School Santa Cruz Institute Grade Level Grade 10

Grade 10 Teacher Learning Area

Daily Teaching Date Quarter
Lesson Log

I. Objectives
A .Content Standards  The learner demonstrates understanding of how coordinating
subordinating and correlative conjunctions can be use.
B. Performance  The learner composes a short text/paragraph using conjunctions
Standards

C. Learning  Determine the roles of conjunctions

Competency/Objec
tives
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Textbook Pages
2. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
Preliminaries/Daily Routine
EN10LC-If-14.2
Objectives
 Interpret the purpose of conjunction
 Contrast among the three types of conjunctions
 Compose a sentences using different conjunctions
COORDINATING,SUBORDINATING, AND CORRELATIVE CONJUNCTIONS
1. http://partofspeech.org/conjunction
2.
https://gingersoftware.com/content/grammarrules/conjunction/conjunction
exercises
3. https://www.allthingsgrammar.com/coordinating-conjunctiond.html
Essential English: Work text in language and Reading (p. 167-181)
Charts, Visual aids, Worksheets
Teacher’s Activity Learner’s Activity
1.Prayer  In The Name Of The
Class, before we start our new lesson for Father, And The Son,
today please stand and let us pray. And The Holy Spirit,
Amen
2. Greetings …
Good morning class!
 Good Morning Ma’am!

3. Classroom Management
Please arrange your chair pick up the mess on the  The student will arrange
floor and sit properly. their chairs and pick all
the messes on the floor
and they will Sit
properly.

4. Checking of Attendance  Yes/No Ma’am

Is everybody present

A. Reviewing Previous Lesson
B. Establishing a Purpose for
the lesson
5.Checking of Assignment.  The class will pass their
Class, please pass your assignment that I gave Assignment.
you yesterday.
Review
Last meeting we discuss about the  (students raise their
Prepositions .Anyone can recall what hands)
preposition is?
 Ma’am preposition is a
Okay, Anabelle what is preposition? word that shows the
relationship of noun or
a pronoun to another
word in a sentence.
Very good!  Example of preposition
Can you give me an example of preposition and is in
use it in a sentence. The diamond in
Yes. Kaye anne the vault are
priceless.
Okay ,Good job .Who else can give me another
example?  Ma’am. during
Arvie, can you can give me another example of
preposition and use it in a sentence.
 The telephone rang
four times during
Okay use it in a sentence. dinner.
 None Ma’am
Okay Very good!
Any questions about our last topic?
Here are the lesson objectives for today.
 Interpret the purpose of conjunction
 Contrast among the three types of
conjunctions.
 Compose a sentences using different
conjunctions
C. Lesson Proper 1. Motivation:
The teacher will ask the following questions…
 When the sole of your shoes open, what
do you use to put them back together?

 Mighty bond or
rugby
Okay,
 When you need a 1x1 picture on your
index card, what do you use to stick it?
 Glue.

Okay.
What do you use when you need to put the papers
together?
 Stapler

2. Development of the lesson

Teacher will…
 Relate the motivation with the grammar
lesson: Conjunctions.
 In life, we use all sorts of things to join
objects together, whether it be a glue,
rugby, mighty bond, stapler and etc.
Just like in English, there are words
that help things together.
A. Discussing a new concepts Discussion of the topic with students’
participation.

 So class, in English what do you need to

use to put single word or group words to
join them together?
Any idea?  Ma’am we use
Yes, kevin conjuctions to link or
join words together.

 Very good! That is exactly our topic for  Ma’am conjunctions it

today. Conjunction class what do you links phrases/clauses
know about conjunctions? with the same ideas.

 Class, listen now. Conjunction is a part of

speech that is used to connect words,
phrases, clauses, or sentences.

 Class , there are three types of

conjunction, which are coordinating,
correlative and subordinating
conjunctions.

I prepared here some sentences, and there are

words that are underlined.

Let us read the following sentences.

1. One and six are seven.

2.Merlin was smart but irresponsible.

3. Let us put the note on the TV or on the

refrigerator.

4.I wanted a new sun hat, so I bought one.

5. He did not complain, nor did he object to

our plan.

6. Lightning struck the barn, yet no fire started.

7. We didn’t explore the summit that night, for

the climb had exhausted us.
  The underlined words
are: for, and, nor, but,
What are the underlined words? or, yet, so.

