School:
DAILY LESSON LOG Teacher:
Teaching Dates & Time: Week 4
MONDAY
I. OBJECTIVES
A. Content Standards 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.
B. Performance
Standards
C. Learning Identify and use signals that
Competencies/ indicate coherence (e.g.
Objectives additive - also, moreover;
( Write the Lode for causative
each) - as a result, consequently;
conditional/ concessional -
otherwise, in that case,
however;
sequential - to begin with, in
conclusion; clarifying - for
instance, in fact, in addition)
II.CONTENT Definition and examples of
( Subject Matter) coherence signals (additive,
causative,
conditional/concessional,
sequential, clarifying).
Functions and meanings of
different coherence signals.
Using coherence signals to
improve the organization and
flow of texts.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
Created by: GREG M, Et al
Grade Level: 8
TUESDAY
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.
Identify and use signals that
indicate coherence (e.g.
additive - also, moreover;
causative
- as a result, consequently;
conditional/ concessional -
otherwise, in that case,
however;
sequential - to begin with, in
conclusion; clarifying - for
instance, in fact, in addition)
Definition and purpose of
coherence signals in
communication.
Types of coherence signals:
additive, causative,
conditional, concessional,
sequential, and clarifying.
Examples and usage of
coherence signals in
different contexts.
WEDNESDAY
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.
Identify and use signals that
indicate coherence (e.g.
additive - also, moreover;
causative
- as a result, consequently;
conditional/ concessional -
otherwise, in that case,
however;
sequential - to begin with, in
conclusion; clarifying - for
instance, in fact, in addition)
Coherence signals such as
additive, causative,
conditional/concessional,
sequential, and clarifying words
and phrases.
Teacher's Guide page on
coherence signals
Learner's Materials page on
Learning Area: English
Quarter: 1st Quarter
THURSDAY FRIDAY
The learner demonstrates ICL
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.
Identify and use signals that
indicate coherence (e.g.
additive - also, moreover;
causative
- as a result, consequently;
conditional/ concessional -
otherwise, in that case,
however;
sequential - to begin with, in
conclusion; clarifying - for
instance, in fact, in addition)
Definition and examples of
coherence signals: additive,
causative,
conditional/concessional,
sequential, and clarifying
words and phrases.
Teacher's Guide page on
coherence signals
Learner's Materials page on
 pages
3. Textbook pages
4. Additional Materials
from Learning
Resource LR portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Begin the lesson by briefly
Lesson or presenting reviewing the importance of
new lesson coherence and how it
contributes to effective
communication. Recap the
concept of organizing ideas
and connecting them logically
within a text.
B. Establishing a purpose Explain to the students that
for the lesson the objective of the lesson is
to introduce and explore
coherence signals that help
indicate the relationships
between ideas in a text.
Emphasize the role of
coherence signals in
enhancing understanding and
guiding readers through the
text.
C. Presenting examples/ Provide examples of texts or
instances of the new paragraphs that lack
lesson. coherence and ask students
to identify the areas where
coherence signals could be
used. Discuss how the
absence of coherence signals
affects the overall clarity and
comprehension of the text.
D. Discussing new Introduce the concept of
concepts and practicing additive coherence signals
new skills. #1 (e.g., also, moreover,
furthermore). Explain how
these signals indicate the
addition of related information
or ideas. Model examples
Created by: GREG M, Et al
Begin the lesson by briefly
reviewing the importance of
coherence and cohesion in
writing and speaking. Recap
the concept of using
transition words and phrases
to signal connections
between ideas.
Explain to the students that
the objective of the lesson is
to introduce and practice
using coherence signals to
indicate different types of
relationships between
ideas.
Provide examples of
paragraphs or texts where
coherence signals are used
to indicate additive,
causative, conditional,
concessional, sequential,
and clarifying relationships.
Discuss the role of
coherence signals in guiding
the reader or listener
through the flow of
information.
Introduce the concept of
additive coherence signals
(e.g., also, moreover) and
their role in indicating
additional information or
ideas. Discuss the usage
and placement of these
coherence signals
Textbooks with sample texts
Additional materials with texts
for analysis
Whiteboard or chalkboard and
markers/chalk
Recap the previous lesson on
the importance of coherence in
writing and speaking. Ask
students to share their
understanding of coherence
and its significance.
Explain to students that
coherence signals are words
and phrases used to connect
ideas and show the
relationships between
sentences and paragraphs.
Discuss how coherence signals
improve the flow and
understanding of texts.
Present examples of different
coherence signals to the class
(e.g., "in addition," "therefore,"
"otherwise," "firstly," "for
instance"). Explain the function
of each signal and the
