Conjunctions: The Harmony

in Coordinating

Prepared by
Mr. Benedict B. Diaz, LPT
High School Teacher
 Lesson Plan in Grammar
ENGLISH 8

I. Objectives
At any point in the one-hour period per week, students are able to
a) Identify the rule governing the coordinating conjunctions through
observations,
b) Organize the correct usage of the given coordinating conjunctions by
drawing conclusions in the given sentences, and
c) Use coordinating conjunctions in a sentence through examining the
other parts of the sentence.

II. Subject Matter

Topic: Coordinating Conjunctions
Title: Conjunctions: The Harmony in Coordinating
Reference: Grammar Rules. (2018). Coordinating Conjunctions. Ginger
Software. Retrieved on October 8, 2018 from
https://www.gingersoftware.com/content/grammar-
rules/conjunctions/coordinating-conjunctions/
Materials:
1. Laptop
2. Internet
3. Powerpoint Presentation
4. Google Meet

III. Procedure

A. Introductory Activities
1. Prayer
2. Classroom Management
3. Greetings
4. Attendance
5. Recap

B. Pre-developmental Activities
Task 1. Power Arranger!
Directions: The teacher will present set of jumbled words then the
students will arrange these.

OFR DAN

ORN TUB RO

EYT OS

Process Questions:
1. Have you encountered these words before?
2. How will you describe these words?
 3. How do you think these words are being used?

C. Developmental Activities
FOR
1. 1 Presentation of examples
Direction: Tell the students to refer to the last story being
discussed, “The Orgin of the Sun and the Moon.” Show
the examples gotten from the literary piece.

The brother and sister slipped There was once a grand

through the door for they are woman who went to a rich
frightened with the ferocious neighbor for her grandchildren
beast. to surpass their hunger.

2. 1 Observation and analysis of examples

A. What do you think the sentences show?
B. What about the word, for, what can you say about it?
C. When do you think the word for can be used?
D. What if the usage of the word, for, in the sentence is like,
“She wants to give pancakes for her grandchildren.,” would it
be the same?
3. 1 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.

AND
1. 2 Presentation of examples
Show the examples gotten from the literary piece.

“... You brother shall shine by

“I felt cold and put on a pair of day, and you sister shall shine
fur gloves.”
by night…”

2. 2 Observation and analysis of examples

A. What do you think the sentences show?
B. What about the word, and, what can you say about it?
C. When do you think the word, and, can be used?
D. What if the usage of the word, and, in the sentence is like,
The cunning beast thought that he was sure to be forsaken by
God, and likewise prayed, would it be the same?
3. 2 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.
NOR
1. 3 Presentation of examples
Show the examples gotten from the literary piece.

None of the brother and the Neither the brother nor the
sister predicted nor expected sister was saved from the
that a beast would attack them. tiger’s cruelty.

2. 3 Observation and analysis of examples

A. What do you think the sentences show?
B. What about the word, nor, what can you say about it?
C. When do you think the word, nor, can be used?
D. What if the usage of the word, and, in the sentence is like,
Neither the man’s action nor his speech would still be believed by
people, would it be the same?
3. 3 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.

BUT
1. 4 Presentation of examples
Show the examples gotten from the literary piece.

So she was allowed to take her The grand woman already

brother’s place, but, as she surpasses the the tiger but it
hated being gazed at by idle always came back to hurt her.
people she contrived to pour out
such strong light.

2. 4 Observation and analysis of examples

A. What do you think the sentences show?
B. What about the word, but, what can you say about it?
C. When do you think the word, but, can be used?
D. What if the usage of the word, but, in the sentence is like,
The children went to Heaven. But, they are tasked to give
light to the world, would it be the same?
3. 4 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.

OR
1. 5 Presentation of examples
Show the examples gotten from the literary piece.
 The grand woman chooses to
Will the children survive from give pancakes to her
the ferocious beast or not? grandchildren, or they would
die in hunger.

2. 5 Observation and analysis of examples

A. What do you think the sentences show?
B. What about the word, or, what can you say about it?
C. When do you think the word, or, can be used?
D. What if the usage of the word, or, in the sentence is like,
Would she sacrifice herself for her grandson, granddaughter,
or for just herself only?, would it be the same?
3. 5 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.

YET
1. 6 Presentation of examples
Show the examples gotten from the literary piece.

The beast succeeded in aiming

The grand woman loses her left
for its victory yet, the two
leg, yet, she continues to move
children became the symbol of
forward for her children.
light of the world.

2. 6 Observation and analysis of examples

A.What do you think the sentences show?
B.What about the word, yet, what can you say about it?
C.When do you think the word, yet, can be used?
D.What if the usage of the word, or, in the sentence is like,
The beast is not finish yet…, would it be the same?
E. If yet is to show contrast, what do you think is its difference
to but?
3. 6 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.

SO
1. 7 Presentation of examples
Show the examples gotten from the literary piece.
 The tiger was very hungry so it The grand woman loves her
decided to eat the people on its grandchildren too much so she
way. is willing to sacrifice even her
body.

2. 7 Observation and analysis of examples

A.What do you think the sentences show?
B.What about the word, so, what can you say about it?
C.When do you think the word, so, can be used?
D.What if the usage of the word, or, in the sentence is like,
She likes it so much, would it be the same?
3. 7 Generalization and Formation of Rules
Ask the students what might be the appropriate rule for the given
word.