Alright, so class , those words are coordinating

conjunction. Let us first define coordinating
conjunction. Read the definition.

COORDINATING CONJUNCTION- join words or

groups of words that have an equal
grammatical weight in a sentence.
For you to easily recall the different coordinating
conjunction that you can use just remember the
word “FANBOYS”. Read the chart to know what
the FANBOYS means.

FANBOYS stands for; for, and,

nor, but, or, yet, so.  Pizza and burgers are my
favorite snacks.
Give me a sentence using one coordinating
conjunction.

 My dog enjoys being

bathed but hates getting
nails trimmed
Okay! Good. Give me another example.

Alright.

Let us read again the set of sentences using

another types of conjunction.
1.Both he and I were there. •The underlined words are :
2. Either she will sew new curtains, or I will put up both/and, either/or, and
the old blinds. not only/but.
3. I not only scrub but also waxed the floor.

Class what are the underlined words?  His dream for children is
to advance in life
without doing anything
wrong.
Class, those are correlative conjunctions. Please
read the definition on the chart.
 CORRELATIVE CONJUNCTIONS-work in a
pairs to join words and groups of words of
equal grammatical weight in a sentence.

There are many examples of correlative

conjunctions. Each has its own partner. You
cannot interchange them. Read the examples on
the chart.

Examples of correlative
conjunction are: either-or, only-
but, also as many-as, neither-nor,
sooner-than, as-as, both-and.

Give a sentence using correlative conjunctions.

 Both my brother and
my father are lawyers.

Very good.
Give another example  There are as many
curtain as there as
windows.

good!

Let us read again sentences using the last types

of conjunctions.
1. We can skate on the pond when the ice is
thicker.
2. We can’t skate until the ice is thicker.
3. Because the ice is still too thin, we must wait for
a hard freeze.

Class, what are the underlined words?

 The underlined words
are when, until, and
because.

Those underlined words are subordinating

conjunctions. Read the definition on the chart.
 7
SUBORDINATING CONJUNCTIONS- join two
clauses, or thoughts, in such a way as to make one
grammatically dependent on the other.

There are many examples of subordinating

conjunctions. Here are some common
subordinating conjunctions:

When, until, because, whenever, since,

unless, after, although, before , Although,
whereas, if, while.

 No one may leave until

Can you give me a sentence using subordinating the exam is over.
conjunction?

 Don’t expect lunch

unless you’re home by
Okay very good! noon.
Give me another example.

Very good!

 The three types of

conjunctions are

What are the three types of conjunctions?

E. Generalization
What are the three types of conjunctions?  . The three types of
conjunctions are
coordinating,
correlative and
subordinating
Will you define coordinating conjunction in your conjunctions.
idea ?
 Coordinating
conjunction join
components of the
same type word to
word, phrase to
phrase, clause to
clause.
Enumerate the seven coordinating conjunction.
 The seven
coordinating
conjunction are: for,
and, nor, but, or,
yet, so.

Very good.
Define correlative conjunction in your own idea.  Correlative
 conjunction are pairs
and both are used in
different places in a
Very good. sentence.
Class what are the example of correlative
conjunction?  The example of
correlative
conjunction are;
either-or, not only-
but, as many-as,
neither-nor, such-
that, rather-than,
wether-or, as-as,
both-and.

Correct.
Are there any questions regarding to our topic?  None, Ma’am.

F. Application 1.Group Activity

Class, I will group you in to 3 for the activity you
have only 10 minutes to prepare your task.
 Group1
Create a short jingle , using correlative
conjunction
 Group2
Write a short speech giving tribute to your
parents. Use coordinating conjunction
 Group3
Write reflection on your life using
subordinating conjunctions

Your group will be graded by the use of the

following criteria:
Criteria Group1 Group2 Group3
Presentation
30%
Organization
20%
Content
40%
Participation
10%
Total

2. Presentation of student output

 What do you say about the work of
Group1?
 Do you think they were able to do the task
well?
 How about Group2 and Group3?
V. EVALUATION Class, since you have executed the task and
showed that you understood the topic that we
have discussed.

