Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS Division of Bukidnon
Kibawe South District

DETAILED LESSON PLAN IN ENGLISH 8

(The process of systematically planning, developing, evaluating, and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Roman C. Villalon Memorial Colleges

School Grade Level Grade 8
Foundation Inc.
Teacher Jico Zedd G. Dela Pena Learning Area English
Teaching Dates &
Week 1 Day 4 Quarter Second
Time
I. Objectives
A. Content Standard: The learner demonstrates understanding of: East Asian literature as an art form
inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both literary
and expository texts; strategies in listening to long descriptive and narrative texts; value of literal and
figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.

B. Performance Standard: The learner transfers learning by composing and delivering a brief and
creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical
signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/Objectives:
A. use appropriate grammatical signals or expressions suitable to each pattern of idea development:
EN8G-IIa-9:
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect
 And others

B. familiarize the function of coordinating conjunction in sentences

C. use appropriate coordinating conjunction in sentences

II. Content:
Coordinating Conjunction
III. Learning Resources

A. References

1. Teacher’s/ Curriculum Guide Pages:180

 2. Learner’s Material’s Pages: 134-135

3. Textbook Pages:

4. Additional Materials from Learning Resource (LR) Portal:

B. Other Learning Resources

 https://grammar.yourdictionary.com/parts-of-speech/conjunctions/coordinating-conjunctions.html
 https://www.teach-this.com/parts-of-speech-activities-worksheets/conjunctions
 https://www.gingersoftware.com/content/grammar-rules/conjunctions/coordinating-conjunctions/
 https://owl.purdue.edu/owl/general_writing/punctuation/commas/index.html
 https://englishwsheets.com/coordinating%20conjuctions%20exercises%20worksheet.pdf

IV. Procedures

Teacher’s Activity Student’s Activity

A. Reviewing Previous Lesson Greetings

or Presenting the New Lesson
Good Morning, Class! Good Morning, Sir!

Dear Lord, We thank you for this

Let us all stand together and
Pearl lead the prayer. ”Bow our
heads”
day and the many blessings we
have received. We ask that you
would bless the work that we do
here and give us patience,
courage, and perseverance to
face whatever challenges may
come. Bless our teachers and
students with wisdom to learn
from each other. Amen

The teacher will write on the

board the sentences below and
explain comma usage along The students will listen
with conjunctions so that as attentively to the teacher
they practice, they'll begin to
understand the function of this
punctuation mark as well.
 Your cousin has an
easy, happy smile.
 I ate bacon, hotdogs,
scrambled eggs and
rice for breakfast.
The teacher will then ask the
students what are the
punctuations used in the
sentences, emphasizing

B. Establishing a Purpose for
the Lesson
commas.
The Bridge (2 minutes)
The teacher will show the The students will give varied
students a picture of a bridge
answers as to the purpose of a
and ask of its purpose, thus
explaining what is conjunction bridge
will be easier as they are the
little words that connect two
parts of a sentence together
(two independent clauses)
Remember:
 A comma is used before
the coordinating
conjunction only when it
connects two independent
clauses.
Example:
I wanted to go to the
movies, but Ravi preferred
to laze at home.
 When a coordinating
conjunction is used to join
two words/phrases, we do
not use a comma.
Example: I love to eat
Italian and Chinese

C. Presenting FANBOYS (5 minutes)

Examples/Instances of the The teacher will introduce: The students will familiarize
Lesson  Coordinating what is the purpose of a
conjunction- is a word coordinating conjunction
that connects words,
phrases, or sentences.
When a coordinating
conjunction joins
together two sentences,
the resulting sentence
is called a compound
sentence.
Then ask:
Are you familiar with the
FANBOYS?
Each of the above
coordinating conjunctions
has a specific function that
they serve when used in
sentences.
 But- It is generally used
to show a contrast

