Module 2 Lesson Plan 1st Teaching

Mentee: Trisha May P.
Namilit
Mentor: Mr. Bernie T. Nanong
School: Dumingag National High School
Grade level: Grade 10
Subject: English
I. Objective: Given the materials and activities, the students are will be able to do the
following with at least 75% level of accuracy:
a. Define conjunction.
b. Identify conjunction in an Argumentative Text.
c. Use conjunctions in composing an argumentative text.
II. Subject Matter: Conjunctions Used in an Argumentative Text
a. Topic: Conjunctions Used in an Argumentative Text
b. Reference: Grade 10 English Module – Quarter 2- Module 2
c. Instructional Materials: PowerPoint presentation, Visual aids
III. Learning Procedure (Four A’s as a Model)

Teacher’s Activity Student’s Activity
A. Preliminary Activities
1. Prayer
Every one please rise as we will have
our opening prayer. Who wants to
lead the prayer? (student do as told)
2. Greetings
Good morning, class. Good morning, ma’am.
How are you this morning? We are fine ma’am .
Let me introduce myself first. I am

Trisha May P. Namilit, and I will be
your English Teacher this morning.
3. Checking of Attendance
Now, are there any absentees this
morning? If there is, I want the
secretary to kindly jot down all the
absentees and give it to me after our (Class secretary do as told)
discussion today.
4. Passing of assignment None ma’am.

Do you have an assignment?
5. Setting of Classroom Standard

Before we dive in to our discussion
this morning, I have prepared some
classroom rules.
a. Cooperate and participate.

Raise their right hand when they want
to answer.
b. Avoid going in and out.
c. Avoid talking with their
seatmates.
d. Put their cell phones off or in
a silent mode.
Please remember those classroom Okay ma’am

rules for us to have a smooth sailing
discussion this morning.
6. Review of past lesson (Students answer may vary)

What was your previous lesson?
What have you learned from it?
Ok thank you students for your

answers. It sure does that you have
totally learned your lessons from your
previous lesson
B. Motivation
Before we proceed to our discussion for
today, let us have a short activity. This
activity will be called “SEEK ME”. I will
divide you into 4 groups to perform this
activity, all you have to do is to find the
given words that is being written along with
the directions. Yes ma’am
After you find all words from the maze, paste

your activity sheet on the board. You will be
given 3 minutes only to finish the task, am I
understood, class?
I also have here a scoreboard for your stars in

accomplishing our activities this morning.
The group who gets to finish first will receive
the highest point.
Point System:
1st- 5 points
2nd-4 points
3rd-3 points
4th-2 points
Let’s start!
(Teacher disseminates the activity sheets).
How was the activity class? (Students do as told)
That’s great to hear. What part of speech are It was fun ma’am
these words?
Exactly! And its to do with our lesson for Conjunctions, ma’am

today.
Statement of Aim:
This morning, we’ll delve into the exciting
world of English grammar or English correct
usage. Today we are going to discuss about
the conjunctions used in an argumentative
text.
A. Activity I.
But before going to the proper discussion,
let's have an activity. With your pre-
determined groups, let us do the activity
called “Fix Me!”.
I have here envelopes. All you have to do is
arrange this jumbled words sequentially to
form sensible sentences. Then, underline the
conjunction of each sentence. Each group
will have the arrange one sentence and just
attach it on the sheets provided. You will
only be given 2 minutes to do the task.
1. friends. are best Peter and Paul

2. store. grocery and to the market I am going
to the
3. now. Unless we leave late we will be 1. Peter and Paul are best friends.
4. celery. I like nor carrots neither 2. I am going to the market and to the
grocery store.
3. We will be late unless we leave now.
4. I like neither carrots North celery.
B. Analysis
Our topic for today is all about the

conjunctions that are being used in an
argumentative text.
A conjunction is the glue that holds words,

phrases and clauses (both dependent and
independent) together. There are three
different kinds of conjunctions –
coordinating, subordinating, and correlative –
each serving its own, distinct purpose, but all
working to bring words together.
Example:
 A Peter and Paul are best friends.
What is the conjunction in the sentence?
What entities that are being joined together?

The word “and” is a conjunction.
 I am going to the market and to the It is joining two entities, which are Peter,
grocery store. Paul.
The word “and” in this sentence is the

What entities that are being joined together? conjunction.
It is joining two ideas, which are going to the

market and to the grocery store.
 My mother asked me if I am going to
wash my clothes or wash the dishes.
How does the conjunction “or” function The word “or” is the conjunction in this
in the sentence? sentence.
Conjunctions serve as a cue within a It is stating that the girl has two choices, to
sentence, signaling the reader that another wash her clothes or wash the dishes.
idea is coming.
Coordinating conjunctions link ideas by

showing how they relate.
For example, a word like “and” indicates two
ideas go together.
Example:
Eating a balanced diet and exercising
regularly are both essential for maintaining
good health.
What is the conjunction that is being used in

the sentence?
How does it function in the sentence?
If it connects or link ideas by how they relate “and” ma’am

what kind of conjunction is this?
It connects the two ideas from the sentence
ma’am
A subordinating conjunction indicates that
one idea depends on another. Coordinating conjunction ma’am
For instance, in this sentence the word
“unless” depends on the action that follows
it:
Example:
We will be late unless we leave now.
Does it indicates that the idea depends on

another? “unless” ma’am
What kind of conjunction is this?