4. Testing
Task 2. Supply Power!
Directions: Answer the following by filling in the blanks by the
appropriate conjunction or sentence.
I. Conjunctions.
Direction: Fill in the blanks with the appropriate coordinating
conjunction.
1. Sita is the most beautiful girl in the eyes of Rama _____ It
somehow fades when he knows what Ravana did to her.
2. The grandmother loves her grandchildren so much _____ she
does what she can do to protect them from the beasts.
3. None of the boy’s wishes came true ____ his sister’s.
4. Urmila promised her love to her beloved until it came back
_____ he became special to her the first time they met.
5. The emperor ordered his men to battle against the monggols
___ the indians.

For And Nor

But Or Yet So
II. Sentences.
Directions: Supply the appropriate details.
1. ____________________________________ yet she became the ugliest
when she teased one.
2. It is quite hot in this desert during day but
______________________________.
3. I woke up too late so ____________________________.
4. What school will you choose to enter college, Seoul
International University or ____________________?
5. ____________________________ for she does not have any phone
to use.

D. Post-developmental Activities
Directions: Refer to the text and find the sentences that uses
coordinating conjunctions.
 Short Story by Leo Tolstoy
A Grain As Big As A Hen's Egg (1886)

One day some children found, in a ravine, a thing shaped like a

grain of corn, with a groove down the middle, but as large as a hen's
egg. A traveller passing by saw the thing, bought it from the children
for a penny, and taking it to town sold it to the King as a curiosity.
The King called together his wise men, and told them to find out
what the thing was. The wise men pondered and pondered and could
not make head or tail of it, till one day, when the thing was lying on a
window-sill, a hen flew in and pecked at it till she made a hole in it,
and then every one saw that it was a grain of corn. The wise men
went to the King and said:
'It is a grain of corn.'
At this the King was much surprised; and he ordered the learned
men to find out when and where such corn had grown. The learned
men pondered again, and searched in their books, but could find
nothing about it. So they returned to the King and said:
'We can give you no answer. There is nothing about it in our
books. You will have to ask the peasants; perhaps some of them may
have heard from their fathers when and where grain grew to such a
size.'
So the King gave orders that some very old peasant should be
brought before him; and his servants found such a man and brought
him to the King. Old and bent, ashy pale and toothless, he just
managed with the help of two crutches to totter into the King's
presence.
The King showed him the grain, but the old man could hardly see
it; he took it, however, and felt it with his hands. The King questioned
him, saying:
'Can you tell us, old man, where such grain as this grew? Have
you ever bought such corn, or sown such in your fields?'
The old man was so deaf that he could hardly hear what the King
said, and only understood with great difficulty.
'No!' he answered at last, 'I never sowed nor reaped any like it in
my fields, nor did I ever buy any such. When we bought corn, the
grains were always as small as they are now. But you might ask my
father. He may have heard where such grain grew.'
So the King sent for the old man's father, and he was found and
brought before the King. He came walking with one crutch. The King
showed him the grain, and the old peasant, who was still able to see,
took a good look at it. And the King asked him:
'Can you not tell us, old man, where corn like this used to grow?
Have you ever bought any like it, or sown any in your fields?'
Though the old man was rather hard of hearing, he still heard
better than his son had done.
'No,' he said, 'I never sowed nor reaped any grain like this in my
field. As to buying, I never bought any, for in my time money was not
yet in use. Every one grew his own corn, and when there was any
need we shared with one another. I do not know where corn like this
grew. Ours was larger and yielded more flour than present-day grain,
but I never saw any like this. I have, however, heard my father say
that in his time the grain grew larger and yielded more flour than
ours. You had better ask him.'
So the King sent for this old man's father, and they found him
too, and brought him before the King. He entered walking easily and
 without crutches: his eye was clear, his hearing good, and he spoke
distinctly. The King showed him the grain, and the old grandfather
looked at it, and turned it about in his hand.
'It is long since I saw such a fine grain,' said he, and he bit a piece
off and tasted it.
'It's the very same kind,' he added.
'Tell me, grandfather,' said the King, 'when and where was such
corn grown? Have you ever bought any like it, or sown any in your
fields?'
And the old man replied:
'Corn like this used to grow everywhere in my time. I lived on corn
like this in my young days, and fed others on it. It was grain like this
that we used to sow and reap and thrash.'
And the King asked:
'Tell me, grandfather, did you buy it anywhere, or did you grow it
all yourself?'
The old man smiled.
'In my time,' he answered, 'no one ever thought of such a sin as
buying or selling bread; and we knew nothing of money. Each man
had corn enough of his own.'
'Then tell me, grandfather,' asked the King, 'where was your field,
where did you grow corn like this?'
And the grandfather answered:
'My field was God's earth. Wherever I ploughed, there was my
field. Land was free. It was a thing no man called his own. Labour
was the only thing men called their own.'
'Answer me two more questions,' said the King. 'The first is, Why
did the earth bear such grain then and has ceased to do so now? And
the second is, Why your grandson walks with two crutches, your son
with one, and you yourself with none? Your eyes are bright, your
teeth sound, and your speech clear and pleasant to the ear. How
have these things come about?'
And the old man answered:
'These things are so, because men have ceased to live by their
own labour, and have taken to depending on the labour of others. In
the old time, men lived according to God's law. They had what was
their own, and coveted not what others had produced.'

Process Questions:
1. What do you think are the sentences that use coordinating
conjunctions?
2. What do you think is the use of that coordinating
conjunction in that sentence?

IV. Assignment

Read the poem, “ English is a queer language” then memorized the

poem.

Prepared by: Mr. Benedict B. Diaz, LPT