Get ¼ sheet of paper of paper. Kindly read the

direction. Answers:
Directions: Write all conjunctions. Then identify
Quiz A.
them as either coordinating or correlative.

1. At the shore, you’ll see seagulls both on the

sand and in the water. 1.
2. Neither Luis nor I voted for the amendment. both/and(correlative)
3. Apparently Ron found nothing on the counter or
under the table.
4. Just as the days grow longer in springtime, so
2.
the nights grow longer in fall. Neither/nor(correlativ
5. Kris Scrooge was rich but not happy. e)
3.or (coordinating)
4.so(coordinating)
5.but(coordinating)

Direction: Underline the subordinating conjunction

in each sentence.

1. Although it was cold that morning, ken wore

Quiz B:
only a life jacket over his school clothes. 1.although
2. Please come to visit us if you’re ever in Korea. 2.if
3. After his stay on the Mir space station, the 3.After
astronaut headed back to Earth.
4. New England’s climate is cool and humid, 4.whereas
whereas the Southwest’s is hot and dry. 5.Since
5. Since Jane may be upset by our move, I’ll keep
her inside for now.
VI. Additional activities for Assignment
Application or Remediation Use these in a sentences.
1. neither-nor
2. and
3. as many-as
4. while
5. either-or

VII. REMARKS
VIII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson

D. No. of learner who

continue to require
remediation
E. Which of my
teaching strategies
work well? Why did
these work ?

F. What difficulties did

I encounter which my
principal or supervisor
can help me solve ?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with
other teachers?

PREPARED BY: CHECKED BY:

MARINEL D. QUINTO

(BSEDII-SET A) (TEACHER/INSTRUCTRESS)

A. Reviewing Previous Lesson
 1.Prayer • In The Name Of The
Class, before we start our new Father, And The Son, And
lesson for today please stand and The Holy Spirit, Amen
let us pray. …
2. Greetings
Good morning class!
• Good Morning Ma’am!
3. Classroom Management
Please arrange your chairs pick up
the mess on the floor and sit
properly. • The student will arrange
their chairs and pick all the
messes on the floor and they
will Sit Properly.
4. Checking of Attendance
Is everybody present?
 Yes/No Ma’am
5.Checking of Assignment.
Class, please pass your
assignment that I gave you
yesterday .  The class will pass their
Assignment.
Review
Last meeting, we discussed the
definition and one type of
conjunctions, which is the
subordinating conjunction
Can anyone recall the meaning
of conjunction? Yes, Annabelle.
 Conjunctions Are Words
Used As Joiners Or Linkers.
Correct. What are
subordinating conjunctions?
Kaye Anne jane  Subordinating Conjunctions
Connect Two Ideas With
One More Important The
Other.
Very good! Will you give some
examples of subordinating
conjunction  Example Of Subordinating
Conjunction Are Before,
After, Unless And Because.
  None Ma’am
Okay Very Good
Any questions about our last
topic?

B. Establishing a Purpose for the Here are the lesson objectives

lesson for today.

 Interpret the purpose of

conjunction
 Contrast coordinating and
correlative conjunction
 Compose a sentences using
different conjunction

C. Lesson Proper 1. Motivation

Who among you received an
award?  The students will raise their
hands

Will you tell me what your

award was for? Jane.
 I received a award for being
in the highest honor

That is good. How about you

Nathan?  I received an award for best in
arts when I was in 3rd year.

That is nice to hear.

I asked you that questions
because later we will read a
story about Kesz .

Are you excited to know his  Yes, we are.

story?

2. Developmental Activities

Today, we will learn about Two

types of conjunctions which is
coordinating and correlative
conjunction.

Again, what is our topic for  Our topic is all about

today? coordinating and correlative
 conjunctions.

We will read a story entitled”

Kesz, An inspiring story”.

Will you repeat the title of the

story Janevie.  The title of the story is”
Kesz, An inspiring story”.

Correct.

Class, I have here a simple

activity to test if you really
understood our last topic. I will
call five students to answer the
activity. The chosen students
will complete each sentence
using subordinating conjunction
from the parenthesis.

Is it clear?  Yes, it is

Complete each sentence

using subordinating
conjunction from the
parenthesis.

