A Detailed Lesson Plan in English (Fourth Year - Secondary)

Prepared by: Krisley Ann N. Sison

I. Objectives
At the end of the lesson, the students should be able to:
1. Define what coherence in paragraphs is;
2. Describe a good paragraph;
3. Use transitional devices in developing a good paragraph;
4. Arrange the given sentences to form a good paragraph;
5.

II. Learning Content

Coherence in Meaning, Achieving Coherence in Paragraphs
Reference/s: Proficiency in English (A Worktext), pages 143-159
http://lrs.ed.uiuc.edu/students/fwalters/cohere.html#unity
http://writingcenter.byu.edu/handouts/OrganizationStructure/paragraphunity.htm

Materials: Visual Aids (Manila Paper, Cartolina)

III. Learning Strategies

Teacher’s Activity: Student’s Activity:

“Good morning class.” “Good morning Ma’am!”

Yes ma’am.

I’ll check the attendance. Once you are called, (The students raise their hands as they are called)
say “present”.

(Checking of Attendance)….

Alright I guess we are all set.

a. Motivation

Today class, I have a game.. A group game.

And so, I need ten (10) volunteers to join. Come on, This is
just very easy. Who likes to join? Come in front.

Okay, we now have 10 players. I will divide you into two groups.
(The teacher divides the number of students into
2 groups – Group A and Group B. Each group has 5 members.) (Ten students raised their hands and participated in the game.)

Now, listen carefully to my instructions.

I have here a very short story by Aesop, entitled, The Porker and
the Sheep. In this story, I disarranged the sentences and I added
some. Your task is to choose only the related sentences and put
them back into their correct order. After it, you will present your
answers. You have 1min and 30sec to do it. If you can do it
faster, the better. Additional points. Understood?
Yes, Ma’am.

Okay, ready….set…go!

_____ One day the shepherd laid hold of him, so he

squeaked and struggled with all his might and main.
_____ "Yes," replied he, "but our cases are not the same,
for he catches you for the sake of your wool, but me for (The students read carefully the sentences. They remove the
my fry." unrelated sentence and proceeds to arranging the related
_____ A young porker took up his quarters in a fold of sentences to form the story.)
sheep.
_____ The porker and the sheep like wandering near the
pond.
_____ The sheep reproached him for crying out and said,
"The master often lays hold of us, and we do not cry."
_____ The shepherd owns the herd of sheep.
Group A: Ma’am! We’re done.
Group B: Ma’am we’re finished!
Okay, Group A did it first. Let me see your answer.
Kindly read your answer.

(Teacher checks the answer)

Very Good Group A! Excellent. Perfect Score.

Students: Hooray!

Now, Group B. Show me your answer.

Kindly read your answer. Yes Ma’am .

(Teacher checks the answer)

Oh, you have one mistake. Just one mistake. Good score.

Based on the work, Group A wins!

Okay, you may now go to your seats.

b. Review
What you did a while ago is to choose related
sentences and arrange them to form a story/paragraph. Now, I’ll
ask you. What was the first thing you did before arranging the
sentences? From the group A?
Ma’am!
Yes , Isabel.
We looked first for the main idea so that we will know what to
You’re right! Thank you Isabel. The very first thing to do is look include, and what to arrange.
for the main idea. Knowing the main idea gives you a cue on
what the selection is all about. From that, you will know what
sentences support the main idea and you can exclude the
unrelated ones. After it, you arrange the sentences to form the
paragraph.

After arranging the sentences, do you think you had arranged

them well into a paragraph? How about… Josh ?

Thank you Josh. Nice one! You’re confident because your group Josh: I think, yes Ma’am. The flow of the story is well
did it perfectly. understood.

