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SYNCHRONOUS PERIOD - : Preliminary Activity: Read The Following Group of Sentences. Try To

The document discusses a lesson plan on cohesive devices for 8th grade students. It defines cohesive devices as words or phrases that show the relationship between ideas, sentences, paragraphs or sections of text. It provides examples of different types of cohesive devices like coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. The lesson plan includes learning tasks for students to identify cohesive devices in passages and determine their functions.
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100% found this document useful (1 vote)
919 views

SYNCHRONOUS PERIOD - : Preliminary Activity: Read The Following Group of Sentences. Try To

The document discusses a lesson plan on cohesive devices for 8th grade students. It defines cohesive devices as words or phrases that show the relationship between ideas, sentences, paragraphs or sections of text. It provides examples of different types of cohesive devices like coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. The lesson plan includes learning tasks for students to identify cohesive devices in passages and determine their functions.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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QUEZON NATIONAL HIGH SCHOOL

GRADE 8

THIRD QUARTER

WEEK 6

I. LESSON TITLE: Cohesive Devices


II. MOST ESSENTIAL LEARNING COMPETENCIES: Use appropriate
cohesive devices in various types of speech
III. CONTENT / CORE CONTENT:
a. Determine the function, types, and examples of cohesive devices.
b. Distinguish the appropriate usage of cohesive devices based on the context
of the text.
c. Rewrite the given passages by giving the suitable linking words.

IV. LEARNING PHASES

-----SYNCHRONOUS PERIOD-----

a. Review: The Two Brothers


*Guide Questions:
1. Where did the folktale originate?
2. Who are the main characters of the story?
3. What is the theme or the value shown in the story?

b. Introduction: The students examine the group of sentences and organize


them into a cohesive paragraph:

Preliminary Activity: Read the following group of sentences. Try to


get the thought that it implies. On a separate paper, arrange those
jumbled sentences to form an organize paragraph.
a. By 5:45 A.M., when power was restored, the dying fires and
sleeping bodies huddled around the fireplaces all over town
resembled pioneer encampments.
b. Nothing relieves the monotony of daily routine like an
unexpected incident or adventure.
c. The “Great Blackout”, as we called it, was such an event.
d. When the lightning struck a main power line at 6:32 P.M., all
power stopped abruptly.
e. The adventure began when the storm blasted through the area
and the lights flickered.
f. The Great Blackout was a night to remember.
g. Most homes reverted to nineteenth-century means of heat and
light: candles, oil lamps, and heat fires.

*Guide Question:
1. After you arranged and linked the sentences into a paragraph,
can you now clearly get the thought?

The words or expressions that are used to join two ideas or two parts of
a sentence or two different sentences or a number of sentences in a paragraph
thematically and meaningfully are called COHESIVE DEVICES. They are
otherwise known as connectives or linking words in English Grammar.

c. Development

Discussion of the Lesson

Cohesive devices are sometimes called linking words, discourse


markers or transitional words. They are words or phrases that show the
relationship between ideas, sentences, paragraphs or sections of a text.

Types of Cohesive Devices:

1. Coordinating Conjunctions
Allow you to join words, phrases, and clauses of equal
grammatical rank in a sentence. The most common
coordinating conjunctions are for, and, nor, but, or, yet, and
so; you can remember them by using the mnemonic device
FANBOYS.

2. Correlative Conjunctions
Pairs of conjunctions that work together. Some examples are
either/or, neither/nor, and not only/but also.

3. Subordinating Conjunctions
Join independent and dependent clauses. A subordinating
conjunction can signal a cause-and-effect relationship, a
contrast, or some other kind of relationship between the
clauses. Common subordinating conjunctions are because,
since, as, although, though, while, and whereas. Sometimes
an adverb, such as until, after, or before can function as a
conjunction.

Common functions and relationships to use connectives on:

 Addition  Example
 Comparison  Summarization
 Contrast  Result
 Sequence  Condition
 Time  Space and Place
 Reason  Choice
 Enumeration

Learning Tasks: The students study accomplish the tasks 1 and 3 via oral
participation in Google Meet:

Learning Task 1: Choose the letter of the word that correctly identifies
the appropriate transition word or phrase. Then, select the kind of
transition you have used.

