School Leyte Normal Grade Level 7

DETAILED University
LEARNING
PLAN IN Mr. John
ENGLISH Teacher Emmanuel Learning Area English
Ortega

Teaching Date June 2, 2023 Quarter Week Quarter 2: Week

and Time 7:30-9:00 AM Number 1

Mode of Discussion CO#

Instruction

I. OBJECTIVES
At the end of the lesson, the students should be able to:
A. Identify appropriate conjunctions in sentences.
B. Understand the different uses of conjunctions.
C. Use and create sentences using the types of conjunctions discussed.

II. CONTENT
Topic: Using Conjunctions
Values Integration: Refine and Improve the students’ understanding of conjunctions.

III. LEARNING RESOURCES

References:
● https://www.englishclub.com/grammar/conjunctions.php
● https://www.scribbr.com/parts-of-speech/conjunctions/#:~:text=A%20conjunct
ion%20is%20a%20word,coordinating%2C%20subordinating%2C%20and%2
0correlative.

Materials:
● Projector
● Powerpoint presentation for Visual Aids.
● Cartolina
IV. PROCEDURE

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preparatory Activity:
● Opening Prayer
“Before we start our discussion, let
us first stand and take our time to
give thanks to our lord Jesus Christ.
In the name of the Father, and of the
Son, and of the Holy Spirit, amen.
Our Father, who art in Heaven,
hallowed be thy name, thy kingdom
come, thy will be done, on Earth as
it is on Heaven.” “Give us this day, our daily bread, and
forgive us our trespasses, as we forgive
those who trespass against us, and lead us
not into temptation, but deliver us from evil,
“Lord, may this be a successful day Amen.”
for learning as we move forward to
every passing day, may this day be
as fruitful and full of bliss as we
continue to proceed with our
session. Glory be to the Father, and
to the Son, and to the Holy Spirit.” “As it was in the beginning, is now, and
ever shall be, world without end. Amen.”
● Greetings
“Good Morning, class!”
“Good Morning, Sir!”
“Kumusta? How are you guys
feeling today?”
“We’re all good and well, Sir!”
“That’s very nice to hear from you
class, I hope all of us are doing well
and fine as we move forward to the
end of this class and day.”

● Checking of Attendance
“Okay, class. Now when I call your
names, please say present.”

(Calls the names of the students one

by one.) (Acknowledges presence.)
A. Review

“So, class. Before we proceed to our

lesson for today’s class I would like
for us to recall what we have
discussed and learned in our last
meeting. Would anyone like to share
what they’ve learned about our last
discussion on verbs?” “We learned that verbs are not only action
words, but are also occurrences, and states
“Very good! Now can you give me of being.”
an example of a verb and use it as a
sentence?” (Gives an example of a verb used in a
sentence.)
“That’s right! Thank you class for all
of your examples.”

B. Motivation

“Now before we start our lesson, I

have here a set of sentences and
words from column A to Column B.
You guys will match the word that
connects these sentences. May I call
any one of you from the class to
come upfront and answer number 1
of the activity?”
“Yes, Sir!”
“Very good!”

“Okay, class. Now with regards to

activity, are you guys able to get a
heads up on what we are going to
discuss in today’s lesson?” “Yes, Sir! We are going to discuss about
conjunctions and their uses!”
“Yes, class. Correct! In today's
lesson, we are going to discuss about
the different types of conjunctions
and their uses.

C. Presentation

“In today’s lesson, we are going to

learn about the three basic types of
conjunctions and their uses. But
before that, let us all read together
our learning objectives for this
session.”
 At the end of the lesson, the students
should be able to:

● Identify appropriate conjunctions in

sentences.
● Understand the different uses of
conjunctions.
● Use and create sentences using the
types of conjunctions discussed. At the end of the lesson, the students
should be able to:

● Identify appropriate conjunctions in

sentences.
● Understand the different uses of
conjunctions.
● Use and create sentences using the
types of conjunctions discussed.
“Okay thank you, Class! Now let us
proceed to our lesson for today’s
discussion.”

● Abstraction
Now conjunctions are words that
basically connect words. Not only
words, but also phrases and clauses.
Without conjunctions, we could only
make up very few simple sentences.

There are three basic types of (Students listen attentively.)

conjunctions: Coordinating,
Subordinating, and Correlative.

