GRADE 7-12
DAILY
LESSON LOG
I. OBJECTIVES
A. Grade Level
Standard
School
Teacher
Teaching Dates and Time
ESNCHS
Melcho C. Colongon
8-Mango: 8:30am-9:30am M-W,F
8-Santol: 9:45am-10:45am M-Th
8-Pomelo: 10:45am-11:45am M-Th
8-Caimito: 1:00pm-2:00pm M-Th
Grade Level
Learning Area
Quarter
8
English
3
Session 1
Session2
Session3
Session 4
March 29
March 30
April 3
April 4
The learner demonstrates understanding of: Southeast Asian Literature as a mirror to a shared heritage; coping strategies in
processing textual information: strategies in examining features of a listening and viewing material; structural analysis of words and
propaganda techniques: and grammatical signals for opinion-making, persuasion, and emphasis.
B. Learning
Competencies /
Objectives
(Write the LC code for
each)
Use appropriate cohesive devices
in various types of speech
EN8G-Ia-8
Upon the completion of this
session and the activities therein,
the students will be able to:
 define cohesion;
 classify the different types of
cohesive devices;
 recall the definition and
proper usage of prepositions,
pronouns and synonyms; and
 realize the importance of
using cohesive devices in
writing
Use appropriate cohesive devices in
various types of speech
EN8G-Ia-8
Upon the completion of this session
and the activities therein, the
students will be able to:
 recall the definition and types of
conjunction;
 familiarize the functions of
conjunction as a cohesive
device; and
 formulate sentences observing
the proper usage of
conjunctions
II. CONTENT
Using Cohesive Devices
Using Cohesive Devices
III. LEARNING
RESOURCES
Learning Modules, Curriculum Guide
Use appropriate cohesive
devices in various types of
speech
EN8G-Ia-8
Upon the completion of this
session and the activities
therein, the students are
expected to:
 explain the importance of
using cohesive devices in
writing;
 discuss the different types
of cohesive devices;
 demonstrate the proper
usage of pronouns,
synonyms, prepositions,
and conjunctions as
cohesive devices; and
 present examples of
sentences observing the
proper usage of cohesive
devices/
Using Cohesive Devices
Use appropriate
cohesive devices in
various types of
speech
EN8G-Ia-8
Using Cohesive
Devices
A. References
https://depedtambayan.net/wpcontent/uploads/2022/01/ENG8Q3-MODULE5.pdf
https://depedtambayan.net/wpcontent/uploads/2022/01/ENG8-Q3MODULE5.pdf
https://ieltsmaterial.com/cohesiv
e-devices/
https://www.gingersoftware.com/co
ntent/grammarrules/conjunctions/co
njunctive-adverbs/
https://www.ieltsadvantage.com
/2015/08/12/cohesive-devices/
https://eltc-languageresources.group.shef.ac.uk/lesson
s/example-non-cohesive-text/
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting a
new lesson
https://depedtambayan.net/
wpcontent/uploads/2022/01/EN
G8-Q3-MODULE5.pdf
https://depedtamba
yan.net/wpcontent/uploads/202
2/01/ENG8-Q3MODULE5.pdf
CO_Q3_English 8_
Module 5 pages 4-20
https://www.grammar.net/cohesivedevice#:~:text=For%20time%2C%20di
rection%2C%20place%20or,because
%20of%20the%20good%20fishing.”
CO_Q3_English 8_ Module 5
pages 4-20
CO_Q3_English 8_ Module 5 pages 420
CO_Q3_English 8_ Module 5
pages 4-20
Activating Your Prior Knowledge!
Directions:
Choose
the
appropriate cohesive devices in
completing the following
sentences. Write only the letter of
your answer on a separate sheet
of paper.
1. Will you cook my favorite
food______ will I just buy it?
A. and C. or
B. but D. so
2. You can borrow my laptop
___________you will use it carefully.
A. and C. even if
B. as long as D. so
Have a short recap on the previous
discussion on the definition of
cohesion and types of Cohesive
Device
Have a short recap of the
previous discussion on the
definition and types of
Cohesive Device
3. Joy is going to finish her online
work
______
the
internet
connection is poor.
A. also C. even if
B. and D. or
4. Pedro eats his dinner early
_______ he needs to finish his
assignment.
A. but C. such as
B. because D. while
5. ________having their online
classes, the children were assisted
by their parents.
A. Although C. Such as
B. Because D. While
6. During their virtual graduation
rites, Berto was awarded with
highest honors; ________his parents
were truly proud of him.
A. and C. or
B. but D. so
7. COVID - 19 pandemic threatens
the health of the people;
____________, health
protocols are imposed.
A. and C. however
B. as a result D. or
8. Althea said that she didn’t know
Mr. Jose. _______denied knowing
_______.
A. He, her C. She, him
B. He, him D. She, her
9. Bullying is not good as it affects
emotional and psychological
behavior of an individual. Most
victims of bullying experience
physical, emotional and mental
health issues. What cohesive
device is applied in the given
sentences?
A. Pronouns
B. Repetition of words
C. Synonyms
D. Transitional devices
