Lesson Plan - Co 2

GRADE 8 – GUIJO
Lesson Plan in English 8

Third Quarter
I. Competency Standards
A. Content Standard The: learner demonstrates understanding of

appropriate grammatical signals or expressions
suitable to patterns of idea development.
B. Performance Standard : The learner transfers learning by using

appropriate grammatical signals or expressions
in topic development.
C. Learning Competency : The learner uses Use appropriate cohesive

devices in composing an
informative speech.
D. Code : EN8G-Ia-8
E. Objectives : At the end of the fifty-minute period, the

students are expected to:
a. identify correctly coordinating conjuctions;
b. use properly coordinating conjunctions in a
text; and
c. reflect on the importance of coordination
conjunctions in expressing one’s thoughts.
II. Subject Matter
A. Topic : Coordinating Conjunctions
III. Learning Resources
A. References : English 8 Quarter 3 – Module 5 Self-Learning

Module
B. Instructional Materials : Television, Laptop, Paper, and Pen

IV. Procedures
A. Preliminary Activities
1. Prayer
2. Greetings/Rapport
3. Class Routine (Checking of Attendance/Reading of Class Policies)
B. Review
The teacher will check the students’ retention and mastery of the previous topic
which is Cohesive Devices, through asking the following questions:
1. What are Cohesive Devices?
2. What are the different kinds of Cohesive Devices?
C. Motivation
Activity 1. “Two Pics, One Word”
The teacher will present two pictures using Powerpoint Presentation (PPT)
Slides. The students will be asked to share what one word is being depicted by the
pictures.
C E C N
Answer: CONNECTION
The teacher will ask the students what the “connection” means. Afterwards, the
teacher will explain the relationship of the word “connection” to the lesson of the day.
D. Lesson Proper
The teacher will present the contents using PPT Slides. Two male and two
female students will be called one after the other to read the texts shown on the
Television.
Coordinating Conjunctions
- word connectors placed between words, phrases, clauses, or sentences of
equal rank.
Examples:
FANBOYS ( for, and, nor, but, or, yet, so)
Functions:
For addition – and For alteration /option - or
For contrast – but, yet For cause – for
For consequence or result of something – so
Example sentence with Coordinatng Conjunction:
The Filipino people are strong and resilient.
(The conjunction and connects the words strong and resilient.)
The teacher will ask the students to make and share to the class their own examples
of sentences with Coordinating Conjunctions.
E. Drill (Individual Activity)
Activity 2. “Make Sense”
The teacher will present a short narrative text to the class using PPT Slides. The
students will be tasked to read the selection and identify the Coordinating Conjuctions used in
the text.
DIRECTIONS: Read carefully the text below and identify the Coordinating Conjunctions it
contains. Write your answers in your notebook.
Rona and Jean
Rona and Jean are cousins. They are not only pretty girls but also intelligent
students. One night, they slept very late because they wanted to finish their
school projects. Before they went to bed, they had set their alarms so they
wouldn’t be late for school the following day. When the alarm sounded at
exactly 5:00 a.m., Rona got up from her bed. She immediately prepared
herself for school, but Jean was still sound asleep. Rona was able to submit
her project on time, so she was given a perfect score. Jean on the other hand
arrived late in school and was given a point deduction. She felt sad for
submitting late yet promised herself to do better next time.
Questions:
1. What Coordinating Conjuctions are used in the text?
2. What are the functions of the Coordinating Conjuctions found in the text?
Explain your answer.
F. Application
Activity 3. “Conjunctions Act Work”
The students will be tasked to form groups composed of two (2) male and two (2)
female students each. The teacher will instruct them to think of and role-play a scenario in
their daily lives where Coordinating Conjuctions are frequently and necessarily used. It could
be a situation at home or at school. The teacher will use a holistic rubric in rating the
students’ performance. As soon as the students are seated with their groupmates, the teacher
will give the instructions.
DIRECTIONS: In a group four (4), think of and role-play a situation at home or at school
where Coordinating Conjuctions are usually used. Each member of the group should be able
to used Coordinating Conjuctions in delivering his/her lines. You are given three (3) minutes
to plan and practice and two (2) minutes to perform. Your performance will be rated using a
rubric.
Scoring Rubric
Score
Descriptors
s
The presentation/output uses excellent coordinating conjuntions according to
their functions, and is very effective in expressing thoughts, and shows creativity.
10
The group shows excellent teamwork – all the members helped in doing the
activity.
The presentation/output uses very good oordinating conjuntions according to
their functions, and is effective in expressing thoughts, and shows creativity. The
8
group shows very good teamwork – most of the members helped in doing the
activity.
The presentation/output uses good oordinating conjuntions according to their
6 functions, and is satisfactory in expressing thoughts, and shows creativity. The
group shows good teamwork – most of the members helped in doing the activity.
The presentation/output uses oordinating conjuntions according to their
functions, and is somehow effective in expressing thoughts, and shows a little
4
creativity. The group shows teamwork but some members need to be encouraged
to help in doing the activity.
The presentation/output uses few to no oordinating conjuntions according to their
functionsbut is not clear in expressing thoughtd, and needs creativity
2
improvement. Most of the members of the group need to be encouraged to help in
doing the activity.
Afterward, the teacher will check if the students are able to reflect on the importance
of using coordinating conjuntions according to their functions in expressing thoughts in daily
life. The students will be asked the following questions:
1. Why is it important to use Coordinating Conjunctions?
2. How will you use your knowledge of Coordinating Conjunctions in your daily life?
G. Generalization
In this part of the lesson, the teacher will facilitate the recapitulation of the topic by
asking questions to the students. Th students will be asked the following questions:
1. What do we mean by Coordinating Conjunctions?
2. What are the examples of Coordinating Conjunctions and their functions?
V. Evaluation
The teacher will instruct the students to keep all their notes, bring out a one-
fourth (1/4) sheet of paper, and answer the questions.
Quiz of the Day

