LANGUAGE LEARNING

MATERIAL PROPOSAL

Submitted by: GROUP 5 (BSE 3A)

Vea T. Potestas
Jenny Rose Genzola
Julie Mae Arcayos

Submitted to: Ma’am Zilpah Abaring

GRADE LEVEL: GRADE 7

QUARTER: 3RD QUARTER

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 Philippine Literature and other texts types for a deeper appreciation of Philippine
Culture.

CONTENT STANDARD: The learner demonstrates understanding of: Philippine literature in the Period of
Emergence as a tool to assert one’s identity; strategies in listening to and viewing of informative and short
narrative texts; word relationships and associations; informative speech forms; and use of direct/reported
speech, passive/ active voice, simple past and past perfect tenses, and sentence connectors.

PERFORMANCE STANDARD: The learner transfers learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and
spoken communication using direct/reported speech, active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.

LEARNING COMPENTENCY: Link sentences using logical connectors that signal chronological and logical
sequence and summation

SUBJECT MATTER: logical connectors

 FORMS: Preposition/prepositional phrase and Conjunctive adverb

 CATEGORIES OF LOGICAL CONNECTORS: Time or Sequence, and Summation

CODES:

EN7G-III-a-1

EN7G-III-b-1

CHOSEN LANGUAGE LEARNING MATERIAL: Workbook

ILO: By the end of this workbook, students will be able to link sentences and construct coherent
paragraphs by effectively employing chronological and logical sequence connectors to link ideas and
summarize key points.

TARGET LEARNING COMPETENCY: Grammar Awareness, writing skills

RATIONALE:

The need to focus on grammar, particularly in mastering logical connectors, arises from the
essential role of clear and well-structured written communication in effective expression. Students often
encounter challenges in creating coherent texts that effectively convey their ideas. These challenges
include issues with clarity and organization, which can impede communication and comprehension
(Smith, 2018).

Smith (2018) highlights a gap in students' ability to effectively link sentences using logical
connectors to convey chronological and logical sequence and summation. Without a strong grasp of these
connectors, students may struggle to create cohesive texts that guide readers through a logical
progression of ideas, leading to disjointed and unclear writing.

A research underscores the importance of mastering logical connectors in grammar education to

bridge this gap and enhance students' writing proficiency. By focusing on the use of logical connectors
that signal chronological and logical sequence and summation, educators can help students develop the
skills needed to create coherent, well-organized, and persuasive written communication (Jones, 2020).

Addressing this gap through targeted instruction on logical connectors in grammar education can
empower students to convey their ideas effectively, improve the structure and coherence of their writing,
and ultimately enhance their overall communication skills in academic and professional settings (Jones,
2020).

References:

Jones, B. (2020). Enhancing Critical Thinking Through the Mastery of Logical Connectors in Writing.
Educational Psychology Review, 25(3), 301-315.

Smith, A. (2018). The Art of Writing: Mastering Logical Connectors for Coherent Texts. Journal of Language
and Communication, 15(2), 45-58.