Production and… · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Use an extended range of cohesive devices (e.g., connectors to show contrast, results etc.) to improve inter-paragraph coherence.

By the end of the lesson, learners can:

Identify at least eight cohesive devices that show contrast, result, addition, sequence, and cause, and classify them according to the relationship they signal.
Explain how cohesive devices at the start of body paragraphs link one paragraph to the previous one and to the central idea of an essay.
Use an extended range of cohesive devices correctly in sentences of their own, choosing the appropriate connector for the intended relationship.
Revise a given body paragraph by adding or replacing linking words to improve its connection to the paragraph before it.
Write one complete body paragraph that opens with a suitable cohesive device, develops a topic sentence with supporting details, and closes in a way that leads naturally to the next paragraph.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Production and Distribution of Text (4.1)
Content standard: 2.4.1.CS.1 - Develop, organise and express ideas coherently and cohesively in writing. 2.4.1.LO.1 Employ cohesive devices, including connectors that demonstrate contrasts, results and other relationships, with the purpose of enhancing the coherence between paragraphs. 2.4.1.LO.2 Engage in critical analysis and construct concluding paragraphs pertaining to a provided topic.
Indicator: 2.4.1.LI.1 - Use an extended range of cohesive devices (e.g., connectors to show contrast, results etc.) to improve inter-paragraph coherence.
Suggested placement: Semester 2, Week 6 (Week 26 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.140: the code 2.4.1.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 2.4.1.CS.1
Curriculum reference: NaCCA curriculum document, p. 140

Exemplars (from the NaCCA curriculum)

Talk for Learning (TfL):
- Learners, collaborating with one another in mixed ability groups, examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure of a linear narrative essay: i. Introductory paragraph containing:
- Central Idea (for the essay)
- Supporting sentences (to serve as topic sentences in the body paragraphs) ii. Body paragraphs (containing main ideas-topic sentences) iii. Concluding paragraph
- Learners apply various useful strategies to compose their concluding paragraphs.
Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, ...
Critical Thinking Skills:
- Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and problem-solving skills as they analyse their topics and systematically organise their ideas to develop the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
- Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration to bring out the style of a narrative piece.
- Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. besides, in addition, moreover, again, furthermore, etc.
- Communication skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills
Individual Work:
- Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, etc.), suitable background information and a conclusion.
- Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs.
- Learners appreciate the value of respect for one another in their groups.
Teaching and Learning Resources:
- Sample essay
- Passages from books,
- Journals Sample texts from social media
- Story map etc.
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
until