Grades 7-12 School/Department Paaralang Sekundarya ng Lucban Grade Level Eight (8)

DAILY LESSON Integrated School

LOG (DLL) Teacher MAY ANN ROSE L. CELIS Learning Area English
Teaching Date and Time March 12-13, 2024 | 6:40-11:40 AM Quarter 3rd Quarter

I. OBJECTIVES
The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping
strategies in processing textual information; strategies in examining features of a listening and viewing
A. Content Standards
material; structural analysis of words and propaganda techniques; and grammatical signals for opinion-
making, persuasion, and emphasis
The learner transfers learning by composing and delivering a persuasive speech based on an informative
B. Performance Standards essay featuring use of properly acknowledged information sources, grammatical signals for opinion-making ,
persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
Appreciate literature as a mirror to a shared heritage (EN8LT-IIIe-10)
At the end of the lesson, students are expected to:
C. Learning Competencies/Objectives
1. Identify the coordinating conjunctions.
(Write the LC code for each)
2. Supply appropriate coordinating conjunctions in a text; and
3. Appreciate the importance of coordinating conjunction through writing a paragraph about one’s own life.
II. CONTENT
(What is the lesson all about/Subject Using Cohesive Devices: Coordinating Conjunctions
Matter)
III. LEARNING RESOURCES
(List of materials to be used)
A. References
1. Teacher’s Guide Pages K to 12 Curriculum Guide English 8, K to 12 MELCs
2. Learner’s Materials Pages Alternative Delivery Mode, Quarter 3 – Module 5: Using Cohesive Devices, First Edition, 2020
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES Teacher’s Activity Students’ Activity
Routinary Activities:
a. Greeting Good morning, class! Good morning, Ma’am!

b. Prayer Please remain standing for our opening prayer. Let (Student leads the prayer)
us pray.

c. Classroom Management Before you take your seats, please pick up the pieces (The students pick the pieces of trash under the chair
of paper or any trash and arrange your chair properly. and arrange the chairs properly, before taking their
 d. Checking of Attendance Secretary, do we have an absentee today? seats.)
Very good! None Ma’am. Everyone is present.

e. Checking of Assignment Do we have an assignment?

None, Ma’am
f. Classroom Reminders Okay, since there is no assignment, let me remind
you class with our classroom rule:
1. Come to class prepared for lecture.
2. Always take notes. Yes, Ma’am!
3. Comply to your missed activites.
Do you understand?
Now, let’s try to recall our previous lesson before we
proceed to our new lesson. Who among you still
remember the lesson that have been discussed last
meeting? It is about the Literature, Ma’am.

Okay, that’s right!

How about the two types of literature? The two types of literature are Fiction and Nonfiction.
A. Reviewing Previous Lesson or
Presenting Very Good. Now, short story has different elements.
the New Lesson Give me one. Setting.
Characters.
Conflict
Plot
Point of View.
Theme.
Very good! I am convinced that you really understand
our previous lesson.
This morning, we will have a new lesson, but before
that let’s have first a game. Do you want a game
class? Yes, Ma’am

This game is named “WORD MAZE”. The class will

be divided into 6 groups according to the word you
B. Establishing a Purpose for the
received (and, nor, but, or, yet, so). Each group are
Lesson
tasked to continue the sentence and connect the
previous idea to their idea using the cohesive
devices. The maze presented on the board will be the
guide in making up scenarios, ideas or sentences.
Are we clear, class? Yes, ma’am
Go to your respective group in 10, 9 , 8, 7, 6, 5, ….