relationships it indicates
between ideas.
Divide students into small
groups. Provide each group
with a different text and ask
them to identify coherence
signals present in the text. After
analyzing the texts, have each
group share their findings with
coherence signals
Textbooks with sample texts
Additional materials with
texts for analysis
Whiteboard or chalkboard
and markers/chalk
Begin by reviewing the
concept of coherence and its
importance in writing and
speaking. Recap the key
points from the previous
lesson.
Explain to students that
coherence signals are words
and phrases used to connect
ideas and show the
relationships between
sentences and paragraphs.
Discuss how coherence
signals improve the flow and
understanding of texts.
Present examples of
different coherence signals
(additive, causative,
conditional/concessional,
sequential, and clarifying) to
the class. Provide sentences
or short paragraphs that
contain these signals, and
ask students to identify their
functions.
Divide students into small
groups and give each group
a different set of coherence
signals (e.g., one group gets
additive signals, another
gets causative signals, etc.).
Ask each group to create
 and encourage students to
identify and use additive
coherence signals in
sentences or short
paragraphs.
E. Discussing new Introduce causative
concepts and practicing coherence signals (e.g., as a
new skills #2. result, consequently,
therefore). Explain their
function in indicating cause-
and-effect relationships.
Provide examples and
engage students in activities
where they can identify and
use causative coherence
signals appropriately.
F. Developing Mastery Provide exercises or activities
(Lead to Formative where students practice
Assessment 3) identifying and using
conditional/concessional
coherence signals (e.g.,
otherwise, in that case,
however) to indicate
conditions, concessions, or
contrasting ideas. Guide
students in constructing
sentences or paragraphs that
demonstrate the correct
usage of these signals.
Created by: GREG M, Et al
signals in sentences and
paragraphs. Model
examples and encourage
students to identify and use
additive coherence signals in
sentences.
Introduce other types of
coherence signals, such as
causative (e.g., as a result,
consequently), conditional
(e.g., otherwise, in that
case), concessional (e.g.,
however), sequential (e.g.,
to begin with, in conclusion),
and clarifying (e.g., for
instance, in fact, in addition).
Discuss their meanings,
usage, and the relationships
they convey. Provide
examples for students to
analyze and practice using
these coherence signals
appropriately.
Engage students in activities
that involve identifying
coherence signals in given
texts or sentences. This can
include matching exercises,
rewriting sentences to
include appropriate
coherence signals, or
analyzing texts to determine
the effectiveness of the
coherence signals used.
the class.
Individually, have students write
short paragraphs or essays on
a given topic and ask them to
incorporate appropriate
coherence signals into their
writing. Encourage students to
use a variety of coherence
signals to demonstrate their
understanding.
Provide students with more
complex texts and have them
identify coherence signals.
Discuss the impact of
coherence signals on the
overall clarity and
comprehension of the texts.
sentences using the
assigned coherence signals.
Then, have groups share
their sentences with the
class.
Individually, have students
write short paragraphs using
the coherence signals they
have learned. Encourage
them to vary the signals and
use them appropriately to
connect ideas and create
coherence in their writing.
Provide students with more
complex texts and ask them
to identify coherence signals
in the passages. Discuss
how the signals contribute to
the overall coherence of the
texts.
 G. Finding practical Engage students in a
application of concepts discussion on the practical
and skills in daily living applications of coherence
signals in different types of
writing (e.g., narratives,
essays, reports). Encourage
them to share examples from
texts they have read or
written where coherence
signals played a crucial role
in guiding readers through the
ideas presented.
H. Making Generalizations Summarize the key concepts
and Abstraction about discussed during the lesson
the Lesson. and facilitate a class
discussion on the general
rules and patterns of using
coherence signals. Guide
students in generalizing the
functions and meanings of
different coherence signals
based on the examples and
activities they have
encountered.
I. Evaluating Learning 1. Identify the coherence
signal in the following
sentence: "The weather was
hot; __________, the pool
was crowded with swimmers."
a) also
b) as a result
c) to begin with
d) in conclusion
2. Choose the correct
coherence signal to complete
the sentence: "She loves to
dance; __________, she
takes ballet and hip-hop
classes."
a) moreover
b) consequently
Created by: GREG M, Et al
Discuss real-life situations
where the use of coherence
signals is important for
effective communication.
Explore examples from
different domains, such as
academic writing, business
communication, and public
speaking. Encourage
students to share instances
where coherence signals
could have been used to
enhance clarity and
understanding.
Summarize the key concepts
discussed during the lesson
and facilitate a class
