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TEACHER EDUCATION PROGRAM

A DETAILED LESSON PLAN IN ENGLISH – GRADE 7

I. OBJECTIVES

At the end of the 60-minute discussion, the students are expected to;
1. Understand the different types of conjunctions.
2. Analyze the importance of different types of conjunctions in constructing a sentence; and
3. Use and identify the 4 types of conjunctions in the sentence.

II. SUBJECT MATTER

A. Topic: Conjunction
B. Reference: Title of the book used
C. Materials: PowerPoint Presentation

III. TEACHING PROCEDURES

Teacher’s Activity Student’s Activity
A. PREPARATORY ACTIVITIES

Greetings:
Good afternoon Grade 8 Aristotle. How are you today
class?
Good afternoon Ma’am, we are doing great today!
(Students will answer in unison)
I am happy to hear that you are all doing great today. So,
are you now ready for our new discussion?
Yes Ma’am! (Students will answer in unison)
Okay that is good.

Prayer:
But before that, please all stand and let’s start our day
with a short prayer. Jean Mayla, please lead the prayer.
(Students will stand and will silently pray.)
Class Structuring:
Now, before you all take your seats, please pick up the
pieces of paper, candy wrappers, and all trashes that you
will see under and around your chairs, and throw it all in
a proper trash can. Lastly, keep all the things that are not
related to our subject inside your bag. Do it quietly
class.

Checking of Attendance:
Are there any absentees for today’s class?
None ma’am. (Students will answer in unison)
Well, that is good to hear class.

Review:
Before we start our new discussion, let us now first
review our previous discussion. Who can still remember
what was our topic all about yesterday?
(Students will raise their right hand)
Yes, Jacelyn
Our topic yesterday ma’am is all about preposition.
Okay, very good! As what we have learned yesterday, a
preposition is a word or group of words used to link
nouns, pronouns, and phrases to other words in a
sentence. Some examples of prepositions are single
word like in, at, on, of, to, by, and with. Phrases such as
in front of, next to, and instead of.

Is there anyone still confused about our last topic?

None ma’am. (Students will answer in unison)
B. MOTIVATION
And now, before we move on to our discussion, I
prepared a game here that is connected with our topic
for today. So, are you ready class?
Yes ma’am! (Students will answer in unison)
I know that you all are familiar with fill in the blank
right?
Yes ma’am! (Students will answer in unison)
Okay, this game is called “Fill in to connect the
sentence” the class will be divided in to 2 groups and
every group will have new representative every
question. Other members should help and cooperate,
after that, the group that will have the highest score will
be the winner and will receive a plus 5 for the upcoming
exam, and a prize.
Don’t worry, the group that will lose will still receive a
prize. Is that fair class?
Yes ma’am! (Students will answer in unison)
So, let’s start now.

C. LESSON PROPER

Introduction of the Lesson Objectives:

After the activity that we did, do you have any idea on
what lesson we are going to discuss today?
Yes, Kimberly?
I think that our topic for today is all about conjunctions.
Very good, Kimberly. Our topic for the day is all about
conjunctions. So, before we start the discussion, let’s
first discuss what our goals are for the day.

Goals of the Day:

By the end of this lesson, you will be able to:

Understand the different types of conjunctions.

Analyze the importance of different types of
conjunctions in constructing a sentence; and
Use and identify the 4 types of conjunctions in the
sentence.

Lesson Discussion:
Before we discuss our topic, which is conjunctions, can
anyone first in the class tell their idea of what
conjunction is. Anyone? Just your idea or some
examples like that.
(Students will raise their right hand)
Yes, Aries.
(student’s answer may vary)
Okay, nice idea, very good. How about the others? Yes,
Mary Rose!

Okay, very good. So, class all of your ideas are correct. (student’s answer may vary)
Now, let us discuss what is conjunctions.

Helen, can you please read the definition of

conjunction.

Thank you, so class, Conjunctions are an important part

of English grammar that help us create sentences or
paragraphs that flow smoothly and make sense. They
are words that join different parts of a sentence
together. That’s why, using conjunctions correctly helps
us communicate our ideas clearly, while using them
incorrectly can make our sentences sound choppy or
disconnected.

To further understand what is conjunction, we have

another examples.

From these two examples here, can anyone identify the

added word from the second sentence?

