LESSON PLAN IN ENGLISH 10

School Trece Martires City Grade Level & Section 10

National High School-
Main
Teacher Ms. Retchie Lou Quarter 4
Gerodias
Mrs. Ruth D. Guinto
Learning English Teaching Dates & Duration Up to 3 days
Area 45-minute
duration
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how the world
literature and other text types serve as vehicles of expressing
and resolving conflicts among individuals or groups; also how
to use strategies in critical reading, listening, and viewing, and
affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
Performance Standards The learner is expected to present a research report on relevant
socio-cultural issue.

Learning Competencies/Code - Observe correct grammar in making definitions.

EN10G-LLA-29
- Expand ideas using principles of cohesion and
coherence. EN10WC-IVf-14.1.1

Objectives
 Knowledge - define cohesion and coherent writing
 Skills - Integrate cohesive devices in writing while applying
correct grammar.
- identify the two main types of cohesion
 Attitude - Give importance to expanding ideas using coherence
and cohesive devices.
II. CONTENT Principles of Cohesion and Coherence
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Learning Module for Grade 10, pp. 415-417
4. Additional Materials from Teaching Guide
Learning Resource (LR) portal https://www.scribd.com/document/513562590/English10-Q4-
M6
B. Other Learning Resources Source: https://www.sparknotes.com/lit/littleprince/summary/
C. Supplies, Equipment, Tools, etc. PowerPoint Presentation, TV, Projector
IV. PROCEDURES
A. Review/Introductory The teacher gives a 15-item pre-assessment test to check the prior knowledge
Activity of the students on cohesion and coherence in terms of literature.
Pre-assessment:
Directions: Read each item carefully and use your notebook to write
your answers.
A. Choose the best answer among the choices.
1. What is cohesion?
a. The way in which the author uses sentence structure to make the text more
understandable to the reader. This includes the way the sentences relate to
each other. b. Cohesion is a special type of glue that writers
use to make ideas stick together. c. Special
type of argument used in writing.
d. Cohesion uses new ideas in a text.
2. What is coherence?
 a. Sentences which flow together and make sense when side by side.
b. Words which cause a reader to have to use a dictionary to understand them.
c. Coherence is a writer’s way of making a text less understandable to the
reader.
d. Coherence is how easily the entire text is understood by the reader.
3. Which is an example of coherence?
a. Sentences which flow together and make sense when side by side.
b. Words which cause a reader to have to use a dictionary to understand them.
c. An author paying attention to how the organization of an essay might make
it more
understandable to the reader.
d. An author using word choices that describe an image or scene.
4. What are the two main types of cohesion?
a. Grammarly and smoothly
b. Grammatical and lexical
c. Grammar and lexical
d. Grammar and lyrical
5. What are the three referential devices?
a. Anaphobic reference, cataphoric reference, and exospheric reference
b.Anaphoric reference, catasphoric reference, and exospheric reference
c. Anaphoric reference, cataphoric reference, and exempheric reference
d. Anaphoric reference, cataphoric reference, and exospheric reference.
B. Activity/ Motivation - The teacher establishes the context by asking the students to find and
underline the critical transitions that connect sentences in the
paragraph.

Activity 1
“Why I don’t make my bed”

Ever since I turned 15 last fall, I have lost the habit of making my bed--
except on Fridays, of course, when I change the sheets. Although some
people may think that I am a slob, I have some strong reasons for breaking
the bed-making habit. In the first place, I am not worried about keeping a
tidy bedroom because no one except me ever gets in there. If my mum ever
decides to inspect the room, I guess I can hurry in there to fluff up the
pillow and slap on a spread. Otherwise, I am not bothered. In addition, I
find nothing uncomfortable about crawling into a rumpled mass of sheets
and blankets. On the contrary, I enjoy making a cozy space for myself
before falling asleep. Also, I think that a tightly made bed is very
uncomfortable: entering one makes me feel like a loaf of bread being
wrapped and sealed. Finally, and most importantly, I think bed-making is
an awful way to waste time in the morning. I prefer spending those
precious minutes checking my messages or feeding the cat than tucking in
corners or snapping the spread.

C. Analysis/Presenting The teacher will then ask the following questions:

examples of the new
lesson where the 1. What is the paragraph all about?
concepts are clarified
2. What are your thoughts on the critical transitions that have been used in the
paragraph?

3. What do you think is the device used in critical transitions?

4. What are cohesion and coherence?

D. Abstraction The teacher discusses the following lessons:

What is cohesion?
 - is the grammatical and lexical relationship within a text or sentence.
- can be defined as the links that hold a text together and give it
meaning.
- This includes the use of synonyms, lexical sets, pronouns, verb tenses,
time references, grammatical reference, etc.

What is coherence?

