Detailed Lesson Plan in English 9

(Coordinating Conjunctions)

I. Objectives

At the end of a 60-minute lesson, 80% of the students are expected to:

a. Define conjunctions;
b. Identify the seven coordinating conjunctions;
c. Use coordinating conjunctions accurately;
d. Write sentences with coordinates; and
e. Create statements about life

II. Subject Matter

a. Topic: Coordinating Conjunctions

b. Skill Focus: Writing sentences with conjunctions
c. Value Focus: Being able to connect well with other people
d. Material/s: PowerPoint Presentation; Video
e. References: English Communication Arts and Skills Through Filipino Literature
6th Edition by Josephine Serrano and Milagros Lapid

III. Procedure

Teacher’s Activity Student’s Activity

A. Preparation

- Good Morning class. - Good morning ma’am.

- Let us pray. May I ask someone to - Let us pray. (Student’s prayer)

lead the opening prayer?

- You may now take your seats.

- None ma’am. We are all present.
- Do we have any absentees for
today?

- That’s great! No one is absent

today.

- I just wanted to give some

reminders regarding our classroom
rules before we proceed to our
lesson.

a. Arrive on time.

b. Be prepared for the class.

c. Maintain a healthy distance

from each other during class
and class activities.

d. Wear face mask all the times.

- Before we move on to our next

lesson, let us have a review
regarding your previous lesson.

- May I have a volunteer to give a

recap of our lesson yesterday? - Ma’am yesterday we discussed
about Context Clues.
 - Very good. So can you please tell - Context clues are simply hints or
us about what context clues are? additional information the author
provides that can help you
- Wow. That’s awesome. Thank you understand the meaning of a
for refreshing our memories with particular word or phrase.
our previous lesson.
- The vast mall could not even
- And can you please give some compare to the tiny boutique.
examples of context clues. (Antonym)

- Martha is a curator, a person who is

responsible for looking after a
- Perfect! I can totally say that you museum’s collection. (Definition)
are already confident that we can
move to our next lesson. Good job
class.

B. Motivation
- Yes ma’am.
- Are you familiar with the statement
shirts that are trending nowadays?

- Can you give me an example of - Sassy.

statement shirts that you’ve seen
from the stores that caught your - Dream. Believe. Survive.
attention?
- Supreme.
- Thank you for sharing your
thoughts or ideas.

- Are you one of those people who - Yes ma’am.

loves buying or wearing statement - Ma’am while wearing those shirts I
shirts? What do you feel when feel like I can express myself or
you’re wearing such? thoughts to other people.

- (Students answer may vary.)

- So now, I will show some - Okay ma’am.
statement shirts to the class. And
as you can see, each shirt has an
incomplete sentence you will be
the one to combine, connect, or
join the clauses with the use of an
appropriate word.

1. Many people 2. You are my love

are educated without you

not totally I’m not me.(and)

mannered. (but)

3.Wait for the 4. Smile

perfect moment show the world

take the that you’re

moment and stronger than

make it perfect. you were

(or) yesterday.(and)
 5. It’s never too late to learn, some- times - (Students raise their hands.)

we learn when it’s too late.

(yet)

C. Presentation

- Very good class.

- Based on your observations, - Ma’am I think those words are used

what did you notice with the to connect or join the clauses in the
words that you used to sentence.
complete each statement that I
presented?

- Very good observation. You are

right. They are connectors or
joiners. So what do we call
those words? Just a hint, they
are one of the parts of speech
in English.

- Any wild guess?

- (Students give their answers.)
- It’s a nice try class.

- Those words are called

conjunctions.

D. Discussion

- Based on the activity that you

just did, what are conjunctions
and how they are used in a
sentence?
- Very good. Aside from clauses
what else they connect?
- That’s great.
- Ma’am conjunctions are words that
use to connect clauses together in a
sentence.
- They also connect other words and
phrases.

- Conjunctions are the words

that connect other words,
phrases, and clauses together
in a sentence. They are often
called as joiners or connectors.

- We also have three kinds of

conjunctions.

*If the students don’t have yet

the idea on the different kinds
of conjunctions, the teacher will
be the one to present them.

(Coordinating, Correlative,
Subordinating)

- Today, we will focus on the first

kind of conjunction; the
 Coordinating conjunctions or
the coordinates.

- We will now be watching a

video regarding our topic.
Watch and listen attentively.
Afterwards, I will ask you some
questions.

(Video was presented.)

- Class, what are the

coordinating conjunctions you - Ma’am the coordinating
got from the video? conjunctions that I got from the
video are the FANBOYS.
- Good. FANBOYS stand for
what? - Ma’am FANBOYS stand—for, and,
nor, but, or, yet, so.
- Very good! Those seven words
are what we call coordinating
conjunctions.

- In the video we’ve watched a

- Yes ma’am.
while ago, we also learned how
to put correct comma or
punctuation when using
coordinating conjunctions in a
sentence. It was showed in the
video that:

a. If FANBOYS connect two

words or phrases, don’t use
comma.

