Learning plan

1. Using appropriate
Cohesive Devices in
Composing an
Informative Speech
By Jeanlyn O. Ogaya, Shiena Mae R. Cereno, and Ronald A. Lalaguna,

2. Targeted Philippine Basic
Education Curriculum Competencies
ENGLISH 8, Third Quarter, Using Cohesive Devices an
Informative Speech, 5 days

3. Content Standard
The learner demonstrates understanding of:
cohesive devices and its various types; the appropriate
use of cohesive devices in a paragraph; the functions of
conjunctions as a cohesive device; writing an
informative speech, identifying the cohesive devices
used in the speech, and delivered orally; and realize the
importance of using cohesive devices in constructing
an informative speech.

4. Performance Standard
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
The learner transfers learning by composing and delivering
an informative speech based on a specific topic of interest
keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic
features, stance, and behavior.

5. Learning Competencies
●Classify the different types of cohesive devices;
●Use appropriate cohesive devices in a paragraph;
●Create a speech using appropriate cohesive devices;
●Realize the importance of using cohesive devices in a
speech;

6. Unit Summary
In this unit, the learners will be introduced to the importance and
functions of cohesive devices in linking words, phrases, and clauses to
form unified sentences and paragraphs using various drills and activities.
This will also help the teacher and learners compose various types of
speech for a more effective communication. The teacher will guide the
learners in comprehending the different types of cohesive devices by
providing examples which are easy to understand so that learning will be
meaningful and fun.

7. Unit Summary
The teacher will also inculcate to the learners the value of honesty
and love for family and friends. The learners need to form a group or
interaction to easily collaborate with their classmates and to feel the
sense of belongingness and fulfillment every time they accomplish
activities together.

8. Student Objectives/Learning Outcomes:
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
Through an interactive discussion using a PPT of the
cohesive devices, students will be able to:
a.define what are cohesive devices;
b.discuss the different cohesive devices; and
c.identify the appropriate use of different cohesive devices
based on category.
Week 1 .
.
Day 1 :

9. Daily Procedures .
Day 1 :
1. Start the class with a prayer.
2.Check the attendance.
3.Start the class with the motivation activity "CONNECT ME".
a.Divide the class into 4 groups.
b.Each group will be given jumbled letters with
connection to the topic which is Cohesive devices.
c.Instruct each group to think of any word or phrases that
they think are connected to cohesive device.
d.Let each group present their work.

10. Daily Procedures .
4.Introduce what is Cohesive Device.
a. Ask the students if they have any insights regarding
what cohesive devices are.
b.Give the students the definition of Cohesive devices:
“Cohesive devices are single words or phrases that hold and
connect different parts of the text or sentence. It helps create a
unified idea within a text. Cohesive devices are like glue that
holds the different part of sentences together.”

11. Daily Procedures .
c. Discuss the various cohesive devices and instill this
insight to the students: “Cohesive devices commonly known as
Transitional words are words or phrases that show the
relationship between paragraphs or sections of a text or speech.
There are many examples of cohesive devices or transitional
words, they can be grouped by category, Additive Transitions,
Opposing Transitions, cause/effect and reason/result, and
Sequential Transitions.”
d.Identify the appropriate use of different cohesive devices
based on the categories.

12. Daily Procedures .
5.Let the students engage into the assessment "PICK ME
RIGHT"
a. Students need to choose the correct connector in the box
below to be use in each sentences .
b.The class will be given 20 minutes.
c. Checking of papers.

13. Student Objectives/Learning Outcomes:
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
By the use of a PowerPoint presentation about the types of
the conjunctions students will be able to:
a.identify the various types of conjunctions as one of the
cohesive devices;
b.discuss the uses of the different types of conjunctions; and
c.utilize the appropriate cohesive devices for each type of
conjunctions.
Week 1 .
.
Day 2:

14. Student Objectives/Learning Outcomes:
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
By the use of a PowerPoint presentation about the types of
the conjunctions students will be able to:
a.identify the various types of conjunctions as one of the
cohesive devices;
b.discuss the uses of the different types of conjunctions; and
c.utilize the appropriate cohesive devices for each type of
conjunctions.
Week 1 .
.
Day 2:

15. Daily Procedures .
Day 2:
1.Start the class with a prayer.
2.Checking the attendance.
3.Start with the discussion of the different types of conjunctions as one
of the cohesive devices.
a.Ask the students what conjunction is.
b.Supply the students with this insight: “A conjunction is a
connecting word used to join words, phrases, sentences, and clauses.
Conjunctions are often single words ( and, but , because ). In some
cases, they can also be phrases.” Ask the students the purpose of
conjunction.

