School
DAILY
LESSON
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GRADE 8 ENGLISH
I. OBJECTIVE(S)
A. Content Standards
B. Performance
Standards
C. Learning
Competency(ies)
Teacher
Section/Time/
Teaching Days
Kidapawan City
National High School
Alexa Marie D. Aquino
8-Guijo 9:50 AM-10:30
AM
8-Walnut 11:20 AM12:05 PM
Quarter/
Grading III
Period
Date
February 05, 2025
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; 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 featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, behavior.
A. Using Cohesive Devices
At the end of the lesson, the students will be able to:

II. CONTENT/TOPIC
III. LEARNING
RESOURCES
(References & other
learning
resources)
IV. PROCEDURES
A. REVIEW
Classify the different types of cohesive devices
Types of Cohesive Devices
Most Essential Learning Competencies (MELCS)
Self-Learning Module (SLM)
Powerpoint Presentation
Instructional Materials
Television
What are the elements of the story?
What is fiction?
B. OBJECTIVES
At the end of the lesson, the students will be able to:

C. 1. MOTIVATION
Classify the different types of cohesive devices.
1. The teacher present the number sequence and incomplete sentences.
2. Students fill in the blanks with appropriate cohesive devices.
ACTIVITY 1: NUMBER STORY
Instruction: Complete the missing word.
1. First, we have 2. ___, we get 4. ___, it increases to 6. ___, we reach 8.
2. We start with 5. ___, we double it to get 10. ___, adding 5 gives us 15. ___,
the final number is 20.
3. The pattern begins with 1. ___, it moves to 3. ___, 5 follows. ___, we see the
number 7.
Answers:
1. Next, then, finally
2. First, after that, finally
3. First, then, finally
D. ACTIVITY
1. The teacher will group the students into four.
2. The teacher gives each group a separate sheet of paper to write down their
answers.
3. The leader of each group presents their answer in front.
ACTIVITY 2: PICK ME!
Directions: Choose one among the pictures below and write any type of text about it
in 3-5 sentences. Please be guided with the rubric.
1.
2.
3.
Rubrics:
CRITERIA
Delivery
Cooperation
Time Frame
TOTAL
E. ANALYSIS
3
2
1
1. The teacher will ask questions to the students.
How does the picture represent daily life?
What does the picture tell us about community life?
F. ABSTRACTION
COHESIVE DEVICES
Type
Cohesive
Devices
Description
Example
for explaining
He gains more
why
weight, for he eats
Conjunctions
for
1. Coordinating
Conjunctions
too much sweets.
and
These conjunctions
the same, similar
connect words,
His favorite snacks
or equal; without
phrases, and
nor
are apples and
contrast
clauses of equal
bananas.
value. Clauses or
equal value are
but
for two non
He doesn’t like soft
called independent
contrasting
clauses and can
grammatically,
stand on their own
negative items
drinks, nor hard
liquors.
as separate
or
sentence.
For contrast
I eat vegetables,
but
I never eat junk
foods
yet
An alternative
Would you like
bread
so
contrast, despite,
or cookies with
your
something
coffee?
because, so
that, as,
He is still young,
yet
since
for showing the
he is already very
consequence of
responsible.
something
to express cause
or reason
He was very
hungry,
so he ate the
remaining fruits
As he was feeling
sick, Pedro didn’t
go
to work yesterday.
to express time
2. Subordinating
before, after,
Conjunctions
until/till,
The baby cries
whenever he feels
Hungry.
when, as soon
The clause
as, whenever,
beginning with the
while
to express
condition
subordinating
conjunction is
unless, if, even
always the
if, in case,
subordinate
providing
clause, which
I’ll lend you my
phone, provided
that you will use it
carefully.
to express
contrast or
depends on the
concession
Joy loves outdoor
main clause and
although, even
activities, whereas
cannot exist
though,
without it.
whereas
her sister prefers
to
stay home.
also, besides,
adding something
It rained hard;
3. Adverbial
moreover,
lightning
finally,
Conjunctions
furthermore, in
These are words
addition,
that join
moreover, still
comparing
boomed.
independent
clauses into one
Sleeping early
makes
sentence. A
also, as well,
me feel relax; also,
conjunctive adverb
alike, similarly
helps you create a
flashed and
thunder
contrasting
makes me active
for
shorter sentence.
the next day.
When you use a
conjunctive adverb,
put a semicolon (;)
I wanted to finish
before it and a
answering my
comma (,) after it
activity in this
at the same
emphasizing
module; even if, it
takes longer time
to
time, in
contrast, in
do it.
spite of, on the
other hand
even if
Following health
giving example
protocols is;
indeed,
very important for
us
to be safe.
certainly,
showing equality
definitely,
indeed, in fact
summarizing,
There are different
symptoms of
COVID- 19;
namely, cough,
fever and sore
throat.
concluding
for/as an
Neither the minors
nor the senior
citizens are
allowed to go out
during the
pandemic.
example, for
instance, in
COVID-19 is a
other words,
serious disease;
namely, such
hence, we need to
as
follow health
protocols.
as … as, both
… and, either
… or, neither
… nor,
not only … but
also
as it was/has
been said, in
conclusion,
finally, in
short, in other
words, hence
G.APPLICATION
1.
2.
3.
The teacher will group the students into three.
The teacher give the activity sheet each group.
The leader of the group presents their works in front of the class.
ACTIVITY 3: CLASSIFY ME!
Instructions: Look at the linking words inside the box. Classify them based on
purpose. Use the organizer below. A sample answer is already given. Write your
answers on the given paper.
Unless
if
yet
as soon as
after
before
so that
firstly
until
although
because
Contrasting
of ideas:2
Expressing
Time:4
Giving
Condition:2
Cohesive
Devices
Expressing cause
or reason:2
Rubrics:
CRITERIA
Delivery
Cooperation
Time Frame
TOTAL
Answers:
Express time:
before
until
after
as soon as
Contrasting of ideas
although
3
2
1
yet
Giving condition
if
unless
Express cause or reason:
because
so that
GENERALIZATION/VAL
UING
1. The teacher will ask the students to summarize the lesson.
2. The teacher will ask the students:

What are cohesive devices, and why are they important in writing?
H. EVALUATION
Instructions:Choose the appropriate transition words in completing each sentence.
Write your answer on a separate sheet of paper.
1. Which among these sentences uses a cohesive device correctly?
A. I want to enroll this school year, yet I want to continue learning
B. I want to enroll this school year, but I want to continue learning.
C. I want to enroll this school year, unless I want to continue learning.
D. I want to enroll this school year, because I want to continue learning
2. Will you cook my favorite food______ will I just buy it?
A. and
C. or
B. but
D. so
3. Pedro eats his dinner early _______ he needs to finish his assignment.
A. but
C. such as
B. because
D. while
4. You can borrow my laptop ___________you will use it carefully.
A. and
C. even if
B. as long as
D. so
5. Joy is going to finish her online work______ the internet connection is poor.
A. also
C. even if
B. and
D. or
I. ASSIGNMENT
J. REMARKS
VI. REFLECTION
PREPARED BY:
ALEXA MARIE D.
AQUINO
Pre-Service Teacher
DATE: February 05,
2025
Instructions: In a short bond paper, write a persuasive essay and underline the
cohesive devices.
REVIEWED AND APPROVED BY:
JANICE R. ANDOL
Cooperating Teacher