School: EMA EMITS College Grade Level: VI

Philippines

Practice Teacher: Kenia Jolin D. Learning Area: ENGLISH

MODIFIED DAILY LESSON Enriquez
PLAN
Date: Time:

A. Content Standard Demonstrates command of the conventions of standard English grammar and
usage when writing or speaking

B. Performance Speaks and writes using good command of the conventions of standard English
Standard

C. Learning Compose clear and coherent sentences using appropriate grammatical structures:
Competencies -Subordinate and coordinate conjunctions EN6G-IIj-8.3 EN6G-IIj-8.4

I. OBJECTIVES At the end of the lesson, the pupils must be able to:
a.)  identify words that functions as conjunction in a sentence;
b.) correctly use conjunctions to link simple sentences together; and
c.) state the value of using coordinating conjunctions.

II. CONTENT

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook Pages Joy in Learning English pages 165 – 166.

4. Additional Materials Visual Aid; Chalkboard; Pictures

from Learning Resource
(LR) portal

B. Other Learning https://themumeducates.com/coordinating-conjunctions-made-simple-with-

Resources fanboys/

IV. PROCEDURES TEACHER’S ACTIVITY PUPIL’S ACTIVITY

A. Daily Routine

1. Prayer Kindly stand up. Fhaye, kindly lead the Thank you, Lord. Amen
prayer.

2. Greetings Good morning, class! Good morning, mam!

How are you today? How is your sleep? Fantastic, mam!

3. Classroom Before you sit down, kindly pick up the

Management pieces of paper around you and arrange
your chairs properly.

Please, sit down.

 4. Checking of Aiza, who is absent for today? No one, mam.
Attendance

B. Reviewing of the Before we start our today’s class, let’s

previous lesson have a short recap about our
yesterday’s topic.

Flori Vi, what is our topic yesterday?
Kindly give me a rule in pluralizing
nouns and its example.
Our topic yesterday is about Plural
Forms of nouns.
Add -s to the singular form of most
nouns.
Example: Oppressor - oppressors

If a noun ends in -y after a consonant,

Another?
change y to i and add -es .
Example: City – cities
Well done!

C. Motivation / Activity 1: FANBOYS, assemble!

Establishing a purpose
for the lesson Now, let’s have an activity by pair.

Kindly choose and stay with your pair.

I have here strips of paper with words

written on it. Each pair will receive a
set of words on strips of paper. You are
going to assemble or rearrange the
words to form a sentence. If you are
finished rearranging the words, you
will post it on the board.
Yes, mam.
Is that clear?
(Pupils will assemble the letters in
You may start. pair.)

Yes, mam.
Are you done?
My cat was hungry, for it had not
Let us read. eaten since breakfast.

Earning a college degree requires a lot

of dedication, and it costs a lot of
money.

Employers do not want employees

who cannot solve problems, nor do
they want workers who are lazy.

Going to school while working at a job

is difficult, but the reward will pay off
later.

Coffee or tea?

Learning can be very exciting and

invigorating, yet it can also be
 exhausting.

I know you must be tired, so I will let

you rest.
Examine the bold words in each
sentence. What do you think is their
function or use? The bold words connect, combines or
links two ideas.

Very good! Which is very important to

our today’s lesson which is,
Coordinating Conjunctions.

But before we proceed to our

discussion, let us know first the lesson
objectives that we need to attain at the
end of the lesson.

At the end of the lesson, the pupils

must be able to:
a.)  identify words that functions as
conjunction in a sentence;
b.) correctly use conjunctions to link
simple sentences together; and
c.) state the value of using coordinating
conjunctions.

D. Presenting Activity 2: Let’s Analyze

examples/instances of the
new lesson Going back to the sentences on the
board, aside from you said earlier that
two ideas are combined using the bold The bold words combine two common
word, what else have you noticed from or equal ideas.
the examples?

Very good! Now, let us check one by

one the ideas that are joined by the bold
words or what we call conjunctions.
What are the two ideas that are joined
in sentence number 1 and what is the
conjunction used?
My cat was hungry, for it had not
eaten since breakfast.
Two independent clauses, “my cat was
hungry” and “it had not eaten since
breakfast” is joined by the conjunction
“for”.

Earning a college degree requires a lot

Very good! For sentence number 2?
of dedication, and it costs a lot of
money.
Two clauses, “Earning a college
degree requires a lot of dedication”
and “it costs a lot of money” is joined
by the conjunction “and”.

Employers do not want employees

 Great job! For third sentence? who cannot solve problems, nor do
they want workers who are lazy.

An independent clause “Employers do

not want employees who cannot solve
problems” and a dependent clause “it
costs a lot of money” is joined by the
conjunction “nor”.

Very good! Sentence number 4? Going to school while working at a job

is difficult, but the reward will pay off
later.

Two independent clauses, “Going to

school while working at a job is
difficult” and “the reward will pay off
later.” is joined by the conjunction
“but”.

Well done! Next sentence? Coffee or tea?

Two nouns “coffee” and “tea” are

joined together using the conjunction
“or”.
Very good! Next? Learning can be very exciting and
invigorating, yet it can also be
exhausting.

Two clauses, “Learning can be very

exciting and invigorating” and “it can
also be exhausting” is joined by the
conjunction “yet”.
Very good! Last sentence?
I know you must be tired, so I will let
you rest.

Two independent clauses, “I know you

must be tired” and “I will let you rest”
Great job, everyone! is joined by the conjunction “so”.

