Lesson Plan for the topic Conjunctions DepEd Format, Exercises of English Language

Download Lesson Plan for the topic Conjunctions DepEd Format and more Exercises English Language in PDF only on Docsity! ENGLISH 8 DAILY LESSON PLAN School HgBaquiran College Inc. Grade Level 8 Teacher Jovelyn G. Balila Learning Area English Teaching Dates and Time Quarter 2nd I. OBJECTIVES A. Content Standards The learner demonstrates understanding of the structure, purposes, and use of language to effectively communicate and comprehend ideas. B. Performance Standards The learner skillfully uses conjunctions to connect words, phrases, and clauses effectively, creating clear and grammatically correct sentences. C. Learning Competencies/ Objectives Use appropriate grammatical signals or expressions suitable to each pattern of idea development: EN8G-IVi-16Key ● General to particular ● Claim and counterclaim ● Problem-solution ● Cause-effect ● And others Specific Objectives: ● Identify words that function as conjunctions; ● Construct sentences using coordinating conjunctions; and ● Use conjunctions to link simple sentences together correctly. II. CONTENT Coordinating Conjunction Learning Areas Integration: Social Studies, Science, Music, Arts III. LEARNING RESOURCES A. References 1. Teacher's Guide pages 2. Learner's Materials pages English 7 Learner's Module: Pages 32-38 (Conjunctions section) 3. Textbook pages 4. Additional Materials from Learning Resources (LR) portal www.youtube.com www.google.com B. Other Learning Resources Laptop, Video Clips, PowerPoint Presentation, Television, Cartolina, Marker, Bond papers, Glue, Tapes, Strips/ cut of papers, index cards, box, peper ball IV. PROCEDURES Teacher's Activity Student's Activity A. Reviewing previous lesson or presenting the new lesson Preparatory Activities Prayer “Before anything else, let's all stand up and pray first. Ms. Laman will lead us a short prayer” Thank you, Ms. Macasaddo. How about the third incomplete sentence? Yes, Ms. Umalia? Thank you, Ms. Umalia. Who would like to try next? Thank you, Ms. Abides. For the fifth incomplete sentence? Yes, Ms. Antolin? Thank you, Ms. Antolin. Next? the sentence number two.) (Ms. Umalia will raise her hand) (Ms. Umalia chooses the cut paper, nor that complete the sentence number three) (Ms. Abides will raise her hand and pick the cut paper, (but) to complete the sentence number four. (Ms. Antolin will raise her hand) (Ms. Antolin will go infront and choose the cut paper, ‘or’ that complete the sentence number five. (Ms. Prado will raise her Yes, Ms. Prado? Thank you, Ms. Pancho. And lastly? Yes, Ms. Fuego Thank you, Ms. Fuego. Now, let's check your answers. All together, let's read the sentences. hand) (Ms. Pancho will choose the cut paper yet to complete the sentence number six. (Ms. Fuego will raise her hand) (Ms. Fuego will go infront and paste the remaining cut paper so in the incomplete sentence) 1. I go to the library for I love to read. 2. Anna likes to read and write. 3. The virus cannot live immunized nor individuals in nature. 4. She objected first but finally Now, are all the answers correct? What do you think, class? Yes or no? Excellent! All your answers were correct. Let's clap our hands for those who recited. Well done, everyone! The challenge we have done has something to do with our lesson for today, for we are going to discuss conjunctions. submitted 5. You're going to have a little brother or sister. 6. The weather was cold yet bright and shiny 7. I know you must be tired so I will let you rest. Yes, ma'am! (Everyone will clap their hands) C. Presenting examples or Instances of the Lesson Based on the activity that we have done , what can you say about it? What do you think is the function of the words for, and, nor, but, or, yet, so? Anyone? Yes, Ms. Acojido? How can you say so? Exactly! (Ms. Acojido will raise her hand) Connectors ma'am Because it connects the sentences In this example, the coordinating conjunction we use is For because it connects two independent clauses, which introduce reason and effect. In other words, when we encounter two independent clauses joined by a coordinating conjunction, it is actually what we call a compound sentence. Did you understand, class? Yes, ma'am. E. Discussing new concept and Practicing new skills # We have seven coordinating conjunctions: FOR, AND, NOR, BUT, OR, YET, SO. (The teacher will flash the PowerPoint presentation.) Now, let's start with the first one. Who wants to read? Yes, Ms. Umalia? Alright! It says here that FOR is used to introduce a reason or a cause. Look at our examples. For number one, what is the cause or reason here? Very good! That's why the customers were angry. (The students will listen attentively) (Ms. Umalia raised her hand) For- it is used to introduce a reason or a cause Example: 1. The customers were angry, for he was thirsty 2. Jane drank some water, for he was thirsty. The saleswoman was snobbish, ma'am. How about the second example? Excellent! That's why Jane drank some water. Undersood? Great! Let's now proceed with the Coordinating Conjunction SO. SO is used to introduce a result or effect. Examples: 1. The saleswoman was snobbish, so the customers were angry. So, as you can see, we just transposed the sentence or clauses. Now, what is the effect of the sentence? Very good! Because the saleswoman was snobbish How about our second example? Precisely! Because she arrived early at the market Next is the Coordinating Conjunction AND. We said awhile ago that FOR is used to introduce a reason or a cause. And SO is used to introduce a reason or effect. How about AND? What do you think is the function of AND? Anyone? Yes, Mr. Barbosa? He was thirsty, ma'am. Yes, ma'am the customers were angry, ma'am! She got the fresh goods, ma'am! (Mr. Barbosa will raise his. hand) Yes! Indeed. When we say