C. Presenting Examples/Instances of
the New Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Everybody listen. I will start the idea, “ConCon and Their favorite snacks are apples and bananas.
Juncky gains more weight, for he eats too much
sweets.”
Based on our activity, what you have noticed?
Excellent! Ideas are more comprehensive when we
have connectors. Any other idea?
Very good! It becomes easy to understand and
connect ideas when we used those words (fanboys).
Do you understand?
These “fanboys” has something to do with our next
lesson which is? Everybody please read.
So for you to grasp the idea of our topic I have here a
concept map.
Anyone from the class who can tell me what is
cohesion? Yes, Miss.
Very well! To achieve coherence, we need to use
cohesive devices, which is our topic for this
morning. And cohesive device is? Please read.
They both doesn’t like soft drinks, nor hard liquors.
They used to eat vegetables, but I never eat junk
foods.
They also like bread or cookies with their coffee
They are still young, yet they already tall and big.
They are very hungry, so they ate the remaining
fruits.
The idea is more comprehensive when we connect
ideas with the help of (for, and, nor, but, or, yet, so).
The sentences are organized that make it easy to
understand because of the conjunctions.
Yes, Ma’am!
Using Cohesive Devices: Coordinating Conjunctions
Cohesion is how well parts of your text (words,
sentences, paragraphs) fit together. It is important to
be able to get your point across clearly
Cohesive Device are words or phrases used to
connect ideas between different parts of text.
 What comes into your mind when you hear the word
device? Anyone from the class? Ma’am, device is like a tool.

Indeed! Same in cohesive device. From the word

devices, they are like tools that help us to connect
ideas between different parts of text using words
or phrases. Do you understand? Yes, Ma’am.

So, cohesive devices have many types. What are The types of cohesive devices are conjunctions,
those? Everybody please read. pronouns, prepositions, adverbs, and ellipses.

Exactly! However, we will only focus on the Conjunctions are words or a group of words that are
conjunctions. And what is conjunctions? used to connect other words or phrases in the
sentence.

E. Discussing New Concepts and
Practicing New Skills #2
Excellent! Conjunctions has three (3) types. What is
the first type?
Very Good! In coordinating conjunction, we only must
remember this mnemonic which is FANBOYS. What
does FANBOYS mean?
The first type is coordinating conjunctions.
Coordinating conjunctions are words that connects
two, phrases and clauses of equal value. Clauses or
equal value are called independent clauses and can
stand on their own as separate sentence.
For, and, nor, but, or, yet, so

Let us sing it. Repeat after me. For, and, nor, but, or,
yet so (in Bad romance tone) Students repeat.

Let’s see how each of them functions. Read the first Balmond gains more weight, for he eats too many
example. sweets.

From the example, what is the purpose of for? To explain why.

Very good! it is like using “because” to explain

something. Anybody, who can give me an example of Juan gets good grades in English, for he loves
sentence using for to connect ideas? studying.

Very good! Why does Juan get good grades in Because he loves studying.
English?

Now, let us look at the example for and. Lylia’s favorite snacks are apples and bananas.
It is very simple. We only have to connect things in
the sentence. What fruits did we connect here? We connected two nouns: apples and bananas.

Yes. We use conjunctions to connect all elements

together. It is either words, phrases, or sentences. Do
you understand? Yes, ma’am.

Anybody, who can give me an example?

Very good! What things did you connect using and?
That’s good! Next is nor. Everybody please read the
definition.
From the definition, we use it to connect two negative
items. Read this example.
What are the two negative conditions or items that
have been connected by nor?
I want to give an example ma’am. I love to read and
watch movies.
The words “read and watch.”
We use nor for two non-contrasting grammatically
negative items.
Jungkook doesn’t like division nor subtraction in
math computation.
Those are division and subtraction.

Yes. Remember that nor presents negative idea that

complements another negative clause. Is that clear?
Yes, ma’am.
After nor, what do we have next?
Next is but. We use it to show contrast.
What do we mean by contrast?
This means difference.
Good! Look at this example (he loves to eat, but he
doesn’t know how to cook.) How do the thoughts The second part of the sentence differs or opposes
differ? the first part.

Very good! Here, we show exception. Who can give

me an example of a sentence using the conjunction, I can give one, ma’am. “Hylos is talented, but he
but? lacks discipline.”

Impressive! Among the FANBOYS, which among

them are already discussed? We are done with FOR, AND, NOR and BUT.