- The ways a text makes sense to readers and writer through the
relevance and accessibility of its configuration of concepts, ideas,
and theories.
- A semantic property of discourse formed through the interpretation
of each individual
- sentence relative to the interpretation of other sentences, with
“interpretation” implying
- Interaction between the text, the reader, and the writer.
- A property that a reader will discern in the text.
- Allows the reader to make sense of the text.
- Refers to the semantic unity created between the ideas, sentences,
paragraphs and sections of a piece of writing.

Coherence vs. Cohesion

Coherence Cohesion
 interpretation very general  Formal linguistic features
principle of language in e.g. repetition, reference
context  Semantic relationships
 Fewer formal linguistic between sentences and
features e.g. vocabulary within sentences
choice  Determined by lexically and
 Relationships deal with text grammatically over
as a whole interferential relationships
 Based on primarily semantic  More recognizable
relationships
 Errors much more obvious

The two main types of cohesion

Grammatical- referring to the structural content

Lexical- referring to the language content of the piece

How to achieve cohesion?

Cohesion can be achieved using the following referential devices:

- Anaphoric reference- is the most common type of reference, used

unknowingly in everyday conversation and writing. It occurs when
the writer refers back to someone or something that has been
previously identified, to avoid repetition. Some examples: replacing
“the taxi driver” with the pronoun “he” or “two attractive girls” with
“they” Another example can be found in formulas such as “as stated
previously” or “the aforementioned”.

- Cataphoric reference- is less common in speech but can be used for

dramatic effect in writing. It occurs when the audience is introduced to
someone as an abstract, before later learning his or her name. For
example: “Here he comes, our award-winning host…it’s John Doe!”
cataphoric references can also be found in written text.

- Exospheric reference - is also uncommon in speech but can be used

to describe generic or abstract situations in writing. It occurs when the
writer chooses not to introduce a character (or a group of characters),
but instead refers to them by a generic word such as “everyone”. The
prefix “exo” means “outside”, and the persons or events referred to in
this manner will never be identified by the writer.

- Lexical cohesion- is basically created by the repetition (reiteration) of

the same lexeme, or general (aka shell) nouns, or other lexemes
sharing the majority of semantic features: The bus…the vehicle…the
chassis…

- Lexical cohesion can also form relational patterns in text in a way that
links sentences to create an overall feature of coherence with the
audience, sometimes overlapping with other cohesion features. The
understanding of how the content of the sentences is linked helps to
identify the central information in the texts by means of a possible
summary. This allows judgments on what the text is about.

To achieve coherent writing, the writer must use devices that will help
his delivery of thoughts. Here are some of the devices:

- Repetition of a key term or phrase -this helps to focus your ideas

and to keep your reader on track.
- Example: The problem with contemporary art is that it is not easily
understood by most people. Contemporary art is deliberately abstract,
and that means it leaves the viewer wondering what she is looking at.

- Synonyms - are words that have essentially the same meaning, and
they provide some variety in your word choices, helping the reader to
stay focused on the idea being discussed.
- Example: Myths narrate sacred histories and explain sacred origins.
These traditional narratives are, in short, a set of beliefs that are a very
 real force in the lives of the people who tell them.

- Pronouns- this, that, these, those, he, she, it, they, and we are useful
pronouns for referring back to something previously mentioned. Be
sure, however, that what you are referring to is clear.
- Example: When scientific experiments do not work out as expected,
they are often considered failures until some other scientist tries them
again. Those that work out better the second time around are the ones
that promise the most rewards.

- Transitional words - there are many words in English that cue our
readers to relationships between sentences, joining sentences together.
Examples of transitional words are however, therefore, in addition,
also, but, moreover, again, also, besides, and then, in addition to,
compared with, in comparison with, similarly, again, likewise,
nevertheless, instead, granted, certainly, it may be the case, on the
contrary, etc.
- Example: I like the autumn, and yet autumn is a sad time of the year,
too. The leaves turn bright shades of red and the weather is mild, but I
can’t help thinking ahead to the winter and the ice storms that will
surely blow through here. In addition, that will be the season of
chapped faces, too many layers of c clothes to put on and days when
I’ll have to shovel heaps of snow from my car’s windshield.

E. Valuing: Finding - The teacher gives a short summary of, “The Little Prince” using the
Practical given links. If you have no access on the internet, read the following text.
Applications of
Concepts and Skills The narrator, an airplane pilot, crashes in the Sahara desert. The crash badly
in Daily Living damages his airplane and leaves the narrator with very little food or water. As
he is worrying over his predicament, he is approached by the little prince, a
very serious little blond boy who asks the narrator to draw him a sheep. The
narrator obliges, and the two become friends. The pilot learns that the little
prince comes from a small planet that the little prince calls Asteroid 325 but
that people on Earth call Asteroid B-612. The little prince took great care of
this planet, preventing any bad seeds from growing and making sure it was
never overrun by baobab trees. One day, a mysterious rose sprouted on the
planet and the little prince fell in love with it. But when he caught the rose in a
lie one day, he decided that he could not trust her anymore. He grew lonely
and decided to leave. Despite a last-minute reconciliation with the rose, the
prince set out to explore other planets and cure his loneliness.

