Content Standards The learner demonstrates understanding of: Southeast Asian literature as

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.

Performance Standards The learner transfers learning by composing a variety of journalistic texts,
the contents of which may be used in composing and delivering a
memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion,
and emphasis, and appropriate prosodic features, stance, and behavior.

Learning Competencies Use appropriate cohesive devices in various types of speech

I. Objectives:
At the end of the lesson, the students are expected to:
A. identify the main types of cohesive devices;
B. use appropriate cohesive devices to form sentences; and
C. discuss the importance of sticking together and supporting one another in
achieving common goals.
II. Subject Matter: Using Appropriate Cohesive Devices in Various Types of Speech
Reference/s:
Grammarly. (2023, September 7). FANBOYS: Coordinating Conjunctions |
Grammarly. FANBOYS: Coordinating Conjunctions | Grammarly.
https://www.grammarly.com/blog/coordinating-conjunctions/
Shrives, C. (n.d.). Subordinating Conjunctions: Explanation and examples.
https://www.grammar-monster.com/glossary/subordinating_conjunctions.htm
English Grammar Rules - Conjunctive adverbs. (n.d.).
https://www.gingersoftware.com/content/grammar-rules/conjunctions/
conjunctive-adverbs
Materials: PowerPoint Presentation, printed materials
III. Procedure: 4A’s Method
 Teacher’s Activity Students’ Activity
Preliminary Activities

Good morning, class!

Kindly all stand for the prayer. Let us all remember…Our Father…Amen.

Before you take your seat, kindly pick up some

pieces of paper on the floor and arrange your chairs (Students do as told)
properly.

Since, this is my first time teaching in this class,

allow me to introduce myself, I am Ms. Grace
Marie D. Lagat and you can call me Ms. Marie.

How are you going to call me again, class? Miss Marie.

Alright!

How is your day so far? Fine so far, miss.

Are there any absentees? None miss.

Are there any assignments that need to be passed? None miss.

Just like your any other teacher, I also have my set LRBB
of classroom rules and these are abbreviated as
LRBB.

Classroom Rules

L- Listen
R- Respect
B- Be quiet and stay focus on the lesson
B- Be attentive and participate in the activity

I want you to observe these classroom rules

throughout the class.

Are the classroom rules clear to you, class? Yes, miss.

1. Review
Before we proceed with our new lesson for today,
let us first have a short review through an activity.
 Teacher’s Activity Students’ Activity

Directions: Read each statement on the screen

carefully and provide the correct answer.

1. It is a writing that features facts and evidence

Non-Fiction
about different topics, events, and lives.
2. Enumerate the 5 sub-genres of Non-Fiction. Autobiography, Biography, Diary, Essay, and
Narrative Non-Fiction
3. It is a genre that recounts real-life events or
experiences using storytelling techniques Narrative Non-Fiction
while maintaining factual accuracy.

Wow! You got 3/3 and excellent for that. It seems

that you really understood our lesson last meeting.

Does it also mean you are now ready for our next
Yes miss.
discussion?

2. Motivation
Before we proceed with our discussion, I would
like to request two volunteers to engage in a
conversation. I will provide a script, and I want
everyone to listen attentively because after the
conversation, I will randomly select students to
answer the guided questions.

Guide questions:
1. What is the dialogue all about?
2. In the first response of Anna, how did she
explain to her teacher about her
whereabouts during the present situation?
Did she mention the word “since”?
3. In the response of Mrs. Cruz regarding Ana
attending school, how is the word
“although” used?
4. Try deleting the words despite and
although, what do you think will happen to
the statements above?
 Teacher’s Activity Students’ Activity

Now, class, What is the dialogue all about? It is about a conversation between Anna, a Grade 8
student, and her adviser, Mrs. Cruz. Anna expresses
her longing to return to school and her concerns about
her safety amidst the pandemic.
That is right! The dialogue concerns Anna's desire
to return to school and her safety concerns, with
Mrs. Cruz reassuring her about alternative learning
options provided by the Department of Education.

In the first response of Anna, how did she explain

to her teacher about her whereabouts during the
present situation? She told her teacher that she was in her house since
 Teacher’s Activity Students’ Activity
the day that the government declared that it is not
safe to go outside.

Did she mention the word “since”? Yes, Anna mentioned the word since.

Yes, she mentioned the word “since”. The use of “since”

expresses time describing when did she starts to stay
inside their house. It can also express cause or reason
like in the statement, "Since we have internet at home, I
think I can do online.”

In the response of Mrs. Cruz regarding Ana

attending school, how is the word “although” used? “Although” in the sentence expresses reason, ma’am.

Yes, that is correct. “Although” in the sentence

expresses reason and provides an option to answer the
problem mentioned in the situation.

Try deleting the words despite and although, what

do you think will happen to the statements above? Without those words, the statement seems choppy and
disconnected. The ideas presented look as if they are not
unified.
That is why it is important for us to be understood by
the readers as well as for clear presentation of ideas. We
need to ensure that our ideas are linked together if we
know the functions and purposes of the different
cohesive devices.

3. Statement of the Subject Matter and

Objectives

So, this morning we will get to know more about

this as we discuss the “Use of Cohesive Devices in
Various Types of Speech”

Kindly read again our topic for this afternoon. Using Appropriate Cohesive Devices in Various
Types of Speech
Everyone must listen attentively because at the end
of the lesson you are expected to attain the
following objectives

For the first objective, all girls kindly read. a. Define cohesion and its uses.
b. Use appropriate cohesive devices in various types
For the second objective, all boys.
of speech.
c. Discuss the importance of sticking together and
Third objective, altogether. Begin!
supporting one another.
 Teacher’s Activity Students’ Activity
Are the objectives clear to you, class? Yes miss.

A. Activity

Before we start our activity, let us first define what

cohesion is.

Kindly read. Begin!

Cohesion
- means "sticking together."
In writing… (Students do as told)
- it refers to elements of writing that cause
words, phrases, and sentences to come together
and present a clear, unified text.

That’s right! And good cohesion in writing may be

achieved through the following means:

But, the most common cohesive device used is the

use of transitional devices. They are sometimes
called linking words, linkers, connectors, or
transitional words. These are words like ‘for
example’, ‘In conclusion’, ‘however -’, and
‘moreover’.

Is cohesion clear, class?

Let us know the cohesive devices through this

activity.

Kindly read. Begin!

(Students do as told)
 Teacher’s Activity Students’ Activity
Cohesive devices are words and phrases that
connect ideas. Some people call them
transition signals
or discourse markers.
Cohesive devices are words and phrases that
connect ideas. Some people call them
transition signals
or discourse markers.
Cohesive devices are words and phrases that
connect ideas. Some people call them
transition signals
or discourse markers.
Cohesive devices
- are words and phrases that connect ideas.
Directions: The class will be divided into 6
groups. Each group will be given sentences to
analyze and answer the guide questions. Do this
in 5 minutes.

GROUP 1
Sentence: Do you like the taste of peaches or
mangoes better?

Guide Questions:
1. Does using “or” present a choice between
two alternatives?
2. Try deleting “or” in the sentence, what
will happen to the sentence?

GROUP 2:
Sentence: You may be disappointed if you fail.

Guide questions:
1. Reading only “You may be disappointed”
can it stand alone as a complete sentence?
2. Reading only “you fail” can it stand alone
as a complete sentence?
3. Does using “if” introduce the dependent
clause which is “You fail” in the main
clause which is “You may be
disappointed.

GROUP 3:
Sentence: I went to the mall after work; however,
 Teacher’s Activity Students’ Activity
I did not find what I was looking for.

Guide questions:
1. Reading only “I went to the mall after
work” can it stand alone as a complete
sentence?
2. Reading only “I did not finish what I was
looking for” can it stand alone as a
complete sentence?
3. What do you think is the function of the
word “however” in the sentence?

GROUP 4:
Sentence: Do you like the taste of peaches or
mangoes better?

Guide Questions:

1. Does using “or” present a choice between

two alternatives?
2. Try deleting “or” in the sentence, what
will happen to the sentence?

GROUP 5:
Sentence: You may be disappointed if you fail.

Guide questions:
1. Reading only “You may be disappointed”
can it stand alone as a complete sentence?
2. Reading only “YOU FAIL” can it stand
alone as a complete sentence?
3. Does using “if” introduce the dependent
clause which is “You fail” in the main
clause which is “You may be
disappointed.

