Lesson plan of Coherence and Cohesion

Objectives (5 - 7 minutes)

• Develop students' ability to identify and apply the concepts of coherence and cohesion in texts they read and produce, in order to improve the quality and comprehension of these texts.
• Encourage students to perceive the relationships of meaning between words, expressions, sentences, and paragraphs, in order to make writing clearer and more cohesive.
• Promote reflection on the importance of textual coherence and cohesion for effective communication.

Secondary objectives:

• Stimulate active student participation, through discussions and practical activities, in the learning process of the concepts of coherence and cohesion.
• Develop students' critical analysis skills in relation to the use of coherence and cohesion resources in different types of texts.
• Encourage constant reading and writing practice, as a way to improve the skill of textual coherence and cohesion.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the class by recalling the concepts of text, paragraph, sentence, and word, and how these elements relate to form a cohesive and coherent text. He/she can ask students to recall examples of texts they have recently read and discuss together how coherence and cohesion were established in those texts.

2. Presentation of problem situations: The teacher then proposes two situations that encourage students to think about the importance of textual coherence and cohesion.

   • The first situation can be reading a poorly written text, with several loose and unconnected ideas, and ask students to try to understand what the author meant.

   • The second situation can be reading a well-written text, with well-organized and connected ideas, and ask students to reflect on how this organization facilitates the understanding of the text.

3. Contextualization of the importance of the subject: The teacher explains that textual coherence and cohesion are fundamental for the message that the author wants to convey to be understood in a clear and effective way. He/she can give examples of real situations, such as the importance of coherence and cohesion in a professional email, in an essay for a competition or entrance exam, or even in an informal conversation.

4. Gaining students' attention: To arouse students' interest, the teacher can share curiosities or stories related to the topic. For example, he/she can mention that the lack of coherence and cohesion in a text is one of the most common mistakes made in essay exams, or that the ability to form cohesive and coherent texts is assessed in several proficiency tests in Portuguese. In addition, he/she can cite examples of renowned authors who are praised precisely for their ability to write cohesive and coherent texts.

Development (20 - 25 minutes)

1. Textual scavenger hunt activity (10 - 15 minutes):

   • Dividing the groups: The teacher divides the class into groups of up to 5 students and gives each group a closed envelope with text clippings from different genres (news, stories, poems, letters, etc.) and a set of cards with words or expressions of cohesion (for example: "therefore", "despite", "besides", "in conclusion", etc.).
   • Objective of the activity: The objective of the activity is for the groups to assemble a cohesive and coherent text using the text clippings and the words of cohesion. They must pay attention to the sequence of ideas and the connection between them.
   • Development of the activity: The groups open the envelope and start assembling the text. They can cut and paste parts of the texts, and use the words of cohesion to connect the ideas. The teacher circulates around the room, assisting the groups and clarifying questions.

2. Text production activity (10 - 15 minutes):

   • Dividing the groups: The teacher keeps the same groups from the previous activity.
   • Objective of the activity: The objective of this activity is for the groups to produce a short text (maximum of 10 lines) on a topic proposed by the teacher, using the concepts of coherence and cohesion they learned in the previous activity.
   • Development of the activity: The teacher proposes a topic (for example: "The importance of reading in the formation of the individual") and the groups start to produce the text. They must pay attention to the sequence of ideas, the connection between them, and the use of words and expressions of cohesion. The teacher circulates around the room, assisting the groups and clarifying questions.

3. Feedback and reflection activity (5 - 10 minutes):

   • Group discussion: After the production of the texts, the teacher proposes that each group read their text to the class and explain the strategies they used to ensure coherence and cohesion. The teacher and the other students can ask questions and give feedback to each group.
   • Final reflection: The teacher ends the activity by proposing a reflection on the importance of constant reading and writing practice for the development of textual coherence and cohesion skills. He/she can also make a link with the theory presented at the beginning of the class, reinforcing the concepts and strategies that the students have learned.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes):

   • The teacher should propose a group discussion on the solutions or conclusions found by each team during the practical activities. Each group will have up to 3 minutes to share their perceptions and the strategies they used to ensure coherence and cohesion in the texts they produced.
   • During the discussion, the teacher should encourage the participation of all students, promoting an environment of respect and valuing the different ideas and solutions presented.

2. Connection with the theory (2 - 3 minutes):

   • After the discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the class. He/she can highlight how the concepts of coherence and cohesion were applied in practice, and reinforce the importance of these concepts for the production and comprehension of texts.

3. Individual reflection (2 - 3 minutes):

   • To conclude the class, the teacher should propose that the students do an individual reflection on what they have learned. He/she can ask questions like: "What was the most important concept you learned today?", "What questions have not yet been answered?", "How can you apply what you have learned today in your next reading and writing activities?".
   • The teacher should give the students a minute to think about these questions, and then open up a space for those who want to share their reflections with the class. He/she should value all answers, and reinforce the importance of the continuous and reflective learning process.

4. Teacher feedback (1 minute):

   • Finally, the teacher should give general feedback on the class, highlighting the positive points and areas that need to be improved. He/she can also make a brief comment on the importance of the class topic for the students' lives, and how they can continue to develop their skills of textual coherence and cohesion.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher should start the conclusion by summarizing the main points covered in the class. He/she can recall the concepts of textual coherence and cohesion, and how these elements are fundamental for the clarity and effectiveness of written communication.
   • In addition, he/she can reinforce the strategies that students have learned to ensure coherence and cohesion in their texts, such as the use of words and expressions of cohesion, the organization of ideas, and the structuring of the text in paragraphs.

2. Connection of Theory with Practice (1 - 2 minutes):

   • Next, the teacher should explain how the class connected theory and practice. He/she can highlight how the practical activities helped students to understand and apply the concepts of textual coherence and cohesion in a concrete way.
   • In addition, he/she can emphasize how the reflection on the strategies used during the practical activities contributed to the deepening of students' understanding of the subject.

3. Extra Materials (1 - 2 minutes):

   • The teacher should then suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials may include books, articles, educational websites, videos, and online exercises on textual coherence and cohesion.
   • He/she can also indicate some anchoring exercises that students can do at home to practice what they have learned in class.

4. Importance of the Subject (1 minute):

   • Finally, the teacher should emphasize the importance of the class topic for the students' daily lives. He/she can explain that the ability to write cohesive and coherent texts is fundamental in various situations, from writing a professional email to producing an academic thesis.
   • In addition, he/she can emphasize that the development of this skill not only facilitates written communication, but also contributes to the development of students' logical and critical thinking.

The teacher should end the class by reinforcing his/her willingness to answer future questions and congratulating the students for their engagement during the class.