SEMI DETAILED LESSON PLAN FOR GRADE 8

Prepared by: Liza A. Angelias

I. Objectives:
At the end of the 60-minutes lesson, the students will be able to:
a. Identify the different cohesive devices;
b. Write a paragraph using appropriate cohesive devices;
c. Assess the effectiveness of cohesive devices in writing and speaking; and
d. Recognize the importance of making good connection.

II. Subject Matter:

Topic: USE APPROPRIATE COHESIVE DEVICES IN VARIOUS TYPES OF SPEECH
Reference: 1. English 8 Student Learner’s Material (Module)
2. https://www.youtube.com/watch?v=9IbN1LxXevM
3. “Literacy Professional Development.” Keys to Literacy, 17 Dec. 2020,
keystoliteracy.com/. Developmental Reading (Manila: Rex Book Store,
Inc.,2009), p. 394.
Instructional Materials: white board, markers, handouts strips for group activity, video clip,
pens, projector and laptop (for visual aids of ppt)

III. Procedure:
A. Preliminaries:
1. Prayer
2. Greetings
3. Checking of Attendance
4. Setting of Classroom Standards
B. Review:
- What was our previous lesson? (Noting Important Details in the Selection)
C. Presentation of Objectives:
- Let us read our objectives for today:
a. Identify the different cohesive devices;
b. Write a paragraph using appropriate cohesive devices;
c. Assess the effectiveness of cohesive devices in writing and speaking; and
d. Recognize the importance of making good connection.
D. Lesson Proper:
1. Motivation:
- Video Analysis
Technology, The best or worst thing for education | Scott Widman |
TEDxYouth@BSPR
https://youtu.be/9IbN1LxXevM?si=odNh1cWYGBGN8xEU
- Show the short video. Divide the group into two. Ask students to give thoughts on
what made the speech effective by using a concept web.

- Encourage students to share what they have observed it the sentences used by the
speaker.

2. Presentation and Discussion:

- Introduce the lesson about cohesive devices.
- Longman Dictionary of contemporary English defines cohesive as an adjective,
connected or related in a reasonable way to form a whole.

SOME TYPES OF COHESIVE DEVICES: (refer to SLM Grade 8 English pp. 4-9)
1. Transitional Markers
2. Reference
3. Substitution
4. Ellipsis

3. Activity:
- Divide the class into small groups of 3-4 students. Provide each group with a set
strip and identify the type of cohesive device used in every statement. After 5
minutes, have each group present one transformed sentence and explain their
process.

Group 1 - 1. You: Have you returned the books?

Me: Yes, I have.
2. I wanted to go for a walk; however, it started to rain.
Group 2 - 1. Lance answered his module completely.
2. First, we will discuss the introduction; next, we will move on to the
main points.
Group 3 - 1. My mother was not able to get the module because she was not
feeling well.
2. She didn’t study for the test; therefore, she didn’t do well.
Group 4 - 1. Teacher: Who answered the activities in your modules?
Student: Me.
2. I enjoy reading; I also like writing.
Group 5 - 1. I like the beautiful places in Switzerland. I want to go there.
2. The weather was beautiful; as a result, we decided to have a picnic.

4. Analysis:
- Each group presents their speech to the class. Encourage students to pay attention
to how cohesive devices are used.
- After each presentation, provide feedback on the use of cohesive devices and clarity
of the speech.

5. Abstraction:
Worksheet Activity:
Directions: Combine the following sentences by using appropriate cohesive
devices.
1. He has always wanted to be a musician. He decided to enroll in a music school.
2. Musicians need to perfect their skills. Their craft requires them to be excellent.
3. The listener rose to their feet. The orchestra launched into a rendition of the
overture.
4. He took exact and accurate notes from his orchestra. The audience stood,
applauding insistently.
5. He practices diligently. He is ready for the new challenge.
6. I wanted to join the soccer team. I didn’t have enough time to practice.
7. She loves to paint. She also enjoys sculpting.
8. The movie was very long. It was also quite interesting.
9. He studied hard for the exam. He didn’t pass.
10. We can go to the beach. We can stay at home.

6. Application
Directions: Using some of the cohesive devices you have learned. Take a closer look
at the Venn Diagram, showing a comparison between FLU and COVID-19. Write
a paragraph based on the given details with at least 10 sentences.
IV. Evaluation:
Read the following speech below. Then pick out the cohesive devices used in the
statements. Write your answer in your notebook. (10 points)

Greetings! The Philippines is a country of 7 thousand islands which has the highest
endemicity per unit area in the planet. This means that 70 percent of the biodiversity
found in the Philippines can only be found in our country. We have more than 3000
species of marine life and some of which includes a snail. Our sponges and shells are
effective in addressing cancer and we are barely scratching the surface of what there
is. This is not just the wealth of the Philippines - it is the wealth of all of us together.
Should the planet escalate to more than 1.5 degrees then we lose all of that. The
planet simply cannot afford an indecisive ambiguity about what needs to be done.
The situation is clear - anything more than 1.5 degrees will destroy possibilities for
quality of life. We do not need to give up economic growth - from clean energy, to
sustainable transportation, to all facets of life. Hence, we need to have the courage
to change the way we do things. We cannot and must not build an economy based
on suffering.

At an increase of .8 degrees, we suffered Typhoon Haiyan, which is the worst storm

surge in the planet’s history wherein more than ten thousand died. Ironic. There’s so
much to give yet so much to lose.

As the Secretary for the environment, we will go heavily into mangroves because the
islands with mangroves suffered 80 percent less damage in terms of lives and
property. This thrust will not only save our islands but will result in economic zones
because of the resultant increase in fish, shrimps, and other sea life. If handled well,
our people can get out of poverty.

I propose a dynamic direction of facilitating climate change models on the ground

that give the message - it can be done, and we can do it! The rules of the Paris
Agreement can state what the performance indicators of these models should be.

There is an integratedness of life. Yesterday, I was in awe at dynamism and non-

negotiable commitment of the leaders of the Climate Change movement. If we all
imbibe this consciousness deep in our hearts and manifest it in ground level reality -
humanity faces a bright future if we continue to bloom this spirit of working
together. The Philippines is making a commitment to this exciting future.

V. Assignment:
Write a short speech (3-5 minutes) on a topic of interest, ensuring they use at least 10
different cohesive devices. Look at the rubrics for the criteria in writing. 16 is the perfect
score.