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DLP in Coordinating Conjunctions

The learners can: 1. Use appropriate logical connectors for emphasis. 2. demonstrate understanding of logical connectors in composition writing. 3. transfer learning by using the different coordinating conjunctions correctly.

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aloha
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823 views

DLP in Coordinating Conjunctions

The learners can: 1. Use appropriate logical connectors for emphasis. 2. demonstrate understanding of logical connectors in composition writing. 3. transfer learning by using the different coordinating conjunctions correctly.

Uploaded by

aloha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DLP No.

LEARNING AREA GRADE QUARTER DURATION DATE


LEVEL
01 ENGLISH 8 2ND 1 HOUR JUNE 11, 2021
GRAMMAR
Learning Competency/ies Use appropriate logical connectors for emphasis Code: EN8G-
IVi-16
Key The learner demonstrates understanding of logical
Concept/Understanding to connectors in composition writing.
be The learner transfers learning by using the
different coordinating conjunctions correctly.
Domain OBJECTIVES
Knowledge Remembering identify the different coordinating conjunctions;
Understanding distinguish the functions of each coordinating conjunctions;
Skills Applying use coordinating conjunctions correctly in a sentence;
Analysing analyze each functions of coordinating conjunctions to connect
sentences correctly;
Evaluating decide of what coordinating conjunctions suited in connecting
sentences;
Creating compose writing composition with the correct coordinating
conjunctions.
Attitude Good Listener
Values Proper Communication in a Relationship
Content Coordinating Conjunctions
Learning Resources Reference : English Expressways Text Book, pp. 96-97
Learning Materials Laptop, projector, internet connection, and google meet
platform.
LESSON PLAN

LEARNING PROCEDURE
(The teacher plays a song titled BEAUTIFUL to the students and let them
ACTIVITY listen)

Class have you listened to this the song BEAUTIFUL? If not, kindly listen.

BEAUTIFUL
By Christina Aguilera

Don't look at me

Every day is so wonderful


Then suddenly it's hard to breathe
Now and then I get insecure
From all the pain
I'm so ashamed

I am beautiful no matter what they say


Words can't bring me down
I am beautiful in every single way
Yes, words can't bring me down, oh no
So don't you bring me down today
To all your friends you're delirious
So consumed in all your doom
Trying hard to fill the emptiness
The pieces gone, left the puzzle undone
Is that the way it is?

You are beautiful no matter what they say


Words can't bring you down, oh no
You are beautiful in every single way
Yes, words can't bring you down, oh no
So don't you bring me down today

No matter what we do
(No matter what we do)
No matter what we say
(No matter what we say)
We're the song inside the…

ANALYSIS
Based on the given activity, ask the students with the following questions:
1. Imagine if the lyrics of the song I let you listened a while ago have
no connection within another?
2. Are you able to understand the message of that song if the song
doesn’t possess connection? If no/yes? Why?

*So, it is really important to bear in mind that we should link/connect one


idea to another idea.
*Just like the role of the bridge, the bridge is connecting from one place to
another place. Same happened in writing sentences or in compositions.

*There must be bridge that will link from one idea to another idea. In
English grammar, the coordinating conjunctions such as: And, But, Or,
Nor, So, Yet, For serve as the bridge to one sentence to another.
So this time class with our new lesson, you will able to:

 identify the different coordinating conjunctions;


 distinguish the functions of each coordinating conjunctions;
 use coordinating conjunctions correctly in a sentence;
 analyze each functions of coordinating conjunctions to connect
sentences correctly;
 decide of what coordinating conjunctions suited in connecting
sentences;
 compose writing composition with the correct coordinating
conjunctions.
ABSTRACTION (The teacher shows power point presentation on the topic)

Before the discussion class, let us first watch the video about
conjunctions.

Link: https://m.youtube.com/watch?v=_yarxGq1Ens

Now that you already watched the video, what can you say?
What have you observed? What have you learned? How do you find the
song?
At this point, let us have thorough discussion about the conjunctions
(power point presentation)

Coordinating conjunction joins words or groups of words that have


equal grammatical weight in a sentence.

Example:

1. The Philippines and China are Asian countries. (and joins two
nouns).

Examples of coordinating conjunctions are:


And, but, or, nor, so, yet, for

For- means because. It introduces the cause of a cause-effect


relationship.
Example: She must have been very hungry, for she ate
everything immediately.

And is used to connect words, phrases, and clauses which are equal.

Examples: Joey likes cookies and milk


I take milk and sugar in my tea.

Nor for two non-contrasting grammatically negative items (not + not).

Example: He doesn’t eat cake, nor eat biscuits.

But is used to express contrast. It connects an affirmative and a negative


sentence pattern.
Example: I like coffee, but my mother prefers tea.
Or implies a choice or a consequence.
Example: Would you prefer coffee or tea?
Hurry up, or else you will be late

Yet expresses a stronger contrast than but, contrast, despite something.


Example: He’s seventy-two, yet he still swims, runs and
plays football regularly.
He is rich, yet he is not happy.
So is used when the second part of the sentence follows as a result of the
first part.
Example: I know more about this topic, so I will teach you
today.

(Every conjunctions discussed by the teacher, the students will give other
examples.)

So, how are able to connect the one sentence to another sentence?
Did you find coordinating conjunctions important/necessary in writing
composition? Why?

APPLICATION Directions: The teacher will conduct a game called COORDINATING


SPEED, this game will test the ability of the learners to use correct
coordinating conjunctions within a specified amount of time. Then, the
following mechanics of the game will be given to students before the
game starts.
 The students will be divided into 3 teams.
 The teacher will distribute seven index cards to each
team written one of the conjunctions in large letters on
each card.
 Then, the teacher will read two simple sentences aloud.
Teams must hold up one card that contains a conjunction
that can be used to combine those two simple sentences
into one compound sentence.
 The teams who held up their card the fastest is the
winner.
ASSESSMENT
Assessment No. 1

Directions: Supply the sentences below with the correct coordinating


conjunctions.

1. They were poor, ______ often suffered great hardship. (and, but)
2. He overslept himself ______thus missed the train. (and, but)
3. That coat cannot be mine, ______ it is too big for me. (and, but, for)
4. As a boy he had never been to school, and _____he had no
opportunity of learning to read and write. (therefore, for, yet)
5. This must not happen again, ______you will be dismissed (or, but,
and)

6. He is rich, ______he is not happy. (and, therefore, but)


7. Hurry up, ______you will be late. (and, or, yet)
8. He must have done his duty, _______he is a conscientious man (for,
so, therefore)

9. He tried hard, _______he did not succeed. (but, and, so)


10. The parents were horrified ________they saw blood stains on the
floor and no sign of their child. (therefore, for, so)

Assessment No. 2

Directions: With the same groupings, they are task to write blog on their
experiences during the covid-19 pandemic.

Prepared by:

ALOHA J. DELAPENA
Subject Teacher

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