School Tribal Filipino School of Datalfitak Grade 6

LESSON Level
PLAN Teacher Jay A. Villasor Learning English
Area
Teaching Date and Time June 13, 2022 Quarter 4th

I. OBJECTIVES
A. Grade Level The learner listens critically; communicates feelings and ideas orally and in writing with a high
Standards level of proficiency; and reads various text types materials to serve learning needs in meeting a
wide range of life’s purposes.
B. Learning The learner is expected to:
Competencies or a. Identify the types of coordinating conjunctions;
Objectives b. Appreciate the use of coordinating conjunctions by connecting one thought to
another in a sentence; and
c. Compose sentences with appropriate coordinating conjunctions.

C. Most Essential  Compose clear and coherent sentences using appropriate grammatical
Learning structures using coordinating conjunctions. EN6G-Ig-4.4.1
Competencies
(MELC)
(If available, write the
indicated MELC)
II. CONTENT
A. Topic: Coordinating Conjunctions
B. Reference: - English-Grade 6: Alternative Delivery Mode Q4-Module
4, Compose Clear and Coherent Sentences Using Conjunctions Page 1-7
- https://myenglishmatters.com/2018/03/08/fanboys-bunch-inspirational-quotes/

a. Learner’s Material
Pages English Quarter 4 (pages 1-7)
b. Additional Materials
from Learning LAPTOP, ACTIVITY SHEET, VISUAL AIDS
Resources
C. List of Learning Resources
for Development and laptop, ball pen, Learning Activity Sheet (LAS) and paper
Engagement Activities
D. Concepts Compose clear and coherent sentences using appropriate grammatical
structures using coordinating conjunctions.
E. Skills oral reading, communication, collaboration, critical thinking, technological skills
F. Values importance of coordinating conjunctions in composing a clear and coherent sentences.
Indicators
III. PROCEDURES
a. Prayer
A. Preliminary Activities b. Checking of Attendance
c. Greetings!
d. Classroom rules
e. Review:
Answer the following questions.
1. Who could still remember what is conjunction?
 2. Give me examples of conjunctions that you could remember.

B. Presentation of At the end of the lesson, you are expected to:

Learning Objectives a. Identify the types of coordinating conjunctions;
b. Appreciate the use of coordinating conjunctions by connecting
one thought to another in a sentence; and
c. Compose sentences with appropriate coordinating conjunctions.
Arrange the puzzle and explain to the class what each photo represents.
C. Motivation Objective 3

___Bridge___________ _____Zipper_________ ______Nails__________

Questions:
1. What do you think is the function of a bridge, of a nail and a zipper?
2. So what makes them in common?
D. Presentation of the  Conjunctions, they can connect smaller parts of writing, such as words
Lesson Objective 4
and phrases. Three types of Conjunctions:
1. Coordinating Conjunctions
2. Subordinating Conjunctions
3. Correlative Conjunctions

E. Development of the  Coordinating Conjunctions used to connect two or more simple sentences Objective 7
Lesson or clauses of equal rank or kind. Write a comma before the coordinating
conjunction when it joins two independent clauses. The acronym
F.A.N.B.O.Y.S. will help you remember the examples of coordinating
conjunctions.

Below are examples of coordinating conjunctions:

 for is used to show a cause; explains a reason
examples: Let’s forget about the past, for today is a new day.
I didn’t attend the meeting, for I was busy with my chores.