(Students will raise their right hand)

Yes, Blessy.
The added word ma’am is the word “But”
That’s right very good.

Notice that the sentences above are made up of two

clauses. These clauses can be merged together to form
a sentence through the use of conjunctions. We can
connect the two sentences using the conjunction "but"
just like what Blessy said earlier about the added word
which is a conjunction.

So, by using conjunctions like "but”, we can bring

together different clauses or ideas to form a clear and
meaningful sentence.
a fundamental part of speech that helps create clear
and coherent sentences or paragraphs.

Are we still listening class?

 Yes ma’am! (Students will answer in unison)
And are we clear with what is a conjunction?
Yes ma’am! (Students will answer in unison)
Okay, very well then.

Class, there are four types of conjunctions, which are

the-? Can anyone read the different types of
conjunctions?
(Students will raise their right hand)
Yes, Sharmaine.

Okay thank you Sharmaine.

Let’s first discuss what is coordinate conjunction. But
before that, is there anyone in the class have an idea
what is coordinate conjunctions?
(Students will raise their right hand)
Yes, Jacelyn
(student’s answer may vary)
Okay, nice idea, thank you Jacelyn.

Coordinate Conjunction are words used to connect two

or more words, phrases or clauses of equal importance
within a sentence. Some common examples include
"and", "but", "or", "nor", "for", "yet", and "so".

Class, who wants to give an example using the

coordinate conjunction?
(Students will raise their right hand)

Yes, Jobert.
I like coffee and tea
Very good, you may take your seat.

Class, the coordinating conjunctions like "and" is a way

to combine or link similar things together. So, they help
us express ideas in a clear and connected manner.
So, in this sentence that Jobert gave as an example, the
coordinating conjunction "and" is used to show that he
likes both coffee and tea.

Do we understand now the coordinate conjunction

class?
Yes ma’am! (Students will answer in unison)
Okay, so let’s now move on to correlative conjunction.
Who wants to read its definition?
(Students will raise their right hand)
Yes, Kentchie

Thank you Kentchie.

Class, Correlative conjunctions are pairs of words used

to join two parts of a sentence that are grammatically
equal. Some common examples include "both...and,"
"either...or," "neither...nor," "not only...but also," and
"whether...or."

Here is an example of correlative conjunction.

The correlative conjunctions "not only...but also" are

used to connect two important actions here. So let me
explain it in simpler way.

"I did not only studied for the exam" means that you
did more than just studying. It shows that studying was
an important thing you did.
And "but" is the word that connects the two parts of
the sentence.
While this phrase "I also reviewed my notes" means
that you did an additional action that is equally
important. It emphasizes that reviewing your notes was
another important thing you did.

So, by using the correlative conjunction "not only...but

also," the sentence tells us that you did both studying
and reviewing your notes, and both actions are equally
important.

Is it clear now class?

Yes ma’am! (Students will answer in unison)

Are you still listening class?

What are the first two Conjunction again? Yes, ma’am!

Very Good! Now, we will talk about the subordinating Coordinate and correlative conjunctions, ma'am.
conjunction. Can someone please read the definition?
Yes, Tricia
 (Students will raise their right hand)

Thank you, Tricia.

A subordinating conjunction is a word or phrase that

links two unequal sentences. Also, subordinating
conjunctions indicate the relationship between the two
clauses, such as cause and effect, reason, contrast,
time, condition, etc. Let’s see that in the example later.
But first, let’s define the clause. Clauses are groups of
words. We have two kinds of clauses: independent and
dependent clauses. Who among you knows the
difference between these two?

Yes, Aika (Students will raise their right hand)

(student’s answer may vary)

Okay, Very Good!

Independent clause is a group of words that expresses a

complete thought. It can stand alone. It may be called a
sentence. It does not depend on anything because it
has its own meaning. Meanwhile, Dependent clause is a
group of words that expresses an incomplete thought. It
cannot stand alone. So, we have to connect them both
with a subordinating conjunction. Do you understand?

Okay, so here are the list of Subordinating conjunction. Yes, ma’am! (Students will answer in unison)
Although, Unless, even though, even if, As long as,
Because, If, Since, While etc.

There's a lot of subordinating conjunction but these are

commonly used in a sentence.

