School: Irisan National High School Grade Level: Grade 8

GRADES 1 to 12
Teacher: DAISY T. ESPIRITU Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: June 14, 2021 Quarter: Quarter 3, Week 6

I. OBJECTIVES
A. Content Standards:
B. Learning The learners should be able to:
Competencies/Objectives
 Identify cohesive devices in a paragraph
 Use appropriate cohesive devices in composing own paragraph
 Recognize the importance of using cohesive devices in writing

C. Grade Level Standards The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.

II. CONTENT Using Cohesive Devices in Various Types of Speech

III. LEARNING
RESOURCES
A. References Quarter 3- Module 6: Using Cohesive Devices in Various Types of Speech

1. Teacher’s Guide Pages

B. Other Learning Resources traditional, audio-visual

IV. PROCEDURES
A. Reviewing Previous Lesson The teacher will give a short activity as a quick review of the past lesson.
or Presenting the New
Lesson
Identify the opinion-marking signals that are used in the following sentences:

1. Personally, I think this doughnut is better than that from the other store.
2. Labradors are the best kind of dogs to have as a pet.
3. In my experience, exercising daily does wonders for your health
4. I might be wrong but didn’t you just ask him about that a while ago?
5. I am convinced that eating too many processed food isn’t good for your health.

Answers:
1. Personally, I think this doughnut is better than that from the other store.
2. Labradors are the best kind of dogs to have as a pet.
3. In my experience, exercising daily does wonders for your health
4. I might be wrong but didn’t you just ask him about that a while ago?
 5. I am convinced that eating too much processed foods isn’t good for your health

1. Establishing a Purpose for The learners are going to identify the name of the bridge shown in the picture. Then let them answer the following the
the Lesson
questions:

Are bridges important?

What is the main purpose of having a bridge?
What do you think will happen if there are no bridges?
In English grammar, what do you call words that function like a bridge?

2. Presenting Through a PowerPoint presentation, the teacher presents the different cohesive devices
Examples/Instances of the
Lesson
Cohesive Devices are words or phrases that show the relationship between paragraphs
or sections of a text or speech. These are sometimes called linking words, linkers,
connectors, discourse markers or transition words as follows.

Types of Cohesive Devices:

A. Pointers= are words and ideas that are repeated in a paragraph. The words and
phrases have similar meanings. It would be boring to read the exact same words
in a paragraph, so we use:

1. Synonyms (e.g. big and large)

2. Pronouns= it should be very clear what your pronoun refers to (e.g. it, she, he,
they...)
3. Variations (e.g. baseball game, ball game)
4. Repetition of phrases or grammatical structures (e.g. “You can fool all the
people some of the time, and some of the people all the time, but you cannot
 fool all the people all the time.”)

B. Transition words= words/phrases that indicate changes and links as follows:

1. Conjunctions. The most basic way to connect parts of text together.
Examples: and; but; or; yet; so

2. Adverbial conjunctions. These are more complex cohesive devices. Also

known as transitional tags, they can be divided into several groups.

3. Discussing New Concepts Combine the following pairs of sentences into one by using an appropriate cohesive device. Select the answers from the Word
and Practicing New Skills #1
Pool.
and 2

When but they afterwards because

however on the other hand
 For example:

The little boy walked to the store. His dog walked along with him.

Answer: When the little boy walked to the store, his dog walked along with him.

1. Bob is an only child. He is very independent.

= ________________________________________________________
2. Karen and Sally are best friends. Karen and Sally have many things in
common.
= _______________________________________________________
3. My cat was hungry. It had not eaten since breakfast that day
= ________________________________________________________
4. A book can be a lot of fun. A book can be boring.
= ________________________________________________________
5. They made plan to go to the beach. They couldn’t do it.
= ________________________________________________________

4. Developing Mastery The learners are to read the informative text below, find and underline the examples of pointers and transition words used and write
them in the boxes corresponding to their function.

