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Q4 English 6 Week 2 Day 2

This lesson plan for a sixth-grade English class focuses on teaching students about conjunctions, including coordinating and subordinating types. The objectives include identifying conjunctions, composing coherent sentences, and participating in discussions. The lesson incorporates various teaching strategies and activities, including direct instruction and interactive games, to engage students in learning.

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Diosdado-Jr Tebrero
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5 views5 pages

Q4 English 6 Week 2 Day 2

This lesson plan for a sixth-grade English class focuses on teaching students about conjunctions, including coordinating and subordinating types. The objectives include identifying conjunctions, composing coherent sentences, and participating in discussions. The lesson incorporates various teaching strategies and activities, including direct instruction and interactive games, to engage students in learning.

Uploaded by

Diosdado-Jr Tebrero
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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David P.

Jimenez
School Grade Level Six
Elementary
LESSON Teacher Diosdado L. Tebrero Jr Learning Area English
EXEMPLAR Teaching
April 11, 2024 Quarter Fourth
Date
6:20 – 7:10 Masipag
8:10 – 9:00 Mabait
Teaching
9:00 – 9:50 Matiyaga No. of days 1
Time
10:20 – 11:10 Masigasig
11:10 – 12:00 Masunurin

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Identify conjunctions

B. Compose clear and coherent sentences using coordinating and


subordinating conjunctions

C. Actively participate in classroom discussion

A. Content Standards The learner demonstrates command of the conventions of standard


English grammar and usage when writing or speaking

B. Performance The learner uses the correct function of nouns, pronouns, verbs,
Standards adjectives, and adverbs in general and their functions in various
discourse (oral and written)

C. Learning Compose clear and coherent sentences using appropriate grammatical


Competencies or structures (verb tenses, conjunctions and adverbs)
Objectives
EN6G-Ic-3.2

D. Most Essential
Learning
Competencies
(MELC)
(If available write
the indicated
MELC)
E. Enabling
Competencies
(If available write
the attached
enabling
competencies)
Composing Clear and Coherent Sentences Using Appropriate
II. CONTENT Grammatical
Structures: Subordinating and Coordinating Conjunctions
III. LEARNING
RESOURCES
A. References

a. Teacher’s Guide MELC page 187


Pages K-12 English Curriculum Guide page 136
b. Learner’s Materials
ADM English 6 Module 4 Lesson 2 pp.13 - 19
Pages
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Slide decks, pictures, chart
Development and
Learning Activities
IV. PROCEDURES Approach: Constructivism
Strategies: Direct Instruction
Activities: TGA (Tell, Guide, Act)
Integration: Science

A. Spelling
A. Introduction 1. Subordinate
2. Coordinate
3. Conjunction
4. Coherent
5. grammar

B. Review

What are the verb tenses?

C. Motivation

Spin the Wheel

The student will spin the wheel to answer the questions. Each area
on the wheel represents a category such as food, music, sports or
any other area. Each question requires the student to fill in the
blank that complete the sentence.

D. Presentation

Read and analyze the sentences taken from the story,


“My First Train Ride.”

1. I jumped out of bed and get ready for the day.


2. Dad said that we needed to go to the car so we could
arrive at the surprise on time.
3. While on the train, we had a wonderful time!
4. Once we were all packed in the car, we left to drive to
the surprise.
5. Even though we don’t have running shoes, we ran to
make sure we hopped onto the train before it leaves.

B. Development A. Discussion

1.What is the highlighted word in the first sentence? In the


second? Third? Fourth? Last? What do you call these
highlighted words?
What is a conjunction?
What is a coordinating conjunction?
What is a subordinating conjunction?
Let’s analyze the sentences.
See slide decks…
B. Mastery Development

Activity 1

Compose clear and coherent sentences by pairing the


conjunctions to sentences in the first and third columns.
Make sure your sentences will make sense. Do this in your
notebook.
( See leap. Learning task 1.)

Jill looked up at the


principal with tears
in her eyes and
said, "I didn't do it,
Mr. Castro. I can't
tell you who did, but
it wasn't me." Mr.
Castro put his hands
on
his hips. "It doesn't
matter, Jill. We
found the spray can
in your backpack. If
you
can't tell me a
name, then you're
going to take the
fall for this one."
C. Engagement Application

( Indicator 3.1.2 Use


differentiated, developmentally Activity 2
appropriate learning
experiences to address learners Complete the sentences below to form clear and
gender, needs, strengths, coherent sentences using subordinate conjunctions. Do
interests and experiences) this in
your notebook
(see leap Learning Task 2)

D. ASSIMILATION A. Generalization

What are conjunctions?

Evaluation

Use the subordinating/ coordinating conjunctions to make the


sentence complete.
1. Alex stood first____ got a price.
2. Carlo did not try hard____ he did not succeed.
3. Susan doesn’t like apple___ she like pear.
4. I will study hard while____
5. I need to think hard if____

Assignment

Compose clear, coherent, and original sentences using the given


subordinate conjunctions. Do this in your notebook.
1. Because _______________________________
2. So that _______________________________
3. When _______________________
4. If ___________________________
5. Although ___________________
V. REFLECTION I understand
that_____________________________________________________.
I realize that
_________________________________________________________.

Evaluated by:
LORENZA C. JORNALES
Master Teacher II

Noted by:
DOMINGO R. CUETO
School Principal

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