A Detailed Lesson Plan in Teaching English

on High School Learners

I. Objectives

At the end of this lesson, the students are able to:

a) identify what is conjunctions and it’s relationships between the words and phrases;

b) use conjunctions in a sentence; and

c) construct a sentence using the types conjunctions.

II. Subject Matter

Topic: Discourse Markers “Conjunctions”

Reference: Online: English 10 Quarter 1- Module 10

https://www.studocu.com/ph/document/central-mindanao-university/bs-

psychology/english-10-q1-mod10-discourse-markers-generalization-version-3/29344194

Materials: PowerPoint Presentation, Pictures, Visual Aids, Lesson Plan

Values Integration: Cooperation, Understanding, Tolerance and Patience

III. Procedure

Teacher’s Activity Learner’s Activity

A. Preliminary Activity

Good morning, class! Good morning, too Ma’am!

Are you feeling good today? Yes, Ma’am . We’re feeling so good!

That’s good to know.

 Prayer
Let’s all stand up for the prayer.

Hanifah, can you lead the prayer. (The students stand and recite the prayer)

 Classroom management

Okay, everybody sit down now and pick up

some pieces of paper.

Arrange you sits properly.

 Checking of attendance

Who are absent this morning? No one, teacher!

Very good! You’re all present.

 Checking of assignment

Do we have an assignment class? Yes, Ma’am!

You may pass it now to the front. (The students pass their assignments)

 Review
About discourse markers, Ma’am!
What did we discussed last meeting, class?

Very good!

Who can give me the meaning of discourse

markers?
(One of the student raised his hand)
Anyone in the class?

Discourse markers are more commonly

Yes, Ms. Alba!
referred to as “linking words” and “linking

phrases”, or “sentence connectors”.

Very Good!

Who can give me an example of discourse

(The students cite some of the discourse
markers?
markers)

Very Good!
Can you give me an example of sentence using

the discourse markers?

Yes, Ms. Tabamo! I am not happy about Ma’am Yasmen’s

decision however, if her decision is final then I

can’t do anything about it.

What an excellent example! Very good.

It’s good to know that you are able to make a

sentence using discourse markers.

B. Developmental Activities

Now that you are already familiar with the

discourse markers, are you ready for today’s Yes Ma’am!

topic class?

Excellent!

 Activity

Before we start, I have an activity here for you

class to energize you. It’s called Mixed Up

Sentences Game.

I have here sentences that I’ve cut and jumbled

it into words, in this game I need you to

arrange it correctly.
(The students listening attentively)
I will group you into two, this row is group

one and this row is group two.

The mechanics for this game is, in every item,

I want one different representative from the

group to get this envelope then proceed to your

group and arrange the jumbled words and stick

Yes, Ma’am!
it on the blackboard.

Do you understand, class?

Very Good!

You are given a time of 20 for each item to

complete the sentence. (The students starts to arrange the words into

Timer starts now! sentences)

1. I am very hungry, but the fridge is

empty.

2. Since I was ill for two months, I lost

my job.

3. I love to eat and sleep.

4. Should I go for pink or red?

5. You cannot succeed unless you work

sincerely.

(The students are done with the activity)

(The teacher done checking with their answer

and announced the winner group)

 Analysis Student 1: I think the sentence is connected to

Upon doing the activity, what have you the discourse markers, Ma’am.

observed in the following activities?

Student 2: Ma’am, there are words that

Very Good!
connects the sentence.
What else?

Student 3: Just like the discourse markers,

there is a word that connects to complete the

sentence, Ma’am.
Anyone else?

Great job everyone, all your answers are Yes, Ma’am.

correct.
Do you think these sentences have something (A student answered)

in common?

Can you tell me what are those?

The sentence will incomplete, Ma’am. The

thoughts of the sentence will also be

Very Good! incomplete.

What will happen if something from these

words or sentence is gone?

Do you think the thought is still complete?

Very Good!

It’s good to hear that you have learned from These sentences is similar with discourse

our activity today. markers, Ma’am and have something to do

 Abstraction with our lessons today, Ma’am.

What can you infer from these sentences?

Yes, you’re correct!

Today’s lesson is Conjunctions.

After learning what discourse markers are, you

are now to dig further on a type of discourse

which is likely common both in writing and

speaking.

(The teacher paste a her learning objectives in

the board)

At the end of this lesson you are expected to (The students read the learning objectives)

achieve the learning objectives, a) identify what is conjunctions and it’s

Let’s all read our learning objectives today, relationships between the words and

phrases;

a) identify what is conjunctions and it’s b) use conjunctions in a sentence; and

relationships between the words and c) construct a sentence using the

 phrases; conjunctions.

b) use conjunctions in a sentence; and

c) construct a sentence using the

conjunctions.

The previous lesson, you were able to learn

about the discourse markers and how they

generally work in a sentence. This time you

will have better grasp on a type of discourse

marker to which I am confident you are

familiar with. In this manner, a type of

discourse marker will be discussed

thoroughly to give better discussion on Yes, Ma’am !

discourse markers specifically on

Conjunctions!