discussion on the general
rules and strategies for using
coherence signals
effectively. Encourage
students to reflect on how
coherence signals contribute
to the overall coherence and
organization of their own
writing and speaking.
Section 1: Multiple Choice
1. Identify the coherence
signal in the following
sentence: "She loves to sing,
__________ she dreams of
becoming a professional
singer."
a) consequently
b) in conclusion
c) also
d) in addition
2. Choose the correct
coherence signal to
complete the sentence: "He
studied hard for the exam;
__________, he scored the
In pairs, students will exchange
their written paragraphs or
essays from Day 1. They will
analyze each other's writing to
identify coherence signals and
provide feedback on how to
improve coherence.
Lead a class discussion on the
importance of using coherence
signals in various types of
writing, such as essays,
narratives, and reports.
Emphasize how coherence
enhances the overall quality of
the text.
Section 1: Multiple Choice
1. Identify the coherence signal
in the following sentence: "She
loves to dance; __________,
she takes ballet and hip-hop
classes."
a) in conclusion
b) consequently
c) moreover
d) in addition
2. Choose the correct
coherence signal to complete
the sentence: "He forgot his
umbrella; __________, he got
soaked in the rain."
a) otherwise
In pairs or small groups,
students will exchange their
written paragraphs from Day
1. They will analyze each
other's writing to identify
coherence signals and
provide feedback on how to
improve coherence.
Lead a class discussion on
the importance of using
coherence signals in various
types of writing, such as
essays, reports, and
narratives. Emphasize how
coherence enhances the
overall quality of the text.
Section 1: Multiple Choice
1. Identify the coherence
signal in the following
sentence: "He loves playing
soccer; __________, he
joined the school team."
a) consequently
b) moreover
c) in conclusion
d) otherwise
2. Choose the correct
coherence signal to
complete the sentence: "She
didn't study for the test;
__________, she failed to
pass."
 c) in addition highest marks in the class." b) as a result a) however
d) otherwise a) otherwise c) in fact b) consequently
b) moreover d) however c) otherwise
3. In the sentence, "He forgot c) as a result d) in fact
his umbrella; __________, he d) for instance 3. In the sentence, "If you study
got drenched in the rain." hard, __________ you will pass 3. In the sentence, "If it
a) however 3. In the sentence, "He didn't the exam." rains, __________ we will
b) to begin with study for the test; a) consequently have to cancel the picnic."
c) as a result __________, he failed to b) in addition a) also
d) for instance pass." c) otherwise b) as a result
a) however d) for instance c) in addition
4. Identify the coherence b) consequently d) otherwise
signal in the following c) in fact 4. Identify the coherence signal
sentence: "The team d) to begin with in the following sentence: "She 4. Identify the coherence
practiced diligently; wanted to buy the book; signal in the following
__________, they won the 4. Identify the coherence __________, she didn't have sentence: "The weather was
championship." signal in the following enough money." hot; __________, we
a) otherwise sentence: "The weather was a) moreover decided to go for a swim."
b) to begin with hot; __________, the ice b) in conclusion a) consequently
c) consequently cream shop was crowded c) however b) in conclusion
d) for instance with customers." d) consequently c) moreover
a) consequently d) in fact
5. Choose the correct b) moreover 5. Choose the correct
coherence signal to complete c) in conclusion coherence signal to complete 5. Choose the correct
the sentence: "You need to d) also the sentence: "The team coherence signal to
study hard; __________, you practiced diligently; complete the sentence: "He
won't pass the exam." 5. Choose the correct __________, they won the practiced the piano daily;
a) also coherence signal to championship." __________, he improved
b) consequently complete the sentence: "She a) in conclusion his skills significantly."
c) in conclusion loves reading books; b) consequently a) consequently
d) otherwise __________, she spends c) otherwise b) for instance
hours in the library every d) for instance c) otherwise
6. In the sentence, "The car week." d) however
broke down; __________, a) consequently Section 2: Fill in the Blanks
they had to call for a tow b) for instance Section 2: Fill in the Blanks
truck." c) in addition 6. The movie was sold out;
a) also d) however __________, we decided to 6. The concert tickets were
b) in conclusion watch another one. sold out; __________, we
c) as a result Section 2: Fill in the Blanks He missed the bus; couldn't attend the show.
d) for instance __________, he arrived late at He forgot to bring his lunch;
6. The concert tickets were school. __________, he had to buy
7. Identify the coherence sold out; __________, we The weather was hot; food from the cafeteria.
signal in the following couldn't attend the show. __________, they decided to __________, the team lost
sentence: "I enjoy hiking; 7. He forgot to set the alarm; go to the beach. the match and was
__________, I love exploring __________, he woke up 7. She is an excellent writer; eliminated from the
new trails." late for school. __________, she has won tournament.

