JAMINDAN NATIONAL HIGH SCHOOL

School Grade Level 8

Student- JIREH NOEMI V. SOLEJON
Learning Area ENGLISH
Teacher
Dates
and March 13, 2024 Quarter 3rd
Time

I. OBJECTIVES
The learners demonstrate understanding of: Southeast Asian literature as mirror to a
A. Content Standard shared heritage; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for opinion-making, persuasion, and
emphasis.
The learner transfers learning by composing and delivering a persuasive speech based on
B. Performance Standard an informative essay featuring use of properly acknowledge information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features.
C. Learning Use appropriate cohesive devices in various types of speech;
Competencies/Objectives 1. infer coordinating conjunctions and subordinating conjunctions; and
2. detect coordinating conjunctions and subordinating conjunctions in a given
sentences.
II. CONTENT Cohesive Devices in Various Types of Speech
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Quarter 3 – Module 5: Using Cohesive Devices
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Power Point Presentation, pictures, laptop, television, and visual presentations.
Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
The student-teacher will ask the students,
A. Reviewing previous “What was our lesson yesterday?” “Cohesive Devices”
lesson or presenting the new “Can you give me more examples of cohesive “And, but, therefore, and etc.”
lesson devices?”

Activity 1:
1.

B. Establishing a new
purpose for the lesson
AND
BUT
THEREFORE

C. Presenting Present the objectives of the lesson.

examples/instances of the
new lesson At the end of the session, students are expected to:
1. use appropriate cohesive devices in various
types of speech;
2. differentiate coordinating conjunctions and
subordinating conjunctions; and
 3. detect coordinating conjunctions and
subordinating conjunctions in a given
sentences.

The student-teacher will present the concept and

difference of coordinating conjunctions and
subordinating conjunctions.

“Coordinating Conjunctions, these conjunctions

connect words, phrases, and clauses of equal
value. Clauses or equal value are called
independent clauses and can stand on their own
as separate sentence.”
“Examples are for,and, nor, but, or, yet, so,
because, that, as, and since.”

“Meanwhile, subordinating conjunctions. The

D. Discussing new concepts
clause beginning with the subordinating
and practicing new skills #1
conjunction is always the subordinate clause,
which depends on the main clause and cannot
exist without it.”
“Examples of subordinating conjuctions are:
{Before, after, until/till, when, as soon as,
whenever, while} Expresses time
{Unless, if, even if, in case, providing}
Expresses Condition
{Although, even though, whereas} Expresses
contrast or concession”

The student- teacher will perform formative

assessment.
“Can anyone give me example of a sentence
that has a coordinating conjunction?” Answers may vary.
“How about subordinating conjunctions?” Answers may vary.

E. Discussing new concepts Activity 2: Of Course, I am

and practicing new skills #2
Directions: Construct at least one sentence that
contains either coordinating conjunctions or
subordinating conjunctions in it. Bear in mind
that if you answer, use the trend, “Of course I Answers may vary.
am (NAME OF SECTION) I know how to use
coordinating/subordinating conjunctions like
this… (EXAMPLE)

F. Developing mastery
Activity 3: LABEL UP
Directions: Write your own sentences on the
board using the given transitional words. Label
each sentence what particular conjunction does it
signify.
Example:

AND I used to love reading and

watching movies every noon. Coordinating
Conjunction
 BUT/YET EVEN IF/UNLESS

ALTHOUGH/THOUGH OR/NOR

The Student-Teacher will let the students write

G. Finding practical
one (1) paragraph essay consists of minimum of
applications of concepts and
five (5) sentences that uses cohesive devices at
skills in daily living
the end of the module.

The Student-Teacher will perform abstractions

and will review lesson that has been discussed.
Questions to be asked:
1. What is the difference between coordinating “Coordinating Conjunctions, these
conjunctions and subordinating conjunctions connect words, phrases,
conjunctions? and clauses of equal value. Clauses or
equal value are called independent
clauses and can stand on their own as
separate sentence.”

“On the other hand, subordinating

H. Making generalizations
and abstraction about the
lesson
conjunctions. The clause beginning with
the subordinating conjunction is always
the subordinate clause, which depends
on the main clause and cannot exist
without it.”
2. What are examples of coordinating and Examples for coordinating
subordinating conjunctions? conjuctions are for,and, nor, but, or,
yet, so, because, that, as, and since.
Meanwhile examples on
subordinating conjuctions are
{Before, after, until/till, when, as
soon as, whenever, while}
Expresses time
{Unless, if, even if, in case,
providing} Expresses Condition
{Although, even though, whereas}
Expresses contrast or concession”

3. Are these conjunctions, cohesive devices or

not? How do you say so? Answers may vary.

I. Evaluating learning
Assessement 1: Let`s answer these!

Test A: Complete the sentence with correct

conjunction:

(And) ( because) (But) ( so) (for) (or)

Because
1. I believe you, ___ you have never lied to me
before. And
2. Green is made up of yellow ____blue. Or
3. Is that a cat ____tiger? So
4. It didn't move ____ she pushed harder. Because
5. He works very hard ,___he wants tp retire
 sooner.

Test B:Direction: Use the conjunctions above to

complete sentences below.
[After] [ as If] [ before] [ than] [ since] [ when]
[ although ] [ unless ] [where] [as] [while]
[ though]
[because] [if] [until] [whenever]

1. Mummy does not stop worrying_____ we Until

return home.
2. Marisa arrived at school_____ the bell was Before/After
rung.
3. Kareem left the party____ the guest of honour Before
arrived.
4. ______you do not understand what is taught, If
you ask questions.
5. We went to the pool______ it was a hot day. Whenever/because

Activity 4: Rate Me!

Directions: Rate your understanding about our
lesson this day. Let`s determine if we can proceed
with the next topic tomorrow or we should retain to
the same lesson we have today. Raise,
Answers may vary.
5-If you grasp our lesson well.
4-If you still few questions to asked.
J. Additional activities for 3-If you have lots of questions in your head,
application or remediation still.
1-If you did not grasp the lesson and you
need remediation.

Prepared by:
Jireh Noemi V. Solejon
Student-Teacher