Good. Can anyone tell me what a paragraph is? How about

anyone from Group B.. Kishi?
Ahh..Ma’am, A paragraph is a group of sentences.
Yes, correct. A paragraph is a group of sentences. And a
paragraph must be good to be effective. A good paragraph must
not only be defined as a “a group of sentences,” but a group of
RELATED and CLEAR SENTENCES, ARRANGED LOGICALLY to
support its topic. If the sentences don’t follow each other, it is
not a good paragraph.

C. Discussion

I have here two paragraphs. Everybody, read paragraph A.

Ready..

Paragraph A

The means by which Asian companies have sought to compete with American
products in market segments in the Western Pacific region will constitute the
objective of the first phase of our study. The labor costs of our Asian
competitors and their ability to introduce new products quickly are the main
issues to be examined in detail. A plan that will demonstrate how American
industry can restructure its operations so that it can better exploit
unexpected market opportunities, particularly in the Pacific Rim, will be
developed from this study.

Class, did you understand what you’ve read?

Alright. Now, read Paragraph B. No Ma’am.. We’re confused. It’s difficult to understand..

Paragraph B

In the first phase of our study, we will examine market segments in the
Western Pacific region to determine how Asian companies have competed
with American products. The study will examine, in detail, labor costs and the
ability of Asian competitors to introduce new products quickly. By studying
these elements, we will develop a plan that will demonstrate how American
industry can restructure its operations so that it can better exploit
unexpected market opportunities, particularly in the Pacific Rim.

Now, class, did you understand what you’ve read?

Yes Ma’am. The second paragraph is better.

Will somebody tell me what it is all about?

Ma’am it is about examining market segments to determine how
Yes, you’re right. Thank you. Asian companies compete with American products.

For sure, we will have a difficulty comprehending Paragraph A

because it has no coherence. The main idea was unclearly
shown. The sentences are too long and we have no cues to
determine what the sentences refer to.

Then, Paragraph B is the revision of Paragraph A. The second one

is easier to understand. The main idea was clearly stated, and
each sentence was introduced properly. For that, we can say
that coherence in paragraph is achieved.

Coherence in paragraph is the technique of making words,

phrases, and sentences move smoothly and logically from
one to the other. In other words, the ideas are so
interwoven and "glued" together that the reader will be
able to see the consistent relationship between them.

Now, Let’s go back to Paragraph B. Join me and let’s encircle the

word cues.

Very good class.

The teacher together with the students mentions the word cues
and encircles each.
Let’s study again another coherent paragraph. Everyone please
read. Ready.

Each of the U.S. manned space exploration projects had

specific major goals. For example, the Mercury project was
designed to test whether or not human beings could
survive and function in outer space. In addition, the
Mercury project tested rockets with the new Mercury
space capsule, which could hold one person. As another
example, the Gemini project was intended to find out
whether two people could work in the weightless
environment of space. One way of doing this was by
having Gemini astronauts take "spacewalks." That is, they
floated outside their spacecraft in a spacesuit, connected
to it by a tether. Gemini astronauts also tried out new
flying skills. For an instance, some astronauts flew two
spacecraft extremely close together; this procedure was
called "rendezvous." On some Gemini flights, astronauts
physically linked two spacecraft together. This linking, or
"space docking," was a major goal of the Gemini program.
Finally, the Apollo project, with three astronauts, had the
goal of testing spacecraft and skills so that people could
actually fly to the Moon and land on it. Other goals
included performing scientific experiments on the lunar
surface and collecting rocks for study on Earth.
To Add:
and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what's more, moreover, in addition, first (second,
etc.)
To Compare:
whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a
vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true
To Prove:
because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is
To Show Exception:
yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes
To Show Time:
immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then
To Repeat:
in brief, as I have said, as I have noted, as has been noted
To Emphasize:
definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally,
never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation
To Show Sequence:
first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently,
finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon
To Give an Example:
for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an
illustration, to illustrate
To Summarize or Conclude:
in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result,
consequently

 transitional expressions
 pronouns
 repetition of key words and phrases
 echo words
 implicit logical connections between ideas