A DETAILED LESSON PLAN

IN ENGLISH 7

I. OBJECTIVES
At the end of the discussion, the students should be able to:
a. explain coordinating conjunctions through Socratic method;
b. point out the correct usage of coordinating conjunctions through sentence
construction; and
c. formulate sentences using coordinating conjunctions.

II. SUBJECT MATTER

A. Topic: Conjunctions
B. Reference: Kemper, D., Nathan, R., & Sebranek P. (1995). WRITERS
EXPRESS: A Handbook for YOUNG WRITERS, THINKERS,
AND LEARNERS. D.C. HEATH AND COMPANY.
C. Materials: Laptop and Projector
D. Strategies: Active Learning and Socratic Method

III. LEARNING PROCEDURE

TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Preliminaries
a) Greetings
b) Verse of the Week
c) Prayer
d) Classroom Rules
e) Recalling of past lesson

B. Motivation

Correct Me if I am Wrong (Students will answer.)

Instruction: Determine if the highlighted

word is correct or wrong. If it is wrong,
explain why it is wrong and replace it with
the correct answer.

 Would you rather have cheese but

egg on your sandwich? (or)
 Mika doesn’t eat cheese, yet does
she drink milk because she is
lactose intolerant. (nor)
 Daryll will be late to work, for he
has a dental appointment. (correct)
 My classmate didn’t study for the
test, so she still passed. (yet)
 Anna needed some money, so she
took a part-time job. (correct)
 I wanted to go to the beach, so my
boyfriend refused. (but)
 Mark’s two favorite sports are
football or tennis. (and)

C. Presentation of the Lesson

Okay, class what have you noticed from

the activity? Ma’am.
Yes, Rhea? Ma’am, I observed that the words we
corrected are conjunctions.
Good observation, Rhea. You are right.

D. Lesson Proper

Our topic for today is all about

conjunction specifically coordinating
conjunctions. So, who among you have
an idea on what is the meaning of Ma’am.
conjunction? Conjunction is a connecting word of
Yes, Renz. words, clauses, or sentences, ma’am.

You’re right, Renz. Ma’am.

Now, what is conjunction in Filipino? Pangatnig, ma’am.
What is it, Jessa?
Exactly, Jessa!

Without further ado, let’s start discussing

conjunction.

 Connects individual words or

groups of words
 It can help to strengthen the
structure of a sentence.
 3 kinds: Coordinating,
Subordinate, and Correlative

Now, let’s define what is coordinating

conjunctions.
Connects equal parts of two or
more words, two or more phrases,
or two independent clauses.
 Each coordinating conjunction
serves different purposes when
used.
 FANBOYS (For, And, Nor, But,
Or, Yet, So)

At this moment, let’s proceed with For in

the FANBOYS. Jezza, kindly read the FOR – because, for the reason that, on
definition and give your own example. this ground
Examples:
1. I told her to leave, for I was very
tired.
2. I visit the planetarium every
Tuesday afternoon, for I enjoy
viewing the stars.

Now, the word And. Jessabel, please AND – in addition to, to indicate
read and give your own example. connection, to join sentence elements
Examples:
1. I like reading books and watching
movies.
2. I cooked adobo and fried chicken
yesterday.
Let’s discuss now the word Nor in the NOR – and not, to introduce and negate a
FANBOYS. Renz, kindly read its following clause or phrase
definition. Examples:
1. I have neither done the dishes nor
the laundry.
2. I don’t go for the ambiance nor the
stirred fried rice.

BUT – however, except for the fact,

Then, But. Read its definition and give an
example, Patricia.
introduces contrast into a sentence
Examples:
1. I am very hungry, but the fridge is
empty.
2. You may delay, but time will not.

OR – to indicate an alternative, shows

Then the next word. Angelica please read choice
its definition. Examples:
1. I’d like a pizza or a salad for
snack.
2. Which do you prefer? Bags or
shoes?

Now, we are in the second to the last

word which is the Yet. Angel, kindly read YET – introduces a contrasting thought
its definition. that follows the preceding idea logically.
Examples:
1. The weather was cold, yet bright
and sunny.
2. Her advice seems strange, yet I
believe she’s right.

The last but not the least, the word So.

SO – It indicates an effect, result or
consequence from an action in the earlier
clause.
Examples:
1. Our car won’t start, so we called a
mechanic.
2. He is nice, so I like her.

E. Generalization

We are now done in discussing the

coordinating conjunctions. In connection,
give at least a simple definition of
coordinating conjunctions and give (Students will answer.)
example each.

F. Valuing

Class, what do you think is the

importance of using coordinating (Students will answer.)
conjunction in sentence construction?
 G. Application
(Students will write their answers.)
Activity: Fill in the Blanks

Instruction: Complete the sentences

below with one of the following: for, and,
nor, but, or, yet, so. Write your answers in
¼ sheet of paper.
1. John can’t speak Spanish,
_______
he can speak French. (but)
2. Seoul is a large city, _____ it is
located in South Korea. (and)
3. I’m not really hungry, ______ that
apple pie looks delicious! (yet)
4. I was late, ______ I decided to
take a taxi to work. (so)
5. Would you rather go to the market
______ to the mall? (or)
6. Kurt wanted to quit his job, ____
he wanted to travel the world
instead. (for)
7. We will be making spaghetti _____
we need to buy the ingredients.
(so)
8. I did not like the movie _____ did
my sister. (nor)
9. My favorite movies are Trolls
______ Moana. (and)
10. You can take the bus, _____ you
can walk with me. (or)

IV. EVALUATION
Instruction: Construct at least 15 sentences using the coordinating conjunctions
(FANBOYS). Write your answers in ½ sheet of paper.
V. ASSIGNMENT
Instruction: Search what is subordinate and correlative conjunctions and give 5
examples each.
To be submitted on Friday, December 9, 2022.

Prepared by: Noted:

Student-Demonstrator Instructor III