AND, it is used to join two or more similar ideas or to show an additional idea. If you are going to combine similar ideas, you should add the coordinating conjunction AND. For you to better understand, we have the following examples: 1. The Philippines and Thailand are Asian countries. In this example, AND is our coordinating conjunction connecting the Philippines and Thailand, which are both countries, and a noun. 2. My friends love collecting unique things and making scrapbooks. Collecting and making are similar in form, connected by the coordinating conjunction AND. Next is OR. How about OR? If AND is used to add ideas, combine similar ideas. How about OR? Yes, Mr. Battaring? Very good, Mr. Battaring. (The teacher will read the slide.) When we say OR, it is used to join two contrasting ideas together or to show options or choices. Examples: 1. Dexter or Jasper could be your laboratory partner. In this example, we are given options: either Jasper or Dexter could be our laboratory partners. 2. His mother said he could take computer engineering or criminology in college. It combines our sentence, ma'am? (Mr. Battaring will raise his hand) It shows options or choices, ma'am Do we have questions? Clarifications? None? Great! So for us to easily remember and memorize them all, you just have to put in your mind the acronym FANBOYS. (The teacher will paste on the board the cards written the words FOR, AND, NOR, BUT, OR, YET, SO) Which stands for FOR, AND, NOR, BUT, OR, YET, SO. Is it now clear to us? Do we have any questions? Clarifications? None? Very good! None, ma'am. None, ma'am! G. Finding practical application of the concepts and skills in daily living Now, after we have discussed the coordinating conjunctions, What do you think is the importance of using conjunctions in the English language? Anyone? Yes, Ms. Valera Very good, Ms. Valera (Ms. Valera will raise her hand) Conjunctions link words, phrases, and clauses, helping to create complex sentences and ideas. This makes communication more fluid and coherent. Who else? Yes, Mr. Portin Excellent! Mr. Portin Are there more? Yes, Mr. Ajoc Thank you, Mr. Ajoc. Very well said! That's why Conjunctions are not just conjunctions; they are one of the most important parts of the language. (Mr. Portin will raise his hand) By connecting thoughts smoothly, conjunctions improve the overall flow of writing and speech, making it more engaging and easier to follow. (Mr. Ajoc will raise his hand) They help avoid redundancy by allowing ideas to be combined into a single sentence, which can make the text more concise and readable. H. Generalizing and Abstraction of the Lesson It is time for me to know if you truly understand the lesson we have discussed. I have here a box containing strips of paper written with the words for, and, nor, but, or, yet, so. And what you were going to do was sing along with a song I am going to play, entitled "Magkaugnay," and while the song is playing, the ball is moving, and wherever the ball stops, he or she will construct his or her own sentence using the coordinating conjunction he or she picked from the box. Are my instructions clear? (The teacher will start to play the song) Yes, Mr. Guzman. Kindly go in front and pick up inside the box. Show your classmates what you've picked. Okay, now. Would you mind using the coordinating conjunction you have picked? Very good! Mr. Guzman Yes, Ms. Javate? What did you pick? Yes, ma'am! (The students will sing along to the song and the ball stops to Mr. Guzman) (Mr. Guzman shows what he picked) (Mr. Guzman share his constructed sentence using the coordinating conjunction he picked to the class) (The song continued to play and the ball stops to Ms. Javate) (Ms. Javate will show what setting and setting Content The output expertly utilizes conjunctions to connect ideas and events throughout the story The output effectively integrates conjunctions to connect ideas and events throughout the story The output occasionally employs conjunctions to connect ideas and events throughout the story Teamwork All members of the group take part in accomplishing their task. Some members of the group take part in accomplishing their task. Only the leader of the group take part in accomplishing their task. Now, may I call Group 1 to present? Let us give them the good-job clap! May I call on the second group to present? Let's give them a barangay clap. May I call on the third group to present? Let us give them the Dionisia Clap. And, of course, lastly, for the last group to present (Group- 1 presented) Let us give them an amazing clap. Well done, class. Let's clap our hands together. G-o-o-d j-o-b good job! (Group -2 presented) (Loud noise claps) (Group - 3 presented) 1, 2, 3 Berigud! Berigud! (Group - 4 presented) 1,2,3,- 1,2,3 A-A-A MAZING J. Additional activities for application or remediation Now, before we end our discussion, I will leave you with an assignment. I want you to do research on the other conjunctions, such as subordinating conjunction and correlative conjunction, and write it down in your notebook so that we can integrate it into our next meeting. Is that clear? Before we end, do you have any questions? Clarifications? None? Good If you don't have any questions, I hope that you learned something today. Goodbye, Grade 8! Thank you, and God bless! Yes, ma'am! None ma'am Goodbye, ma'am! V. REMARKS VI. REFLECTION 1. No. of learners who earned 80% in the evaluation 2. No. of learners who require additional activities for remediation 3. Did the remedial lessons work? No. of learners who have caught up with the lesson 4. No. of learners who continue to require remediation 5. Which of my teaching strategies worked well? Why did these work? 6. What difficulties did I encounter which my principal or supervisor can help me solve? 7. What innovation or localized materials did I