DETAILED LESSON PLAN IN ENGLISH 8

School Luis Palad Integrated High School Grade Level 8

Teacher Lovely L. Florendo Learning Area English
Teaching Date March 11-14, 2024 Quarter / Week Third/6
Time CO No.
I. OBJECTIVES
A. 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.
B. Performance Standards The learner transfers learning by composing and delivering a
persuasive speech based on an informative essay featuring use
of properly acknowledged information sources, grammatical
signals for opinion-making , persuasion, and emphasis, and
appropriate prosodic features, stance,and behavior.
C. Learning Competencies Use appropriate cohesive devices in various types of
(Code)/ Objectives speech
● Knowledge Use appropriate cohesive devices in various types of speech
● Skills use appropriate cohesive devices in various types of speech
● Attitudes appreciate the importance of cohesive devices.
II. CONTENT Using Cohesive Devices
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English – MELCS Grade 8 (p. 191)
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Blackboard
Visual Aids
● Cartolina
B. Other Learning Resources
● Manila Paper
● Tarpapel

IV.
Review/ Introductory Preliminary Activities/ Routines/Checking of Attendance/Classroom
Activity (__ minutes) Management etc.

A. Reviewing previous
lesson or presenting RECAPITULATION
a new lesson
1. What was the topic we discussed during our last meeting?
2. What are the six elements of a story?
3. Describe each element: character, setting, conflict, plot, point of view,
and theme.
4. Break down the parts of a plot.
 5. What was the title of the story we discussed during our last meeting?
Who was the author of that story?

B. Establishing a Checking of Previous Activities / Review of the Previous Lesson about

purpose for the Elements of a story
lesson

BRIDGING THE LESSON

Students will be divided into two groups, and each group needs to select 10
players to play the activity. The activity will involve creating and completing
statements using the pool of words posted on the board. Students who are
not selected as one of the 10 players can still participate by whispering their
answers to the representatives if they have an answer and the representative
will write it on the board.
(Answer can be vary)
Statement: "I woke up early to catch the bus."
Cohesive Device: "But"
Completed Statement: "I woke up early to catch the bus. But, it was late, so I
had to walk to school."
Statement: "I was excited for the picnic."
Cohesive Device: "However"
Completed Statement: "I was excited for the picnic. However, it started
raining, so we had to cancel."
Statement: "She studied hard for the exam."
Cohesive Device: "Despite"
Completed Statement: "She studied hard for the exam. Despite that, she
didn't perform well."
Statement: "They practiced for the play every day."
Cohesive Device: "Meanwhile"
Completed Statement: "They practiced for the play every day. Meanwhile, the
costumes were being prepared."
Statement: "He wanted to go to the beach."
Cohesive Device: "Yet"
Completed Statement: "He wanted to go to the beach. Yet, his friends
preferred the mountains."
Statement: "She loves chocolate."
Cohesive Device: "Although"
Completed Statement: "She loves chocolate. Although, she tries to limit her
intake."
Statement: "We were tired after the hike."
Cohesive Device: "As a result"
 Completed Statement: "We were tired after the hike. As a result, we slept
early that night."
Statement: "They planned to visit the museum."
Cohesive Device: "Nevertheless"
Completed Statement: "They planned to visit the museum. Nevertheless, they
ended up going to the zoo instead."
Statement: "He enjoys playing soccer."
Cohesive Device: "Even though"
Completed Statement: "He enjoys playing soccer. Even though he's not very
good at it."
Statement: "She always brings an umbrella."
Cohesive Device: "Therefore"
Completed Statement: "She always brings an umbrella. Therefore, she never
gets caught in the rain."
Statement: "They bought tickets for the movie."
Cohesive Device: "Subsequently"
Completed Statement: "They bought tickets for the movie. Subsequently, they
realized it was sold out."
Statement: "I wanted to go swimming."
Cohesive Device: "In contrast"
Completed Statement: "I wanted to go swimming. In contrast, my brother
preferred to stay indoors."
Statement: "He finished his homework early."
Cohesive Device: "Furthermore"
Completed Statement: "He finished his homework early. Furthermore, he
helped his sister with hers."
Statement: "She saved money to buy a new phone."
Cohesive Device: "Consequently"
Completed Statement: "She saved money to buy a new phone.
Consequently, she was able to afford it."
Statement: "They were excited for the concert."
Cohesive Device: "Meanwhile"
Completed Statement: "They were excited for the concert. Meanwhile, their
favorite band was setting up on stage."

