The Lucky One

This time class, we will have a game! This

game is called “The Lucky One”. I have here poll of
words. These words correspond to the definitions of
the different usage of cohesive devices.

I am going to pull-out a name of one of your

classmates to answer the questions later. Am I
understood, class? Yes, ma’am.

Relation in Time

Similarity
 For the first definition.
 cohesive devices that is used to compare or
see the difference Ma’am!

Yes, Marie? Difference, ma’am.

Very good! So the examples of Difference are:

but, yet, however, although, whereas, though,
even so, nonetheless, still, on the other hand, on
the contrary
You are handsome however you are boastful.

Now who can give an example sentence using

Clara is intelligent but she is
the cohesive devices used as a difference?
sickly.

Very good! Now for the second definition.

 cohesive devices that is use to in
Ma’am!
illustrating/showing likeness
Yes, Nestleen? Similarity, ma’am.

Very good! The examples of Similarity are:

likewise, similarly, once again, one more
Grateful to him, she was likewise anxious to
leave the island before the beast returned and flew
off the handle.

Now who can give an example sentence using

the cohesive devices used as an exemplification? Please say the word once again.

Very good! Now for the third definition.

 cohesive devices that is use to combine in a
particular order Ma’am!
Yes, Dench?
Relation in Time, ma’am.
Very good! The examples of Relation in Time
are: first, second, next, then, after, before,
meanwhile, later, soon, at last, earlier, thereafter,
afterward, by that time, from then on, presently
I will clean my room then I will wash all my
clothes.
 Now who can give an example sentence using
the cohesive devices used as sequencing? I've saved you a seat next to me.

Very good! Now for the fourth definition.

 cohesive devices that are use to state what is
the outcome/result Ma’am!

Yes, Deo? Consequences, ma’am.

Very good! The examples of Consequences
are: so, therefore, as a result, thus, because,
consequently, hence, for this reason

They were angry because their plans had been

discovered.

Now who can give an example sentence using

the cohesive devices used as result?
The treasure is not mine, and
therefore I am unwilling to take
it.
C. Understanding
a. Generalization
Class, based on the discussion, what is the
A Cohesive Device are words that
function of a cohesive device?
link two parts of a sentence or
paragraph.

Why do we need to put cohesive devices in

making a paragraph or sentences? We have to put cohesive devices
to clearly express the intention of
the sentence or text and to have an
organized output.

That is correct! Very Good! What else? We have to use cohesive devices
to aesthetically transfer from one
thought to another.

Very good! Then why do we use them? They show directions in our
thought patterns to help reader
accurately follow our train of
thought.
Very good! They signal relationships among
various parts of our subjects.

Now that you’ve already learned about the

cohesive devices, we will test your understanding.
 b. Application

Activity 4: Find Me!

The class will be divided into two groups; with

your same groupings. After that they should identify
the cohesive devices that are being used from the
given passage and choose one representative from
the each group to present your answers. You will be
given 5 minutes to do the task.

Passage 1:

Gold, a precious metal, is prized for two important characteristics. (First of all, then)
gold has a lustrous beauty that is resistant to corrosion. (Meanwhile, Therefore), it is suitable
for jewellery, coins and ornamental purposes. Gold never needs to be polished and will remain
beautiful forever. (As a result, For example), a Macedonian coin remains as untarnished today
as the day it was minted twenty-three centuries ago. (Another, likewise)
important characteristic of gold is its usefulness to industry and science. (And, For) many years,
it has been used in hundreds of industrial applications. The most recent use of gold is in
astronauts’ suits. Astronauts wear gold plated heat shields for protection outside the
spaceship. (In addition, In conclusion), gold is treasured not only for its beauty but also for its
utility.

Passage 2:

(Many, Another) difference among the world’s seas and oceans is that the salinity
varies in different climate zones. (At last, For example) the Baltic Sea in Northern Europe is
only one fourth as saline as the red Sea in the Middle East. There are two reasons for
this. (One, First of all), in warm climate zones, water evaporates rapidly: therefore, the
concentration of salt is greater. (Second, Next) the surrounding land is dry,
and, consequently, does not contribute much fresh water to dilute the salty sea water. In cold
climate zones, on the other hand, water, evaporates slowly. (Furthermore, Afterward) the run
off created by melting snow adds a considerable amount of fresh water to dilute the saline sea
water.
 
c. Evaluation

Activity 5: Fill Me In!

Direction: Read the following text and fill in the blanks with the linking words below. You may
use the same connector more than once, but not all of them will be used.