10. The mountainsides are fertile
and abound in vegetation, but
the lowlands are
rocky and barren. Which then is
the meaning of barren?
A. dry C. unproductive
B. hard D. productive
11. Only the ashes of the big
building remained after the
conflagration. Which of the
following is the meaning of
conflagration?
A. earthquake C. flood
B. fire D. disaster
For items 12 to 13, identify what
type of text is being asked or
shown in each item.
12. What type of text contains a list
of instructions to follow?
A. demonstrative C. narrative
B. informative D. persuasive
13. What type of text tells a
story/real
event
that
has
happened to some characters
in a specific place and time?
A. demonstrative C. narrative
B. informative D. persuasive
“Good news, we have a SPECIAL
OFFER! Buy one cellphone TODAY
and you will get a pocket Wi-Fi for
FREE! You will surely love it
because of its advanced features
with 24mp front and back
camera. It is also a water-resistant
phone. You don’t want to miss this
SPECIAL offer! Call NOW…”
B. Establishing a
purpose for the lesson
14. In the above paragraph, how
is the word “and” used?
A. to add information C. to
compare two things
B. to show contrast of ideas D. to
show reason
15. Which among these sentences
uses a cohesive device correctly?
A. I want to enroll this school year,
but I want to continue learning.
B. I want to enroll this school year,
unless I want to continue learning.
C. I want to enroll this school year,
yet I want to continue learning.
D. I want to enroll this school year,
because I want to continue
learning.
Adventure Time
Pokemon Battle
Materials: Adventure Time PPT
game, projector
Materials:
projector
Alternative materials: Flashcards
or flipcharts
Alternative materials: Flashcards or
printed pictures of pokeballs.
Instructions:
Instructions:
1. Divide the class into two
groups
2. Each group will take turns
and answer a question per
round. They will receive 3
points if they get the
correct answer.
Pokemon
The Great Shinobi War
PPT
game,
1. Divide the class into two
groups
2. Each group will take turns to
pick and open a pokeball.
3. Each
pokeball
has
a
corresponding
question
(related to the lesson). If the
students get the correct
answer, they will receive a
Materials: Naruto PPT game,
projector
Alternative materials:
Flashcards or printed pictures
of ninja scrolls.
1. Divide the class into
two groups
2. Each group will take
turns to pick and open
a box.
3. Each
box
has
a
corresponding
question (related to
the lesson). If the
3. Each round, the players
may exchange their points
for a bonus game which
gives them a chance to
earn additional points, but
it may also contain a
bomb which erases their
recently acquired points.
4. The group with the highest
number of points wins the
game.
C. Presenting
examples/instances of
the new lesson
What makes a text NOT cohesive?
Take a look at the Extract A and try
to understand why the text wasn’t
cohesive. Read it again and think
about the following questions:
1. Why is it difficult to
understand the topic of
the text? What would help
right at the start?
2. What is the problem with
the use of pronouns such
as you, your, she etc? Why
might it cause confusion?
3. The writer uses many words
with
similar
meanings: flaws,
limitations,
problems,
obstacles,
barriers,
constraints. Why might this
be distracting for the
reader?
4. Does the writer sometimes
repeat
words/phrases?
Where do you notice that?
Do you think this has a
new pokemon with an
equivalent point.
4. The group with the highest
number of points wins the
game.
Take a look
sentences:
at
the
following
1. I want to go to the party. I am
tired
2. The students got bored. They
went to the playground.
3. You pass the exam. We will
buy ice cream.
How can we link these sentences
together to create a new meaning or
a complete thought?
students
get
the
correct answer, they
will
receive
three
points.
4. The group with the
highest
number of
points wins the game.
positive or negative effect
on the reader?
5. Why is it sometimes difficult
to see the connection
between some of the
sentences that are right
next to each other?
Extract A
It might seem instinctive to hide
any flaws – limitations with your
research to protect himself from
criticism.
A student needs to highlight any
problems she encountered during
the investigation phase, any
restrictions with your approach.
Markers are expecting pupils to
engage with obstacles. Draw
attention to the kind of impact
barriers may have had on their
examination.
Be careful that you do not
overemphasize the constraints.
Overemphasizing the constraints
could undermine the reliability
and
validity
of
their
consequences. Overemphasizing
the constraints could undermine
the character as an experimenter.
D. Discussing new
concepts and
practicing new skills # 1
What is Cohesion?