Activity & Analysis

(__ minutes)
C. Presenting examples Find Your Partner!
/ instances of the new
lesson Instructions: Your task is to find a classmate who holds the matching
sentence part to complete your sentence. Once you've found your partner,
share your combined sentence with them. Listen to your partner's sentence
and make sure if the two parts really connect with each other. Repeat the
process with other classmates until all pairs have shared their sentences.

Example:

First part of the sentence:

She sings beautifully,

Second part of the sentence:

and her voice mesmerizes the audience.

Together, it will become “She sings beautifully, and her voice mesmerizes the
audience.”

He enjoys playing soccer, and he excels in it.

She neither likes coffee, nor does she drink it.

He studied hard, but he failed the exam..

You can have tea, or you can have coffee.

She was tired, yet she continued to work hard.

He was sick, so he stayed home.

She dances gracefully, because she loves music.

He reads every day, so that he may learn new things.

D. Discussing new
concepts and They laughed loudly, as they watched a funny movie.
practicing new skills
(F1) Since it was raining, They decided to stay indoors.

E. Discussing new
concepts and What are Cohesive Devices?
practicing new skills
(F2) Cohesive Devices are words or phrases that show the relationship between
paragraphs or sections of a text or speech. These devices are sometimes
called linking words, linkers, connectors, discourse markers, or transitional
words.
 Cohesive Devices

Type: Cohesive Description Example

Devices

Conjunctions for for explaining He gains more

why weight, for he
1. Coordinating eats too much
Conjunctions sweets.

These and the same, similar His favorite

conjunctions. or equal; without snacks are
connect words, contrast apples and
phrases, and bananas.
clauses of equal
value. Clauses of nor for two non- He doesn't like
equal value are contrasting soft drinks, nor
called grammatically, hard liquors.
independent negative items
clauses and can
stand on their but for contrast I eat vegetables,
own as separate but I never eat
sentences. junk foods.

or an alternative Would you like

bread or cookies
with your coffee?

yet contrast, despite, He is still young,

something yet he is already
very responsible.

so for showing the He was very

consequence of hungry, so he
something ate the
remaining fruits.

because, so, to express cause As he was

that, as, since or reason feeling sick,
Pedro didn't go
to work
yesterday.

Quiz after (FANBOYS) Coordinating conjunctions.

Instruction: Complete the following statements by choosing from the choices

below and writing the correct answer on the space provided.

1. I'm going to go to the store _________ I can buy some candy.

and but so or

2. I'm going to buy a new computer. However, I can't decide if I should

buy an Asus _____ Mac.
 and but so or

3. I'm going to the party, ________ I'm going to have a good time!
and but so or

4. I'm going to the party, ________ I'm not going to have a good time!
and but so or

5. The temperature is going to be very low tonight. You should wear

heavy clothes _______ you don't get cold.
and but so or

6. She decided to go ________ a walk in the park.

yet for nor or

7. He was tired, ________ he continued working on his project.

yet but for or

8. She neither sang ________ danced at the party.

yet for nor or

9. She likes to read books ____ watch movies in her free time.
yet for and so

10. He wanted to go out, ________ it started raining suddenly.

and but so or

Cohesive Devices

Type: Cohesive Description Example

Devices

2. before, after, to express time The baby cries

Subordinating until/till, when, as whenever he
Conjunctions soon as, feels hungry.
whenever, while
The clause
beginning with unless, if, even to express I'll lend you my
the subordinating if, in case, condition phone, provided
conjunction is providing that you will use
always the it carefully.
subordinate
although, even to express Joy loves
 clause, which though. whereas contrast of outdoor
depends on the concession activities,
main clause and whereas her
cannot exist sister prefers to
without it. stay home.

Quiz for Subordinating conjunctions

Instruction: Complete the following statements by choosing from the choices

below and writing the correct answer on the space provided.

1. ________________ he claims that he is innocent. Everyone knows he

is guilty.
While Now that In order that

2. ________________ you already know the answer, why are you asking
me?
Although Since Whereas

3. ____________ it is difficult to solve this mathematical problem, I

believe that I can do it.
Since Although Now that

4. _____________ he trains hard, he will not be drafted.

