Republic of the Philippines

Department of Education
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN – Q4. Module 2 (Day 1-4)

(DepEd Order 42, s 2016)

Teachers’ Name: Marianne Aurora J. Tima-an Quarter: 4

Subject and Grade Level: English 6 Week: 2

Most General Objective: Compose Clear and Coherent Sentences Using Conjunctions
Essential Specific Objectives:
Learning A. Knowledge: Identify the kinds and uses of conjunctions in sentences.
Competency B. Psychomotor: Write clear and coherent sentences using appropriate
- (MELC)
conjunctions.
C. Affective: Relate the value of open and constant communication to sustain
family connections

Content Clear and Coherent Sentences Using Conjunctions

Learning English 6 Enhanced Module- Quarter 4- Module 2
Resources
Procedures

(5 A. Preparation
mins./session)
● Opening Prayer.

● Setting the classroom environment (arranging the chairs, checking if the

classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New Normal
classroom rules.
● Checking of attendance.

● Stating the objectives of the lesson.

(10
mins./session) ● Activating Prior Knowledge:

B. Presentation: Let the pupils

look and analyze the picture.
What is the importance of
communication in a
family?
 Ask:
Who are the people in the picture?
What are they doing?
Based on the picture, what does it show?

Have a short discussion as motivation on what the pupils will reflect after answering the
above questions orally.

Allow the pupils reflect on the value of constant and open communication in the family.

 In the family, being the basic unit of the society, communication is very essential. In
today’s digital era where children including parents get hooked to gadgets have
somehow limited or deprived the family from talking and spending some quality time.
 Constant and open communication helps the family sustain its healthy relationship.
Thus, we really need to connect with our parents, children and siblings.

1. Drills/Activity:
Let the pupils read the given sentences.
 You will not have a happy family unless you spend time to bond and communicate.
 I want to let my parents feel that I value them, so I give them my time and love
 Some families have been broken because of lack of communication.
 Her parents are very proud for she graduated college with distinction.

Motive Question:
1. What do you think are these underlined words?
2. How are they used in the sentences?

Conjunction is a word that connects or joins words, phrases and clauses together in
a sentence. Conjunctions are used to coordinate words in a sentence.
Three types of conjunction are:
1. Coordinating
2. Subordinating
3. Correlative

2. Analysis: Probing Questions/ Guide Questions

1. What is the use of conjunction in a sentence?
2. What are the types of conjunctions?
(15 mins./day)
Note: (Teacher may ask additional questions depending in students’ responses.)

C. Lesson Proper
Coordinate conjunctions connect words, phrases, and independent clauses.
Remember the acronym FANBOYS,
 F– for,
A– and,
N– nor,
B– but,
O– or,
Y– yet,
S -- so.

These words, phrases, or word groups should be equal or similar.

Words:
pollution and waste simple but elegant
Phrases:
quite expensive yet long lasting in the bedroom or in the swimming pool
Sentence:
Coal maybe cheap, but the environment costs are high.
Avoid wasting clean water, for it might become a luxury in the future.

Guidelines for using Coordinate conjunction:

1. A comma is placed before a coordinate conjunction when the conjunction connects two
independent clauses. A clause consists of subject and a verb.
There are two kinds of clauses….
A. Independent/Main Clause
 expresses a complete thought
 can stand alone
B. Dependent Clause
 has incomplete thought
 cannot stand alone as a sentence
Example: that mom uses
See how independent clauses are combined with a coordinate conjunction

Mom uses cloth towels, so she washes them often.

Disposable utensils are handy, yet we do avoid using them.
2. A comma is not use when using a coordinate conjunction to connect two objects.
However, if more than two objects are connected, a comma is placed before the
coordinating conjunction.
I use soap or detergent for laundry.
We must avoid disposable cups, plates, or cutlery.
3. Use:
for to show reason or purpose;
We buy purified water, for we don’t drink tap water.
and to add similar items or ideas;
I love fruit juice and shake.
norto connect non- contrasting negative ideas;
Neither the girls nor the boys drink soda.
butto join contrasting ideas or exceptions;
The manager is strict but friendly.
or to join alternative ideas or items;
The lightning or the thunder
yet to show a contrast;
So near yet so far
so to show a result or consequence;
Boil the tap water, so it will be safer to drink

Subordinate conjunctions are words or phrases that are used to connect dependent clause
to the main clause or independent clause. It provide necessary transition between two ideas in
a sentence. This transition signals time, place, condition, reason, comparison, or cause-effect
relationship.

