Detailed Lesson Plan in English

I Objectives
At the end of the lesson, the students are able to:
1. Differentiate each coordinating conjunction based on its type
2. Understand the importance of conjunctions
3. Use coordinating conjunctions correctly
II Subject Matter
Topic: Coordinating Conjunctions
Reference: English Module for Grade 8, pp. 104-106
Materials: marker
III Procedure
A. Preparatory Activities
1. Prayer
2. Greetings
3. Drill/Review
4. Motivation
(The teacher will show sentences from the texts about Japanese traditions. The
teacher will ask individuals to read the sentences.)
1. Buddhism and Shintoism are the two main religions in Japan.
2. Kimono and Yukata are both traditional Japanese clothing.
3. Tatami mats are considered a luxury item in Japan so only aristocrats and
samurais slept on those.
What do you call to the underlined sentences?
What is the purpose of connectors?
What do you think is the importance of conjunctions?
What other conjunctions do you know?

B. Lesson Proper
1. Presentation/Discussion
(The teacher will present Coordinating Conjunctions.)
Coordinating conjunctions connect words, phrases, and clauses of equal rank. The
principal coordinating conjunctions are and, but, or, and so.

1. The AND type and is used to add something to what has already been said. It
should be used only when the second idea is along the same line of thought as the
first idea.
Sample sentences:
a. The man was ugly and mean.
b. Lucy can play piano and guitar.
2. The BUT type but adds something contrary to or different from what has been
said. When we use and, the second part of the sentence expresses an idea that we
expect to follow; when we use but, the second part of sentence expresses an idea
that is contrast to the first.
Sample sentences:
a. He is stupid but hardworking.
b. I want to go to the party but I do not have a dress to wear.
3. The OR type or implies choice. It connects ideas of equal value, giving one a
chance to choose either idea.
Sample sentences:
a. You can come today or tomorrow.
b. I can go or stay as I please.
4. The SO type so is used when the second part is a consequence of the first part. It
implies that the second part follows as a result of the first part.
Sample sentences:
a. He shouted, so I had to listen to him.
b. It rain hard, so we had to stay the night.
2. Generalization
(The teacher will conduct a board group activity. The students will be divided into
four with 10 members.)
Instructions: Each student will answer each question and will explain in front their
answers.
1. I am thirsty ____ hungry.
2. We can walk to school ____ take a bus.
3. I will study every night ____ I can pass the test.
4. I wanted to buy a book ____ I did not have money.
5. The bus stopped ____ the man got off.
6. The waiter was not very nice ____ the food was delicious.
7. Joel did not have enough money for a burger ____ a drink.
8. Siti brought an umbrella ____ it did not rain.
9. John was not well ____ he went to the doctor.
10. You can take the bus ____ the cable car to go to Sentosa.

IV Application
Class, get one-half crosswise sheet of paper and answer this.
Instructions: Connect the sentences on each number by using appropriate conjunctions.
1. It was raining. We went out.
2. It was a warm day. We took off our coats.
3. He was an extravagant person. He spent his money foolishly.
4. He was an extravagant person. He did not spend all his money.
5. Tell the truth. I will punish you.
6. Tell the truth. I will not punish you.
7. She lost her book. She did not look for it.
8. You will hand your project on time. I will give a deduction.
9. He studied hard for the test. He got a good grade.
10. You are not paying attention. The teacher will scold you.

V Evaluation
(The teacher will discuss the answer while the students check their papers.)

VI Homework
Instructions: Construct five (5) sentences on each coordinating conjunction discussed.

Prepared by:
Ayra Mae Yayen
Applicant