1. I visit the Grand

Canyon___ I go to Arizona
(Once, whenever,
wherever)
2. This is the place___ we
stayed last time we visited
(Where, when, how)
3. ___you win first place,
you will receive a price.
(wherever, If, unless)
4. You won’t pass the
test___ you study.(when,
If, unless)
5.I could not get a seat___
I came early. (as, though,
when)

Who wants to answer?  (The students will raise their

hands.)

( The teacher will choose five

students)

Read the direction first before

answering.

Begin.  Student answers

1. Whenever
2. Where
3.If
4.Unless
5.Though

Let us check if your answers are

correct. The answer in 1 is
whenever, 2- where, 3-If, 4-
Unless, 5- though.

All of your answers are correct.

3. Reading of Guide Questions

Before we read the story,
I want you to read the set of
questions which you will
answer later.

Guide Questions:
1. What award did Kesz
received? Why did he
receive an award?
2 . What was for the aim of
his foundation?
3. What is his dream for
children?

Will you read the first question,

Mike.

Ok.
Lyn read the second question.

Class, read the last question.

Alright.
Thank you.

4. Reading of the story

I will distribute copies of
the story. I want you to get and
pass. I will give you 5 minutes
to read.

(The teacher will distribute the  (The students will read the
copy of the story) story)

5. Comprehension Check Up
Let us answer the
Questions that I gave you
earlier.

Will you read and answer the

first question, Rose.

1.What award did Kesz

received? why did he receive an
award?
 Kesz received the
International children’s
peace. He received the
award in recognition of his
foundation for children’s
welfare.

Very good.
Christian, read and answer
number 2.

2. What was the aim of his  The aim of his foundation is

foundation? to help children who lives in
the street.

Correct.
Class, read the last question.

3. What is his dream for

children?
 His dream for children is to
What is your answer? Yes, Bea. advance in life without doing
anything wrong.

Right.
Class, remember that we
need to do acts of kindness.
Each one can do big things or
small things no matter how
young you are. You will never
know how an act of kindness
can impact another person’s
 life
D. Discussing New Concepts Discussion of the topic with the
students ‘participation.

In the story that you have read

a while ago, there are words
that are underlined and use in a
sentence.

Let us read the following

Sentences.

1.The cash award would be a

donated to his project for
children.
2. His first project was giving
away slippers, toys, clothes,
and candies.
3. The burn scars are still visible
on his arm today but the cause
of these scars has let him to be
a better and fulfilling life.

What are the underlined

words? Noe.
 The underlined words are
for, and , and but.
Class, those words are
coordinating conjunction. Let us
first define coordinating
conjunction. Read the
definition.

Coordinating conjunctions
join components of the
same type word to word,
phrase to phrase, and
clause to clause.

For you to easily recall the

different coordinating
conjunction that you can use
just remember the word
“FANBOYS”. Read the chart to
know what the FANBOYS
means.

FANBOYS stands for; for,

and, nor, but, or, yet, so.

Give me a sentence using one

coordinating conjunction.
  Pizza and burgers are my
favorite snacks.

Okay! Good. Give another

example.  My dog enjoys being
bathed but hates getting
nails trimmed.

Good.
Here are some sentences using
another kind of conjunction.
Read it class.

1. Kesz wants to give street

children not only slippers,
clothes, and toys but also hope.
2.He will donate his cash prize
both to his hygiene and health
projects.
3. As a child, he had neither
enough food nor decent
clothing.

What are the underlined

words?  The underlined words are
not only, but also ,both-and,
and neither-nor.

The underlined words are

correlative conjunctions. Class,
please read the definition of
correlative conjunction.

Correlative conjunction are

pairs and both are used in
different places in a
sentence.

There are many examples of

correlative conjunctions. Each
has its own partner. You cannot
interchange them. Read the
examples on the chart.

Examples of correlative
conjunction are: either-or,
only-but, also as many-as,
neither-nor, sooner-than,
as-as, both-and.
Give a sentence using
 correlative conjunctions.  Both my brother and my
father are lawyers.

Very good.
Give another example  There are as many curtain
as there as windows.

good!
E. Generalization 
What are the two types of
conjunction? Rico

Will you define coordinating

conjunction? Blythe.

Enumerate the seven

coordinating conjunction. Gema

Very good.
Define correlative conjunction.

Correct.
So class can you give an
example of correlative
conjunction