DETAILED DAILY LESSON PLAN

In ENGLISH for GRADE 8

School Grade Level Grade 8

Teacher Learning Area English
Teaching Dates &
Week 2 Day 1 Quarter Second
Time
I. Objectives
A. Content Standard: The learner demonstrates understanding of: East Asian
literature as an art form inspired and influenced by nature; relationship of visual,
sensory, and verbal signals in both literary and expository texts; strategies in
listening to long descriptive and narrative texts; value of literal and figurative
language; and appropriate grammatical signals or expressions suitable to patterns
of idea development.

B. Performance Standard: The learner transfers learning by composing and

delivering a brief and creative entertainment speech featuring a variety of effective
paragraphs, appropriate grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/Objectives:
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development: EN8G-IIa-9:
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect
 And others

 Recognize the subordinating conjunctions in sentences

 Write sentences using appropriate subordinating conjunction/s.

II. Content:
Subordinating Conjunction
III. Learning Resources

A. References

1. Teacher’s/ Curriculum Guide Pages:180

2. Learner’s Material’s Pages: English Expressways II 2007, pages 106-109

3. Textbook Pages:

4. Additional Materials from Learning Resource (LR) Portal:

B. Other Learning Resources

 https://www.teach-this.com/parts-of-speech-activities-worksheets/conjunctions
 https://blog.abaenglish.com/english-grammar-subordinating-conjunctions/
  https://www.englishgrammar.org/subordinating-conjunctions-worksheet/
IV. Procedures

Preliminaries

 Prayer
 Orderliness
 Checking of Attendance
Teacher’s Activity Student’s Activity
A. Reviewing Recall (2 minutes)
Previous Lesson or The teacher will ask the The students will answer:
Presenting the New students: Conjunctions are those
Lesson
 What is conjunction? little words that connect
 What are the two parts of a sentence
coordinating together.
conjunctions?

B. Establishing a Agree or Agree (2

Purpose for the minutes)
Lesson The teacher will say: The students will share
Learning the subordinating their opinions of the idea
conjunction and its proper presented
uses will equip learners with
confidence in speaking and
writing grammatically
correct sentences.
 Have you tried
confidently
speaking/talking to
your friends in
English? (Knowing
that you are
grammatically
correct). How did
you feel?
C. Presenting A WHITE BUS (5 minutes)
Examples/Instances The teacher will introduce The students will
of the Lesson the concept: attentively familiarize the
Subordinate conjunction
concept introduced
will connect a main clause
and a subordinate one. If
the main clause comes first
in the sentence it won’t be
separated from the
 subordinate clause by a
comma. If the subordinate
clause comes first, then we
will separate the clauses
with a comma.