 and is used to add idea, it can be used to join two nouns, two verbs, two
adjectives, two phrases or two independent clauses.
Examples: You should call Denver and Michael to join the party.
Eating candies and chewing gums are not allowed during class
hours.
 nor is used to distinguish between negative clauses
examples: He doesn’t know me, nor does he know my sister.
My friend doesn’t like to study, nor does she take notes in class.
 but is used to contrast ideas
 examples: Father bought potatoes, but he forgot to buy garlic.
I reviewed the lessons in Math, but still I failed in our exam.
 or is used to show choices or options
examples: Does she know you or Lorna?
Do you prefer to go to bed early or stay up late?
 yet is used to contrast ideas
examples: They have listened to the weather forecast, yet they went
fishing.
I always bring home my paper works, yet I never seem to turn a
single page.
 so is used to show a result or effect
examples: The grocery store was closed, so we decided to go home.
The dog was barking loud, so I shouted for help.
Activity Activity 1.
A. Use the conjunctions inside the box to combine the sentences into one Objective 3
meaningful sentence. Take note of the correct punctuation marks that go with
certain coordinating conjunctions.
Example: Isaac is a good boy. He is also a loving child.
Answer: Isaac is a good boy and a loving child.

for nor or so

and but yet

1. Karen and Princess are classmates. They are neighbors, too.

2. They both go to school early. Karen goes home late in the afternoon.
3. Karen loves to play in school after class. She would invite Princess to play with
her.
4. Princess is sometimes tempted to play. She controls herself.
5. She does not allow herself to stay late in school. She goes home late.

Activity 2.
Identify the correct conjunction inside the parenthesis. Write the correct
conjunction on your answer sheet and punctuate your sentences correctly.

(and, but) 1. One night, my brother, _____I went to our barangay plaza.
(and, but) 2. We would be watching the fireworks display, _____ the concert.
(so, but) 3. When we arrived there, there were already many people waiting,
_____the program has not started yet.
(or, for) 4. I asked my brother if he wanted to go with me to buy candies,
_____he would just stay and wait for me.
(so, but) 5. He decided to stay, ______I went alone.

Analysis
1. What do you call those words that connect two or more simple sentences or Objective 7

clauses of equal rank or kind?

  Coordinating Conjunctions

2. What is the use of coordinating conjunctions?

 The use of coordinating conjunctions is to connect two or more simple
sentences or clauses.

3. Give examples of coordinating conjunctions.

 For, and, nor, but, or, yet, so

Abstraction 1. What did you learn from our lesson today?

Objective 3
2. What do you call a connector that connect two or more simple sentences or
clauses?

3. F. A. N. B. O. Y. S. is an example of?
Application
Activity 1. Name the 7 types of coordinating conjunctions. Objective 6

Activity 2. Complete the following to form clear and coherent sentences using
coordinating conjunctions.

1. “You may be James the American, or Mary the British, or anything else, _____
before all that, you are a human.”
– Abhijit Naskar

2. “God gives every bird his worm, _____ God does not throw it into the nest.”
– Swedish proverb
3. “He who gains victory over other men is strong; _____ he who gains a victory
over himself is all-powerful.”
– Lao-Tse

4. “Be humble in your confidence ____ courageous in your character.”

– Melanie Koulouris

5. “Your time is limited, _______ don’t waste it living someone else’s life.”

– Steve Jobs\

Activity 3. What is the use of coordinating conjunctions?

IV. EVALUATION Complete each sentence by supplying an appropriate conjunction found inside the
box below. Write your answers on your answer sheet. Objective 3

for and nor but or yet so

1. One day, while we were listening to our Science teacher talk about animals,
she asked us if we want to stay inside our classroom _____to go outside.
2. Of course, the whole class agreed to go outside _____ explore the school
garden.
3. While in the garden, we saw different kinds of butterflies ________ bees.
 4. We also saw frogs and tadpoles in the pond, _____ most of my female
classmates were afraid of them.
5. We learned that frogs could live in land _____ in water.

V. ASSIGNMENT On a half sheet paper of compose a sentence using the examples of coordinating Objective 6
conjunctions.
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________

VI. REMARKS

VII. REFLECTION

A. No. of learners who

earned 80% in the evaluation
B. No. of learners who
require additional activities for
remediation who scored
below 80%

Prepared by: Observer:

Jay A. Villasor Anabell S. Tangpos

Teacher I Master Teacher 1