E. Discussion / Discuss Conjunction - is a part of speech that

new concepts and enables us to gracefully connect two
practicing new skills words, sentences, phrases or clauses
together. We can also think of it as
connectors.

Coordinating conjunction - is used to

connect parts of a sentence that
are grammatically equal, showing that
the elements it joins are similar in
importance and structure. These are
short, simple conjunctions. The seven
coordinating conjunctions are:
for, and, nor, but, or, yet, so
With coordinating conjunctions, we
must remember three things.

First, the FANBOYS acronym.

There are seven coordinating
conjunctions in the
acronym FANBOYS: For-And-Nor-
But-Or-Yet-So. These conjunctions
connect words, phrases, or groups of
words in a sentence. These words,
phrases, or word groups should be
equal or similar.

Second, the meaning of different

coordinating conjunctions.

And lastly, comma usage in

coordinating conjunctions.
A comma is placed before the
coordinating conjunction when the
conjunction connects two independent
clauses. A comma is not used when
using a coordinating conjunction to
connect two objects. However, if more
than two objects are connected, a
comma is placed before the
coordinating conjunction.
 Activity 3: Let’s Practice

Now, let us practice what we’ve

learned.

Combine the following sentences with

a coordinating conjunction.

1. She went to work. She did not want

to go.
2. The scientists trained him well. They
helped him find a job when his training
was through.
3. Polar bears are fierce, territorial
animals. Grizzly bears are the same.
4. Mark told me not to come with him.
He looked longingly at me as I left.
5. I will not give in to you. I will not let
you push me around.
6. He loves to drive during the day.
They will let him drive before 9pm.
7. It was cold outside. She put on a
sweater.
8. They couldn’t think of anything
better to do. They decided to babysit
for thew family.
9. A book can be a lot of fun to read. A
book can be boring.
10. That movie looks great! I would
love to come see it with you.
Great job, everyone!
Answers:
1) She went to work, but she did not
want to go.
2) The scientists trained him well, and
they helped him find a job when his
training was through.
3) Polar bears are fierce, territorial
animals and grizzly bears are the
same.
4) Mark told me not to come with him,
yet he looked longingly at me as I left.
5) I will not give in to you, or let you
push me around.
6) He loves to drive during the day, so
they will let him drive before 9 pm.
7) It was cold outside, so she put on a
sweater.
8) They couldn't think of anything
better to do, so they decided to babysit
for the family.
9) A book can be a lot of fun to read,
yet a book can be boring.
10) That movie looks great, so I would
love to come see it with you.

F. Application / Activity 4: CONJUNCTION BOARD

Developing Mastery GAME
(Leads to Formative
Assessment) Let’s play a game. But first, I will
group you in to two. This will be group
1 and this will be group 2.

The pupil to get the highest number

using a dice plays first.
You are going to complete sentences
that use coordinating conjunctions.
Remember that each sentence must be
different. If a player lands on a square
that a previous student has landed on,
they must complete the sentence in a
different way.
You will take turns in rolling the dice
 and move your counter along the board.
The player will say the sentence aloud
and her groupmates will decide if her
answer is correct.
If the player’s answer is correct, he will
remain on the square. If not, the player
goes back two squares.
The first player to reach the finish Yes, mam!
square wins!

Are you ready?

Start!

G. Valuing / Finding Class, are coordinating conjunctions

practical application necessary? Yes, mam.
about the lesson
Why? Coordinating conjunctions are
necessary because we can form
complex sentences.

Very good! What else? It shortens multiple sentences that are

the same or equal.

Does coordinating conjunction only

connects sentences? No, mam. Coordinating conjunctions
also connect several words, concepts
and ideas that are the same and equal.
Great job, everyone!

H. Generalization / Again class, what is a coordinating

Making generalization conjunction? Conjunction - is a part of speech that
and abstractions about enables us to gracefully connect two
the lesson words, sentences, phrases or clauses
together. We can also think of it as
connectors.
 Very good! What are coordinating
conjunctions?
What is the meaning of FANBOYS?
Kindly give me an example sentence
that uses any of the seven coordinating
conjunctions.
Coordinating conjunction - is used
to connect parts of a sentence that
are grammatically equal, showing that
the elements it joins are similar in
importance and structure. These are
short, simple conjunctions.
For, and, nor, but, or, yet, and so.
I hate to waste a drop of gas, for it is
very expensive these days.

Nice! What else? Bill refuses to eat peas, nor will he

touch carrots.
Very good!

I. Evaluation / Use the coordinating conjunctions in

Evaluating learning these sentences below:
For and nor but or yet so Answers:
1. I like swimming _______ I like 1. and
badminton. 2. but
2. Everyone thought Ben was good at 3. and
math, _________ he always got full 4. nor
marks in his math tests. 5. but
3. I went to the park, _________ I went 6. or
down the slide. 7. but
4. I don’t want to do my homework, 8. and
___________ do I want to practice the 9. but
piano. 10. so
5. I’m going to do my homework
tonight, __________ I might not be
able to finish all of it.
6. Will you go to the cinema, ________
will you go bowling this weekend?
7. Anna doesn’t like football ________
she is very skillful at it.

8. Sam ate banana _________ apple.

9. She went to the school, _______ she
did not want to go.
10. It is raining, _______ we will stay
inside.

J. Agreement / List at least three sentences for every

Additional activities for coordinating conjunction.
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared by: Checked by:

KENIA JOLIN D. ENRIQUEZ MRS. MARY DAY BAYETA, LPT., MAED
Practice Teacher Cooperating Teacher

Noted by:

MRS. MARY DAY BAYETA, LPT., MAED

Cooperating Supervisor