Detailed Lesson Plan in

(Grade 8) January 25,

2025
Week 1
8:00 – 8:00 AM

Program Standard: The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of Philippine Culture
and those of other countries.

Grade Level Standard: The learner demonstrates communicative competence through his/ her
understanding of Afro- Asian Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as 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.

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

Use appropriate cohesive devices in composing an informative speech (EN8G-Ia-8)

a. Cognitive Objective: Students will be able to explain the purpose and function of
different cohesive devices in creating a coherent and logical flow of ideas within a
speech.
b. Affective Objective: Students will be able to actively participate in discussions
about the importance of cohesive devices in effective communication.
c. Psychomotor Objective: Students will be able to adapt their use of cohesive
devices to different audiences and contexts, adjusting their language and style
accordingly.

II. Learning Content:

1. Topic: Using Cohesive Devices in Informative Speeches

 2. Skills Integration: Grammar, Writing, Speaking
3. Values Integration: Critical Thinking, Clear Communication, Organization
4. Strategies: Direct Instruction, Guided Practice, provide students with examples of texts
that effectively Use appropriate cohesive devices in composing an informative speech.
5. Time Allotment: 8:00 – 8:10 AM
6. Modality: Virtual Modality

III. Learning Resources:

1. References:
Teacher’s Guide:
Curriculum Guide
Adding Transition Words | Interactive Worksheet | Education.com
Teacher's Material: Laptop, Power Point Presentation

Other Materials

o Online Materials: Video clips

o Offline Materials: Lesson plan

IV. Teaching and Learning Procedure:

Teacher’s Activity Student’s Activity

A. Preliminary Activities:

1. Prayer

“before we start, May I ask everyone to stand (Ms. Perez lead the prayer)
up. “Classmates, Let’s bow our head and feel the
presence of the Lord.”
Ms. Perez come in front and lead us in
prayer.” (Everyone bows their head and participate in
the prayer)
(Bow Head)
(Our Father……)

“Amen.”

“Amen.”

2. Greetings

“Good morning again Class! “Good morning, Ma’am, Good morning,

Classmates.”
“How are you all today? “We are fine ma’am, Thankyou”
“Good to know that all of you are okay.”

3. Classroom Management

“Before you sit down, please pick up the (Students will arrange their Chairs and pick it
pieces of paper and all the trash that you see up all the trash.)
around. Please arrange also your chairs
properly.”

“Okay if you are done to arrange and clean,

you may all sit down properly.” (Students sit down properly)
 4. Checking Attendance

“Okay, before we start of our discussion, let’s

check first the attendance.” (attendance
sheet)

“Do we have any absentees today?” “Yes po, there absentees po”
“Ms. Moira, kindly check or list down the
names of the absentees today and give it to
me later after class. Thankyou”
“Yes, po ma’am.”
(Secretary moira Check the attendance)

5. Setting Of Class Standard

“I am expecting everyone to be in their best (Everyone read the classroom rules loudly)
behavior starting today.”
“If we have house rules, here in school is also “Be respectful, responsible and ready to
have classroom rules. Everyone kindly read learn.”
our classroom rules.”

 Be respectful: Treat everyone with

kindness and consideration, even if you
disagree with them. Listen to their ideas and
opinions, and value their contributions.
 Be responsible: Take ownership of your
actions and their consequences. Do your best
to fulfill your commitments and make good
choices.
 Be ready to learn: Embrace new
knowledge and experiences. Be open to
different perspectives and be willing to
change your mind when presented with new
information.

6. Checking Assignments

“Did you all make assignments? “Yes, Ma’am”

“Okay, kindly pass your assignment in front.” (the student passes their Assignments)

7. Review

“Before we proceed to our new lesson, let us

recall the lesson that we discussed last
meeting.”
 “What was our lesson last meeting?”
(Student Lyra raised her hand)
“Yes, Ms. Lyra?”
“Ma’am our lesson last meeting was about
“Right, very good.” poetry.”

“What can you remember about poetry?”