Cohesion is how well parts
of your texts (words,
sentences,
paragraphs)
together.
Conjunctions
 Conjunctions are parts of
speech that connect words,
phrases, clauses, or
sentences.
 There are three kinds of
conjunctions: coordinating,

It is important to get your
point across clearly.
subordinating, and adverbial
conjunctions.
What are Cohesive Devices?
 Cohesive
devices
are
words or phrases used to
connect ideas between
different parts of text.
Why are
important?
Cohesive
Devices
Proper use of cohesive
devices will guide the
readers
put
together
information
between
sentences in a text so that
clearer understanding will
be achieved.
Types of Cohesive Devices
Types of Conjunctions
Pronouns
Coordinating Conjunction

E. Discussing new
concepts and
practicing new skills # 2


Pronouns are used in the
place of a noun.
They make links to what
has already been said
and help avoid repetition.
Example:
Incohesive Text
Eric had found a hat. The hat was
a large one. The hat was far too
large to fit on Eric’s head. But Eric
liked the hat. “The hat is Eric’s
hat,” Eric said.
Coordinating conjunctions
connect words or phrases
that serve the same
grammatical purpose in a
sentence.
 There are seven main
coordinating conjunctions in
English, which form the
acronym FANBOYS:
For - used to explain the ‘why’ in a
situation.
Example:
The teachers were frustrated, for the
school had cut funding for all
enrichment programs

Cohesive Text
Eric had found a hat. It was a
large one. It was far too large to
fit on his head. But
he liked the hat. “It is mine,” he
said.
Synonym


synonymy plays a crucial
role in texts as it aims at
decreasing the number of
shades of meaning
To achieve cohesiveness
in texts, synonymy or nearsynonymy is used to refer
back to an item to which
it is related via a common
referent
Example:
Incohesive Text
One of the solutions to the
problems that large cities now
face is slum clearance. Although it
is not the total answer, slum
clearance is a necessary first step.
Cohesive Text
One of the solutions to the
problems that large cities now
face is slum clearance. Although it
is
not
the
total
answer,
And - It is used when two similar
clauses or points are made.
Example:
In this course, I will write a literature
review, a case study, and a final
paper.
Nor - It is used when stating two
similar items but in the negative
sense. It is generally used after
neither (-neither, -nor)
Example:
The students did not complete their
homework, nor did they pass the
test.
But - It is generally used to show a
contrast between two clauses.
Example:
The study is several years old but still
valuable to this study.
Or – Is used to suggest an option or
alternative
Example:
At the end of the class, the students
can choose to write an essay or take
a test.
Yet - is used to show a contrast in
spite of something.
Example:
The patient complained of chronic
pain, yet she refused treatment.
So - this word is used to show the
consequence or result of something
Example:
I have only been a nurse for one
year, so I have little experience with
paper charting.
Other coordinating conjunctions:
because, so that, as, since
rehabilitation of blighted areas is a
necessary first step.
Preposition



