Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Schools Division of Cagayan
District 3
Itawes National Agricultural and Technical School
Bulagao, Tuao, Cagayan
DETAILED LESSON PLAN IN ENGLISH - 10

I. OBJECTIVES
At the end of the lesson, the students are expected to:
a. Define conjunctions specifically coordinating conjunctions
b. Identify coordinating conjunctions used in sentences or texts
c. Show recognition on the importance of using conjunctions in writing and
in real life
d. Write sentences and paragraphs using conjunctions

II. SUBJECT MATTER

A. Topic: Coordinating Conjunctions
B. References: DEPED English 10 Quarter 1– Module Teaching Guide for Junior
High School Subject by the Department of Education, Regional Office No.2
C. Materials: PowerPoint Presentation, Laptop, Pictures
III. PROCEDURES

Teacher’s Activity Student’s Activity

A. Preliminary activities
1. Prayer
2. Greetings and checking of attendance
3. Reviewing of past lesson

B. ENGAGE
Activity Title: 4 Pics One Word
Before we proceed to our next lesson, let us
first have an activity. This activity is titled “4
Pics One Word”. I assume everyone is already
familiar with the mechanics of this game, am I
correct?

Alright, that’s good to hear! Yes, Ma’am!

For the activity, the class will be divided into

five groups. To form your groupings faster, let
it be done per column.

Alright, please form your respective groups

now.

(students form their groups)

Now, listen to my directions. I will be showing
you set of pictures. Similar to the mechanics of
the famous game 4 Pics One Word, you have
to guess the mystery word out of the given set
of pictures. However, you will only be given 5
seconds to look at the picture and another 5
seconds to write your answers on your
cardboards.

Your timer starts the moment I show you the

set of pictures. Scores of each group will be
written in the board. The winning group of this
activity will have the opportunity to give a dare
to the losing groups. Dares shall be randomly
drawn from the punishment box provided.

Alright, are my instructions clear to you, class?

So, are you ready?

Well then, let’s start! Ready, set, and go!

(the teacher shows to the students the first set
of pictures) Yes, Ma’am!

Yes we are ready, Ma’am!

Time’s up! Please raise your cardboards.

For set 1, the correct answer is?

Which group/s got the correct answer?

Very good!

Alright, shall we proceed? (Each group raise their cardboards)

Ready, set and go!

(the teacher shows to the students the 2nd set Bridge, Ma’am
of pictures)

(the group who got the correct answer raise

their hands)

Time’s up! Please raise your cardboards.

So, for set 2, the correct answer is?

Excellent! Indeed, the correct answer for set 2

is Wi-Fi.

Shall we proceed?
(students take their time to answer)
Alright! Ready, set, go!
(the teacher shows to the students the 3rd set of
pictures) (Each group raise their cardboards)

Wi-Fi, Ma’am!

Yes, Ma’am!
Time’s up! Please raise your cardboards.

So, what is the correct answer?

Great! You are doing good in this activity!

And for the last set of pictures, get ready, set
and go!

(the teacher shows to the students the 4th set of

pictures)

Time’s up! Please raise your cardboards.

And for the last set, the correct answer is?

Your answer is sticky tape/tape?

Sticky tape/tape is correct!

 (Each group raise their cardboards)
Alright, so that ends our activity.
Congratulations, you all did well! Please clap
for yourselves! Glue, Ma’am.

As promised, the winning team will be given

the opportunity to give a dare to the losing
groups. With this, may we have the winning
team’s leader in front to choose a dare from
our blue box?

Kindly read your chosen dare for the losing

groups, (leader’s name). (The winning team’s
leader shall pick or choose different dares for
each losing group.)

Alright, you may now take your seat so the

other groups can proceed with your dares.

C. EXPLORE
The teacher will process the activity with the
following guide questions:
1. How did you find the activity, class?

2. Let us study the different set of

pictures. Set 1 is all about bridges,
right? When do we use bridges? What
is the purpose of having bridges? Yes, (Each group raise their cardboards)
(student’s name).

3. For set 2, what are the images all

Sticky tape/tape, Ma’am.
about? And what is the purpose of a
Wi-Fi?

Yes, Ma'am!

4. How about for the 3rd set of pictures?

It is all about glue, right? When do we
 use glue? What do we do about it?
Anyone?

5. How about sticky tapes? Does it have

the same purpose as glue?

6. Do these things have importance in our

lives? Certainly, yes. But, what do you
notice about them? What is common (The winning team’s leader comes in front and
between different things? chooses a dare for the losing groups)

Alright, very good! What is common about

these things is their purpose. They are all
meant to connect things or put things together.

In life, we use all sort of things to join or (The winning team’s leader reads the dare the
connect objects together. When the sole of our losing groups shall receive)
shoes open, we use rugby or shoe glue to fix it.
When you are doing your projects, you use
glue or adhesive tapes to put the pieces of
paper together, right?
(The losing groups will do the dares the
Similarly, in the English language, we also winning team have chosen for them)
have words that stick things together. And how
do we call these words? Anyone?