“Hmm Ms. Shienna? “Ma’am, poetry is a form of writing that uses
language in a structured and often Rhythmic
way to express emotions, ideas, and
experiences.
“Yes, that’s right, very good Ms. Shienna” - The works of poetry that called poems

“When we say Poetry, it is the art of

expressing our emotions and ideas through
carefully chosen words and rhythmic patterns.
It's a journey into the depths of human
experience, where feelings are unveiled, and
perspectives are shared with a unique blend
of imagery and sound.”

“So, in Poetry has different types of elements”

“What are those Elements of Poetry?”

“Yes, Mr. Salvador?”

(Mr. Salvador raised his hand)

“The Elements of poetry are Voice, Diction,

“Yes, very good.” Imagery, Figure of speech, Symbolism,
allegory, syntax, sound, rhythm and meter
and structure.”

Presentation of Objectives

“Before we start of our new lesson, we have

a new objective.”

“Class, please read.” (Students’ Read Loudly)

At the end of the lesson, the students are

expected to:

a. identify various types of cohesive

devices, including transitions
repetition, signpost examples and
visual aids.
b. Students will be able to analyze the
 use of cohesive devices in sample
speeches or written texts.
c. Students will gain confidence in their
ability to effectively use cohesive
devices to improve their own public
speaking skills.

B. Process (Sample Method: 4A’s):

1. Activity

"Okay, class, let's play a game intitled of The (Student’s curious about the activity)
Cohesive Speech Challenge: 4A's to the
Rescue!"

“This is the activity objective: Students will (Listening attentively)

learn to identify and apply cohesive devices
in a speech outline using the 4A's method
(Awareness, Analysis, Application,
Assessment).”

“Before we start, please get a pen and index

card. So today, we're going to explore how
cohesive devices make our speeches flow
smoothly. Let's start by brainstorming some
common cohesive devices.”

What are some words or phrases that help

connect ideas in a speech?"

(Brainstorm and list cohesive devices on the

board (e.g., transition words, pronouns,
repetition, parallel structure).
2. Analysis

Now, let's see how these devices work in

practice. I'm going to give each of you an
index card with a sentence or phrase that
uses a cohesive device. Your task is to
analyze the sentence and identify the device
(Each student receives an index card with a
used."
sentence)
("First, I'll talk about the history of the topic.
Next, I'll discuss the current state of the
issue").
(Students analyze the sentence and write
Students share their answers, explaining how
down the cohesive device they identify.
 the device connects the ideas.

3. Application

"Now, we're going to put our knowledge of

cohesive devices into action. I'm going to give
each team a sample speech outline with
missing cohesive devices. Your task is to work Divide students into teams. Each team
together to fill in the gaps with appropriate receives a sample speech outline (with
devices." missing cohesive devices). Teams work
together to fill in the missing devices,
(Teams share their completed outlines, ensuring a smooth flow of ideas.
explaining their choices for cohesive devices.)

4. Assessments

"Let's reflect on what we've learned today.

How did the 4A's method help you understand
and apply cohesive devices? What are some
Discuss the effectiveness of the 4A's method
key takeaways from this activity?
and share their insights about using cohesive
devices in speeches.
B. Evaluation

This worksheet assesses students' understanding of adding transition words and their
ability to use them correctly to connect sentences and show relationships between
ideas.

Assessment: I will check the student's answers. Each correct answer receives one
point. The total number of correct answers will determine the student's score. This
shows how well the student understands how to use transition words to connect ideas.
A higher score means a better understanding.

C. Assignments
Identifying Transitions (10 points)

Read the following paragraph:

"The weather was terrible. The game was postponed. However, the team used the extra time
to practice. Consequently, they played better in the next game. In fact, they won by a
landslide. This victory boosted team morale. Moreover, it improved their ranking in the
league."

1. Identify and list all the transition words used in the paragraph. (5 points)
2. For each transition word, explain the type of relationship it establishes between the
sentences. (5 points) (e.g., cause and effect, contrast, addition, etc.)

D. Remarks/Reflection:

Teachers Remark:

Teachers Reflection:

(Note any observations or reflections on the lesson)

Flores, Ma. Shiela L.

BSE-2I

Submitted to:

MARK CHRISTOPHER M. MOLINA, MAEd

Instructor