D. Discussing New Subordinating

Concepts and Conjunction (10 minutes)
Practicing New Skills The teacher will show the The students will study
#1 the following sample
following usage of the
different subordinating sentences in using the
conjunctions for reference different subordinating
(for students who will later conjunctions.
on give their own examples)
After – later than the time
https://blog.abaenglish.com/
that : later than when.
Example: “Call me after
english-grammar- you arrive at work”
subordinating-conjunctions/ Although – despite the
fact that : used to
introduce a fact that makes
another fact unusual or
surprising.
Example: “Although she
was tired, she couldn’t
sleep”
As – used to introduce a
statement which indicates
that something being
mentioned was known,
expected, etc.
Example: “As we
explained last class,
coordinating conjunctions
are sentence connectors”
Because – for the reason
that.
Example: “I painted the
house because it was a
horrible colour”
Before – earlier than the
time that : earlier than
when.
Example: “Come and visit
me before you leave”
How – in what manner or
way.
Example: “Let me show
you how to knit”
If -used to talk about the
result or effect of
something that may
happen or be true.
Example: “It would be
fantastic if you could come
to the party”
Once – at the moment
when : as soon as.
Example: “Once you’ve
learnt how to cycle, it’s
very easy”
Since – used to introduce a
statement that explains the
reason for another
statement.
Example: “Since you’ve
studied so well, you can go
outside and play”
Than – used to introduce
the second or last of two or
more things or people that
are being compared —
used with the comparative
form of an adjective or
adverb.
Example: “My sister is
older than I am”
That – used to introduce a
clause that states a reason
or purpose.
Example: “Olivia is so
happy that it’s summer
again”
When – at or during the
time that something
happened.
Example: “A teacher is
good when he inspires his
students”
Where – at or in the place
that something happened.
Example: “We went to the
bar where there most
shade”
Whether -used to indicate
choices or possibilities.
 Example: “Bruno wasn’t
sure whether to go to India
or Thailand”
While – during the time
that something happened”
Example: “While we were
in Paris, it snowed”
Until – up to the time or
point that something
happened”
Example: “We stayed up
talking until the sun came
up”
E. Discussing New Choose the Best (5
Concepts and minutes)
Practicing New Skills The students will give the
#2 The teacher will ask
following correct
students to identify the
subordinating conjunction in answers:
the following sentences: 1. The children were
1. The children were happy when the show
happy when the show began.
began. 2. This is the place
2. This is the place where where the accident
the accident occurred. occurred.
3. Though he worked hard, 3. Though he worked
he couldn’t win the first hard, he couldn’t win the
prize. first prize.
4. I will go even if he forbids 4. I will go even if he
me. forbids me.
5. She will not 5. She will not
come unless you invite her. come unless you invite
6. Though she is pretty, I her.
don’t like her. 6. Though she is pretty, I
7. It is surprising that she don’t like her.
didn’t invite you. 7. It is surprising that she
8. Will you wait here until I didn’t invite you.
come? 8. Will you wait
9. I couldn’t go because it here until I come?
was raining. 9. I couldn’t
10. Since the sky is go because it was
overcast we will cancel the raining.
picnic. 10. Since the sky is
overcast we will cancel
the picnic.
F. Developing Bingo! (20 minutes)
Mastery The teacher will facilitate In this rewarding teaching
(Leads to Formative this game: activity, students play
Assessment 3) Subordinating Conjunctions
games of bingo by
Bingo
completing sentences on
a bingo card with
subordinating
conjunctions. Each
 student is given a bingo
card. Each bingo card
consists of five sentences
with each sentence
missing a different
subordinating
conjunction. The teacher
calls out subordinating
conjunctions from the
caller's sheet in a random
order. If a student thinks
a conjunction goes in one
https://www.teach-this.com/
of their sentences, they
parts-of-speech-activities-
write it in the
worksheets/conjunctions corresponding gap in the
sentence. When a
student has completed all
five sentences with a
different conjunction, they
shout 'Bingo'. When a
student shouts 'Bingo',
they read out all five
sentences. If the
sentences are correct,
the student wins the
round. If the student has
made a mistake, the
game continues. Several
rounds are played with
students receiving a
different bingo card each
time. As an alternative or
extension, the students
are divided into groups of
five. The students then
play the game in their
groups with students
taking it in turns to be the
bingo caller. This
continues until all the
bingo cards have been
used.
G. Finding Practical Imagine… (2 minutes)
Applications of The teacher will ask: Students will share their
Concepts and Skills  Which conjunctions thoughts
in Daily Living are used most
often?
 What would happen
 if we will not
conjunctions in
sentences?
H. Making Know the Difference (2-4
Generalizations and minutes) The students will answer:
Abstractions about The teacher will ask: Subordinating
the Lesson
 How is subordinating conjunction connects an
conjunction different independent clause and
from coordinating dependent clause while
conjunction? coordinating conjunction
connects two
independent clauses.
I. Evaluating More Practice (10
Learning minutes)
The teacher will ask the The students will answer
students to answer the the exercises.
following exercises.
A. Identify the subordinating A.
conjunction in each of the Answers:
sentences below:
1. We were happy when we 1. when
received the first prize.
2. The people were listening 2. while
eagerly while the leader was
speaking.
3. This is the place where 3. where
we were attacked.
4. Although he worked hard, 4. although
he failed.
5. Though she is beautiful, 5. though
she is not intelligent.
B. Write 5 sentences B. Students will write
using the following grammatically correct
subordinating sentences using
conjunctions: subordinating
 After conjunctions
 If
 In case
 However
 Unless C. 1. After you finish
C. Combine the short eating your breakfast,
sentences by using the brush your teeth.
subordinating conjunction 2. I have to stay for
provided in the box. tutoring because I failed
Because Until When the quiz in math.
After Since 3. We won’t have
1. Finish eating your practice today since it is
breakfast. Brush your teeth.
 2. I have to stay for tutoring. raining.
I failed the quiz in math. 4. When I woke up, I saw
3. We won’t have practice that it was snowing!
today. It is raining. 5. Until you eat your
4. I woke up. I saw that it vegetables, you cannot
was snowing! have dessert.
5. You eat your vegetables.
You cannot have dessert.
J. Additional Your Turn!
Activities for The teacher will ask the
Application or The students will
students to write short
Remediation compose short narrative
narrative using the different
about topic of choice.
subordinating conjunctions
about any of the following
topics.
 Personal hobby
 Favorite food
 Memorable
experiences
 Etc.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
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
work well? Why did these work
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers