School CALANGO ELEMENTARY SCHOOL Grade Level VI

GRADE 6
Teacher JANESSA E. PATRIMONIO Learning Area ENGLISH
DAILY LESSON LOG
Teaching Date and Time Quarter 4

I. OBJECTIVES
A. Content Standards Demonstrates command of the conventions of standard English grammar and usage when writing or speaking

B. Performance Standards Speaks and writes using good command of the conventions of standard English

C. Learning Competencies/ Knowledge: Identify the different coordinating conjunctions and its usage.
Objectives Skill: Compose sentences using appropriate coordinating conjunctions.
Write the LC code for each. Attitude: Show cooperation during class discussion.
II. CONTENT/TOPIC Compound Sentences
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages English CG for Grade 6 -
EN6SS-IVa-1.8
2. Learner’s Materials pages
3. Textbook pages Essentials in English 6 pp. 318-320

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Pictures
Smart TV, laptop, power point presentation, charts, word strips
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Review:
Ask: What do you call the kind of sentence that contains a single independent clause? (Simple Sentence)
(Let the children do the activity below.)

B. Establishing a purpose for the Let the children re-arrange the group of words to form sentences.
lesson/Motivation/Motive
Questions 1. was sold out, a movie on TV. so we watched  The cinema 

2. The yet he refused was really bad,  to see a doctor.

pain 
3. until next month? or should they wait  the test now, Should they take

C. Presenting examples/instances of The teacher will present the following sentences.

the new lesson Say: These are the sentences you arranged a while ago.
1. The cinema was sold out, so we watched a movie on TV.
2. The pain was really bad, yet he refused to see a doctor.
3. Should they take the test now, or should they wait until next month?

The teacher will present another sentence.

Integration of Mathematics/Numeracy
Mr. Tan is computing his monthly electric consumption, for he wants to know how many kilowatt-hours he consumed.
In connection to the integration of Math, the teacher will ask what is the formula in getting the amount of electricity consumed for a particular month.
The teacher will also give a simple exercise about electric meter reading.
 Going back to the lesson:
Mr. Tan is computing his monthly electric consumption, for he wants to know how many kilowatt-hours he consumed.
Ask: How many simple sentences can we get from presented sentence?
(Let the children identify the 2 simple sentences.)

D. Discussing new concepts and

practicing new skills #1 Discuss: Independent Clause Independent Clause

Mr. Tan is computing his monthly electric consumption, for he wants to know how many kilowatt-hours he consumed.

This clause could stand alone as a sentence. This clause could stand alone as a sentence.

A compound sentence has at least two independent clauses that have related ideas.

Examples: (Integration of DRRM)

1. Clarisse washed her hands properly, and she also used alcohol.
2. The girls were excited to enter the mall, but they were not allowed to get inside.
3. There are volcanic activities in Taal Volcano, so the residents evacuated.
4. We should listen to weather updates, for a typhoon is coming.

The teacher will let the pupils identify the independent clauses found in each sentence.
Ask:
What have you observed in the sentences? There are words used to connect the 2 independent clauses

E. Discussing new concepts and The teacher will show a short video about the different coordinating conjunctions.
practicing new skills #2
Coordinating Conjunctions - connect or join two or more sentences, main clauses, words, or other parts of speech of equal rank.
It is easier to remember the coordinating conjunctions, if you think of the word FANBOYS.
 A. Choose the appropriate conjunction to complete the following sentences.
1. I want to go to see a movie, (but, and) I am not feeling well.
2. Martha loves cats, (yet, nor) she does not want one living in their house.
3. She is cooking chicken, potatoes, corn, (and, or) carrot.
4. We won't be able to visit our friends, (and, nor) will they be able to visit us this summer.

F. Developing mastery (leads to

Formative Assessment 3) Activity Time!
A dice containing the different coordinating conjunctions written on each side will be shown to the class. The teacher will call someone to roll
the dice. Whatever coordinating conjunction will be chosen, the pupils will have to make a compound sentence using the coordinating
conjunction.

G. Finding practical applications of

concepts and skills in daily living Group Activity:

Group A- Underline the two independent clauses in each sentence and encircle the coordinating conjunction used.

  1. The steak was perfect, but the dessert was too sweet.
2. He couldn't go home, for he had no place to go.
  3. I took a taxi, and she drove home.
4. She had to go, so she called a friend to drive her.
5. He didn't want help, nor did she offer it.

Group B- Read and understand the selection. Choose the letter of the correct conjunction that will complete each sentence.
 1. Thomas will be late to work, _____ he has a dental appointment.
A. but B. or C. for D. nor
2. Jennifer does not like to swim, ____ does she enjoy cycling.
A. and B. or C. but D. nor
3. Jackson wanted to eat another piece of cake, ____ he won a diet.
A. for B. but C. yet D. so 
4. He was absent yesterday _____ he passed the quiz today.
A. But B. or C. and D. so
5. You come with us _____ you stay behind.
A. Or C. but C. and D. for

Group C- Combine the following independent clauses to form compound sentences. Use appropriate coordinating conjunction.

 
` 1. The teacher asked Farrah a question. She failed to answer it correctly.
2. Chris distributed the handbook. He explained the contents to the people.
3. Boyet talks arrogantly. The teachers did not like it.
4. I planted six seedlings. Nothing grew.
5. Edna’s father goes fishing. Mother keeps the house.

Group D- Create 5 compound sentences using different coordinating conjunctions.

Before letting the children do the group activity, let them recall the rules they need to follow in order to have a positive behavior towards the whole activity period.

H. Making generalizations and Ask:

abstractions about the lesson 1. What are compound sentences?
2. How are we going to connect compound sentences?
Call few learners to give examples.
I. Evaluating learning
A. Choose the correct coordinating conjunction for the following sentences.

1. Celia wants to pass all her subjects (so, for, and) she studies diligently.
2. Teenagers love outings so much (so, for, or) they should know how to take care of themselves.
3. Marites will not join the school fair (but, and, nor) she will participate in the games.
4. You leave the house early (but, or, for) you will be late for school.
5. You stay home to finish your work (and, but, or) you come with us

B. Make the following sentences into one compound sentence using coordinating conjunctions and commas.
1. Bill loves hiking and camping. Bill loves canoeing best.
2. Relaxation can be difficult to learn. Some people do seek help.
3. Teachers don't like it when you read while they are trying to teach. Teachers especially don't like it when you talk while they are trying to teach.
4. Hunter likes heavy metal music. Hunter enjoys hip-hop tunes also.
5. The governor decided to pardon the criminal. The criminal had not been proven guilty.
J. Additional activities for
application or remediation Compose 5 compound sentences using appropriate coordinating conjunctions. Write it in your notebook.

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 worked 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:

JANESSA E. PATRIMONIO