16. Daily Procedures .
c.Supply the students with this insight: “Conjunctions are
cohesive devices that work to improve the flow of the writing.
Different types of conjunctions are used to express different
types of relationships between ideas.”
d.Present and discuss the different types of conjunctions as
well as the different cohesive devices for each conjunctions.
e.Ask the students about the contribution of a cohesive
device in a text.

17. Daily Procedures .
4.Introduce the activity 1: "CLASSIFY ME".
a.The teacher will present a concept map to the class.
b.Each students will classify the given cohesive devices
according to its purpose.
c.Instruct the students to classify it in a sheet of paper
within 5 minutes.
d.Have some students to present their answers to the class.
e.The students will pass their papers.

18. Student Objectives/Learning Outcomes:
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
Through an introductory discussion using PPT about informative
speech students will be able to:
a.define what is an informative speech;
b.explain the importance of informative speech;and
c.construct an informative speech successfully.
Week 1 .
.
Day 3 :

19. Daily Procedures .
Day 3 :
1.Start the class with a prayer.
2.Checking the attendance.
3.Have a quick recall of the previous topic.
4.Ask the students about their previous experiences on writing a
speech.
5.Supply the students with this insight first: “Reports, lectures, training
seminars, and demonstrations are all examples of informative speech.
That means you are more likely to give and listen to informative
speeches in a variety of contexts.”

20. Daily Procedures .
6.Discuss what informative speech is.
7.Have some students explain the importance of an informative
speech.
8.Let the students do Task 1: "MAKE YOUR OWN".
a.Let the student construct their own informative speech.
b.Each student has an assigned topic in making an
informative speech.
c.They will be given 15 minutes to finish writing the speech
piece.

21. Student Objectives/Learning Outcomes:
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
By analyzing two different text presented, the students will be able
to:
a.identify the cohesive devices used in each text
b.appreciate importance of cohesive devices in creating
informative speech
c.formulate an informative speech using cohesive devices
Week 1 .
.
Day 4:

22. Daily Procedures .
Day 4:
1.Start the class with a prayer.
2.Checking of attendance.
3.Recalling the lesson.
a.Have some students to recall the previous discussions.
b.Sum up the students answers.
4.Let the students answer Activity 2: "WHICH IS WHICH"?
a.The student will read two texts.
b.After reading, the students will now answer the given questions.
c.The students will write their answers on a sheet of paper within 15
minutes.

23. Daily Procedures .
5.Have some students share their thoughts about the importance of
cohesive devices in an informative speech.
a.Sum up the students answers.
6.The students will be given another activity, ‘I write, I highlight’.
a.The students will construct an informative speech incorporating
the use of cohesive devices.
b.Students are free to choose their own topics.
c.The speech must contain a minimum of 500 words.
d.After writing an informative speech, they will highlight and give the
importance of the cohesive devices used in their written speech.

24. Student Objectives/Learning Outcomes:
ENGLISH 8, Third Quarter, Using Cohesive Devices in
Various Types of Speech, 5 days
After completing the discussion on using appropriate cohesive devices in
composing informative speech, the students will be able to:
a.explain the role of each type of cohesive devices in composing an
informative speech;
b.apply the appropriate use of cohesive devices in constructing an
informative speech; and
c.perform an informative speech with the use of different types of
cohesive devices.
Week 1 .
.
Day 5 :

25. Daily Procedures .
Day 5 :
1.Start a class with a prayer.
2.Checking of attendance.
3.Recalling all the topics discussed.
4.Students will have a motivational activity "TEST THE KNOWLEDGE".
a.Through the use of PPT, the teacher will flash questions that
needs to be answered.
5.To clearly assess the knowledge of the students they have to
accomplish another activity " PERFORM TO GET GRADES".

26. Daily Procedures .
a.Group the class into 5 groups.
b.Each group will construct an informative speech using the cohesive
devices.
c.Students will be given 20 minutes.
d.Teacher will provide a criteria.
e.Let each group perform the task in s creative way.
6.Students will have a summative test.
a.Students will be given a text with missing connectors and they have to
provide the appropriate cohesive devices to complete the text.
b.Students will identify what type of conjunction is used in a sentence.
7.Checking of papers.

