Detailed Lesson Plan in English VI
(Integrated with Edukasyon sa Pagpapakatao)
I. Objectives
After a 50-minute lesson, the pupils are expected to:
a. differentiate coordinating and correlative conjunctions
b. explain the purpose of conjunctions
c. write sentences using different conjunctions
d. state ways on how to show acts of kindness
Kindness
II. Subject Matter
Topic: Conjunctions
Selection: Kesz, An Inspiring Story (Story)
Target Skills: Language and Reading skills
Language Concept: Conjunctions are words used as joiners or linkers. They help
speakers and writers avoid repetition of identical components and avoid ambiguity.
Different kinds of conjunctions link different kinds of grammatical structures.
Coordinating conjunctions join components of the same type: word to word, phrase
to phrase, clause to clause. Examples: for, and, nor, but, or, yet, so
Correlative conjunctions are in pairs and both are used in different places in a
sentence. They connect words and phrases that carry equal weight in the sentence, just
like the coordinating conjunctions. Examples: either-or, not only-but also, as many-as,
neither-nor, such-that, rather-than, whether-or, no sooner-than, as-as, both-and
References: Essential English: Worktext in Language and Reading, pp.167-181
Examples retrieved from http://partofspeech.org/conjunction/ on October 14,
2018
Activity retrieved from https://www.gingersoftware.com/content/grammar-
rules/conjunctions/conjunction-exercises/ on October 14, 2018
Materials: copy of the story, charts
III. Teaching Strategies
Teacher’s Activity Pupil’s Activity
A. Preparation
1. Performing Routinary Activities
a. Prayer
b. Greetings
c. Checking of Attendance
2. Review
Last meeting, we have discussed
the definition of conjunction and one type
of conjunction which is the subordinating
conjunction.
Can anyone recall the meaning of
conjunction? Yes, Maria.
Conjunctions are words used as
joiners or linkers.
Correct. What are subordinating
conjunctions? John.
Subordinating conjunctions
connect two ideas with one more
important the other.
Very good. Will you give some
examples of subordinating conjunctions?
Michelle.
Examples of subordinating
conjunctions are before, after, unless and
because.
Right.
I have here a simple activity to test
if you really understood our last topic. I will
call five students to answer the activity.
The chosen students will complete each
sentence using the subordinating
conjunction from the parenthesis. Is it
clear?
Yes, it is.
Who wants to answer?
(The pupils will raise their hands.)
(The teacher will choose five pupils.)
Read the direction first before
answering.
Begin. Complete each sentence using
the subordinating conjunction from the
parenthesis:
1. I visit the Grand Canyon _________ I
go to Arizona. (once, whenever,
wherever)
2. This is the place _________ we
stayed last time we visited. (where,
when, how)
3. _________ you win first place, you
will receive a prize. (wherever, if,
unless)
4. You won’t pass the test _________
you study. (when, if, unless)
5. I could not get a seat, _________ I
came early. (as, though, when)
Let us check if your answers are
correct. The answers are: 1 – whenever,
2 – where, 3 – if, 4 – unless, 5 – though
All of your answers are correct.
3. Motivation
Who among you received an
award?
(The pupils will raise their hands)
Will you tell me what your award
was for? Jane.
I received an award for being in
the list of students with highest honors.
That is good. How about you,
Miguel.
I received an award for best in Arts
when I was in Grade 3.
That is nice to hear.
I asked you that question because
later we will read a story about Kesz, a boy
who was awarded the International
Children’s Peace Prize.
Are you excited to know his story?
Yes, we are.
B. Developmental Activities
Today, we will learn about two types of
conjunction which are the coordinating
and correlative conjunctions.
Again, what is our topic for today?
Our topic is about coordinating and
correlative conjunctions.
We will read a story entitled “Kesz, An
Inspiring Story”.
Will you repeat the title of our story,
Gina.
The title of the story is “Kesz, An
Inspiring Story”.
Correct.
3. Reading of Guide Questions
Before we read the story, I want you
to read the set of questions which you will
answer later.
Will you read the first question, Kim.
Guide Questions:
1. What award did Kesz received? Why
did he receive an award?
Read the second question, Tin.
2. What was the aim of his foundation?
Class, read the last question.
3. What is his dream for children?
Thank you.
4. Recalling Standard for Silent
Reading
Before we read the story, let us first
recall the standard for silent reading.
Will you recite the standard for
silent reading, Janel.
Standard for Silent Reading
1. Sit properly.
2. Read with your eyes not with your
mouth.
3. Do not point to the words.
4. Understand what you read.
5. Get the thought of the story.
Very Good.
5. Reading of the Story
I will distribute copies of the story. I
want you to get one and pass. I will give
you five minutes to read.
(The teacher will distribute the copy of the
story.)
(The pupils will read the story.)
6. Comprehension Check-Up
Let us answer the questions that I
gave you earlier.
Will you read the first question,
Rose.
1. What award did Kesz received? Why
did he receive an award?
Answer the question, Noli.
Kesz received the International
Children’s Peace. He received the award
in recognition of his foundation for
children’s welfare.
Very Good.
Read the second question,
Princess.
2. What was the aim of his foundation?
Who wants to answer? Yes,
Christian.
The aim of his foundation is to help
children who lives in the street.
Correct. Class, read the last
question.
3. What is his dream for children?
What is the answer, Marian?
His dream is for the children to
advance in life without doing anything
wrong.
Right.
How about you, class? How can
you show kindness towards others?
Marlou.
I can show kindness by helping
those in need.
Nice answer. What else, Erica.
I can show kindness by sharing my
food with my classmates.
Right.
Class, remember that we need to
do acts of kindness. Each one can do big
things or small things no matter how young
you are. You will never know how an act of
kindness can impact another person’s life.
7. Language Skill Development
In the story you have read a while
ago, there are words that are underlined
and used in a sentence.
Let us read the following
sentences.
1. The cash award would be donated to his
projects for children.
2. His first project was giving away
slippers, toys, clothes, and candies.
3. The burn scars are still visible on his
arm today but the cause of these scars has
led him to a better and fulfilling life.
What are the underlined words?
Grace.
The words for, and, and but are
underlined.
Those words are coordinating
conjunctions. Let us first define
coordinating conjunction. Read the
definition, Robby.
Coordinating conjunctions
join components of the same type:
word to word, phrase to phrase
and clause to clause.
For you to easily recall the different
coordinating conjunctions that you can
use, you can just remember the word
“FANBOYS”. Read the chart to know what
the mnemonic FANBOYS means.
FANBOYS stands for: for, and,
nor, but, or, yet, so
Give me a sentence using one
coordinating conjunction. Meryl.
Pizza and burgers are my favorite
snacks.
Right. Give another example,
Gerald. My dog enjoys being bathed but hates
getting his nails trimmed.
Good.
Here are some sentences using
another kind of conjunction. Read it class.
1. Kesz wants to give street children not
only slippers, clothes, and toys but also
hope.
2. He will donate his cash prize both to his
hygiene and health projects.
3. As a child, he had neither enough food
nor decent clothing.
What are the underlined words,
Connie?
The underlined words are not only-
but also, both-and, and neither-nor.
The underlined words are
correlative conjunctions. Class, read the
definition of correlative conjunctions.
Correlative conjunctions
are in pairs and both are used in
different places in a sentence.
There are many examples of
correlative conjunctions. Each has its own
partner. You cannot interchange them.
Read the examples on the chart.
Examples of correlative
conjunctions are: either-or, not
only-but also, as many-as,
neither-nor, such-that, rather-
than, whether-or, no sooner-
than, as-as, both-and
Give a sentence using correlative
conjunctions, Mark.
Both my brother and my father are
lawyers.
Very Good. Give another example,
Joy. There are as many curtains as
there are windows.
Good.
C. Generalization
What are the two types of
conjunctions? Rico.
The two types of conjunctions are
coordinating and correlative conjunction.
Will you define coordinating
conjunctions, Neline. Coordinating conjunctions join
components of the same type: word to
word, phrase to phrase and clause to
clause.
Enumerate the seven coordinating
conjunctions, Gem.
The seven coordinating
conjunctions are: for, and, nor, but, or, yet,
so
Very Good. Define correlative
conjunction, Jazmine.
Correlative conjunctions are in
pairs and both are used in different places
in a sentence.
Correct.
Are there any questions regarding
our topic?
None, Ma’am.
D. Application
Create four groups. Each group will be assigned a specific activity.
Group 1 Create a short jingle about Kesz using correlative conjunctions.
Group 2 Write a short speech giving tribute to Kesz. Use correlative conjunctions.
Group 3 Draw Kesz and the children he helps and write sentences about the correlative
conjunction
Group 4 Pretend that you are Kesz. Write a reflection on your life. Use correlative
conjunctions.
IV. Evaluation
Complete each sentence using the correct coordinating conjunction from the
parenthesis:
1. My car has a radio _________ a CD player. (but, or, and)
2. Sharon hates to listen to rap music, _________ will she tolerate heavy metal. (but,
nor, or)
3. Carol wanted to drive to Colorado, _________ Bill insisted that they fly. (and, or, but)
4. I’m afraid of heights, _________ I appreciate the view from the top of this building.
(and, yet, nor)
5. I have to be on time, _________ my boss will be annoyed if I’m late. (and, nor, for)
6. Do you like chocolate _________ vanilla ice cream better? (or, nor, and)
7. I have to go to work at six, _________ I’m waking up at four. (but, so, yet)
8. I was on time, _________ everyone else was late. (so, but, for)
9. Nadia doesn’t like to drive, _________ she takes the bus everywhere. (but, yet, so)
10. Our trip to the museum was interesting, _________ there were several new artifacts
on display. (but, for, yet)
V. Assignment
Use these coordinating conjunctions in sentences.
1. neither-nor
2. whether-or
3. as many-as
4. as-as
5. either-or
Prepared by:
MARGARET P. BUENAVENTURA
BEEd 4-2
Noted by:
JERNY S. CARRIDO