Yes, definitely! We call these words as

Conjunctions.

D. EXPLAIN
On defining conjunctions It is very exciting, Ma’am. We enjoyed it.
Based on the connection we just made, who
among you now can define what are
conjunctions? Anyone?

Stellar! Conjunctions are joining words. They

join words, phrases, and clauses. We use bridges to cross gaps, Ma’am.
On identifying the conjunctions used in
sentences/texts
Now, I have here examples of sentences with
conjunctions. What you have to do is to read
the sample sentences and identify the
conjunctions used in each sentence. Do you get
me, class?
Set 2 is all about Wi-Fi, Ma’am.
We use Wi-Fi to connect to the internet,
Ma’am. It allows us to have a strong internet
connection unlike when we are using our
mobile data.

Alright, let’s start.

Yes, Ma’am. We use glue to stick things
together. For example, when we do our
Examples:
projects, we use glue to put the pieces of paper
1. Romeo would do anything for Juliet for
together.
he loved her more than life itself.
2. Learning English is not always easy but
it can be fun
3. When reading, you should not translate Definitely, Ma’am. Sticky tapes and glue have
nor should you read too slowly. the same purpose. They are meant to put things
4. Taylor Swift has a beautiful face and a together only that they are only effective or
great singing voice. applicable for specific materials.
5. He loves smart girls so I am studying
hard.

In sentence 1, what is the conjunction used?

Very good! How about in sentence 2?

They connect things, Ma’am.

As for the third sentence, what is the
conjunction used?

How about for sentence 4 and 5?

Great job, class! I am glad to know that you

can identify conjunctions used in sentences.

Now, class, listen to me. Just like any other

things in our lives, conjunctions also have its
classifications. And those which you were able
to identify in the sample sentences I presented
to you are what we call Coordinating
conjunctions.
Yes, Ma’am.
But what do we mean by Coordinating
conjunctions? Anyone from the class?

They are called conjunctions, Ma’am.

Coordinating conjunctions connect simple
sentences. To make it simple for you, you can
think of coordinating conjunctions as balancing
conjunctions. Why? Because they connect
elements that are grammatically the same like
two or more words, two equal phrases, or two
clauses.

You can simply remember your coordinating

conjunctions by the acronym FANBOYS.

What do you think does the acronym

FANBOYS stands for? Anyone?

Conjunctions are like connectors, Ma’am.

They are words used to connect other words,
group of words or ideas, Ma’am.

Excellent, (student’s name!)

So that’s what the acronym FANBOYS stands
for.

Now, let us digest it one by one.

When do we use the conjunction For?

Say for example in the sentence, “Jane thought
Jhon would be absent today for he was sick” Yes, Ma’am.

That was a great answer! Very good! For is

used to show reason or purpose.

Why did Jane think Jhon would get absent?

Alright! For is use to reason that Jhon is sick.

Is it clear?
How clear?

Next is A-and, when do we use this?

Very good! And is use to connect two or more

ideas with the “same rank”. Let us put
emphasis on that. With the same rank.

For example: Clyde took the exam and waited

for it.

In this sentence, what did we connect?

Alright, and these phrases are both what?

How do we call the words “took” and
“waited”? The conjunction used in sentence 1 is the word
“for”, Ma’am.
Thus, we call these phrases as?
Great, so are they the same?
The conjunction used in sentence 2 is the word
“but”, Ma’am.
Thus, we used the conjunction “And”. Clear?

Let us proceed to “Nor”. When do we use nor?

Take a look at this sentence, “Mary cannot The conjunction used in sentence 3 is the word
dance nor sing” What words are connected? “nor”, Ma’am.

Yes, we have dance and sing. But before those

verbs we have the modal “cannot”, right? What The conjunction used in sentence 4 is the word
does this word express? “and”, Ma’am. Meanwhile, in sentence 5 the
word “so” is the conjunction.
Correct! Cannot express inability. So, the
sentence “Mary cannot dance nor sing” means
that Mary cannot dance and cannot sing. Thus,
the word “nor” was used to express or show a
non-contrasting negative idea.

Next, we have But. When do we use but?

Alright, we use “but” to show contrast or

exception.
Say for example: “Marites always go to church
every Sunday but treats everyone like garbage.
What a hypocrite”

Is going to church good or bad? How about

treating everyone like garbage?

With that, can you see now how “But” is use

for contrasting?

Now, let’s proceed with Or. When do we use

Or?

Excellent! Or is used to connect two choices.

Shall we now proceed to the use of Yet? If I

tell you that Yet is somehow similar to But.
Then, when do we use the conjunction “Yet”?

Alright! That is correct! Say for example: “I

have already eaten yet I am still hungry.”

We are now down to the last which is “So”.