27. Pre-requisite Skills .
 Basic knowledge in grammar.
 Basic text writing skills.
 Basic knowledge in analyzing texts.
Materials and Resources Required for the
Unit.
Technology-Hardware Required for the Unit
 Desktop or Laptop
 Smartphone
 Internet Connection.
Technology-Software Required for the Unit
 Web browser
 Word processing
Printed Materials
 Grammar guidebook or printed grammar
guidelines
 A Hand-out of the Lesson
Supplies
 Intermediate paper
 Bond Paper
 Writing Materials

28. Internet Resources
 https://www.studocu.com/ph/document/don-honorio-ventura-
technological-state-university/oral-communication/using-
appropriate-cohesive-devices-in-composing-various-types-of-
speech/23927393
 https://www.scribd.com/document/497953645/English-8-Q3-
Mod4-Using-Appropriate-Cohesive-Device-in-Composing-Various-
Types-of-Speech-Validated-v2-2-18-2021#

29. Students with Special Learning Needs:
 Provide notes from class discussions for review or remediation.
 Offer supplementary examples/explanations and other reading materials or
sources.
 Offer short after-class instruction for specific concepts or lessons that the
students do not fully understand.
 Prepare alternative activities that are developmentally appropriate for the
students.
Accommodation for Differentiated Instruction .

30. Students with Visual Impairment:
 Prepare speakers whenever videos are to be played. Make sure the contents of
the videos are understandable even with audio only.
 Convert the given videos to an audio format.
 Prepare braille plates for every handout/printed activity (as preferred by the
student).
 Prepare soft copies for quizzes and handouts (as preferred by the student).
 Search for a SPED instructor or someone who has knowledge in braille to assist
you in reading braille plates.
Accommodation for Differentiated Instruction .

31. Students with Hearing Impairment:
 Add subtitles to the videos to be used in class.
 Prepare printed transcriptions for audio-related media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language to assist you in
communicating with the students.
Accommodation for Differentiated Instruction .
Students who are Gifted:
 Provide additional materials or resources (printed and online) for farther reading.
 Prepare an alternative or additional activity that is developmentally appropriate for the
gifted students.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/website for questions
you cannot answer.

32. Student Assessment
Formative Assessment:
 Connect Me
The class will be divided into 4 groups. In each group, they
will be given sets of jumbled letters in which they need to arrange in
order to form words or phrases. The words that they need to form
should be connected to the topic about cohesive devices. The class
will be given 3 minutes to construct the words and finish the activity

33. Student Assessment
 Which is Which?
The class will be given two texts they need to read. After reading the texts,
the students will now answer the given questions. The students will write their
answers on a sheet of paper. The task should be done within 15 minutes.
 Test the Knowledge
Using a PowerPoint presentation, the teacher will prepare questions on
cohesive devices. The questions will flash on the screen. The students will
answer whether it is cohesive devices or types of conjunctions. The participation
of the class will be graded.

34. Student Assessment
Summative Assessment:
 Pick Me Right
The class will be given sets of sentences. Each of the sentences
contains missing cohesive devices. The students are tasked to choose
the appropriate connector to complete the sentences. The connectors
are inside the box provided. The class will be given 10 minutes to finish
the task.

35. Student Assessment
 Classify Me
The teacher will present a concept map to the class. The teacher will give
each students sets of different cohesive devices. The students then will classify
the cohesive devices according to its purpose. The students will write their
answers in a sheet of paper within five minutes.
 Make your Own
The teacher will now let the students to construct their own short
informative speech. Each student has an assigned topic like social issues and
events in constructing an informative speech. The class will be given 15 minutes
to finish their very own informative speech.

36. Student Assessment
 I write, I highlight
The students will construct an informative speech incorporating the use of cohesive
devices. Students are free to choose their own topics. The speech must contain a minimum of
500 words. After writing an informative speech, they will highlight and give the importance of the
cohesive devices used in their written speech.
 Perform to get Grades
The teacher will divide the class into 5 groups. Each of the group will be given the freedom
to choose their preferred topic. The students will construct another informative speech or can
also choose to pick the ones they’ve made in the previous activities with appropriate cohesive
devices. The students will be given 20 minutes to finish the activity. Then, they students will
creatively perform their speech in front of the class. The teacher will provide the criteria before
the presentation.

37. thank you!
and goodbye!

38. BSED ENGLISH 3
Jeanlyn O. Ogaya
Planner
Ronald A. Lalaguna
Planner
Shiena Mae R. Cereno
Planner