GROUP 6:
Sentence: I went to the mall after work; however,
I did not find what I was looking for.

Guide questions:
1. Reading only “I went to the mall after
work” can it stand alone as a complete
sentence?
 Teacher’s Activity Students’ Activity
2. Reading only “I did not finish what I was
looking for” can it stand alone as a
complete sentence?
3. What do you think is the function of the
word “however” in the sentence?

Thank you, everyone! Kindly give yourself an A Yes, miss using “or” presents a choice between two
clap. Begin! alternatives.

B. Analysis

Now, based on the activity that you did earlier, let

us check all of your answers.

Let us check the work of group 1 and 4. Now, let us

go back to their sentence guide questions. If we delete "or" from the sentence, it would become:
"Do you like the taste of peaches mangoes better?"
Do you like the taste of peaches or mangoes This change would make the sentence grammatically
better? incorrect and unclear.

Does using “or” present a choice between two

alternatives?

Yes, using "or" in the sentence presents a choice

between two alternatives, specifically between
peaches and mangoes. It indicates that the speaker
is asking whether the listener prefers the taste of
one fruit over the other.

Try deleting “or” in the sentence, what will happen

to the sentence?

Exactly! It would not effectively present the choice

between peaches and mangoes, as the conjunction
"or" is necessary to indicate the alternative options. One of the conjunctions being used in the speech is
the word “or.”
In this context, the cohesive device that connects
the alternatives "peaches" and "mangoes" and
presents them as choices is the coordinating
conjunction "or." It helps to create coherence in the
sentence by indicating the relationship between the
two options and guiding the reader or listener to
understand the presented choice.

One of the most common means of cohesion is the

use of conjunctions.
 Teacher’s Activity Students’ Activity
What conjunction is being used in the speeches that
are assigned to you?

Correct!

The word “or” is an example of Coordinating

conjunctions.

For us to have a better understanding of

Coordinating Conjunction, let us consider this
definition. Please read.

Coordinating Conjunction
 is a word that connects two or more
elements of the same grammatical type.
 The word coordinating refers
specifically to bringing things together
on the same level.
The elements joined by coordinating conjunctions
can be individual, phrases, or clauses.

Another example of coordinating conjunctions can

join individual words.

“I like apples and oranges.

“She enjoys reading novels and watching movies.”

“She likes coffee, but he prefers tea.”

Also, there are 7 most common coordinating

None miss.

(Students’ do as told.)

Reading only “You may be disappointed” it can stand

alone as a complete sentence.
 Teacher’s Activity Students’ Activity
conjunctions acronym as “FANBOYS.”

Any questions or clarifications?

Now let us have the group 2 and group 5’s assigned Reading only “you fail” it cannot stand alone as a
sentence. complete sentence.

You may be disappointed if you fail.

Reading only “You may be disappointed” can it

stand alone as a complete sentence?

Exactly! It can stand alone as a complete sentence

because it has a subject "you" and a predicate "may
be disappointed" that expresses a complete thought.
Yes, ma’am. Using the word “if” introduces the
dependent clause in the main clause.
How about reading only “you fail,” can it stand
alone as a complete sentence?

Yes, that is right. It cannot stand alone as a

complete sentence, because it lacks context and
does not express a complete thought. While it has a
subject "you" and a verb "fail", it doesn't provide
information about what may happen as a result of
failing.

Does using “if” introduce the dependent clause

which is “You fail” in the main clause which is
“You may be disappointed.”

Yes, using "if" introduces the dependent clause

"You fail" in the main clause "You may be
disappointed." The word "if" is a subordinating
conjunction that connects the dependent clause to
the independent clause. The dependent clause "You
fail" cannot stand alone as a complete sentence and
relies on the independent clause for context and
meaning. Therefore, "if" introduces the condition or
possibility expressed in the dependent clause within
the main clause.

For us to have a better understanding, Please read None miss.

our definition of Subordinating conjunction.
Subordinating Conjunction (Students’ do as told.)
- is a word that links a subordinate clause to the
main clause.
 Teacher’s Activity Students’ Activity
Another example:
If you don’t try, you are doomed.

I am not going to work because I am sick.

Yes miss.
Although she is petite, she has a lot of strength.

