Lesson Plan in Grade 10

I. OBJECTIVES
At the end of the 60-minute discussion, the students with 80% mastery should
be able to:
A. identify what is coherence in a paragraph;
B. use the helpful devices in making a coherent paragraph through filling
up the worksheet given by the teacher; and
C. create a short paragraph observing coherence regarding your
reflections about the excerpt.
II. SUBJECT MATTER
A. Topic: Coherence in a Paragraph
Subtopic: "The Little Prince” by Antoine de Saint-Exupery (An excerpt)
B. Reference: file:///C:/Users/user/Downloads/G10-English-Lesson-
Exemplar-4th-Quarter%20(2).pdf
https://study.com/academy/lesson/coherence-in-writing-definition-
examples.html?fbclid=IwAR0dCkiROr0_mZRMObWymytiJezTOKFB18
0Qu4dGCOQJsAd0Bf9Ah2XXFJM
Celebrating Diversity through World Literature (pp 411-414)
C. Materials: Instructional Materials
III. PROCEDURE
A. Preliminary Activities
a. Prayer
b. Greetings
c. Checking of Attendance
d. Review
B. Activity
DEFINING FRIENDSHIP
Using set of words or phrases, define what “Friendship” means to
you. Write it on a piece of paper. The first three students who will finish
their works will read it in front of the class and will receive a price.
 C. Analysis
a. Motive Question: What is friendship?
b. Guide Questions
1. Who are the characters in the story? Describe each.
2. How important is the “rite” or the “ritual” of taming in the friendship
of the Little Prince and the Fox?
3. Do you think you have tamed another and have been tamed as
well?
c. Unlocking of Difficulty
1. Tame - make less powerful and easier to control
2. Monotonous - dull, tedious, and repetitious; lacking in variety and
interest
3. Rite - a prescribed form or manner governing the words or actions
for a ceremony
4. Yonder - farther removed : more distant
5. Ties - something that serves as a connecting link
6. Perplex - (of something complicated or unaccountable) cause
(someone) to feel completely baffled.
d. Lesson Proper
The Little Prince
By Antoine de Saint-Exupery
(An excerpt)
It was then that the fox appeared. “Good morning,” said the fox. “Good morning,”
the little prince responded politely, although when he turned around he saw
nothing.

“I am right here,” the voice said, “under the apple tree.”

“Who are you?” asked the little prince, and added, “You are very pretty to look
at.”

“I am a fox,” said the fox.

“Come and play with me,” proposed the little prince. “I am so unhappy.”

“I can’t play with you,” the fox said. “I am not tamed.”

“Ah! Please excuse me,” said the little prince. But, after some thought, he added:
“What does that mean — ‘tame’?”

“You do not live here,” said the fox. “What is it that you are looking for?”

“I am looking for men,” said the little prince. “What does that mean — ‘tame’?”

“Men,” said the fox. “They have guns, and they hunt. It is very disturbing. They
also raise chickens. These are their only interests. Are you looking for chickens?”

“No,” said the little prince. “I am looking for friends. What does that mean —
‘tame’?”

“It is an act too often neglected,” said the fox. “It means to establish ties.”

“To establish ties?”

“Just that,” said the fox. “To me, you are still nothing more than a little boy who is
just like a hundred thousand other little boys. And I have no need of you. And
you, on your part, have no need of me. To you, I am nothing more than a fox like
a hundred thousand other foxes. But if you tame me, then we shall need each
other. To me, you will be unique in all the world. To you, I shall be unique in all
the world…”
“I am beginning to understand,” said the little prince. “There is a flower… I think
that she has tamed me…”

“It is possible,” said the fox. “On the Earth one sees all sorts of things.”
“Oh, but this is not on the Earth!” said the little prince.

The fox seemed perplexed, and very curious. “On another planet?”

“Yes.”

“Are there hunters on this planet?”

“No.”

“Ah, that is interesting! Are there chickens?”

“No.”
“Nothing is perfect,” sighed the fox. But he came back to his idea. “My life is very
monotonous,” the fox said. “I hunt chickens; men hunt me. All the chickens are
just alike, and all the men are just alike. And, in consequence, I am a little bored.
But if you tame me, it will be as if the sun came to shine on my life. I shall know
the sound of a step that will be different from all the others. Other steps send me
hurrying back underneath the ground. Yours will call me, like music, out of my
burrow. And then look: you see the grain-fields down yonder? I do not eat bread.
Wheat is of no use to me. The wheat fields have nothing to say to me. And that is
sad. But you have hair that is the colour of gold. Think how wonderful that will be
when you have tamed me! The grain, which is also golden, will bring me back the
thought of you. And I shall love to listen to the wind in the wheat…”

The fox gazed at the little prince, for a long time. “Please — tame me!” he said.
“I want to, very much,” the little prince replied. “But I have not much time. I have
friends to discover, and a great many things to understand.”

“One only understands the things that one tames,” said the fox. “Men have no
more time to understand anything. They buy things all ready made at the shops.
But there is no shop anywhere where one can buy friendship, and so men have
no friends any more. If you want a friend, tame me…”

“What must I do, to tame you?” asked the little prince.

“You must be very patient,” replied the fox. “First you will sit down at a little
distance from me — like that — in the grass. I shall look at you out of the corner
of my eye, and you will say nothing. Words are the source of misunderstandings.
But you will sit a little closer to me, every day…”

The next day the little prince came back.

“It would have been better to come back at the same hour,” said the fox. “If, for
example, you come at four o’clock in the afternoon, then at three o’clock I shall
begin to be happy. I shall feel happier and happier as the hour advances. At four
o’clock, I shall already be worrying and jumping about. I shall show you how
happy I am! But if you come at just any time, I shall never know at what hour my
heart is to be ready to greet you… One must observe the proper rites…”

“What is a rite?” asked the little prince.