You will get the prize if you deserve it.

main clause subordinate dependent clause

conjunction

Below is the list of common subordinate conjunctions:

The subordinate conjunctions have the following uses;

1. To express reason: as, because, in order that, since, so that
 The streets are flooded because it rained whole day.
 Open the window so that you can have fresh air.
2. To show concession and comparison: although, as, even though, just as, though,
whereas, while
 Open the window though it is raining.
 Keep the windows open while the sun is hot.
3. To express condition: even if, if, in case, provided that, unless
 Keep the windows open if it rains.
 Keep the widows open provided that the rain doesn’t enter the room.
4. To denote time: after, as soon as, as long as, before, once, till, until, when,
whenever, while
 Keep the windows open as long as the sun shines.
 Close the windows before the night creeps in.
5. To denote place: where, wherever
 I set where there is fresh air.
 I will go wherever the weather the weather is fine.

Correlative conjunction these conjunction work in pair to join words or phrases that carry
equal importance in a sentence. When writing sentences with correlative conjunctions, make
sure the two elements being joined are balanced. For example, if a noun follows the first
conjunction, then a noun needs to follow the second conjunction as well. Watch for subject-
verb agreement, when connecting two subjects, the second subject must agree with the verb.
Below are the list of correlative conjunctions and its use:
1. both…and ------ two options are possible
 Both the office and the library are open.
2. not only… but…also ----- creates emphasis
 Filipinos are not only courteous, but they are also religious.
3. either…or ------ choice between two alternatives
 I can either bake cookies or buy a cake.
 4. neither… nor ------ makes two negative statements
 Mark is neither a singer nor an actor.
5. whether… or ------ presents two possibilities
 Mail is delivered whether it rains or snow.

D. Problem/ Application (Individual Activity)

Exercise A
Directions: Choose a coordinating conjunction from the box to complete these sentences.

and but or so

1. I went to bed very late I am tired today.

2. I listened to the weather forecast put an umbrella in my bag.

3. I enjoy playing hockey it’s not my favorite sport.

4. We could go to the park to the cinema.

Exercise B
Directions: Choose a subordinating conjunction from the box to complete these sentences.

although because so that even if whenever

1. My dad has fixed my bike I can take it to the park.

2. My brother is grumpy he has got to do his homework.

3. I will always support my local team, they always lose!

(10 4. He goes abroad on holiday, ____________________ he doesn’t like flying.

mins./session)
Exercise C
Directions: Choose a pair of correlative conjunctions from the box to complete these

sentences.

1. I’m not sure I’m going to the match

2. My mum is a brilliant doctor, she is a

great runner too.

3. The weather is forecast to be hot

humid.

4. We are having pasta curry for

dinner.

Exercise D
Directions: Choose the correct type of conjunction from the box to complete these sentences.

Coordinating Conjunctions

and but or so

Subordinating Conjunctions

even
although becaus so that even if wheneve before until
though
e r

Correlative Conjunctions
whether/or either/or both/and not only/but

1. I went to bed very late I am tired today.

2. My dad has fixed my bike I can take it to the park.

3. We are having pasta curry for

dinner

4. I listened to the weather forecast put an umbrella in my bag.

5. I will always support my local team, they always lose!

6. The weather is forecast to be hot

humid.

7. My brother is grumpy he has got to do his homework.

8. He goes abroad on holiday, he doesn’t like flying.

9. My mum is a brilliant doctor, she is a

great runner too.
10. I enjoy playing hockey it’s not my favorite sport.

11. We could go to the park to the cinema.

12. I’m not sure I’m going to the match

Exercise E
Directions: Use a coordinating conjunction to rewrite these pairs of sentences as one
sentence.

