Republic of the Philippines

Department of Education
Schools Division Office I Pangasinan
Portic Integrated School
Bugallon, Pangasinan

Teacher: MILDRED A. SARMIENTO Grade Level: 10TH

Teaching Date and Time : January 23, 2019/ 7:45-8:45 am Learning Area: ENGLISH
Quarter : 4th

A. OBJECTIVE:
B. Content Standard: The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use the language of
research, parts of speeches like verb, adjectives, adverbs, conjunctions, prepositions,
interjections, noun, and pronoun, campaign and advocacies.
C. Performance Standard: The learner competently presents a research report on a relevant socio-
cultural issue and competently use parts of speeches.
D. Learning Competency: EN10G-IVb-32 (Use conjunctions effectively and be able to identify the
kinds of conjunctions )
I. LESSON: The Three Kinds of Conjunctions
II. LEARNING RESOURCES:
A. REFERENCES
1. Teacher’s Guide pages: 367-368
2. Learner’s Materials pages: 423-424
3. Textbook pages:
4. Additional Materials from Learning Resource portal:
PowerPoint presentation, Visual Aids (Graph), PentelPen, cardboard, laptop and projector.
B. Other Learning Resource: Grammar and Composition, Exercises in English
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson.
Ask the learners to focus on the graph and let them find the acronym or words on it. Ask
the learners the following:
1. “What method did you use to find the acronym or the words in the graph?”
2. “How are you going to relate the word connect from the acronym FANBOYS?”
3. “What are the different kinds of conjunctions you have already tackled or
encountered in your previous lesson?”
9
Y
8
B T
N
7
A N
C
6
E
5

4 F O
O
3 N
S

2
C
1

1 2 3 4 5 6 7
B. Establishing a purpose for the lesson.
Let the learners classify the given examples posted on the PowerPoint
presentation and ask them to differentiate the coordinating, correlative and the
subordinating conjunctions.
C. Presenting examples/instances of the new lesson
Show them an example of an object or some vegetables and ask them to give their
own sentence by using the three kinds of conjunctions.
D. Discussing new concepts and practicing new skills # 1
Tell the learners that learning conjunctions is very easy and it is more fun if they
really mastered those kinds of conjunctions and its differences. Divide the class into
three groups. Ask each group to focus on the rumbled words posted on the board, and
ask them to select the word that belongs to their corresponding group of conjunctions.
Whoever the group who had finished first will have the plus points on their next activity.
E. Discussing new concepts and practicing new skills # 2
Discuss the three kinds of conjunctions.
F. Developing Mastery (leads to Formative Assessment)
- Directions: Underline the conjunctions in each sentences and identify it as
coordinating, correlative, or subordinating, and write your answer before the
number. (Board work )
______1. Either we leave now or we don’t go at all.
______2. I want Rosa and you to play the leads in the play.
______3. Before we have lunch, let us pray first.
______4. I will bake a cake so that we have enough for the sale.
______5. We will stay until they hand out the awards.
______6. White, blue, or beige upholstery would suit this room.
______7. Even though he has little experience, I plan to hire him for the job.
______8. Will you get the phone, for I have to leave right now.
______9. Since we needed the garden, the whole yard looks better.
_____10. It doesn’t matter to me if you take Brian to the park.
G. Finding practical application of concepts and skills in daily living.
Ask the students the following questions:
1. Why is it important to study the three kinds of conjunction?
2. How are you going to apply your skills using these conjunctions to your
daily living?
Tell the students to apply these kinds of conjunctions through their daily
conversation to their classmates and even to their homes.
H. Making generalizations and abstractions about the lesson.
Ask the learners to give their understanding about the three kinds of
conjunctions, ask any volunteer to summarize their lesson.
I. Evaluating learning. (Differentiated Activities)
FAST LEARNERS (Group 1-Subordinating)
Directions: Make your own sentence using subordinating conjunctions. In every sentence,
underline the subordinating conjunctions that you have used. (5 Sentences only)
AVERAGE LEARNERS (Group 2-Correlative)
Directions: Add a conjunction to connect the sentences, use the following correlative
conjunctions in the box. Write your answer on the space provided.
both……and either……or neither.....nor
not only…..but also whether…….or

1. __________ Lola ____ Peter will perform in the play.

2. I do not know ________ Alfeo ____ I won.
3. Yogurt is _______ nutritious ________ tasty.
4. We saw pelicans _______ near the pier _____ along the beach.
5. __________ I can go shopping ____ I can study.
 SLOW LEARNERS (Group 3-Coordinating)
Directions: Circle the coordinating conjunctions in each sentence.
1. Her friends and she went sailing.
2. The students or the teachers are going to sit in the front rows in the gym.
3. She felt that I could do it but that I wouldn’t take the time.
4. Not you but I am unprepared for this test.
5. They went swimming, for it was very hot.

J. Additional activities for application or remediation.

Assignment:
1. Bring your own materials/objects in the class and give at least five sentences
using conjunctions.