Do you have any questions or clarifications?

Now let us proceed to Group 3 and Group 6’s

assigned sentence. Yes miss, it can definitely stand alone.

“I went to the mall after work; however, I did not

find what I was looking for.”

Reading only “I went to the mall after work” can it

stand alone as a complete sentence?
The function of the word "however" in the sentence is
Correct! It has a subject "I" and a predicate "went to indicate a contrast or contradiction between the
to the mall after work" that expresses a complete two independent clauses.
thought.

Reading only “I did not finish what I was looking

for” can it stand alone as a complete sentence?

Exactly! It has a subject "I" and a predicate "did not

find what I was looking for" which expresses a
complete thought.

What do you think is the function of the word

“however” in the sentence?

Excellent! “However” is the transition to connect

two independent clauses. This example is called
Adverbial Conjunction.

For us to have a better understanding, let us

consider this definition. Please read.
Adverbial Conjunctions
- also known as Conjunctive Adverbs
- joins two independent clause, or sentences,
- it provides additional information and elaborate
ideas about the action described in a sentences

- When you use a conjunctive adverb, put a

semicolon (;) before, comma after that
 Teacher’s Activity Students’ Activity
Moreover, in the punctuation rule, we can only
apply a comma when a conjunctive adverb is at the
beginning of the independent clause.

For example:
I went to the mall after work. However, I did not
find what I was looking for.

Sometimes, the Conjunctive Adverb interrupts in

the middle of the sentence.

Another example:
He had a long day, however, he still managed to
finish his work.

Since, it was raining heavily, so, I decided to stay

indoors.

You're my friend; nonetheless, I feel like you're

taking advantage of me.

Another cohesive devices in Adverbial

Conjunctions are:
 Teacher’s Activity Students’ Activity

Do you have any questions or clarifications before

we proceed to our next activity?

C. Abstraction None miss.

Now class, based on our discussion earlier, how
many types of cohesive devices do we have?

What are those?

There are 3 types of cohesive devices.

Coordinating conjunctions, subordinating

What are the examples of coordinating
conjunctions, and adverbial conjunctions.
conjunctions?

What about examples of subordinating FANBOYS – for, and, nor, but, or, yet, so.
conjunctions?
If, although, after, because
Can you also give an example of adverbial
conjunctions?
However, therefore, meanwhile, additionally
Who can give sentence that has coordinating
conjunctions?
You can eat your cake with a spoon or fork.
What about an example sentence that has
subordinating conjunctions?
I am staying home because it is hot outside.
What about a sentence that has adverbial
conjunctions?
I love swimming; however, I am scared of water.
Very good! It seems that you really understood our
lesson this morning.
 Teacher’s Activity Students’ Activity

D. Application
Since we are done with discussing about the
different types of cohesive devices, let us now have
our second activity.

Activity 2: “VarieTask”
Mechanics:
1. Divide the class into four (4) groups.
2. Provide each group a different task
employing the different main methods of
cohesion.
3. Assign a groupmate to do different parts of
the assigned task.
4. Present before the class
5. Do this in 5 minutes only. (Students do as told)

Group 1:
Instruction: Write a 2 paragraphs informative essay
on the given topic ensuring the use of cohesive
devices. Choose one representative to read it in
front of the class.

Topic: “Why is a cellphone important?”

Please be guided with the rubrics below.

Group 2:
Directions: Read the given paragraph and answer
the following guide questions.

Safety is a primary concern for parents who

 Teacher’s Activity Students’ Activity
wish to ensure their children can promptly
reach them in precarious situations. In this
case, Julian Sanchez stated that parents often
need to communicate with their children due
to unexpected changes, especially in families
with working parents or those who are
separated. Therefore, this necessity
underscores the importance of enabling
children to be easily reachable after school.

Additionally, in California, various potential

dangers, such as earthquakes or lockdowns,
further emphasize the need for children to
have access to phones for seeking assistance.
For instance, Jason Lee suggests that during
emergencies like hostage situations or
terrorist events, quick communication
beyond school authorities is crucial.
Furthermore, reflecting on historical events
like 9/11, where victims communicated with
loved ones using cell phones, raises
questions about the efficacy of strict phone
bans in critical situations, demonstrating the
value of flexible communication policies.

