The document outlines a semi-detailed English lesson plan that focuses on cohesive devices. The lesson plan includes objectives, subject matter, procedures, evaluation, and assignment. Procedures involve reviewing previous lessons, motivation, dividing students into groups to identify cohesive devices in passages and arrange words into sentences, analysis, and assigning a paragraph using cohesive devices. Evaluation consists of filling in blanks with conjunctions. The assignment is advance reading on pronouns.

1. SEMI-DETAILED LESSON PLAN IN ENGLISH 10
Feb. 22, 2023
I. Objectives
At the end of the lesson the students should be able to:
A. identify what are the cohesive devices.
B. appreciate the importance of cohesive devices.
C. construct a paragraph using cohesive devices.
II. Subject Matter
Topic: Cohesive Devices
Materials: Visual Aids, chalk, blackboard
References: English 10 Celebrating Diversity through literature p. 291,
Teacher’s Guide p. 239
III. Procedure
A. Review
Ask the class about the previous lesson.
What they learn in the previous lesson.
Ask the students if they really understand the past lesson?
B. Motivation
The teacher will draw a river which is there are crocodile and let the
students tell their answers on how to across safely from the river
where the crocodiles live.
C. Activities
The class will be divided into two groups and arrange the cards which
contains word
into a correct sentence. The sentence is “Do you want an orange juice
or a guava juice?”
D. Analysis
What can you observe from the sentence?
What is the structure of the sentence?
E. Abstract

2. Cohesive device is Words that link two parts of a sentence are called
conjunctions (see "to conjoin"). The most common ones are 'and', 'or'
and 'but'.
Cohesive devices are words like ‘For example‘, ‘In conclusion‘, ‘however‘and ‘moreover‘.
They signal to the reader what the relationships are between the different clauses,
sentences and paragraphs.
Different usage of Cohesive Devices:
Comparison- those are cohesive devices that is use to compare.
Examples: also, equally, similarly, likewise, compared with
-Jane speaks French. Sam also speaks French.
-She is more attractive compared with the small one.
Addition- those are cohesive devices that is use to add information or idea
Examples: and, also, furthermore, too, what is more
-We love to party and eat foods from expensive restaurants.
-Eating well is important for good health. Furthermore, it helps to make you more
attractive.
Exemplification- those are cohesive devices that is use to in illustrating/showing examples.
Examples: for example, for instance, to illustrate, such as, namely
-Adjective is a word that modifies noun or a pronoun such as beautiful and ugly.
-I can play quite a few musical instruments, for example, the flute, the guitar, and the piano.
Sequencing- those are cohesive devices that is use to combine in a particular order.
Examples: first, second, next, then, after
-I will clean my room then I will wash all my clothes.
-I've saved you a seat next to me.
Result- those are cohesive devices that are use to state what is the outcome/result.
Examples: so, therefore, as a result, thus, because
-They were angry because their plans had been discovered.
-The treasure is not mine, and therefore I am unwilling to take it.
F. Application
The class will be divided into two after that they should identify the
cohesive devices that are being used from the given passage and
choose there is one representative from the each group to present their
answers in the class after 5 mins.
Passage: Mary could not go out with me but I invited Anne instead.
Anne was very happy to accept my invitation because the film was very
popular. Anne and I had a good time but next day Mary was very
angry. "Do you love me or do you love Anne?" she asked me. "I like
both you and Anne," I answered. "Look!" said Mary. "Either you go out
with me or you go out with Anne. You can't love both me and Anne at
the same time." "Why not?" I answered. "because it's not fair." I asked
Mary if she would go out with me tonight and she said that she had a
new boyfriend and didn't want to see me again because I didn't really
love her. I call Anne and she said that she was busy but now I'm alone.

3. G. Evaluation
In a ½ sheet of paper. Fill in the blanks using AND, SO, BECAUSE,
BUT or OR.
1. I could not go out last night _____ I was too busy.
2. I could not go with my friend _____ he went without me.
3. My friend went to the cinema to see a film _____ the film
wasn't very good.
4. The restaurants____ malls was full of people.
5. I like people ____ I don't like smoke.
6. Do you want an orange juice ____ a guava juice?
7. It was my birthday _____ he didn't send me a card.
8. I didn't write to him _____ he didn't write to me.
9. We couldn’t contact him _____ we didn’t have his number.
10.The new department store____ school is now open.
H. Assignment
In a one whole sheet of paper write a paragraph using cohesive device.
In just 5-10 sentences only.
Prepared by: Checked by:
GINALYN MARIE B. VILLARIN RAYMOND P. GLEMA
Teacher I CoP Head
Noted by:
IRENEO C. LAPORE

4. SEMI-DETAILED LESSON PLAN IN ENGLISH 10
Feb. 23, 2023
I. Objectives
At the end of the lesson the students should be able to:
A. Perform a short skit to summarize the story;
B. Show appreciation of the story “The Story of Keesh” through discussion;
C. Write a letter for the author of the story.
II. Subject Matter
Topic: The Story of Keesh by Jack London
Materials: Visual aids, PowerPoint, and Hand-outs
References: Grade 10 English Learner’s Material pages 299-307,
Http://youtube.www.watch.EUFHIUDO
III. Procedure
A. Review
What is the difference between coherence and cohesive?
B. Motivation
At your age today, what are you going to do if your family who
was well known before became forgotten and receives inequality?
Are you just going to accept it or will you fight for what you truly
deserves?
UNLOCKING OF DIFFICULTIES
1. PROSPEROUS Context Clue: The company had a prosperous year
because of the successful deal.
2. RECKON Context Clue: I reckon that we’ll have to leave early so
that we will arrive there early.
3. CORN Context Clue: Their teacher has poured scorn on their
project because it lacks of ideas.
A. Activities
I have here a short video about believing yourself. This video will show
you that dreaming big will lead you to success.
1. Who is our main character?
2. What was the video all about?
3. What did you learn about the video?
B. Analysis
Presentation of AUTHOR’S Background and the Story of Kesh
C. Abstract
Who are the characters in the story?

5. What were the last words of Keesh?
Why did it require dignity and manhood to speak out?
What values did you learn from the story?
What is the author’s attitude to the focal hero and his countrymen?
What do you think is the purpose of the author in writing this story?
D. Application
Direction: Based from the theme of the story, each group will be given
different task.
GROUP 1- Jingle
GROUP 2- Poem
GROUP 3- Illustration
GROUP 4- Slogan
GROUP 5- Reflection paper
Criteria 30 20 10
Content
Unity
IV. Evaluation
Write a letter for the author of the story. Make sure to follow the format
below.
Dear Jack London, After reading the story “The Story of Keesh”
I realized that
________________________________________________________
________________________________________________________
__________________________ I learned that
________________________________________________________
________________________________________________________
__________________________
Criteria 30 20 10
Message
Unity
Spelling

6. V. Assignment
Have an advance reading about the Demonstrative, and Interrogative pronoun
Prepared by: Checked by:
GINALYN MARIE B. VILLARIN RAYMOND P. GLEMA
Teacher I CoP Head
Noted by:
IRENEO C. LAPORE