Professional Documents
Culture Documents
I. OBJECTIVES
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;
A. Content Standards
structural analysis of words and propaganda techniques; and grammatical signals for opinion- making,
persuasion, and emphasis
The learner transfers learning by composing and delivering a persuasive speech based on an informative essay
B. Performance Standards featuring use of properly acknowledged information sources, grammatical signals for opinion-making ,
persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
1. Classify the different types of cohesive devices;
C. Learning Competencies/Objectives
2. Apply appropriate cohesive devices in a sentence;
(Write the LC code for each)
3. Create sentence using appropriate cohesive devices.
II. CONTENT
(What is the lesson all about/Subject Using Cohesive Devices: Coordinating Conjunctions
Matter)
III. LEARNING RESOURCES
(List of materials to be used)
A. References
1. Teacher’s Guide Pages K to 12 Curriculum Guide English 8, K to 12 MELCs
2. Learner’s Materials Pages Alternative Delivery Mode, Quarter 3 – Module 5: Using Cohesive Devices, First Edition, 2020
3. Textbook Pages
4. Additional Materials from
Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES Teacher’s Activity Students’ Activity
Routinary Activities:
a. Greeting Good morning, class! Good morning, Ma’am!
b. Prayer Please remain standing for our opening prayer. Let (Student leads the prayer)
us pray.
c. Classroom Management Before you take your seats, please pick up the pieces (The students pick the pieces of trash under the chair
of paper or any trash and arrange your chair properly. and arrange the chairs properly, before taking their
seats.)
d. Checking of Attendance Secretary, do we have an absentee today? None Ma’am. Everyone is present.
Very good!
They are still young, yet they already tall and big.
Based on our activity, what you have noticed? The idea is more comprehensive when we connect
ideas with the help of (for, and, nor, but, or, yet, so).
Excellent! Ideas are more comprehensive when we
C. Presenting Examples/Instances of have connectors. Any other idea? The sentences are organized that make it easy to
the New Lesson understand because of the conjunctions.
Very good! It becomes easy to understand and
connect ideas when we used those words (fanboys).
Do you understand? Yes, Ma’am!
These “fanboys” has something to do with our next
lesson which is? Everybody please read. Using Cohesive Devices: Coordinating Conjunctions
Anyone from the class who can tell me what is Cohesion is how well parts of your text (words,
cohesion? Yes, Miss. sentences, paragraphs) fit together. It is important to
be able to get your point across clearly
Very well! To achieve coherence, we need to use Cohesive Device are words or phrases used to
cohesive devices, which is our topic for this morning. connect ideas between different parts of text.
And cohesive device is? Please read.
What comes into your mind when you hear the word
device? Anyone from the class? Ma’am, device is like a tool.
So, cohesive devices have many types. What are The types of cohesive devices are conjunctions,
those? Everybody please read. pronouns, prepositions, adverbs, and ellipses.
Exactly! However, we will only focus on the Conjunctions are words or a group of words that are
conjunctions. And what is conjunctions? used to connect other words or phrases in the
sentence.
Excellent! Conjunctions has three (3) types. What is The first type is coordinating conjunctions.
the first type? Coordinating conjunctions are words that connects
two, phrases and clauses of equal value. Clauses or
equal value are called independent clauses and can
stand on their own as separate sentence.
Very Good! In coordinating conjunction, we only must
remember this mnemonic which is FANBOYS. What
does FANBOYS mean? For, and, nor, but, or, yet, so
Let us sing it. Repeat after me. For, and, nor, but, or,
yet so (in Bad romance tone) Students repeat.
Let’s see how each of them functions. Read the first Balmond gains more weight, for he eats too many
example. sweets.
E. Discussing New Concepts and
From the example, what is the purpose of for? To explain why.
Practicing New Skills #2
Very good! it is like using “because” to explain
something. Anybody, who can give me an example of Juan gets good grades in English, for he loves
sentence using for to connect ideas? studying.
Very good! Why does Juan get good grades in Because he loves studying.
English?
Now, let us look at the example for and. Lylia’s favorite snacks are apples and bananas.
It is very simple. We only have to connect things in
the sentence. What fruits did we connect here? We connected two nouns: apples and bananas.
Anybody, who can give me an example? I want to give an example ma’am. I love to read and
watch movies.
Very good! What things did you connect using and? The words “read and watch.”
That’s good! Next is nor. Everybody please read the We use nor for two non-contrasting grammatically
definition. negative items.
From the definition, we use it to connect two negative Jungkook doesn’t like division nor subtraction in math
items. Read this example. computation.
What are the two negative conditions or items that Those are division and subtraction.
have been connected by nor?
After nor, what do we have next? Next is but. We use it to show contrast.
Good! Look at this example (he loves to eat, but he The second part of the sentence differs or opposes the
doesn’t know how to cook.) How do the thoughts first part.
differ?
Very good! Here, we show exception. Who can give I can give one, ma’am. “Hylos is talented, but he lacks
me an example of a sentence using the conjunction, discipline.”
but?
Impressive! Among the FANBOYS, which among We are done with FOR, AND, NOR and BUT.
them are already discussed?
What are the options presented in the sentence? The options are daylight and nighttime.
Who wants to try number one. Read the sentence The answer for number 1 is BUT because the other
first before answering. Afterwards, explain briefly sentence contradicts the other one.
.
Very good! How about number 2? The answer is OR because there are options in the
sentence such as “hard” and “easy.
Very impressive! Next number. The correct answer is NOR because there are two
negative items present in describing her hate in doing
bad habits.
Good job! It is time for number 4. The correct answer is YET because it may not be
successful, there is still a positive outcome.
Excellent! That is correct. Finally. What is the answer The correct cohesive device is SO because the
in number 5? sentence presents a cause-and-effect relationship.
Now that you already know how the coordinating Directions: Write three to five sentences about your
conjunctions and how to use them in the sentence, it life using any of the coordinating conjunctions For,
is now time to write your own sentences or paragraph And, Nor, But, Or, Yet, So (FANBOYS). You may
using FANBOYS. choose from the following topics:
G. Finding Practical Application of
•My hobbies
Concepts
•My experiences
and Skills in Daily Living
•My friends
•Things I love
Are there any questions about the task?
None, ma’am.
Let us check whether you understand the lesson. It Is about using cohesive devices and coordinating
What is our lesson for today? conjunctions.
Yes. What are the cohesive devices we use in We use coordinating conjunctions For, And, Nor, But,
H. Making Generalizations and coordinating conjunctions? Or, Yet So (FANBOYS)
Abstractions about the Lesson
What should we remember in using coordinating It helps us to connect ideas, link sentences and
conjunctions? promote coherence in writing a paragraph.
Very good!
I. Evaluation Learning
J. Additional Activities for Application
or Remediation
V. REMARKS
VI. REFLECTION
(Reflect on your teaching and assess
yourself)
A. No. of learners who earned 80% in
the evaluation/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/enhancement
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal/head
teacher/master teacher/ coordinator
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other
teachers/colleagues?