Whereas Because Unless

5. _______________ she is a hard worker, she is not very honest

While Unless Meanwhile

Cohesive Devices

Type: Cohesive Description Example

Devices

3. Adverbial also, besides, adding It rained hard;

Conjunctions finally, something moreover,
furthermore, in lightning flashed
These are words addition, and thunder
that join moreover, still, boomed.
independent
clauses into one also, as well, comparing Sleeping early
sentence. A alike, similarly makes me feel
conjunctive relaxed; also, it
adverb helps you makes me active
create a shorter for the next day.
sentence. When
 you use a at the same time, contrasting I wanted to finish
conjunctive in contrast, in answering my
adverb, put a spite of, on the activity in this
semicolon (;) other hand even module; even if
before it and a if it takes a longer
comma (,) after it time to do it.

certainly, emphasizing Following health

definitely, indeed, protocols is;
in fact indeed very
important for us
to be safe.

for/as an giving example There are

example, for different
instance, in other symptoms of
words, namely, COVID- 19;
such as namely, cough,
fever and sore
throat.

as... as, both showing equality Neither the

and, either or, minors nor the
neither nor, not senior citizens
only... but also are allowed to go
out during the
pandemic.

as it was/has summarizing, COVID-19 is a

been said, in concluding serious disease;
conclusion, hence, we need
finally, in short, in to follow health
other words, protocols.
hence

Quiz for Adverbial conjunctions

Instruction: Complete the following statements by choosing from the choices

below and writing the correct answer on the space provided.

Moreover
For an instance
so
and
Therefore
consequently
However
Nevertheless

1. I felt dizzy while exercising. Therefore, I decided to take a break.

2. “She invited me to a party; however, I still had a lot of work to do.

 3. “He requested to be left alone after knowing the issue. Moreover, he was
feeling overwhelmed.

4. Nevertheless, Jana managed to finish the task on time even though she
was required to attend a meeting.

5. Sheena arranged her living room; consequently, she felt relieved and
accomplished.

Application Reflective Essay: Memorable Moments

(__ minutes) Instructions: Choose your most memorable moment and outline these key
points: what happened, why it was memorable, and its importance. Use
F. Developing mastery cohesive devices to connect ideas seamlessly.
(F3)
Criteria:
G. Finding Practical
Applications of Content (40%)
Concepts and Skills Use of Cohesive Devices (30%)
in Daily Living Clarity and Organization (20%)
Engagement and Reflection (10%)

Scoring:

Excellent (4): Demonstrates exceptional content depth, with a clear and

engaging narrative. Cohesive devices are effectively utilized, enhancing the
flow of ideas. Essay is well-organized and easy to follow, showcasing
thorough reflection and engagement.

Proficient (3): Presents solid content with relevant details and insight.
Cohesive devices are mostly used effectively, contributing to overall
coherence. Organization is generally clear, with minor lapses in clarity or flow.
Reflects thoughtful engagement with the topic.

Adequate (2): Contains adequate content, though may lack depth or insight.
Cohesive devices are inconsistently used, affecting coherence. Organization
may be somewhat unclear or disjointed. Reflects some engagement but lacks
depth of reflection.

Needs Improvement (1): Content is limited or superficial, lacking significant

depth or insight. Cohesive devices are rarely used or used incorrectly,
hindering coherence. Organization is unclear or lacking. Shows minimal
engagement or reflection.

Inadequate (0): Fails to meet basic expectations for content, coherence, or

engagement. Lack of cohesive devices severely impacts coherence.
Organization is unclear or nonexistent. Little to no evidence of reflection or
engagement.
Abstraction The teacher will ask the following question.
(5 minutes)
What are cohesive devices?
H. Making generalization What is the importance of cohesive devices in oral and written
and abstraction
communication?
Assessment Choose me! (QUIZ)
(__ minutes) Instruction: Below is an excerpt or portion of a text which lacks cohesive
devices. Complete it by choosing your answers from the words inside the
I. Evaluating learning
parenthesis. Write the words on a separate answer sheet.

I could not imagine how I would become what I 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 be 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 later, I did not climb the hills to get vegetables
anymore, instead I climbed the stage where my healed mother 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?

J. Additional activities Instructions: Create a sentence using FANBOYS.

for application or
remediation 1. For
2. And
3. Nor
4. But
5. Or
6. Yet
7. So
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners 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 use/discover
which I wish to share
with other teachers?

Prepared by:

LOVELY L. FLORENDO
Practice Teacher

Checked by:

ROSALINDA B. ZITA
Resource Teacher

Noted by:

MARIA MADEL C. RUBIA

Head Teacher IV