1. Jake is poor; _________________, he does not resort to


begging to survive.
A. despite B. however C. because D. therefore
(Contrast, Conclusion, Time, Reason)

2. Many students complained that the test was difficult,


___________ many students managed to score full marks.
A. yet B. because C. so D. even
(Contrast, Comparison, Example, Conclusion)

3. The students ran to the field _________ they heard that there
was a Nescafe truck giving away free ice cold coffee.
A. unless B. despite C. although D. when
(Comparison, Time, Summary, Order/Sequence)
4. ____________I didn't like to spend time reading in class, but
I enjoy it now.
A. Initially B. Eventually C. Next D. Overall
(Addition, Sequence, Result, Example)

5. My brother is my best friend. He is always willing to go the


extra mile to help me. ______, the other day he helped me
study until 1:00 AM.
A. Furthermore B. As a result C. For example D. Additionally
(Contrast, Comparison, Example, Conclusion)

Learning Task 3: Rewrite the following passages by filling in the blank


spaces with suitable linking words from the lists given at the end of each
passage.

A. The methods of reading often vary in accordance with the contents


of books, (1)__________ all books should be read with equal
seriousness. Amusement is not the major objective of reading
(2)__________ a good book, (3)__________it is a novel or a
biography or a drama, always deals with some aspect of knowledge
(4)__________ helps us to know life better. It is (5)__________ said
(6)__________books are the best teachers.
[Therefore, because, but, whether, and, that]

B. When the examination was over, my friends (7)__________ I


decided to go on quick getaway (8)__________ we could not decide
the exact place (9)__________ we would spend our retreat. Some of
us wanted to go to amusement park, others proposed a resort. It was
of course felt (10)__________ the trip should not be very expensive.
[And, where, that, but]

d. Reflection
The students write their personal insights about the lesson using the
prompts below:
I understand that…
I realized that…
I need to learn more about…
-----ASYNCHRONOUS PERIOD-----

e. Performance Task: Identifying the Cohesive Devices and its Functions

Learning Task 4: Read the article below. Encircle the cohesive devices
used. Afterwards, determine the function of each cohesive device.

MENTAL HEALTH TOLL OF PANDEMIC ‘DEVASTATING’ –


WHO

GENEVA — The COVID-19 pandemic is having a “devastating impact”


on mental health services globally, the World Health Organization (WHO)
said Monday, ahead of a large fundraising push. It warned that mental
health had been overlooked in the crisis, pointing to a survey conducted
between June and August that revealed severe disruptions to services in 93
countries. While 83 percent of the 130 countries surveyed had included
mental health in their coronavirus pandemic response plans only
17 percent had actually set up the full funding required, it said.

“This is a forgotten aspect of COVID-19,” WHO mental health


director Devora Kestel told a virtual media briefing, stressing the urgent
need for increased funding. Before the pandemic, countries were spending
less than two percent of their national health budget on mental health, and
were struggling to meet demand, the WHO said That demand has now
dramatically increased due to the pandemic.

“Bereavement, isolation, loss of income, and fear are triggering


mental health conditions or exacerbating existing ones,” the agency said in
a statement.

“Many people may be facing increased levels of alcohol and drug


use, insomnia, and anxiety.” Prevention programs hit first.

Though all regions of the world have been affected, high-income


nations had been better able to maintain the provision of services. WHO’s
survey found that 30 percent of countries reported some disruption in
emergency mental health provision and medication supplies for people with
disorders. Prevention services were sharply affected while travel
restrictions hindered patient access to health facilities. However, countries
are learning to respond with innovative solutions such as telemedicine and
teletherapy interventions. The WHO also said more data was needed on
COVID-19’s effect on brain health, with fewer than one in 10 countries
conducting research. The WHO said that estimates before the coronavirus
pandemic showed that nearly $1 trillion in economic productivity was lost
annually from depression and anxiety alone.

However, studies showed that every dollar spent on evidence-based


care for depression and anxiety returned $5.00. On Saturday, the WHO is
hosting on social media “The Big Event for Mental Health,” calling for
increased investment. Those taking part include Queen Mathilde of the
Belgians; footballer Alisson Becker, the Brazil and Liverpool goalkeeper;
and pop star Lady Gaga’s mother Cynthia Germanotta. Also involved are
the widow of Chester Bennington, the Linkin Park singer who committed
suicide in 2017, and Klas Bergling, the father of the Swedish superstar DJ
Avicii, who was found dead two years ago aged 28.

f. Quiz: The students study the given mind clouds and do task 2 via a Google
link.

Learning Task 2: Sort the following words into different functions of


cohesive devices.

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