Created by: GREG M, Et al

 a) to begin with __________, the team won many awards. 7. She is a talented singer;
b) moreover the championship and The car broke down; __________, she has
c) consequently celebrated their victory. __________, they had to call performed in various
d) in fact She is an excellent for a tow truck. concerts.
musician; __________, she
8. Choose the correct can play multiple Section 3: True or False 8. The traffic was heavy;
coherence signal to complete instruments. __________, they arrived
the sentence: "She was 8. The rain poured heavily; 8. Coherence signals help in late to the party.
feeling unwell; __________, __________, we decided to connecting ideas within a text. Section 3: True or False
she decided to stay home stay indoors. (True/False)
and rest." Section 3: True or False 9. Coherence signals are
a) consequently 9. "Consequently" and "in words or phrases used to
b) moreover 9. Coherence signals help conclusion" are examples of connect ideas within a text.
c) in addition connect ideas and make a coherence signals used to (True/False)
d) for instance text more organized and introduce contrasting ideas.
understandable. (True/False) 10. "Moreover" and "in
9. In the sentence, "If you (True/False) conclusion" are examples of
don't finish your homework, 10. Coherence signals are used coherence signals used to
__________ you might get a 10. "Furthermore" and "in to show cause and effect add information and provide
lower grade." conclusion" are examples of relationships between ideas. examples, respectively.
a) also coherence signals used to (True/False) (True/False)
b) consequently show cause and effect.
c) otherwise (True/False) 11. Coherence signals are only 11. Coherence signals
d) in fact used in academic writing and indicate cause-and-effect
11. "Otherwise" and not in everyday language. relationships between ideas.
10. Identify the coherence "however" are coherence (True/False) (True/False)
signal in the following signals used to introduce a
sentence: "Firstly, we went to contrasting idea. 12. "For instance" and "in fact" 12. Coherence signals are
the museum; __________, (True/False) are examples of coherence only used in academic
we had lunch at a nearby signals used to provide writing and not in everyday
café." 12. Coherence signals are examples and additional language. (True/False)
a) as a result only used in written texts information. (True/False)
b) moreover and not in spoken language. 13. "For instance" and "in
c) consequently (True/False) addition" are examples of
d) in conclusion coherence signals used to
13. "For example" and "in introduce contrasting ideas.
11. Choose the correct fact" are examples of (True/False)
coherence signal to complete coherence signals used to
the sentence: "He needs to provide further clarification.
improve his writing skills; (True/False)
__________, he should
practice more often."
a) consequently
b) in addition
c) otherwise
d) for instance

Created by: GREG M, Et al

 12. In the sentence, "She
enjoys swimming;
__________, she goes to the
pool every weekend."
a) in fact
b) otherwise
c) consequently
d) also

13. Identify the coherence

signal in the following
sentence: "They forgot to buy
tickets; __________, they
were not allowed to enter the
concert."
a) in fact
b) moreover
c) as a result
d) for instance

14. Choose the correct

coherence signal to complete
the sentence: "He needs to
pass the exam; __________,
he must study diligently."
a) also
b) consequently
c) otherwise
d) in conclusion

15. In the sentence, "She

loves to travel; __________,
she plans to visit Europe next
summer."
a) in conclusion
b) in fact
c) consequently
d) moreover
J. Additional Activities for For students who may need For students who may need
Application or extra support, provide extra support, provide
Remediation additional practice exercises on additional practice exercises
identifying coherence signals on identifying coherence
and using them effectively in signals and using them
writing. effectively in writing.
V. REMARKS

Created by: GREG M, Et al

 VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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
used/discover which I wish
to share with other
teachers?

Prepared by:
Checked by:

Teacher III
School Principal I

Created by: GREG M, Et al