1. We enjoy watching films. We enjoy going bowling.

2. He wants to win the race. He is running more slowly than the others.

3. My mum loves cake. I am going to bake a cake for her birthday.

Directions: Use a subordinating conjunction to rewrite these pairs of sentences.

 4. My hands are freezing cold. I forgot to bring my gloves today.

5. My mum takes me to the match every week. She doesn’t like football.

6. I take the dog for a walk every day. Sometimes it is raining.

Directions: Use a pair of correlative conjunctions to rewrite these pairs of sentences.

7. I like carrots. I like asparagus.

8. I don’t know if it’s going to be sunny. I don’t know if it’s going to be raining.

9. She is the regional champion. She is also the national champion.

E. Generalization/Abstraction

1. What are the kinds of conjunctions?

2. When do we use coordinate, subordinate, correlative conjunction?
3. Conjunctions are word connectors. There are three kinds of conjunctions namely;
coordinate conjunctions, subordinate conjunctions and correlative conjunctions.

Coordinate conjunctions are used to connect dependent clause to the main clause or
independent clause. It provides necessary transition between two ideas in a sentence. This
transition signals time, place, condition, reason, comparison, or cause-effect relationship.

Subordinate conjunctions are words or phrases that are used to connect dependent clause to
the main clause or independent clause. It provides necessary transition between two ideas in a
sentence.

Correlative conjunction these conjunction work in pair to join words or phrases that carry equal
(5
mins./session)
importance in a sentence. When writing sentences with correlative conjunctions, make sure the
two elements being joined are balanced.

F. Evaluation (Individual Activity)

Exercise A
Directions: Choose a conjunction below to join each pair of sentences. Write your sentence on
a separate sheet of paper.

(10 before if so
mins./session) because but and

1. Whales look like fish (and, if) they swim like most fishes do.
2. We save water (but, so) we’ll survive in the coming years.
3. Help save these endangered animals (before, so) they totally disappear.
According to many, (before, if) we help save the environment we save ourselves.

Exercise B
Directions: Pick out the conjunction that best completes each sentence. Write your answer on
your answer sheet.
1. Ryan forgot his backpack at school, _______he couldn’t do his homework.
a. and b. so c. but d. or
2. This is the village _______ I lived in my childhood.
a. when b. and c. yet d. where
3. My father _____ I are going fishing this afternoon.
a. because b. and c. if d. unless
4. _______ Kyla’s final test is on Monday, she needs to review her lessons.
a. once b. but c. since d. though

Exercise C
Directions: Choose the correct conjunction inside the parenthesis to
complete the sentence. Write your answer on a separate sheet of paper.
1. The house was a mess (and, or, after, but) the crazy party we had last night.
2. You can have (either, not only, such, neither) chocolate (or, but also, that, nor) vanilla
ice cream.
3. I was on time (so, but, for, because) everyone else was late.
4. Our trip to the museum was interesting (but, for, yet, unless) there were several new
artifacts on display.

Exercise D
Directions: Name the type of conjunctions used in each of these sentences. Write your
answers in the boxes.

1. She said she was going to come, although I don’t think she was that keen.

2. He was chosen to represent the school because he was the most talented swimmer.

3. We are going to go to either Spain or Portugal next year.

4. She had walked all the way to school before realizing that she was wearing odd socks.

5. He always seemed so confident, yet he was actually quite shy.

 6. Our neighbors are not quiet, nor are they particularly friendly.

Exercise E
Directions: Use the following conjunctions to form a new sentence.

1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________

G. Closing

Conjunctions are word connectors. They make long and many sentences short and simple.

“The most beautiful thing in the world is precisely, the conjunction of learning and inspiration,
the passion for research and the joy of discovery.”
-Wanda Landouska

Remarks Note: The teacher will write the remarks in a daily basis.
Day 1:

Day 2:

Day 3:

Day 4:

Day 5:

Reflection (Sample: Out of 45 learners, only 15 learners were able to get the passing mark of the Evaluation part of
the lesson.)