- For example:

Most children like cookies and

milk. (word to word)

The people want to stay at the

beach or by the lakeside.
(phrase to phrase)

- Now it’s your turn to give your - Ana stood first and got a prize.
examples or sentences using
conjunctions. - He is sad but not broken

- Very good. - Robin and Russel went to the

beach.
b. If FANBOYS connect items
in a series, use comma
between each item.

- For example:
- John bought Lucy flowers,
For breakfast, I had cereal, chocolate, and a puppy named
juice, and toast. Callie.

The moon, the stars, and the

sun all appear in the sky.

c. Use commas between

independent clauses joined
by FANBOYS.

- For example:

The beach is a lot of fun, but

- I spent all my savings, so I can’t go
the mountains are even better.
to Paris this winter.
We all looked very tired, for we
- I want to lose weight, yet I chocolate
had stayed up all night
daily.
 cramming for the final.

- Do you have any questions

about coordinating conjunctions
and how we use them in a
sentence?

- Good to hear that! You can

now use conjunctions with - None Ma’am.
confidence.

E. Follow-up Activity

To assure mastery, you need to

answer this activity.

Direction: Fill in the blanks with the

appropriate coordinating conjunctions.

1. Maria tried to read a novel in French

it was too difficult. (but)
- Students write their answers on the
2. I bought a bottle of wine we board.
drank it together. (and)

3. We can broil chicken on the grill

tonight, we can just eat leftovers.
(or)

4. Juan will be late to work, he

has a dental appointment. (for)

5. Maria does not like to swim,

does she enjoy cycling. (nor)

6. Rest is not a luxury a necessity.

(but)

7. You have to run fast catch him.

(and)

8. The waiter was not very nice

the food was delicious. (but)

9. I’m Filipino my father is a

Polish. (but)

10. You can hang out fail the

examinations. (or)

F. Generalization

- It is very important to know how

to connect sentences, but not
only sentences, but also how to
understand people to avoid
misunderstanding.
Furthermore, understanding is
the key to be able to have a
good communication to others.

IV. Evaluation

Class, make a group of five and make your own statement shirts. You need to use
coordinating conjunctions on your statement. After that, you will present your work in
the class.

V. Assignment
Directions: Decide the BEST WAY to write each sentence and encircle the letter of
your answer. If the sentence needs no change, choose “No error.”

1. She liked her new haircut but she wanted a new color.

a. She liked her new haircut or she wanted a new color.

b. She liked her new haircut, but she wanted a new color.

c. She liked her new haircut she wanted a new color.

d. No error.

2. Do not copy her words, and thoughts on paper.

a. Do not copy her words and thoughts on paper.

b. Do not copy her words nor thoughts on paper.

c. Do not copy her words yet thoughts on paper.

d. No error.

3. She won the Most Valuable Player award for her golf career and basketball
career.

a. She won the Most Valuable Player award for her golf career yet basketball
career.

b. She won the Most Valuable Player award for her golf career.

c. She won the Most Valuable Player award for her golf career or basketball
career.

d. No error.

4. His writing is straightforward and clear she has trouble elaborating.

a. His writing is straightforward and clear but she has trouble elaborating.

b. His writing is straightforward yet she has trouble elaborating.

c. His writing is straightforward and clear, but she has trouble elaborating.

d. No error.

5. He chooses vivid verbs and exciting nouns because his sentences.

a. He chooses vivid verbs and exciting nouns or his sentences.

b. He chooses vivid verbs and exciting nouns, and his sentences.

c. He chooses vivid verbs and exciting nouns for his sentences.

d. No error.

6. There were many people who went to the aquarium to see the dolphins we
wanted to go on the rides.

a. There were many people who went to the aquarium to see the dolphins yet
we wanted to go on the rides.

b. There were many people who went to the aquarium to see the dolphins, but
we wanted to go on the rides.

c. There were many people who went to the aquarium, nor we wanted to go on
the rides.

d. No error.

7. The rhythm of his sentences is like music to my ears, yet the student is unaware
of his natural ability to write well.
 a. The rhythm of his sentences is like music to my ears yet the student is
unaware of his natural ability to write well.

b. The rhythm of his sentences is like music to my ears, or the student is

unaware of his natural ability to write well.

c. The rhythm of his sentences is like music to my ears the student is unaware
of his natural ability to write well.

d. No error.

8. She climbed to the top of the huge mountain fearlessly nor without shyness.

a. She climbed to the top of the huge mountain fearlessly for without shyness.

b. She climbed to the top of the huge mountain fearlessly but without shyness.

c. She climbed to the top of the huge mountain fearlessly and without shyness.

d. No error.

9. They meant for the teacher to read only what they had written on the test paper
and not what was on their scratch paper.

a. They meant for the teacher to read only what they had written on the test
paper nor what was on their scratch paper.

b. They meant for the teacher to read only what they had written on the test
paper, for not what was on their scratch paper.

c. They meant for the teacher to read only what they had written on the test
paper.

d. No error.

10. It was enough to feel like she had finally accepted us but we still had to do our
best to earn her trust.

a. It was enough to feel like she had finally accepted us, but we still had to do
our best to earn her trust.

b. It was enough to feel like she had finally accepted us we still had to do our
best to earn her trust.

c. It was enough to feel like she had finally accepted us, or we still had to do our
best to earn her trust.

d. No error.