While journeying, the narrator tells us, the little prince passes by neighboring
asteroids and encounters for the first time the strange, narrow-minded world
of grown-ups. On the first six planets the little prince visits, he meets a king, a
vain man, a drunkard, a businessman, a lamplighter, and a geographer, all of
whom live alone and are overly consumed by their chosen occupations. Such
strange behavior both amuses and perturbs the little prince. He does not
understand their need to order people around, to be admired, and to own
everything. With the exception of the lamplighter, whose dogged faithfulness
he admires, the little prince does not think much of the adults he visits, and he
does not learn anything useful. However, he learns from the geographer that
flowers do not last forever, and he begins to miss the rose he has left behind.

At the geographer’s suggestion, the little prince visits Earth, but he lands in
the middle of the desert and cannot find any humans. Instead, he meets a
 snake who speaks in riddles and hints darkly that its lethal poison can send the
little prince back to the heavens if he so wishes. The little prince ignores the
offer and continues his explorations, stopping to talk to a three-petaled flower
and to climb the tallest mountain he can find, where he confuses the echo of
his voice for conversation. Eventually, the little prince finds a rose garden,
which surprises and depresses him—his rose had told him that she was the
only one of her kind.

The prince befriends a fox, who teaches him that the important things in life
are visible only to the heart, that his time away from the rose makes the rose
more special to him, and that love makes a person responsible for the beings
that one loves. The little prince realizes that, even though there are many
roses, his love for his rose makes her unique and that he is therefore
responsible for her. Despite this revelation, he still feels very lonely because
he is so far away from his rose. The prince ends his story by describing his
encounters with two men, a railway switchman and a salesclerk.

https://images8.alphacoders.com/824/thumb-1920-824103.jpg

It is now the narrator’s eighth day in the desert, and at the prince’s suggestion,
they set off to find a well. The water feeds their hearts as much as their bodies,
and the two share a moment of bliss as they agree that too many people do not
see what is truly important in life. The little prince’s mind, however, is fixed
on returning to his rose, and he begins making plans with the snake to head
back to his planet. The narrator is able to fix his plane on the day before the
one-year anniversary of the prince’s arrival on Earth, and he walks sadly with
his friend out to the place the prince landed. The snake bites the prince, who
falls noiselessly to the sand.

The narrator takes comfort when he cannot find the prince’s body the next day
and is confident that the prince has returned to his asteroid. The narrator is
also comforted by the stars, in which he now hears the tinkling of his friend’s
laughter. Often, however, he grows sad and wonders if the sheep he drew has
eaten the prince’s rose. The narrator concludes by showing his readers a
drawing of the desert landscape and by asking us to stop for a while under the
stars if we are ever in the area and to let the narrator know immediately if the
little prince has returned.
Source: https://www.sparknotes.com/lit/littleprince/summary/

F. Generalization - The teacher directs the students to complete the provided sentences
by applying the knowledge they have gained during this lesson.

This lesson enabled me to learn that______________________________

It made me realize that_________________________________________

I, therefore, commit to_________________________________________

G. Assessment The teacher administers the following tests:

Read each item carefully and write your answer in your notebook.
 Part A:
1. What is cohesion, and what is coherent?
2. What are the two main types of cohesion?

Part B:
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 cinema was full of people _____ they were all smoking.
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 is now open _____ it is offering big discounts.

Part C:
Complete the short story below with appropriate cohesive devices.

Mary could not go out with me _____ I invited Anne instead. Anne was
very happy to accept my invitation _____ the film was very popular. Anne
and I had a good time _____ next day Mary was very angry. "Do you love
me _____ do you love Anne?" she asked me. "I like both you _____ Anne,"
I answered. "Look!" said Mary. "Either you go out with me _____ you go
out with Anne. You can't love both me _____ Anne at the same time." "Why
not?" I answered. "_____ it's not fair." I asked Mary if she would go out
with me tonight _____ she said that she had a new boyfriend _____ didn't
want to see me again _____ I didn't really love her. I phoned Anne _____
she said she was busy _____ now I'm alone.

Part D:
Let’s Summarize!

The teacher will ask the students to perform a brief summarization of the
story “The Little Prince,” employing cohesive devices that apply correct
grammar.

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
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
worked well? Why
 did these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help me
solve?
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:

Ruth D. Guinto Retchie Lou Gerodias

Pre-Service English Teacher Pre-Service English Teacher