SEMI-DETAILED LESSON PLAN

NAME ERMINO, ALYSSA P. SECTION EDUC 2B

LEARNING AREA
ENGLISH SUBJECT CHILD AND
ADOLESCENCE

GRADE LEVEL SECOND YEAR COLLEGE DATE NOVEMBER 02, 2022

I. OBJECTIVES

The learner demonstrate understanding the elements of

fairy tales, such as the moral and character types, as well
A.Content Standards
as explore hyperbole as a type of figurative language as
they read 'Rapunzel' by Jacob Ludwig Grimm and
Wilhelm Carl Grimm.

B. Performance The learner will be able to recognize and generate

Standards examples of hyperbole.

At the end of the lesson, learners should be able to attain

at least 80% level of proficiency in:
C. Learning
Competencies/  Identify the moral of a story
Objectives
 Recognize and generate examples of hyperbole
 Compare/contrast fairy tale characters

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II. CONTENT
Rapunzel

III. LEARNING
RESOURCES
A.References

Teacher’s Guide English 10 Quarter 1 – Module 7

pages
Lesson 1: Conjunctions in Spoken Texts p. 5-8

Textbook pages Evaluating Spoken Texts p. 1-25

Materials visual aids, ball, box

Relating the value of bridging words, phrases and clauses

Value to real life situation where we use ourselves to bridge the
gap among family members.

IV.PROCEDURE

A.Reviewing
previous lesson
What did you learn from our previous lesson?
(REVIEW)

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 GAME:

Students will pass a “ball” around the class and when the
music stops, the student who’s holding the ball will pick
a piece of paper inside the box. He/she has to complete
the sentence written on a piece of paper by choosing the
correct word (a choices that has given by the teacher
written on the board).

B. Establishing a For example:

purpose of the
lesson
Sentences written in a piece of paper:
(MOTIVATION)
1. (I like pizza_____ I don’t like carrots.)
2. (I’m wearing a red shirt_____brown shoes.)

Choices given by the teacher: (written on the

blackboard)

1. ( nor, but )
2. ( and, or )

Answer:

1. I like pizza but I don’t like carrots.

2. I’m wearing a red shirt and brown shoes.

CD C. Discussing
new
concepts and In the previous activity, the identified words are what we
practicing new call conjunctions. These words act as a glue that hold
skills. words, phrases and clauses together. There are different
kinds of conjunctions serving its own distinct purpose,
(DISCUSSION) but all working to bring words together. A spoken text
contains conjunctions to make it cohesive. In evaluating
a spoken text, it is very vital to look into this quality.

Conjunction is a part of speech that sticks together

words, phrases and clauses.

There are two types of conjunction: Coordinating and

Subordinating conjunction.

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Coordinating conjunction connects two words, two
phrases, or two independent clauses.

Examples:

In words

 The data was gathered

through questionnaires and interviews.

In phrases

 She usually studies in the library or at a cafe.

An Independent Clauses is a group of words that

contains at least a subject and a verb. An independent
clause can stand on its own as a full sentence, expressing
a complete thought.

 Today Jane Austen is one of the most widely read

English novelists, but she achieved little fame during
her lifetime.

Subordinating conjunction links dependent clause to an

independent clause. This type of conjunction includes
words like because, if, although, since, until, and while.

In contrast to an independent clause, a dependent clause

(also known as a subordinate clause) is a group of
words that contains a subject and a verb but cannot stand
as a complete sentence on its own. A dependent clause
does not express a complete idea, so it must always be
attached to an independent clause.

 Because I woke up late this morning, I went to

school without eating breakfast.

Cohesion is a text quality where words and sentences

stick together. This word originated from the term
‘cohere’ which means ‘to stick together’. It is important
to achieve cohesion since it will direct listeners’ or
readers’ thoughts and interests to the development of the
presented argument. To link together the part of text
(words, sentences, and paragraphs), conjunctions as
cohesive device can be used.

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 Directions: Mario sent you a letter after the community
quarantine was lifted. Write your reply to her by using
conjunctions to achieve cohesion in your letter. Use your
worksheet in answering this task.

My dearest friend,

How are you? I have not heard anything

from you for a long time. It has been months since
we talked. The quarantine we experienced limits
our movements and we are not able to visit each
D.APPLICATION other.

Can you tell me your experiences during

the quarantine period, too? I am very excited to
hear and know your story. I can’t wait to hear
from you.

Your friend,

Mario

Ask the students the following questions as far as their

understanding of the lesson is concern:
E. GENERALIZA-
TION
What is a conjunction and its types?
What is the function of each conjunction?
How will you create a sentence using conjunction

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V. EVALUATION

A. Directions: Fill in the blanks with appropriate words

that will complete the sentence. Select your answers
from the choices inside the box. Answers:

1. _______________ as a cohesive devise, stick together A.

words, phrases and independent clauses in the text. 1.
2. When words, phrases and clauses stick together in a Conjunctions
speech, the text has achieved _______________. 2. Cohesion
3. A part of speech that functions as a glue to connect 3. Conjunction
words and sentences are called _______________.
4. or
4. ________is used in a sentence to present choices.
5. so
5. ________is used like “because” in a sentence

B. Choose the correct conjunction to complete the

sentence.

1. I used to make noises, keeping one hand on my throat

_______ the other hand felt the movements of my lips.

A. for

B. while

C. because

D. If

2. All is well and good ______ things turn down for a

nation.

A. because

B. for

C. until

D. or

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3. Tropical storm Paeng brought heavy
rains__________triggered flooding in the Philippines
during this weekend.

A. and

B. or

C. but

D. for

4. He has a lot of money, ______ he never buys

anything.

A. for

B. nor

C. yet Answers:
D. so B.

1. B (while)
5. The virus cannot live in immunized 2. C (until)
individuals,_______in nature.
3. A (and)
A. or
4. C (yet)
B. nor
5. B (nor
C. yet

D. so

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 Directions: Read the except of a news story regarding the
opening of classes this school year. Give your reaction
on the statement of DepEd Secretary Briones. Use
conjunctions in presenting your idea and reaction.

As it continues to receive mixed reactions on the

start of a new school year in August, the Department
of Education (DepEd) on Thursday maintained that
the school opening needs to push through to ensure
that the education of Filipino learners will not be
further disrupted. In an online press briefing led by
VI. ASSIGNMENT Education Secretary Leonor Briones along with
Undersecretaries Annalyn Sevilla and Atty.
Nepomuceno Malaluan, the DepEd key officials
discussed concerns on school opening and the
alternative learning modalities. Briones said that the
DepEd is aware of the calls to suspend the opening of
classes this coming August 24 due to the continued
threat of COVID-19. “But what other options do we
have? We have to go on because education must
continue,” she added. Briones said that the health and
safety of learners and teachers remain the “utmost
consideration” of DepEd.

PREPARED: CHECKED:

ALYSSA PAJANONOT ERMINO MARIO E. DOJILLO JR.

STUDENT TEACHER