1. How are sentences linked together?

The sentences are linked together through the use of
transitional signals, referencing previous statements
2. What are the links that made the paragraph clear and introducing new ideas.
and logical? The links are established by referencing prior
statements from Sanchez and Lee, introducing
related ideas, and building upon them to emphasize
the importance of children having access to phones
3. How do cohesive devices such as transitional for safety.
signals contribute to the coherence of the Cohesive devices like transitional signals (e.g.,
paragraph? Provide specific examples from the "Therefore," "Additionally," "Furthermore") help
text to support your analysis. connect ideas logically by indicating relationships
between sentences and guiding the reader through
the progression of thought.
4. How do the organization and sequencing of ideas
contribute to the overall clarity and logical The organization and sequencing of ideas ensure a
progression of the argument? clear and logical progression by starting with a
general statement about parental concerns for safety,
moving to specific examples in California, and then
expanding to historical events to reinforce the
Group 3:
argument's significance.
Directions: Write a letter to the President
addressing the current issue and crises in the
Philippines. Use different cohesive devices such
 Teacher’s Activity Students’ Activity
as transition words and pronouns to ensure
clarity and logical flow in your letter. Write in 1
whole sheet of paper.

Group 4:
Instructions: Create a 1 paragraph news report
about the recent break-up of Bea Alonzo and
Dominic Roque using cohesive devices. Present
your news report before the class.

Kindly go to your groups now. At the count of 5, 4,

3, 2, 1…

Time is up!

Thank you, class for your excellent analysis, it

means that you really understand our discussion
this morning.

Give yourselves an A clap! Begin! (Students do as told)

Questions? None miss

Values Integration
Going back to our discussion earlier which is the
cohesive devices.

Just as cohesive devices holds and organize ideas

together and make them stick together. Now, class,
as a student, why it is important to stick together
and supports one another? Sticking together and supporting one another, may
contribute to the success of our goals.

That is right! Indeed, sticking together and

supporting one another may build a strong bond
and contribute success of your goals.
When we collaborate and support each other, we
create a bond that's stronger than any individual
IV. Evaluation effort.

Activity:
Directions: Below is an excerpt or portion of a text
which lacks cohesive devices. Complete it by
choosing your answers from the words inside the
parenthesis. Write your answers on a 1 whole sheet
of paper. Do this in 5 minutes.

I could not imagine how I become what I

 Teacher’s Activity Students’ Activity
am today 1. (and, for) _____ it was really different
before. I stand before you now as a teacher. It was
seven years ago, 3. (so, yet) ______ I could still
imagine as if it were just yesterday. I used to carry
bags containing vegetables 4. (such as, for) ______
okra, eggplant and bamboo shoots. I would sell
them to the neighborhood where my playmates
would 5. (not only, either) ________ laugh at me,
and tell stories of our poor family, 6. (but also, nor)
_______ bully me. 7. (However, Moreover)
_______, I did not mind them 8. (because, so
that)_______ I needed to surprise my mother. I am
secretly buying her medicines. Four years after, I
did not climb the hills to get vegetables anymore
instead I climbed the stage where my healed mother (Students do as told)
pinned more ribbons on me. Now, I still carry my
bag no longer with vegetables to sell but with the
harvested fruits of hard work namely wisdom,
knowledge and values. I carry them free for you as
long as, you promise that you would put them in
your bags too. 9. (However, Hence) ______ my
dearest students it really matters how you carry
your bag. It can be heavy at times and it does not
hurt much to take a break. Rest and carry on. Never
forget that there are people willing to help. 10.
(Yet, So) _________ as your classmate, do you
want me to help you carry your bag too?

V. Assignment:
Instructions: Write a two (2) paragraphs essay on
the topic given, ensuring to include a variety of
cohesive devices to connect your ideas seamlessly.
Write your assignment on a one (1) whole sheet of
paper.

“INTERNET IS LIFE!”
Criteria:
Relevance – 5
Clarity – 5
Originality – 5
Use of cohesive devices - 10
Total: 25 pts.

Prepared by

GRACE MARIE D. LAGAT Checked by

Pre-Service Teacher, BSED
MS. PRINCESSANN LASTIMOSA
Cooperating Teacher, OCSAT