Next, O for or. We use this as an alternative. What

do you mean by alternative?
 Alternative means choices or options, ma’am.
Yes. We use it to present options to choose from.
Everybody, please read the example.
Would you prefer sunrise or sunsets?
What are the options presented in the sentence?
The options are sunrise or sunsets.
Very good! is the coordinating conjunction, or, clear
to you?
Yes, ma’am.
What does Y stand for?
It stands for yet.
Let us analyze its example. (Miya is still young, yet
responsible). What do you notice? Does it share any
similarities to other fanboys? Yes, ma’am. It is like the coordinating conjunction,
but. Just like but, it shows contrast or difference.
Absolutely right! They may have some similarities,
but they are different in terms of use. When using
yet, there is still a potential for change. In this
example, what is something pleasant or positive
despite the contrast?
Despite Miya’s age, she is responsible.
Vey good! another example. Everybody please read.
Math problems are hard, yet grade 8 students gained
knowledge.
Despite the difficulty, what did the benefit grade 8
students get? Although math problems are hard, grade 8 students
can learn.
Very good! Remember that but and yet are like twins,
they connect opposites. Is this clear to you? Yes, ma’am.

Now, for the last coordinating conjunctions,

FANBOYS, we have so. What is it used for? It is used to show the consequence or effect of
Pay attention to the word, effect or result of something.It is meant to show cause and effect.
something. Look at this example (Atlas was very
hungry, so he ate the remaining fruits.) Which is the
cause in this sentence?
Atlas was very hungry.
What did he do because of hunger?
The result is, he ate the remaining fruits.
Very good! That is how so works. What does it
connect in the sentence?

F. Developing Mastery
(Leads to Formative Assessment)
G. Finding Practical Application of
Concepts
and Skills in Daily Living
Do you have any questions regarding the
coordinating conjunctions?
Let us practice testing your understanding.
Everybody read the direction.
In this exercise, you will be going to fill in the blanks
with coordinating conjunctions For, And, Nor, But, Or,
Yet So (FANBOYS) correctly.
Who wants to try number one. Read the sentence
first before answering. Afterwards, explain briefly
.
Very good! How about number 2?
Very impressive! Next number.
Good job! It is time for number 4.
Excellent! That is correct. Finally. What is the answer
in number 5?
All your answers are correct. Give yourselves a round
of applause for a good job well done.
Now that you already know how the coordinating
conjunctions and how to use them in the sentence, it
is now time to write your own sentences or paragraph
using FANBOYS.
It connects the cause and effect in the sentence.
None, ma’am.
Directions: supply the appropriate coordinating
conjunctions For, And, Nor, But, Or, Yet, So
(FANBOYS) in the following sentences.
1. She loves art, _____ she does not know how to
draw.
2. Is Mathematics a hard _____ easy subject?
3. I do not like playing mobile games_____ eating
chips.
4. The science experiment was not successful,
_____it provided valuable lessons.
5. The floor was slippery, _____he slipped down.
The answer for number 1 is BUT because the other
sentence contradicts the other one.
The answer is OR because there are options in the
sentence such as “hard” and “easy.
The correct answer is NOR because there are two
negative items present in describing her hate in doing
bad habits.
The correct answer is YET because it may not be
successful, there is still a positive outcome.
The correct cohesive device is SO because the
sentence presents a cause-and-effect relationship.
Directions: Write three to five sentences about your
life using any of the coordinating conjunctions For,
And, Nor, But, Or, Yet, So (FANBOYS). You may
choose from the following topics:
•My hobbies
•My experiences
 •My friends
•Things I love
Are there any questions about the task?
None, ma’am.
Let us check whether you understand the lesson. It Is about using cohesive devices and coordinating
What is our lesson for today? conjunctions.

H. Making Generalizations and
Abstractions about the Lesson
Yes. What are the cohesive devices we use in We use coordinating conjunctions For, And, Nor, But,
coordinating conjunctions? Or, Yet So (FANBOYS)
What should we remember in using coordinating It helps us to connect ideas, link sentences and
conjunctions? promote coherence in writing a paragraph.

Very good!
I. Evaluation Learning
J. Additional Activities for Application
or Remediation

V. REMARKS

VI. REFLECTION
(Reflect on your teaching and assess
yourself)
A. No. of learners who earned 80% in
the evaluation/assessment
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/enhancement
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal/head
teacher/master teacher/ coordinator
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other
teachers/colleagues?

Prepared by: Checked by: Noted by:

MAY ANN ROSE L. CELIS JANIKA JANEK D. METIERRE LINA G. FALLER

Pre-Service Teacher Resource Teacher Head Teacher III, English