“Those also are actions too often neglected,” said the fox. “They are what make
one day different from other days, one hour from other hours. There is a rite, for
example, among my hunters. Every Thursday they dance with the village girls.
So Thursday is a wonderful day for me! I can take a walk as far as the vineyards.
But if the hunters danced at just any time, every day would be like every other
day, and I should never have any vacation at all.”
So the little prince tamed the fox. And when the hour of his departure drew near
—

“Ah,” said the fox, “I shall cry.”

“It is your own fault,” said the little prince. “I never wished you any sort of harm;
but you wanted me to tame you…”

“Yes, that is so,” said the fox.

“But now you are going to cry!” said the little prince.

“Yes, that is so,” said the fox.

“Then it has done you no good at all!”
“It has done me good,” said the fox, “because of the color of the wheat fields.”
And then he added: “Go and look again at the roses. You will understand now
that yours is unique in all the world. Then come back to say goodbye to me, and I
will make you a present of a secret.”

The little prince went away, to look again at the roses. “You are not at all like my
rose,” he said. “As yet you are nothing. No one has tamed you, and you have
tamed no one. You are like my fox when I first knew him. He was only a fox like a
hundred thousand other foxes. But I have made him my friend, and now he is
unique in all the world.” And the roses were very much embarrassed. “You are
beautiful, but you are empty,” he went on. “One could not die for you. To be sure,
an ordinary passerby would think that my rose looked just like you — the rose
that belongs to me. But in herself alone she is more important than all the
hundreds of you other roses: because it is she that I have watered; because it is
she that I have put under the glass globe; because it is she that I have sheltered
behind the screen; because it is for her that I have killed the caterpillars (except
the two or three that we saved to become butterflies); because it is she that I
have listened to, when she grumbled, or boasted, or even sometimes when she
said nothing. Because she is MY rose.”

And he went back to meet the fox. “Goodbye,” he said.

“Goodbye,” said the fox. “And now here is my secret, a very simple secret: It is
only with the heart that one can see rightly; what is essential is invisible to the
eye.”

“What is essential is invisible to the eye,” the little prince repeated, so that he
would be sure to remember.

“It is the time you have wasted for your rose that makes your rose so important.”

“It is the time I have wasted for my rose —” said the little prince, so that he would
be sure to remember.
“Men have forgotten this truth,” said the fox. “But you must not forget it. You
become responsible, forever, for what you have tamed. You are responsible for
your rose…”

“I am responsible for my rose,” the little prince repeated, so that he would be sure
to remember.

D. Abstraction
Coherence in a 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.
Defining Coherence in Writing
Have you ever read something that was hard to follow, where the writer
jumped around from idea to idea and did not have unity or consistency to
connect the words, sentences, and paragraphs? That is something that
you want to avoid in your own writing. But how do you do that?
Coherence in writing is the logical bridge between words, sentences, and
paragraphs. Coherent writing uses devices to connect ideas within each
sentence and paragraph. Main ideas and meaning can be difficult for the
reader to follow if the writing lacks coherence. In this lesson, you will see
some examples and learn some tips for making your writing coherent
between words, sentences, and paragraphs.

Coherence between Words

Between each word, coherence can be created by parallelism. Parallel
structure means using similar grammatical constructions between words in
sentences. Parallelism is particularly important for words in lists. If you're
writing a list of things someone likes to do, then each activity in the list
should take the same grammatical form. For instance, if one verb in the
list takes on the '-ing' gerund form, like 'running,' then the other verbs in
the list should also be in the gerund form. An incoherent structure would
be to say:

Sarah likes to jump, running, and skate.

Instead, the list should be parallel like this:

Sarah likes jumping, running, and skating.

Coherence between Sentences

Coherence can be created between sentences through repetition and
transitional devices. Repetition of words across sentences helps to
reiterate the same ideas between sentences. One way to use repetition to
create coherence is to repeat the same word or phrase at the end of one
sentence and the beginning of the next sentence to show how the ideas
connect. Here is an example of sentences that create coherence through
repetition:
The most important part of an essay is the thesis statement. The thesis
statement introduces the argument of the essay. The thesis statement
also helps to create a structure for the essay.

In this example, the repetition of the phrase 'thesis statement' helps to

unify the three sentences. It is a phrase that ends the first sentence and
transitions into the next sentence by starting with that same phrase.

Another way to create coherence between sentences is through

transitional devices. There are many types of transitional devices that
show time and help ideas flow smoothly. Transitional words, such as 'first',
'later', and 'then', are a few examples of transitional devices that show
time to help ideas flow more smoothly. Transitional devices are like
signposts that tell the reader what is coming up ahead and where the
discussion is going.

Coherence between Paragraphs

Transitional words can also be used between paragraphs. Words such as:

 Therefore
 However
 Yet
 Thus
 First
 Later
 Then
 E. Application
Direction: Fill up the blanks to complete the paragraph. You may choose
what device you will use from the box below.

 Parallelism
 Repetition of words
 Transitional words

The prince met the fox. ____________ was very pretty to look at
according to the prince. The fox asked the prince what he is looking for. The
fox asked the prince if he was looking for men. Men have guns and they are
____________ and ____________ the other animals in the forest.
____________, they became friends. They have talked to each other for
many times. ____________, the prince learned a lot from the fox who he
tamed and established ties with.
IV. EVALUATION
Direction: Create a one paragraph reflection about the excerpt. Observe
coherence. Using the paragraph you have written, color-code the words and
phrases that show the relationship of the sentences. Use different colors of
pen to indicate the transitional words you used.
V. ASSIGNMENT
Read in advance: “A Martian Sends a Postcard Home” by Craig Raine