Subordinating conjunctions can be used in the

beginning or middle of a sentence according to the
position of the dependent clause.
It could be
1. Subordinating Conjunction+ Dependent Clause, +
Independent Clause.
2. Independent Clause+ Subordinating conjunction +
Dependent Clause

When the subordinating conjunction appears in the

beginning of a complex sentence, a comma is used after
the dependent clause but when a subordinating
conjunction is used in the middle of a sentence, there is
no need for a comma to be used.

Let's take a look at these examples.

Because I was tired (dependent clause), I went to bed
early (independent clause).

Here, "because" is the subordinate conjunction. It

shows the reason (why I went to bed early) and
connects the two parts of the sentence. Subordinating
conjunction appears at the beginning of the sentence
and a coma is used.

I went to bed early because I was tired.

Here, the subordinating conjunction "because" is used
in the middle of the sentence.

Second example:
Although it was raining, we went for a walk.

"Although" as subordinating clause connects the idea

that it was raining with the fact that we still went for a
walk. It contrasts the two ideas. Are we clear?

Okay, Kathleen can you please stand up and arrange this Yes, ma’am!
and use the subordinating conjunction "although" in
the middle of the sentence.

(student will answer the question provided)

Good job! Again class, both are correct. We can use the We went for a walk although it was raining.
subordinating conjunction in the beginning or in the
middle of the sentence.

Another example. Can you please read, Helen?

I will allow you to attend the concert tomorrow if you

Thank you, Helen. will finish your project tonight.
So class, where is the independent clause here in the
sentence? Yes Aries?

That's right! Please remain standing. Now, what is the I will allow you to attend the concert tomorrow, ma'am.
subordinating conjunction that is used to connect the
independent clause and dependent clause?

Excellent! Thank you, Aries. I can tell that you already If, ma'am.
understand the use of Subordinating conjunction, am I
right?

Okay, who can give me another example before we Yes, ma'am! (Students will answer in unison)
proceed.

Yes, Miss Sharmaine. Please stand up. Give us another (Students will raise their right hand)
example and identify the subordinating conjunction
used in your sentence.

He studied while his friends played video games. The

word “while” is the Subordinating conjunction used that
Excellent answer! Any other questions class? connects and contrast the two clauses, ma'am.

That’s better. Now, let's move on to the last topic, the None, Ma’am (Students will answer in unison)
conjunctive adverb.

Conjunctive adverbs function as conjunctions or

connectors. They link two independent clauses. Again,
what is an independent clause? Yes, Christine!
 Independent clause is a group of words that expresses a
Very Good. complete thought. It can stand alone, Ma’am.

A conjunctive adverb provides link to the previous

sentence. When a conjunctive adverb is used to
connect their main ideas, period or a semicolon (;) is
used. A comma usually follows after the conjunctive
adverb. Let’s see that in the example sentences later.

But first here are some examples of Conjunctive

adverbs: accordingly, further, likewise, similarly,
additionally, furthermore, meanwhile, anyway,
however, consequently, in contrast, undoubtedly,
nonetheless, Indeed, otherwise, etc.

Example sentences
I understand you; however, I don't agree with you.

The word “However” is a conjunctive adverb. It

provides a link to the first sentence. Do you understand
class?
Yes, Ma’am (Students will answer in unison)
Here is another example
The due date for the final paper has passed; therefore, I
could not submit mine on time.

So, “therefore” is the conjunctive adverb and it is used

to show a consequence of something. The situation is
the due date of the final paper has passed and because
of that as a consequence or therefore I could not
submit mine on time.

Are we clear? Are you sure?

Okay Miss Blessy, can you give us another example Yes, Ma’am (Students will answer in unison)
using any conjunctive adverb in a sentence.
Sheila loved to travel; consequently, she saved up
money for a trip around the world.
Very Good! Who can give me another example?

(Student will raise their right hand)

Yes, Jean Myla
You must do your homework; otherwise, you might get
a bad grade.
Good job!