Yes ma’am
Correlative conjunctions join elements within Subordinating conjunction ma’am

a sentence, indicating the two are of equal
importance. The words “neither” and “nor”
work this way in this sentence:
Example:
I like neither carrots nor celery.
How does it function in the sentence?

“neither” ma’am
If it join the elements in the sentence
indicating that the two elements are both It join the elements in the sentence ma’am .
important, what kind of conjunction is this?
Is the discussion clear to you class? Correlative conjunction ma’am
Activity II.
Yes ma’am
Let’s have another activity. With the same
group, I will give you sentences.
All you have to do is encircle the subject,
underline the verb once, underline the direct
object twice if there is, and determine
whether the verb is transitive or intransitive.
Then, select one representative from your
group to discuss your answers in front of the
class. You are given 5 minutes to do the
activity. Your timer starts now!
C. Application
In their respective group, I want you to form

a circle. Each groups are given different task.
Group 1: Pictograph
Directions: using a tally marks & tally chart.
Each member within the group will pick what
kind of dog breed they think is friendlier. The
choices are;
 Golden retriever
 Poodle Yes, ma’am!
 Husky
 Pug
Group 2: Table
Directions: Create a group table that shows
the month for each member’s birthday.
Group 3: Table (answers may vary)

Directions: Ask each member within the (answer may vary)
group of what they ate for breakfast that
morning and create a table with information.
(answers may vary)
Group 4: Pictograph
Directions: Find out which of the following
four sports—basketball, badminton, tennis,
and volleyball—each group member would (students do as told)
want to play.
(Provide them with the materials for their

collaborative activity and must work within 5
minutes.)
Each group must count the items and tally
them up, creating a visual presentation of the
data they've collected. One representative of
each group will present the data in class.
Did you enjoy the activity class?
D. Generalization
Now that you have learn our lesson for today, I

will now ask you some questions. Just raise your
right hand to answer.
1. What did you learn about visual-verbal

relationship?
2. What do you think is the importance of
using visual-verbal relationship through
expository text?
3. How does it help the reader in
understanding visual-verbal presentation?
E. Evaluation
Directions: Write the letter of the correct answer.
For item 1-2, please refer to the table below.

Modalities of Grade 8
Learning
Section Section Total
Rizal Arellan
o
Radio 1 2 3
Television 4 4 8
Online Learning 13 9 22
Modular Learning 23 26 49
Blended Learning 7 6 13
Total 48 47 95
How many
students choose
online learning?
A. 9 B. 13
C. 22 D. 48
6. Which
learning
modality do
students like the
most?
A. modular
learning B.
online learning
C. radio D.
television
1. How many students choose online learning?
a. 9
b. 13
c. 22
d. 48
2. Which learning modality do students like the
most?
a. Modular learning
b. Online learning
c. Radio
d. Television
3. A ________, also called a matrix, is
an orderly arrangement of quantitative
data in columns and rows.
a. table
b. map
c. graph
d. flowchart
4. A _______ uses pictures to represent a
particular number of items.
a. graph
b. flowchart
c. diagram
d. pictogram
5. Why should a visual-verbal relationships
be determined in tables, graphs, and
charts
a. To know the similarities between
figures and ideas of the text.
b. To create artistic representations
of the data found in the text.
c. To easily understand the ideas
presented in the text.
d. To quickly contrast ideas in the
diagrams and the text used.
F. Assignment
Directions: Interpret the given data table with

at least 5 sentences.
Grade 8 Section Enrollment Data

Male Female Total
Gumamela 20 30 50
Rose 25 20 45
Sampaguita 20 28 48
Total 65 78 143

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Mentee: Trisha May P.

III. Learning Procedure (Four A’s as a Model)

Let me introduce myself first. I am

4. Passing of assignment None ma’am.

5. Setting of Classroom Standard

a. Cooperate and participate.

Please remember those classroom Okay ma’am

6. Review of past lesson (Students answer may vary)

Ok thank you students for your

After you find all words from the maze, paste

I also have here a scoreboard for your stars in

How was the activity class? (Students do as told)

Exactly! And its to do with our lesson for Conjunctions, ma’am

1. friends. are best Peter and Paul

Our topic for today is all about the

A conjunction is the glue that holds words,

What is the conjunction in the sentence?

What entities that are being joined together?

What is the conjunction in the sentence?

The word “and” in this sentence is the

It is joining two ideas, which are going to the

Coordinating conjunctions link ideas by

What is the conjunction that is being used in

If it connects or link ideas by how they relate “and” ma’am

What is the conjunction in the sentence?

Does it indicates that the idea depends on

What kind of conjunction is this?

Correlative conjunctions join elements within Subordinating conjunction ma’am

What is the conjunction in the sentence?

How does it function in the sentence?

Is the discussion clear to you class? Correlative conjunction ma’am

In their respective group, I want you to form

Group 3: Table (answers may vary)

(Provide them with the materials for their

Did you enjoy the activity class?

Now that you have learn our lesson for today, I

1. What did you learn about visual-verbal

For item 1-2, please refer to the table below.

Directions: Interpret the given data table with

Grade 8 Section Enrollment Data

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