A preposition is a word or
group of words used
before a noun, pronoun, or
noun phrase to show
direction, time, place,
location,
spatial
relationships,
or
to
introduce an object.
For time, direction, place
or
method,
put
a
preposition in front of a
noun or pronoun. This
shows
a
relationship
between the noun and the
rest of the sentence.
Some
examples
of
prepositions are words like
"in," "at," "on," "of," and "to."
Subordinating Conjunctions


They are used to join a
subordinate clause to a main
clause and establishes a
relationship between the two.
Subordinating
conjunctions
can be classified based on
their function: to express time,
to express condition, to
express
contrast
or
concession
To express time
before, after, until/till, when, as soon
as, whenever, while
Example:
The baby cries whenever he feels
hungry.
To express condition
unless, if, even if, in case, providing
Sample Sentences:
“The Williams got home from
vacation on Monday.”
Example:
I’ll lend you my phone, provided
that you will use it carefully.
“Many vacation here because of
the good fishing.”
Adverbial Conjunction/Conjunctive
Adverbs
“My favorite show comes on at 6
pm.”

parts of speech that are used
to connect one clause to
another. They are also used to
show sequence, contrast,
cause and effect, and other
relationships.

additional rules for using
conjunctive adverbs follow:
1. Always use a period or
semicolon
before
the
conjunctive adverb when
separating two independent
clauses. Conjunctive adverbs
are not strong enough to join
independent clauses without
supporting punctuation.
2. Use a comma behind
conjunctive adverbs when
they appear at the beginning
of a sentence’s second
clause. The only exception to
this rule is that no comma is
necessary if the adverb is a
single syllable.
Purpose:
Adding something
also, besides, finally, furthermore, in
addition, moreover, still,
Example:
It rained hard; moreover, lightning
flashed and thunder boomed
Comparing
also, as well, alike, similarly
Example:
Sleeping early makes me feel relax;
also, makes me active for the next
day.
Contrasting
at the same time, in contrast, in spite
of, on the other hand even if
Example:
I wanted to finish answering my
activity in this module; even if, it
takes longer time to do it.
Emphasizing
certainly, definitely, indeed, in fact
Example:
Following health protocols is; indeed,
very important for us to be safe.
Giving example
for/as an example, for instance, in
other words, namely, such as
Example:
There are different symptoms of
COVID19; namely, cough, fever and
sore throat.
Showing equality
as … as, both … and, either … or,
neither … nor, not only … but also
Example:
Neither the minors nor the senior
citizens are allowed to go out during
the pandemic.
Summarizing/Concluding
as it was/has been said, in
conclusion, finally, in short, in other
words, hence
Example:
COVID-19 is a serious disease; hence,
we need to follow health protocols.
F. Developing mastery
(leads to Formative
Assessment 3)
Disappearing Snowman