IV. REMARKS

V. REFLECTION

Prepared by:

MILDRED A. SARMIENTO
Demonstrating Teacher

Raters:
ELVIRA D. ESPINOZA
Master Teacher II

MARVIN A. RESUELLO
Head Teacher I

IMELDA S. DELA CRUZ

Principal I
 Republic of the Philippines
Department of Education
Schools Division Office I Pangasinan
Portic Integrated School
Bugallon, Pangasinan

Teacher: MILDRED A. SARMIENTO Grade Level: 8TH

Teaching Date and Time : July 25, 2019 Learning Area: ENGLISH
Quarter : 1st

E. OBJECTIVE:
F. Content Standard: The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use the language of
research, parts of speeches like verb, adjectives, adverbs, conjunctions, prepositions,
interjections, noun, and pronoun, campaign and advocacies.
G. Performance Standard: The learner competently presents a research report on a relevant socio-
cultural issue and competently use parts of speeches.
H. Learning Competency: EN10G-IVb-32 (Use conjunctions effectively and be able to identify the
kinds of conjunctions )
VI. LESSON: The Three Kinds of Conjunctions
VII. LEARNING RESOURCES:
C. REFERENCES
5. Teacher’s Guide pages: 367-368
6. Learner’s Materials pages: 423-424
7. Textbook pages:
8. Additional Materials from Learning Resource portal:
PowerPoint presentation, Visual Aids (Graph), PentelPen, cardboard, laptop and projector.
D. Other Learning Resource: Grammar and Composition, Exercises in English
VIII. PROCEDURES
K. Reviewing previous lesson or presenting the new lesson.
Ask the learners to focus on the graph and let them find the acronym or words on it. Ask
the learners the following:
4. “What method did you use to find the acronym or the words in the graph?”
5. “How are you going to relate the word connect from the acronym FANBOYS?”
6. “What are the different kinds of conjunctions you have already tackled or
encountered in your previous lesson?”

L. Establishing a purpose for the lesson.

Let the learners classify the given examples posted on the PowerPoint
presentation and ask them to differentiate the coordinating, correlative and the
subordinating conjunctions.
M. Presenting examples/instances of the new lesson
Show them an example of an object or some vegetables and ask them to give their
own sentence by using the three kinds of conjunctions.
N. Discussing new concepts and practicing new skills # 1
Tell the learners that learning conjunctions is very easy and it is more fun if they
really mastered those kinds of conjunctions and its differences. Divide the class into
three groups. Ask each group to focus on the rumbled words posted on the board, and
ask them to select the word that belongs to their corresponding group of conjunctions.
Whoever the group who had finished first will have the plus points on their next activity.
O. Discussing new concepts and practicing new skills # 2
 Discuss the three kinds of conjunctions.
P. Developing Mastery (leads to Formative Assessment)
- Directions: Underline the conjunctions in each sentences and identify it as
coordinating, correlative, or subordinating, and write your answer before the
number. (Board work )
______1. Either we leave now or we don’t go at all.
______2. I want Rosa and you to play the leads in the play.
______3. Before we have lunch, let us pray first.
______4. I will bake a cake so that we have enough for the sale.
______5. We will stay until they hand out the awards.
______6. White, blue, or beige upholstery would suit this room.
______7. Even though he has little experience, I plan to hire him for the job.
______8. Will you get the phone, for I have to leave right now.
______9. Since we needed the garden, the whole yard looks better.
_____10. It doesn’t matter to me if you take Brian to the park.
Q. Finding practical application of concepts and skills in daily living.
Ask the students the following questions:
3. Why is it important to study the three kinds of conjunction?
4. How are you going to apply your skills using these conjunctions to your
daily living?
Tell the students to apply these kinds of conjunctions through their daily
conversation to their classmates and even to their homes.
R. Making generalizations and abstractions about the lesson.
Ask the learners to give their understanding about the three kinds of
conjunctions, ask any volunteer to summarize their lesson.
S. Evaluating learning. (Differentiated Activities)
FAST LEARNERS (Group 1-Subordinating)
Directions: Make your own sentence using subordinating conjunctions. In every sentence,
underline the subordinating conjunctions that you have used. (5 Sentences only)
AVERAGE LEARNERS (Group 2-Correlative)
Directions: Add a conjunction to connect the sentences, use the following correlative
conjunctions in the box. Write your answer on the space provided.
both……and either……or neither.....nor
not only…..but also whether…….or

6. __________ Lola ____ Peter will perform in the play.

7. I do not know ________ Alfeo ____ I won.
8. Yogurt is _______ nutritious ________ tasty.
9. We saw pelicans _______ near the pier _____ along the beach.
10. __________ I can go shopping ____ I can study.

SLOW LEARNERS (Group 3-Coordinating)

Directions: Circle the coordinating conjunctions in each sentence.
6. Her friends and she went sailing.
7. The students or the teachers are going to sit in the front rows in the gym.
8. She felt that I could do it but that I wouldn’t take the time.
9. Not you but I am unprepared for this test.
10. They went swimming, for it was very hot.

T. Additional activities for application or remediation.

Assignment:
2. Bring your own materials/objects in the class and give at least five sentences
using conjunctions.

IX. REMARKS
 X. REFLECTION

Prepared by:

MILDRED A. SARMIENTO
Demonstrating Teacher

Raters:
ELVIRA D. ESPINOZA
Master Teacher II

MARVIN A. RESUELLO
Head Teacher I

IMELDA S. DELA CRUZ

Principal I