Department of Education
Division of Pampanga
Detailed Lesson Plan in English
I. OBJECTIVES
At the end of the discussion the students are expected to:
a. Define coordinating conjunction
b. Use coordinating conjunctions accurately; and
c. Relate the importance of coordinating conjunctions in constructing sentences.
II. SUBJECT MATTER
Topic: Coordinating Conjunctions
Reference: www.proprofs.com/quiz-school
Materials: Blackboard, Chalk, Power point Presentation
III. PROCEDURE
a. Preparatory Activities
1. Greetings
2. Opening Prayer
3. Classroom Management
Good morning class. Good morning ma’am.
How are you today? We are all fine ma’am.
b. Motivation
To start our discussion today, I will show a
picture to you.
(Image of a bridge)
So what can you say about the picture? Ma’am that is a bridge.
Very good!
What is the function of a bridge?
Raise your right hand if you want to answer.
It is use for transportation.
Good. Another answer please.
When we want to go to other place or to the
house of our love ones we need to pass to these
bridges.
Okay very good.
So meaning, if we want to connect to other
people, we need to pass to these bridges. Am I
right? Yes Ma’am.
c. Lesson Proper
When we are constructing sentences we are
using bridges too. We are using connectors, and
these connectors are the conjunctions.
Do you have an idea about conjunction? Yes Ma’am.
Conjunctions are words that connect sentences,
clauses, or phrases.
That’s right.
Conjunctions have 3 types.
We have coordinating, subordinating and
correlative.
But today we will focus on the coordinating
conjunctions.
Coordinating conjunctions are the following.
For
And
Nor
But
Or
Yet
So
In order for us to memorize these coordinating
conjunctions easily we have the word
FANBOYS.
These coordinating conjunctions have functions
or meanings.
For – to show reason
And – to add ideas
Nor – to show choices or alternatives (negative)
But - to show contrast
Or- to show options or choices (positive)
Yet- to show opposition or contrast
So – to show a result or effect
I prepared sentences here with coordinating
conjunctions. Read the sentences and look for
the coordinating conjunctions used in each
sentence.
1. My husband and I went to Costa Rica, for it 1.for
was our five-year anniversary.
2. The neighborhood had a memorial last 2. for
weekend, for a family’s son had passed away.
3. My friend likes to go mountain-climbing and 3. and
swim in the ocean.
4. My mom was born in the U.S., and my dad 4. and
was born in Switzerland.
5. Neither the yoga nor the running made my 5. nor
back feel any better.
6. I put a lot of effort into the assignment, but I 6. but
couldn’t even get an A.
7. Do you like chocolate or vanilla? 7. or
8. My mom doesn’t like to cook, but she does it 8. but
anyway.
9. The lady was feeling ill, so she went home to 9. so
bed.
10. He can be strict yet understanding at the 10. yet
same time.
Now construct sentences with coordinating (Students will share their sentences with
conjunctions. coordinating conjunctions to the class.)
d. Generalization
Based on the examples given, can you define
what coordinating conjunctions are?
Coordinating conjunctions are connectors.
These are words that connect sentences, clauses,
or phrases.
Examples of these coordinating conjunctions are
for, and, nor, but, or, yet and so.
When can we use these conjunctions?
What are their functions or meanings?
For – to show reason
And – to add ideas
Nor – to show choices or alternatives (negative)
But - to show contrast
Or- to show options or choices (positive)
Yet- to show opposition or contrast
So – to show a result or effect
Very good!
Are coordinating conjunctions important in
constructing sentences? How?
Coordinating conjunctions are very important
when we are constructing sentences, because we
can add or give other choices when we are
sharing ideas.
Coordinating conjunctions can show cause and
effect.
Coordinating conjunctions can connect phrases,
clauses and sentences.
IV. EVALUATION
Let’s have a short seatwork.
Choose the appropriate coordinating conjunction
in each sentence.
1. Deserts are harsh and dry, ________ many 1. yet
plants grow there. (for, so, yet)
2. Pat looked at the antique rocker, ________ 2. but
she couldn’t afford to buy it. (and, but, so)
3. Constance might go to the library ________ 3. but
she might stay home. (but, so, nor)
4. Sue jogs every day, ________ she wants to 4. for
stay in shape. (but, yet, for)
5. His shoes are worn, ________ he has no 5. for
socks. (for, so, or)
6. Peter is a contractor, _________ he knows the 6. so
construction business. (so, and, but)
7. Bill went to work, _______ he didn’t punch 7. but
in. (or, but, so)
8. They were poor, _______ often suffered great 8. and
hardship. (and, nor, or)
9. Hurry up, _____ else you will be late. 9. or
(or, but, and)
10. We cannot understand it _____ the reason of
it. (but, nor, or) 10. nor
V. ASSIGNMENT
Write an essay about your family. Make
it sure it has 10 to 15 sentences and it has
coordinating conjunctions. Encircle all the
coordinating conjunctions in your essay.
Criteria:
Content of the essay - 20 pts.
Grammar - 10 pts.
Coordinating Conjunctions – 10 pts.
Total 40 pts.
Prepared by:
Cristina C. Sarmiento LPT
