Republic of the Philippines

CAVITE STATE UNIVERSITY

DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite
www.cvsu.edu.ph

A SEMI-DETAILED LESSON PLAN FOR GRADE 10

TRECE MARTIRES CITY NATIONAL HIGH SCHOOL
The learners demonstrate understanding of how world literature and
Content Standard other text types serve as instruments to resolve social conflicts, also
how to use the language of research, campaigns and advocacies.

The learner completely presents a research report on relevant socio-

Performance Standard
cultural issue.

Competency Expand ideas using principles of cohesion and coherence.

At the end of the lesson, the learner will be able to:

 Identify the meaning, varieties and difference between

coherence and cohesion.
Learning Objectives  Identify problems of coherence and cohesion in written
texts and;
 Write and organize their ideas in a written output with the
use of cohesive devices.

Lesson/Subject Matter Cohesive Devices

References  English Learner’s Manual

 English Teacher’s Manual
Learner’s Material TV, powerpoint presentation, picture puzzle, draw lots box and
Used chalk.

LEARNING TASKS

 Prayer
PRELIMINARY
 Greetings
ACTIVITIES  Checking of attendance
 Classroom management
PUZZLE GAME

Mechanics of the Activity

1. The class will be divided into five groups.
ACTIVITY 2. Each group will be asked to form a circle.
3. Each group will be given same a set of puzzle to arrange to
form an image.
4. Images are about the global issues and problem the world is
facing.
 5. Each set has an extra pieces which serves as a challenge for
the activity.
6. First to form the intended image will be the winner.

Processing Questions

1. Have you enjoyed the activity? Why?

2. What made the activity difficult? Why?
3. What have you noticed about the images? It portrays what?

(The teacher will display a set of paragraph, which is intentionally

confusing)

The actual paragraph

Dogs are canines that people domesticated a long time

ago. Wolves are predecessors of dogs and they help people in
ANALYSIS variety of ways. There are various reasons for owning a dog, and
the most important is companionship.

Processing Questions

1. What have you noticed in the paragraph?

2. Was it difficult to understand?
3. What is wrong in the paragraph?

The teacher will begin to introduce the terms coherence and

cohesion, followed by discussing the varieties of cohesive devices,
which are the following:

 Repetition of a Key Term or Phrase

 Synonyms
ABSTRACTION  Pronouns
 Transitional Words
 The class will be divided into five groups. One member of the group
will be asked to pick inside a draw lots box which contain the topics.
Each group will be asked to create paragraphs which will elaborate
their chosen topic by answering the guide question with the use of
cohesive devices. Each member must contribute for the group output.
To be presented after every group is done. Each group will be graded
with the use of a rubric.

Actual topics:

1. Garbage Pollution
2. Poverty
3. Bullying
4. Depression
5. Water Scarcity

Guide Questions

1. What do you think was the reason behind that problem?

2. As a student what can you contribute to at least lessen the
APPLICATION cause of the problem?
3. If you were given a chance make law, to end that problem
what would it be?

RUBRIC

CONTENT COHESIVENESS PRESENTATION

5 5 5

The ideas satisfy the Varieties of Creativity and

guide questions and cohesive devices are clarity of delivery
are anchored with present, coherence are observed.
the chosen topic. and cohesion are
observed.

1. What have you learned from the lesson?

2. If you are going to relate the process of the activity to your
GENERALIZATION personal experienced, what was that specific experienced?
3. Who would like to share their insights about the importance
of cohesive devices?
 ASSIGNMENT Read and study page 417-418

Prepared by:

Kimberley S. Omaña
Student Teacher

Approved by:

Mr. Daniel Jr. Gatdula

Cooperating Teacher