Coordinating Conjunctions:
Coordinating conjunctions are those
that connect words that are
grammatically equal. It may be
words, phrases, or clauses.

There are seven coordinating

conjunctions. In order to remember
them vividly, we have what we call a
mnemonic device called FANBOYS.
This stands as For, And, Nor, But,
Or, Yet, and So.
For words, coordinating
conjunctions can join two nouns,
verbs, adjectives, and other types of
words. For example:
- Paul doesn’t like to jog or
walk in the morning.
- I used to read and write
poems.
- Sandra is smart and
beautiful.

Phrases can also be connected

together with the use of coordinating
conjunctions.
- He ran 3km and got very
tired.
- Ben did not study yet he
aced the exams.
- The coach was not happy
nor impressed with the play.

For Independent Clauses, these are

clauses that can stand on their own
as a full sentence that expresses a
complete thought.
- Today Jane Austen is one of
the most read novelists, but
she achieved little fame in
her time.

Notice how the two clauses work as

sentences that could stand on their
own. The coordinating conjunction
‘but’ connects the two clauses.
Hence, we put a comma before the
conjunction.

Subordinating Conjunctions:
While coordinating conjunctions
connect independent clauses,
subordinating conjunctions are used
in order to introduce a dependent
clause. This type of conjunction
involves words like because, if,
although, since, until, and while.
Moreover, dependent clauses are
also known as subordinate clauses
that contain a subject and verb but
cannot stand as a complete sentence
and must always be attached to an
independent clause in order to have
a complete thought.

For example:
- Although I had no sleep, I
was still able to attend my
classes in the morning.

‘I had no sleep’ is an example of an

independent clause, but the
subordinating conjunction
‘although’ turns the sentence into a
dependent clause because it does not
have a complete thought. Therefore,
it must be connected to an
independent clause to grammatically
correct the sentence and complete its
thought.

➔ Present a table regarding

the relationship and
common subordinating
conjunctions.

Correlative Conjunctions:
Correlative conjunctions are those
that come in pairs. These
conjunctions are those that connect
noun and verb phrases. Common
pairs include:
- Either-or
- Neither-nor
- Not only-but also
- Both-and
- Wether-or

For example:
- They both liked reading
books and watching movies.
In this example, the correlative
conjunctions ‘both’ and ‘and’
combine the verbs ‘reading’ and
‘watching’
D. Generalization
The Teacher will ask the following
questions:
1. What are conjunctions?
2. What are the three different
types of conjunctions?
3. What mnemonic device is
used in terms of
remembering coordinating
conjunctions?
4. What is the difference
between a coordinating
conjunction and a
subordinating conjunction?
5. What type of conjunction
connects noun and verb
phrases, and come in pairs?

E. Application
The students will be grouped into
two, and will be formed
alphabetically. The students will be
given flashcards in order for them to (The student proceeds to perform the task.)
raise the correct answer. They will
be given a total of 5 sentences. Then,
the groups will raise the correct type
of basic conjunction as soon as the 5
second timer runs out.
V. Assessment

Test I:
Directions: Underline the appropriate conjunctions in the following sentences.

1. My father liked cars (and, so) he studied them.

2. The team was losing (yet, for) they were still determined to win.
3. (Where, Since) he ate too many hotdogs, he had a food coma.
4. (Wherever, Whenever) I see her, my heart would race a thousand beats more.
5. The prince did (not only, both) liked (and, but also) loved his rose.

Test II:
Directions: With 5 to 10 sentences, create a short paragraph pertaining to the different
uses of the three basic types of conjunctions discussed.

Test III:
Directions: After learning the three basic conjunctions, write at least three sentences
of each basic type of conjunctions. 3 Coordinate Conjunctions, 3 Subordinating
Conjunctions, and 3 Correlative Conjunctions.

VI. Assignment

Directions: Write a short essay underlining at least 10 conjunctions. 4 Coordinating

Conjunctions, 3 Subordinating Conjunctions, and 3 Correlative Conjunctions.

VII. REMARKS
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VIII. REFLECTION

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Prepared By: Checked By:

John Emmanuel T. Ortega Dr. Perlita M. Vivero, Ph. D

BSED-English SE 1-2 Instructor