This activity is intended for
active recall
The object of the game is
to guess the word before
the snowman melts. The
students will work together
to narrow the term down.
The game continues until
the players guess the word
or they ran out of guesses
and the snowman fully
disappears.
Instruct the students to
keep their notes to make
the
game
more
challenging.
Fill Me
Directions: Below is an excerpt or
portion of a text which lacks cohesive
devices. Read the passage and
complete it by choosing the correct
conjunction
from
inside
the
parenthesis.
I could not imagine how I become
what I am today 1. (and, for) _____ it
was really different before. I stand
before you now as a teacher. It was
seven years ago, 3. (so, yet) ______ I
could still imagine as if it were just
yesterday. I used to carry bags
containing vegetables 4. (such as,
for) ______ okra, eggplant and
bamboo shoots. I would sell them to
the
neighborhood
where
my
playmates would 5. (not only, either)
________ laugh at me, and tell stories
of our poor family, 6. (but also, nor)
_______ bully me. 7. (However,
Moreover) _______, I did not mind
them 8. (because, so that) I needed
to surprise my mother. I am secretly
buying her medicines. Four years
after, I did not climb the hills to get
vegetables anymore instead I
climbed the stage where my healed
mother pinned more ribbons on me.
Now, I still carry my bag no longer with
vegetables to sell but with the
harvested fruits of hard work namely
wisdom, knowledge and values. I
carry them free for you as long as, you
promise that you would put them in
your bags too. 9. (However, Hence)
G. Finding practical
application of concepts
and skills in daily living
Classify Me!
______ my dearest students it really
matters how you carry your bag. It
can be heavy at times and it does not
hurt much to take a break. Rest and
carry on. Never forget that there are
people willing to help. 10. (Yet, So)
_________ as your classmate, do you
want me to help you carry your bag
too?
Classify Me!
Instructions:
Instructions:
On a piece of paper, draw a table
with three columns: the first
column is for prepositions; the
second is for synonyms; and the
third is for pronouns. Identify the
underlined word(s) in each item
and write it in the appropriate
column.
1. They will meet in the
lunchroom.
2. When
scientific
experiments do not work
out as expected, they are
often considered failures
until some other scientist
tries them again.
3. She was waiting at the
corner.
4. I took my car to the
mechanic to get it fixed.
5. John has many chocolates
in his pocket.
6. 10-year-old Jonas Robards
was admitted to a private
hospital in Colorado for
routine
surgery.
In
Students will read the short story, Just
Lather and Nothing Else by Hernando
Tellez. On a piece of paper, draw a
table with three columns: the first
column
is
for
coordinating
conjunctions; the second is for
subordinating conjunctions; and the
third is for adverbial conjunctions.
Identify the conjunctions used in the
short story and write each of them on
the appropriate column.
H. Making
generalizations and
abstraction about the
lesson
preparation
for
the
operation,
he
was
accidentally given an
overdose
of
his
medication.
7. We looked for Britney at
her house, but she wasn’t
there.
8. He left his phone on the
bed.
9. Success
requires
hard
work. Yet effort by itself is
insufficient.
10. The construction workers
are building the office.
They are making good
progress.
Cohesion: In English, grammar is
the
logical
organization
of
phrases, sentences and clauses to
make them easier to read and
comprehend. The most common
way to organize writing in this way
is through cohesive devices.
Readers will quickly follow when
words, concepts, and descriptions
come together clearly, and the
writing is coherent. The concepts
flow together easily and simply.
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 the relationships between
the different clauses, sentences
and paragraphs.
Types of Cohesive Devices
 Pronouns
 Synonyms
Conjunctions
- used within the sentence to join
sentences and phrases
Three Types of Conjunction
 Coordinating Conjunctions
These conjunctions connect
words, phrases, and clauses of
equal value. Clauses or equal
value are called independent
clauses and can stand on
their
own
as
separate
sentence.


Subordinating Conjunctions.
The clause beginning with the
subordinating conjunction is
always
the
subordinate
clause, which depends on the
main clause and cannot exist
without it.
Adverbial Conjunctions.
These are words that join
independent clauses into one

I. Evaluating learning
Prepositions
Mind Map
Instructions
1. Draw a mind map on
cohesive devices.
2. Draw three circles around
the main topic and fill
them with the types of
cohesive devices
discussed in this session.
3. Brainstorm and add
supporting details such as
definitions, proper usage,
and types/examples for
each type of cohesive
device.
4. Draw lines connecting
Cohesive Devices to each
type and other supporting
information.
5. Students are now allowed
to look at their notes
during the activity.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
sentence.
A
conjunctive
adverb helps you create a
shorter sentence. When you
use a conjunctive adverb, put
a semicolon (;) before it and a
comma (,) after it.
Write your own sentences on a
separate sheet of paper using the
given transitional words. Please
observe the use of appropriate
pronouns. Two points each.
Example: John and Ian are well
appreciated by their boss because of
their outstanding performance.
1. While
2. Although
3, Unless
4. Such as
5. Moreover
Group Presentation
1. Students
will
form
groups composed of
five members.
2. They will be given 30
minutes to prepare a
creative presentation
on
the
type
of
cohesive
devices
assigned to their group.
3. Each
group
must
discuss the definition,
usage/function,
types/examples, and
sample sentences of
the topic assigned to
them.
4. They may present their
topic in song form,
poetry, an illustration,
or
any
type
of
composition.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
used which I wish to
share with other
teachers?
Prepared by:
EDSON LOUIS A. PARA
Practice Teacher
Reviewed:
MELCHO C. COLONGON
Cooperating Teacher