When do we use So?
Take a look at this sentence: “He provoked me
so I slapped him”

Correct! Very good! The conjunction So is

used to show consequences or results.

On recognizing the importance of

Conjunctions in writing and in real life Based on your sample sentences earlier,
 Ma’am, I think FANBOYS stands for
Now, that you have learned about conjunctions
specifically coordinating conjunctions, its F- for
examples and their uses, what do you think is A- and
its relevance in writing?
N- nor

B- but
How about in real life?
O- or

Y- yet

S- so

Alright, very good! I am very glad to hear such

wonderful insights from you!

E. ELABORATE
To assess further your understanding and
mastery of the concepts discussed, let us have a
summary of our discussion through an oral
recitation.
1. What is a conjunction once again?
2. What does the acronym FANBOYS
stands for?
3. When do we use For, And, Nor, But,
Or, Yet, and So?
4. Who can give me an example of a
sentence using the conjunctions For,
And, Nor, But, Or, Yet, and So? Based on how it was used in the sentence,
5. What is the importance of conjunctions Ma’am, “for” is use to show reason.
in writing?
6. Who can relate the purpose of
conjunctions

Great job, class! Now, for you to apply your

knowledge on our discussion, we shall be Because he was sick, Ma’am.
having another activity.

Activity Title: Show Me Your Skills

 Yes, Ma’am.

Your Choice of Learning (Individual Crystal clear, Ma’am.

Output)

And is use to connect two or more ideas,

The Composers Ma’am.

Compose a song applying your knowledge on

the use of conjunctions.

The Poets

Compose a poem consisting at least 3 stanzas

using appropriate conjunctions.

The Writers

Write a narrative essay about your most The phrases took the exam and waited for the
unforgettable experience using conjunctions. result, Ma’am.

Outputs will be graded with the following

criteria:
Verbs, Ma’am.
Content –5
Creativity – 2
Grammar (with appropriate use of Verb phrases, Ma’am.
conjunctions) – 5
Originality – 5 Yes, because they are both verb phrases,
Organization of ideas – 3 Ma’am.
Total score: 20
Crystal clear, Ma’am.
Dance and sing, Ma’am.

Cannot means you are not able, Ma’am. It

express inability.

To reason out, Ma’am, or to give some

negative ideas after giving a positive one.

Going to church is good while treating

everyone like garbage is bad, Ma’am.

Yes, Ma’am.
When we have choices, Ma’am. For example:
Should I buy a dress or trousers?

If yet works similar to but, then yet also shows

exception and contrast, Ma’am.

So is used to show the effect of an action,

Ma’am.
 Without conjunctions, we won’t be able to
organize our thoughts or ideas because we
cannot put them altogether, Ma’am.

In a similar manner, without conjunctions, we

won’t be able to communicate our thoughts
well to other people, Ma’am, because our way
communicating by then would be just from
phrases to phrases affecting the communication
process, Ma’am.

IV. EVALUATION
Test I. Multiple Choice
Directions: Choose the letter of the correct answer.

1. All of the following statements are true about Coordinating conjunctions ECEPT:
a. It connects words or group of words with the same grammatical construction.
b. It just does not simply connect words or phrases, it may also be used to show contrast,
exceptions, and consequences of actions.
 c. It connects two equal phrases
d. It is also called connectives

2. If the conjunction "So" is use to show consequences or result, which of the following
statements shows the correct use of it?
a. "Believe me, Merry, I love you so much"
b. "She's starving so I cooked her food"
c. "I am so satisfied with your products. Excellent quality!"
d. "Please handle that thing with utmost care, that is something so dear to me"

3-5: In a short paragraph, tell me about your ambitions in life applying your knowledge on the
use of conjunctions.
6-10: What is the importance of conjunctions in writing and in our daily lives?

Test II.
Directions: Underline the most appropriate conjunction to be used in each sentences.

They say, you will know you are in love when you seemingly have all the happiness in the world
because of a person (yet, but, for) it is the important thing in your eyes. (But, Yet, So) for me, it's
not (so, nor, for) love truly starts when the excitement ends.

It starts when you really get used to the person you like in the first place without knowing too
well (or, nor, so) when familiarity kicks in.

It's when the good times fade, butterflies stop, (but, and, or) happiness can't be found anywhere
(yet, so, nor) still you manage to hold on, and keep the love while in pain.

(For, So, Yet) you can't say you love the vastness without getting lost. You can't say you love the
sky, (but, or, nor) only when it's clear. (For, Yet, So) when you do, you should love it as it
changes in every hue. As it turns to gray from blue, to dark from light. When it get really
clouded, (or, and, nor) can't see stars at night.

It's when the rain pours, and you enjoy every single drop of it. That's when you can say, you
truly love.

V. EXTEND
Directions: Improve your outputs on your previous activity to be passed tomorrow.

Prepared by:

JOANA MARIE L. MIRANDA

Student-teacher