D. GENERALIZATION
Now that we already finished our discussion for today,
do you have any questions or clarification class?
None ma’am (students answer in unison)
Okay, so based on your understanding, can anyone in
the class tell me what is conjunctions?
(Students will raise their right hand)
Yes, Aika
(student’s answer may vary)
Okay very good Ms. Aika. Now can anyone enumerate
the 4 types of conjunctions. Yes, Jobert.
 The 4 types of conjunctions are coordinating
conjunctions, correlative conjunctions, subordinate
conjunctions, and conjunctive adverb.
That’s correct, very good!
Now, can Gin Mayla give an example of coordinate
conjunction?
Some of the example of coordinate conjunctions are
and, but, or, nor, for, yet, and so.
Very good Gin Mayla, you may take your seat. How
about the examples of correlative conjunctions?
Anyone?
(Students will raise their right hand)

Yes, Tricia!
The examples of correlative conjunctions are, both…
and, either…or, neither…or, not only… but also, and
whether…or.
That’s right! Very good. And the examples of
subordinate conjunctions are?
(Students will raise their right hand)
Yes, Sharmaine!
Ma’am the examples of subordinate conjunctions are
although, unless, even though, even if, as long as,
because, if since, and while.
Very good! That is correct. And now for the last type of
conjunction, who wants to give the examples of
conjunctive adverb?
(Students will raise their right hand)
Yes, Aubrey!
The examples that are included in conjunctive adverb
are accordingly, further, likewise, similarly, additionally,
furthermore, meanwhile, anyway, however,
consequently, in contrast, undoubtedly, nonetheless,
indeed, and otherwise
Okay, very good Aubrey.
So, I think that you all understand the different type of
conjunctions now and that is good.
E. APPLICATION
So now class, I think that you are all ready, let us see if
you really understand our discussion for today by having
an activity. Bring out one fourth sheet of paper. Do it
silently class.

DIRECTIONS: Use the 4 types of conjunctions in a

sentence. Think for at least 1 sentence for each type of
conjunction. After that write it on a ¼ sheet of paper in
any order. Finish the task in just 5 minutes.
(Students will answer the activity quietly)
Okay, time is up class.

Class, we are not done yet. Exchange your paper with

your seatmate and then encircle the type of conjunctions
that s/he used in the sentence and identify what type of
conjunction is that. I will give you another 5 minutes to
finish that, you may start now.
(Students will answer the activity quietly)

Okay time is up class, pass all the paper in front.

(Students will pass their paper in front)
IV. EVALUATION

Direction: Write a no more than 300 words reflection paper regarding the significant role of conjunction in grammar.
The paper must contain your important realization regarding our topic.

Rubrics:
Depth of reflection Language use Conventions
5 Demonstrate a conscious and Use language that is precise and Demonstrate control of the
thorough understanding of the engaging, with notable sense of conventions with no errors,
topic. awareness of audience and even with sophisticated
purpose, and varied sentence language.
structure.
4 Demonstrate a thoughtful Use language that is fluent and Demonstrate control of the
understanding of the topic. original, with notable sense of conventions, exhibiting
awareness of audience and occasional only when using
purpose, and the ability to vary sophisticated language.
sentence structure.
3 Demonstrate basic Use basic but appropriate Demonstrate partial control of
understanding of the topic. language with a basic sense of the conventions, exhibiting
awareness of audience and occasional errors that do not
purpose, and some attempt to hinder the comprehension.
vary sentence structure.
2 Demonstrate limited Use language that is vague and Demonstrate limited control of
understanding of the topic. This imprecise for the audience and the conventions, exhibiting
paper needs revision. purpose, and a limited frequent errors that make
awareness of how to vary comprehension difficult.
sentence structure.
1 Demonstrate little or no Use language that is unsuitable Demonstrate little or no control
understanding of the topic. This for the audience and purpose, of the conventions, making
paper needs revision. with little or no awareness of comprehension almost.
sentence structure.

V. ASSIGNMENT

Direction: Gather information about Parallel Structure. Share at least 2 information in front of the class next meeting.

PREPARED BY:
LEADER: Fontanilla, Kimberly A.
Members: Agustin, Shaira Mae
Detalo, Angelica
Domingo, Jack
Gabriel, Lhea Joyce M.
Lafiguera, Maria Jennica L.
Pascua, Princess
Pioquinto, Marian
Villena, Jannelle

CHECKED BY:

ARTFRED M. FORTUNATO
English Instructor
***FORMAT
Paper Size: A4
Font Size: 11
Font Style: Times New Roman
Line Spacing: 1.0
Margin: Narrow/ 0.5” all sides