 Furthermore, because, because of, in spite of the fact that, but, in contrast, although, for,
since, and, eventually, even though, in order to, moreover, indeed, first, as a result of, as
a result, also, actually, so that, in fact.
  Every person who has lived in a new culture has had some experience
with culture shock, (1) __________________ I am no
exception, (2) __________________I, too, have had an experience with culture
shock. (3) __________________ I have lived in the United States for almost one
year, I sometimes feel homesick, and still miss my family. When I first came to the
U.S., I was very excited. (4) __________________ everything was new,
everything was interesting. I enjoyed my independence from my parents;
I (5) __________________ enjoyed experiencing new situations and making new
friends. (6) __________________ everything was a little strange, I enjoyed these
new experiences.

(7) __________________ I got used to many of the differences,

and (8) __________________ I was used to them, I still wasn’t
comfortable. (9) __________________, little by little I grew tired of the
differences. (10) __________________ the things in America weren’t new to me
anymore, the differences weren’t interesting. (11) __________________, they had
actually become boring. (12) __________________, I began to miss things about
Indonesia, such as food, friends and the warm tropical climate more and more. I
soon began depressed and homesick. I stayed in my
room (13) __________________ I was tired of speaking English all the
time. (14) __________________ I studied hard, my grades weren’t good. I wanted
to go home.

(15) __________________ these feelings, I decided to see my

advisor (16) __________________ I could get some advice about returning home
without finishing my studies. He told me two important things about culture
shock. (17) __________________, I learned that any person in a new culture has
a similar kind of experience, (18) __________________ that culture shock can’t
be avoided. (19) __________________, I learned that culture shock is not only
universal, but also temporary. (20) __________________ his advice, I realized
that I should be patient, and that I shouldn’t go home just yet. My advisor also
suggested that I try to keep busy and talk about my culture shock with my friends.

I followed this good advice, (21) __________________, as a result, my culture

shock has become less troublesome. (22) __________________ I sometimes still
miss my life in Indonesia, I don’t feel as depressed as I
did. (23) __________________, I no longer want to return home before I finish my
studies. I know that I can adjust to this new life.

D. Product
Activity 6: English Language and Literature Festival

Class, the school will be conducting the yearly

English Language and Literature Festival. There are
varied competitions in each year level. For the Grade
8 level, you will be writing and composing a story
about the preservation of Filipino culture.
This time, I will give you the chance to join the
competition but they only need 1 representative per
grade level. So I will regroup you into three groups
still but this time, I will be the one to choose who
you would be with.
I have here situations or scenarios about your
task for each group. In your story class, you should
incorporate the use of cohesive devices. You will be
given 10 minutes to do the task. When the time’s up,
you will present your output in front.
Am I understood, class? Yes, ma’am!

Class, remember that you will be graded

according to this performance standard:
Content - 30%
Presentation - 30%
Organization - 20%
Creativity - 15%
Participation - 5%
100%

Go now with your groups. Your time starts

now.
 G.R.A.S.P.S.
Goal: Your goal is to do the following activities:
Students should be able to write and present a story about preserving Filipino culture
incorporating the use of cohesive devices.
Roles: You are:
Writers who will write the concept of the output.
Audience: The target audience are the students.
Situation: The school will be conducting the yearly English Language and Literature Festival.
 The teacher will divide the class into three groups and will instruct the group to do the
assigned activity. In doing the activity, the groups must observe the proper use of
cohesive devices. Then, presentation will follow.
Product: You need to write and present a story about preservation of Filipino culture.
Standards: Your work must meet the following standards:

Content - 30%
Presentation - 30%
Organization - 20%
Creativity - 15%
Participation - 5%
100%

Rubrics
Outstanding 30% Admirable 28% Amateur 26%
Content Use language very Few grammatical Accumulation of
well; clearly delivered errors; clearly errors in sentence
their part. delivered their lines. structure and word
choice.
Presentation Captures the interest Well done and Was at times
of the audience and interesting to the interesting and did not
maintain this audience; presented in capture interest of the
throughout the unique manner. audience.
presentation.
Organization Extremely well- Transitions are easy to Transitions are
organized; flowed follow but sometimes confusing and abrupt;
smoothly from one not organized. not so well organized.
idea and cleverly
conveyed/ expressed.
Creativity Extremely and clearly Clever at times, and Les creative, common
presented with was uniquely idea of presentation.
originality. presented.
Participation All the members Some members are All members are not
played their role/ part not participating. united.
in the presentation.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
CARAGA Administrative Region
DIVISION OF AGUSAN DEL SUR
PATIN-AY NATIONAL HIGH SCHOOL
Gov. D.O. Plaza Gov’t. Center, Prosperidad, Agusan del Sur

Detailed Lesson Plan in English

(Grade 8)

Presented to:

Mrs. Jasmin F. Felisilda

Cooperating Teacher, Patin-ay NHS

Presented by:

Claire Migraso Jandayan

Practice Teacher, PNU-Mindanao