DAILY School
LESSON Teacher
PLAN Teaching Date
I.
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Learning Objectives
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. LR Portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Grade Level
Learning Area ENGLISH 5
Quarter 2nd
and Time
The learner demonstrates command of the conventions of standard English grammar and usage
when writing or speaking.
Uses strategies to decode correctly the meaning of words in isolation and in context  reads with
sufficient accuracy and fluency to support comprehension
- Compose clear and coherent sentences using appropriate grammatical structure:
coordinating conjunctions
(ENG5G-Ia-3.3)
K- Identify when to use each kind of coordinating conjunction.
S- Compose clear sentences using appropriate coordinating conjunctions.
A- Appreciate understanding of coordinating conjunctions by creating own sentences.
Observe good working habits.
V- Work harmoniously with the group.
EN6G-Ic-3.2 / N6A-Ic-16 / EN6A-Ic-17/ EN6A-Ic-18 , ppt,
Answer sheets, manila paper, pentel pen
Internet/LRMDS
Ppt, laptop, picture, cartolina, manila paper
Preparatory Activity- Classroom Rules
Listen to instructions and discussions
Enter and exit prepared
Always try your best
Respect yourself and others
No excuses
A. DRILL/PRETEST: Leaning Strategy: Think- Pair- Share
Task 1: Rumble Jumble
Directions: Rearrange the following sets of letters to form a familiar word that are
commonly used in a sentence.
1. O F R -
2. R O -
3. T Y E -
4. N A D -
5. T B U-
6. S O -
B. REVIEW: Learning Strategy: Inquiry-based Learning
Call somebody from the class to read and identify the correct simple perfect tense of the
verb inside the parenthesis in each number.
1.She (has folded, have folded) the paper.
2.He (has jumped, have jumped) the bush.
3.You (has cleaned, have cleaned) the TV five times.
4. They (has played, have played) soccer for two hours.
5. Brenda (has ridden, have ridden) horses since she was a child.
 C. MOTIVATION: Learning Strategy: Gamification

Let the learners play the game ‘’ Who wants to have plus points’’.

ICT integration

B. Establishing a purpose for Leaning Strategy: Inquiry-based Learning

the lesson
1. How did you find the game? Was it fun?
2. Who can recall the answers you chose from the game?
3. What do you call those words? And what is it purpose
C. Presenting Learning Strategy: Cooperative Learning
examples/instances of the
new lesson Say: Now, read the short story below about Sajid and Zarinah.

HOTS Questions:
Ask: Do you like the story? Let’s check if you understand the story as much as you
like it.
Answer the following questions orally.
1. How do Sajid, Zarinah, and their friends usually spend the weekends?
2. How do they spend an afternoon at the beach?

How are the words and phrases in the story connected? What do you call the italicized
and highlighted words?

Say: Yes, you are correct! These words are called conjunctions.
Subject Integration: AP and ESP
D. Discussing new concepts
and practicing new skills #1
In English grammar, the
simple future is a form of
the verb that refers
tohhhshshs
 Month

Engage the class on a thorough discussion about coordinating conjunctions and its
usage. Say:

A conjunction is a word that connects two or more words or group of words. And, but,
and or are common conjunctions called coordinating conjunctions. Look at how they
work in these examples.

Do the conjunctions and, but, and or connect ideas which are closely related? That is
why these are called coordinating conjunctions.

Here are more examples. Find out how these conjunctions combine two clauses or
sentences into a compound sentence.

What two sentences are combined in each sentence? These are actually two sentences.
They are called independent clauses because each of them has subject and predicate.

A comma (,) is usually used before the conjunction in long sentences.

Here are other coordinating conjunctions aside from and, but, and or. Study the chart
below.
Conjunction Use Sample Sentence
For shows reason or purpose The pupils focused on
their project for they had
to beat the deadline
Nor connects non-contrasting They did not see a movie
negative ideas nor watched a TV show
Yet shows contrast or The pupils were given
exception enough time to work on
their project, yet they
failed to finish it.
So shows a result or Kyle presented his report
consequence logically, so he got a high
grade.

E. Making generalizations To easily remember the coordinating conjunctions, just take note of the acronym,
and abstractions about the FANBOYS which stands for For, And, Nor, But, Or, Yet, So.
lesson

F. Discussing new concepts Learning Strategy- Collaborative Learning

and practicing new skills #2
A. Group Activity
Always remember this!
Give thoughtful feedback.

G. Finding practical
applications of concepts and
skills in daily living
V. Evaluation
VI. Assignment
Respect others.
On task, all the time.
Use soft voices.
Participate Actively.
Stay with your group.
Group I- Name Me!
The learners will write what FANBOYS stands for.
Group 2- Pick-a- Boo
The learners will underline the correct coordinating conjunction appropriate to be used in each
sentence.
Group 3- Make me!
The learners will compose clear and coherent sentences using the appropriate coordinating
conjunction.
After the activity, each group will choose a representative to present their work in front of the
class.
Let the learners read the sentence below. And let them identify the coordinating conjunction
used.
1. Global warming causes climate change, which poses a serious threat to life on Earth
in forms of widespread flooding and extreme weather, so we need to take care of our
mother Earth to prevent it.
2. Julia bakes 243 cupcakes but her younger brother takes 12 pieces of it. How many
are left for Julia?
3. Eating the right kinds of food is good, and it can make us healthy too.
Subject Integration: Science, Mathematics, Health,
Leaning Strategy: Metacognition
Directions: Complete each sentence by writing the correct conjunction in the blank.
Choose from the list of coordinating conjunctions inside the box.
for and nor
but or yet so
1. She did not study ______ she failed the test.
2. He was supposed to study ________ he played games instead.
3. Should we go by bus __________ take the jeepney?
4. Ben can’t speak Japanese ___________ he can speak Chinese.
5. My pet cat is cold and hungry ________ it didn’t come back home last night.
Directions: Write a compound sentence using the coordinating conjunction listed in
each number.
Example: so
Answer: The child lives near the school so she always walks to school.
1. and
________________________________________________________________
2. but
________________________________________________________________
3. yet
________________________________________________________________
4. or
________________________________________________________________
5. for
 _______________________________________________________________
Philosophy in Teaching:
Reflection:
I believe that it is my calling to share my knowledge and wisdom to my pupils, to nurture their
young minds. I also believe that every child has his/her own unique strengths, and I should focus
on bringing the best out of them.