D. Discussing New Concepts
and Practicing New Skills #1
between two clauses.
Example: I like living in the
city but my brother prefers
living in the country.
 Or- Is used to suggest
an option or alternative
Example: Don’t tell John about
his birthday party or you’ll spoil
the surprise
 So-This word is used to
show the consequence
or result of something
Example: I’ve just eaten
dinner so, I’m not hungry.
 And- It is used when
two similar clauses or
points are made.
Example: The taxi stopped at
the train station and two men
got out of it.
 For- Is used to explain
the ‘why’ in a situation.
Example: She needs to be
home for her kids.
 Nor- It is used about
similar two items but in
the negative sense. It is
generally used after a
neither(-neither, -nor)
Example: She is neither tall nor
fat.
 Yet- Is used to show a
contrast in spite of
something.
Example: She regrets having
spoken to her friend like that,
yet, she hasn’t apologized.
Activity 1 (8 minutes)
The teacher will discuss the Students will attentively listen to
different coordinating the short discussion of the
conjunctions.
teacher.
In the following examples, the
coordinating conjunctions have
been italicized for easy
identification.
 You can eat your cake
with a spoon or fork.
 My dog enjoys being
bathed but hates
getting his nails
trimmed.
 Bill refuses to eat
peas, nor will he touch
carrots.
E. Discussing New Concepts
and Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
Which is which? (5 minutes)
The teacher will ask the
students to answer an
exercise.
Answers:
1. Would you rather have
cheese or bologna on your
sandwich?
2. His two favorite sports are
football and tennis.
3. I wanted to go to the
beach, but Mary refused.
4. I am allergic to cats, yet I
have three of them.
5. I am a vegetarian, so I don’t
eat any meat.
https://
www.gingersoftware.com/
content/grammar-rules/
conjunctions/coordinating-
conjunctions/
Match Me Up (15 minutes)
The teacher will divide the
class into pairs and facilitate
the FANBOYS match up game.
The students will answer the
exercise below:
Choose the best answer to
complete each sentence.
1. Would you rather have
cheese _____ bologna on your
sandwich?
A. For
B. Nor
C. Or
D. So
2. His two favorite sports are
football ______ tennis.
A. Or
B. And
C. Nor
D. For
3. I wanted to go to the beach,
_______ Mary refused.
A. But
B. Or
C. So
D. For
4. I am allergic to cats, ______ I
have three of them.
A. Or
B. For
C. Yet
D. So
5. I am a vegetarian, _______ I
don’t eat any meat.
A. So
B. Yet
C. Nor
D. But
Students will match sentence
halves together that contain
coordinating conjunctions. The
cards contain sentences that
use coordinating conjunctions,
but the sentences are in two
halves. The students' task is to
correctly match the sentence
halves together, according to
the coordinating conjunctions.
When the students have

G. Finding Practical
Applications of Concepts and
Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
https://www.teach-this.com/
parts-of-speech-activities-
worksheets/conjunctions
Now You Know (2 minutes)
The teacher will say:
Coordinating conjunctions are
the simplest of all the
conjunctions to recognize and
master. Knowing how they
work will improve the quality
and complexity of your writing.
Think, Think, Think (2
minutes)
The teacher will ask:
 What is the significance
of the coordinating
conjunctions in
sentences?
finished, the answers are
checked with the class by
having the students read out
each sentence. Pairs receive
one point for each correct
sentence. The pair with the
most points wins the game.
Afterwards, the pairs play a
game with the cards. The
students split the cards into
number cards and letter cards.
The cards are then shuffled and
spread out face down on the
desk in two separate sets. The
students then take it in turns to
turn over one card from each
set. If the two halves match, the
student keeps the two cards and
has another turn. If the two
halves don't match, the student
turns them back over, keeping
them in the same place. This
continues until all the cards
have been matched. The
student with the most cards at
the end of the game wins.
The students will share their
thoughts
The students will answer: One
of the important parts of speech
is Conjunction. Conjunction is
known as a joining word. It acts
as a bridge between two
sentences and helps them to
join together and complete the
 meaning of the sentence.

I. Evaluating Learning You Complete Me (20

minutes)
This time the teacher will
facilitate a board game for the
students:
The students are divided into
groups of three. Each group is
given a copy of the game
board, a dice and counters.
In this enjoyable activity,
students play a board game
where they complete sentences
that use the coordinating
conjunctions: and, but, for, nor,
or, so, yet.

The players take it in turns to

roll the dice and move their
counter along the board. When
a player lands on a square, the
player completes the sentence
in a way that demonstrates the
use of the coordinating
conjunction in the sentence.
The player then says the
sentence to the group for
confirmation. If the other
students agree that the
sentence is correct, the player
stays on the square. If not, the
player goes back to their
previous square (or you can
have the player miss a turn).
The first player to reach the
finish square wins the game.
https://www.teach-this.com/
parts-of-speech-activities-
worksheets/conjunctions

J. Additional Activities for Assignment:

Application or Remediation The students who need
In a ½ sheet of paper, Give at remediation will answer the
least 10 examples of worksheet
Coordinating Conjunction.

Know More
The teacher will this worksheet
in case of remediation

https://englishwsheets.com/
coordinating%20conjuctions
 %20exercises%20worksheet.pdf

V. REMARKS:

VI. 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 learners 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 innovations or localized materials did I
use/discover which I wish to share with other
teachers