THE GLOBAL VIDEO GAME INDUSTRY

Video games are serious business. In 2015, people around the world spent Ph5,330 billion
on home electronic fun, such as software, game consoles and accessories as well as mobile
and on-line options like apps, subscriptions, and digital content. It’s a large, important, worldwide
industry that has been around for just about 25 years. The gaming sector, often called the
interactive entertainment industry, may be young but it’s financially more successful than the
world’s most famous entertainment technology, movies, which had revenues of Ph2,000 billion
last year. In addition, games are also bigger than older global industries like wine production
(Ph3,000 billion) and music (Ph750 billion). In conclusion, the video game entertainment industry
is big business and looks to become even bigger as experts say it could grow to Ph7,500 billion
by 2020 because of developments in reality and virtual markets.

- (Source: Teach Essential Writing Skills2016

https://www.eslwriting.org/wp-content/uploads/cohesion-1.pdf)

TRANSITION WORDS AND PHRASES

Similarities Examples Summary Results Addition Contrast
 1. 1. 1. 1. 1. 1.
2. 2.
3.

Answers:
Similarities Examples Summary Results Addition contrast
1.as well as 1.such as 1.in conclusion 1.because of 1.in addition 1.but
2.in addition 2.like
3.also

POINTERS (REPEATED WORDS)

Synonym Pronouns (referents) Variations
1. 1. 1.
2. 2.
3.
4.

Answers: Pronouns (referents) Variations

Synonym
1.sector-industry 1.it’s- video game business 1.big-even bigger
2.worldwide-global 2.it- video game entertainment industry
3.interactive entertainment industry-gaming sector
4.home electronic fun- video games
5.big- large

5. Finding Practical Let the learners do the following activity.

Applications of Concepts and
Skills in Daily Living
Arrange the sentences by numbering them from 1-8 to show a logical order to support the topic sentence. Then, combine
them to make a paragraph.

TOPIC SENTENCE: Making pancakes is easy to do.

_______A. Pour about ¼ cup of the mixture onto a frying pan.

_______B. First, put the pancake mix and water in a bowl.
_______C. Then add an egg and stir again.
_______D. You can check the bottom after a minute to find out if it is cooking.
_______E. Heat the frying pan.
_______F. When bubbles start to rise to the surface and pop, turn it over with a spatula.
_______G. Stir the mix and water together.
_______H. When both sides of the pancake have cooked fully, they will look light
brown.
6. Making Generalizations and Ask the students “Why are cohesive devices important in writing paragraphs?”
Abstractions about the
Lesson
Possible answer: Cohesive devices tell the reader what we are doing in a sentence and help to guide them through our writing. They
signal to the reader what the relationships are between the different clauses, sentences and paragraphs. This makes our message more
succinct and our writing easier to read.
7. Evaluating Learning The learners are going to underline the cohesive devices in the story. Then answer the following questions.

The Burial Culture of Egypt

When a person in Egypt died, their body was taken to be mummified immediately. It
took 70 days to complete the process.

First, the brain was removed through the nostrils with a hook. Then, a cut was made
in the side of the body, through which the organs were removed. These were put into canopic
jars decorated with the heads of gods. The heart was left in the body so that it could be
weighed against a feather in the afterlife. The body was washed with wine and water mixed
with spices. The inside of the body was filled with sweet-smelling herbs and sewn up.
Later, the body was dried out in a bath of natron, which was a kind of salt. After forty
days, it would have dried out to look like leather. It was oiled, stuffed and wrapped carefully
with bandages. Charms called amulets were placed in certain places in the bandage
because Egyptians believed the body needed to be protected from evil spirits, Finally, a
mask was put over the head.
(Source:https://www.theschoolrun.com/what-are-cohesion-and-cohesive-devices-in-writing)

Processing Questions:
1. What is the text all about?
2. How many days does mummification completed?
3. Where do they put the internal organs removed from the cadaver?
4. In your own opinion, why do they need to put the internal organs in a jar?
5. Why do they need to leave the heart in the body?

Answer:
1. The mummification of Egypt
2. 70 days
3. Canopic jars
4. Answer vary
5. so that it could be weighed against a feather in the afterlife

IV. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
V. REFLECTION help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation

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

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Reviewed and Checked by:

DAISY T. ESPIRITU
JOHNNNY A KIDIAN
Teacher I Department Head