DIRECTIONS: Write your name in your paper. Read carefully the questions below. Write
your answers in your paper. Do not copy from your classmates.
I. MULTIPLE CHOICE. Choose the letter of the correct answer.

1. Japanese people are hardworking ______ willing to work beyond working hours.
a. and b. or c. yet d. for
2. Would you rather spend your vacation in Malaysia _____ in Vietnam?
a. but b. for c. or d. and
3. Maria wanted to bake a cake she forgot to buy ingredients.
a. or b. but c. so nor
4. Jose dreamed of becoming a good singer he practiced everyday.
a. so b. and c. yet d. or
5. Ben got eaily tired in the middle of the game, he did not eat his breakfast.
a. but b. or c. for d. and
II. COMPOSITION. Use each of the seven (7) Coordinating Conjunctions in sentences.
6.
7.
8.
9.
10.
VI. Assignment
The teacher will instruct the students to read and copy the instruction for their
assignment. The students will be tasked to compose a short informative speech about
themselves. They must be able to use the different Coordinating Conjunctions.
Assignment
In a clean bond paper, write a short informative speech about yourself. Use correctly
as many Coordinating Conjuntions as you can. You can write about your family, hobbies,
likes or dislikes, dreams, and other things about you. Submit your output next meeting. Enjoy
writing and knowing yourself.
Prepared by:
JAYSON M. SALIDA
Teacher I

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GRADE 8 – GUIJO

Lesson Plan in English 8

A. Content Standard The: learner demonstrates understanding of

B. Performance Standard : The learner transfers learning by using

C. Learning Competency : The learner uses Use appropriate cohesive

E. Objectives : At the end of the fifty-minute period, the

II. Subject Matter

A. Topic : Coordinating Conjunctions

III. Learning Resources

A. References : English 8 Quarter 3 – Module 5 Self-Learning

B. Instructional Materials : Television, Laptop, Paper, and Pen

Activity 1. “Two Pics, One Word”

For addition – and For alteration /option - or

For contrast – but, yet For cause – for

For consequence or result of something – so

Example sentence with Coordinatng Conjunction:

The Filipino people are strong and resilient.

(The conjunction and connects the words strong and resilient.)

E. Drill (Individual Activity)

Activity 2. “Make Sense”

Rona and Jean

Activity 3. “Conjunctions Act Work”

Quiz of the Day

I. MULTIPLE CHOICE. Choose the letter of the correct answer.

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