Lesson Plan in Grade 10

I. Objectives
At the end of the lesson, the students will be able to:
A. Expand ideas using the principles of cohesion and coherence (EN10WC-IVa-14.1.1);
B. Identify the basic cohesive devise commonly used in writing; and
C. Use cohesive devices in writing.

II. Content
Cohesion and Coherence

III. Learning Resources

A. References:
CG (EN10WC-IVa-14.1.1);
Celebrating Diversity through World Literature (Teacher’s Guide) by Liza R. Almonte et.
Al. p. 416.

B. Materials:
Pictures, television, laptop, Microsoft PowerPoint.

IV. Procedure

Teacher’s Activity Student’s Activity

A. Preliminaries

“Everybody please stand and let us pray. “Our father….”

Our father…..”

Good morning class! Good morning Ma’am!

Alright, you may sit now class.

B. Drill

Directions: Identify the following sensory (Students will read the directions and
images in the following sentences. answer it directly.)

1. The concert was so loud that ears rang for 1. Sound

days afterward.
2. The clouds were edged with pink and gold. 2. Sight
3. After eating the curry, his breath reeked of 3. Smell
garlic.
4. The tree bark was rough against her skin. 4. Touch
5. When I bite the cake it’s so sweet. 5. Taste

C. Review

“Last meeting, I discussed about the sensory

imagery”
Again, what are the sensory images? “The sensory images are a strategy
readers use to think more deeply about
a text.”

What are the five senses? “The five senses are sight, sound,
smell, taste, touch and taste.”

“Very good class!”

D. New Lesson

1. Motivation

The teacher will show a picture of a well-known

personality, Amelia Earhart. The teacher will read
“The students will listen to
a little background of Amelia Earhart. And making their teacher.”
sure they take down information about the
person’s description, traits, and the reasons why
she is well known.

After reading the short biography of Amelia

Earhart, the teacher will ask some questions.

1. Who is the person being talked about in the

text? Answers may vary.
2. How did she start her career as a pilot?
3. Do you think she change the image of a
woman? Why?

2. Presentation

The teacher will ask the students on how they “The students will answer according to
write essay. what know.”

The teacher will discuss to the students the

importance of having good written skills that can
be achieved by applying the principles of cohesion
and coherence.

“The students will

Coherent writing means that the sentences, ideas
and details included blend so smoothly that the
readers will have an easy time following what the
writer wants to put across. In order to achieve this,
writer must use devices that will help his delivery
take note
of thoughts. everything.”
Types of cohesive devices:
1. Repetition of a Key Term or Phrase –
This helps to focus your ideas and to keep
your reader on track.
Example: The problem with contemporary
art is that it is not easily understood by
most people. Contemporary art is

“The students will

deliberately abstract, and that means it
leaves the viewer wondering what she is
looking at.
2. Synonyms – Synonyms are words that
have essentially the same meaning, and
take note
they provide some variety in your word
choices, helping the reader to stay focused
everything.”
on the idea being discussed.
Example: Myths narrate sacred histories
and explain sacred origins. These
traditional narratives are, in short, a set of
beliefs that are a very real force in the lives
of the people who tell them.
3. Pronouns – This, that, these, those, he,
she, it, they, and we are useful pronouns
for referring back to something previously
mentioned. Be sure, however, that what
you are referring to is clear.
Example: When scientific experiments do
not work out as expected, they are often
considered failures until some other
scientist try them again. Those that work
out better the second time around are the
ones that promise the most rewards.
4. Transitional words – There are many
words in English that cue our readers to
relationships between sentences, joining
sentences together. Examples of
transitional words are however, therefore,
in addition, also, but, moreover, again,
besides, and then, in addition to, compared
with, in comparison with, similarly, again,
likewise, nevertheless, instead, granted,
certainly, it may be the case, on the
contrary, etc.
Example: I like autumn, and yet autumn is
a sad time of the year, too. The leaves turn
bright shades of red and the weather is
mild, but I can’t help thinking ahead of the
winter and the ice storms that will surely
blow through here. In addition, that will be
the season of chapped faces, too many
layers of clothes to put on and days when
I’ll have to shovel heaps of snow from my
car’s windshield.
 Activity:
Directions: Choose the correct word or phrase.
1. Many students cannot get a place on a
regular degree course. Because of / BECAUSE OF
Despite this, home-based study and
distance learning are more popular than
ever.
2. Learning a trade when you’re older can
improve job prospects. In addition / ADDITION
general, it gives people a sense of
achievement.
3. Younger students often need guidance
regarding their studies. Therefore / SIMILARLY
Similarly, adults also have problems that
need addressing.
4. The expense prevents some adults from
returning to education. Another / This THIS
reason is family commitments.
5. Most courses offer some form of certificate
at the end and / but that does not mean BUT
that the qualifications will be useful.

3. Generalization

“What is coherent writing?” “Coherent writing means that the

sentences, ideas and details included
blend so smoothly that the readers will
have an easy time following what the
writer wants to put across. In order to
achieve this, writer must use devices
that will help his delivery of thoughts.”

“What are the types of cohesive devices?” 1. Repetition of a Key Term or Phrase
2. Synonyms
3. Pronouns
4. Transitional words
4. Application
Directions: Group yourself into 3 or 4. Create a
dialogue or conversation and use some open
clarifying questions or close clarifying questions.

V. Evaluation
Teacher’s Activity Students’ Activity
Directions: Listen carefully on the (Students answering)
recording about “your amazing brain” and
raise questions about it. Construct at least
 5 questions using open clarifying question (Students passing their papers)
and close clarifying question.

VI. Assignment
Teacher’s Activity Students’ Activity

VII. Remarks:

VIII. Reflection: