DAILY LESSON School MDEUF CATANAUAN Grade Level 5
LOG Learning
Teacher Mike Gerge Romano
Area
Teaching Date Quarter 3
Teaching
No. of Days
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the use of coordinating conjunctions (e.g.,
for, and, nor, but, or, yet, so) in connecting words, phrases, and clauses.
B. Performance Standards The learner constructs sentences using coordinating conjunctions to convey clear and
cohesive ideas.
C. Learning Competencies/ Define coordinating conjunctions and identify them in sentences.
Objectives (Write LC the code for
each) Explain the function of coordinating conjunctions in combining words, phrases, or
clauses.
Construct sentences using coordinating conjunctions.
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages N/A
2. Learner’s Materials pages English for Smart Learners 5, pages 225–226
3. Textbook pages English for Smart Learners 5, pages 225–226
4. Additional Materials from N/A
Learning Resources (LR)
portal
B. Other Learning Resources Visual aids
PowerPoint presentation
Large sheets of paper
IV. PROCEDURES
A. Reviewing previous lesson Ask: “What was our topic yesterday, class?”
or presenting the new lesson
Guide the discussion to connect the previous lesson on Compare and Contrast to the
new topic.
B. Establishing a purpose for Ask: “What happens when we connect or don’t connect ideas in a sentence?”
the lesson
Introduce the topic: “Today, we will learn about Coordinating Conjunctions, which help
make sentences smoother and more cohesive.”
C. Presenting examples/ Present the FANBOYS acronym (For, And, Nor, But, Or, Yet, So) on a visual aid.
instances of the new lesson
Show sentences that use each coordinating conjunction in context.
D. Discussing new concepts Discuss the function of each conjunction:
and practicing new skills #1
F - For: Indicates a reason.
A - And: Adds one idea to another.
N - Nor: Adds a negative idea to another negative.
B - But: Shows contrast.
O - Or: Presents a choice.
Y - Yet: Introduces a contrasting idea.
S - So: Indicates a result.
E. Discussing new concepts Conduct a group activity using the spinning wheel and incomplete sentences.
and practicing new skills #2
Students will identify and supply the correct coordinating conjunction for each
sentence.
F. Developing mastery (Leads to Distribute a worksheet with incomplete sentences.
Formative Assessments 3)
Ask students to fill in the blanks using the appropriate coordinating conjunction.
G. Finding practical Ask students to share real-life scenarios where they can use coordinating conjunctions
applications of concepts and to combine their ideas effectively.
skills in daily living
H. Making generalizations and Ask:
abstractions about a lesson
"What is the purpose of coordinating conjunctions in sentences?"
"How do conjunctions improve our writing and communication?"
I. Evaluating learning Complete the given sentences by choosing the correct coordinating conjunction.
Example:
1. She was hungry, ______ she made a sandwich.
2. He doesn’t like coffee, ______ does he like tea.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?
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