Are you ready? Let’s get to know our first type

(The student read the definition on the board)
of discourse marker!

What are Conjunctions?

Who can tell me the meaning of the

conjunctions?

Very Good!

When we say conjunctions, these are the words

that join other words within sentences. A

conjunction is a word used to connect other

words or groups of words. There are three

main kinds of conjunctions: coordinating,

correlative, and subordinating. Sometimes a

kind of adverbs the conjunctive adverb is also

considered a conjunction. (The student answered)

The FANBOYS Ma’am, are For, And, Nor,

Here are some of coordinating conjunctions
But, Or, Yet, and So.
and how it used in a sentence;

Who can tell me what are the coordinating

conjunctions? These are usually address as

F.A.N.B.O.Y.S.

Very Good!

Here are the coordinating conjunctions, let’s

all read;

COORDINATING CONJUNCTIONS

and, but, for, nor, or, so, yet

WITH NOUNS AND PRONOUNS: Yasmen

and I attended the lecture.

WITH VERBS: Our dog whined and

scratched at the door.

WITH ADJECTIVES: The streak was

tender, large, yet tasteless.

WITH ADVERBS: The man responded

quickly but incorrectly.

WITH PREPOSITIONAL PHRASES: I will

go to Greece or to Spain.

WITH SUBORDINATE IDEAS: The agency

said that jobs were available but that qualified

personnel to fill them were not.

Ma’am, correlative conjunctions should be
WITH COMPLETE IDEAS: He seemed
working in pairs.
distressed, so we discussed his problem.

How about Correlative Conjunctions?

Anyone from the class?

Very Good!

So, when we say correlative conjunctions, it’s

working in pairs, the five correlative

conjunctions join elements of equal

grammatical weight in sentences in much the

same manner as coordinating conjunctions do.

CORRELATIVE CONJUNCTIONS

Both . . . . and either . . . or neither . . . nor

not only . . . but also whether . . or

WITH NOUNS: Both employers and the

employees agree.

WITH NOUNS AND PRONOUNS: Call

either Ed or me if you need help.

WITH ADJECTIVE: The rain was not only

heavy but also cold.

WITH PREPOSITIONAL PHRASES: Put

the check either in the drawer or beside the

telephone.

WITH COMPLETE IDEAS: Neither did the

swelling go down nor did the pain subside.

Let’s move on with subordinating conjunction,

Subordinating conjunctions join two complete

ideas by making one of the ideas subordinate

to or depend upon the other.

Here re the subordinating conjunctions,

 after so

because that

lest whenever

till as much

The although if

before than

now where

that as soon as

unless in as much

as as

even if that

provided wherever

until as though

as if in order that

even though though

since while

when

as long as

how

subordinate idea in a sentence always begins

with a subordinating conjunction and makes up

what is known as a subordinate clause.

A subordinate clause may either follow or

precede the main idea in a sentence.

MAIN IDEA SUBORDINATE

IDEA Ex: The referees watched carefully lest

they miss a key play.

SUBORDINATE IDEA MAIN IDEA

Although the fumigator sprayed, the termites

remained.
When trying to identify subordinating

conjunctions, remember that some of these

conjunctions can also function as prepositions

or adverbs. After, before, since till, and until

often act as prepositions; after, before, when,

and where often act as adverbs.

The last conjunction is the Conjunctive

Adverbs.

Now who can read the meaning on the board?

Great, when we say conjunctive adverbs, it

will act as transitions between complete ideas

by indication, comparisons, contrast, results,

and other relationships. The chart on the next

page lists the most common conjunctive

adverbs.

CONJUNCTIVE ADVERBS

Accordingly, finally, nevertheless, again,

furthermore, otherwise, also, however, then,

besides, indeed, therefore, consequently,

moreover, thus

As shown in the following examples,

punctuation is usually required both before and

after conjunctive adverbs.

Here are some examples to help you learn,

 Ex. The doctor did help my back

problem; however, I still experience Answer:

 occasional pain. 1-7. Answers may vary

 The earthquake damaged the wall 8. -10. Answers may vary

structure. Moreover, it broke some

water pipes.

 The hay fever grew worse. I,

nevertheless, refused to remain inside.

I think you understand now what is

conjunctions, let's have a short quiz before we

proceed to our next activity.

A. 1-7. Create your own sentence using the

F.A.N.B.O.Y.S.

B. 8-10. Give an example using

subordinating or correlative conjunctions.

(Almost all of the students raised their hands)

I will give you five minutes to do the task.

(After five minutes)

If you’re done, kindly exchange with your

seatmate and if you think it’s correct then put a

check. Yes! Ma’am.

Don’t worry class, I will recheck it and those

who will not check it correctly, I will give you Our group earlier, Ma’am?

minus to your score, understood?

Who got perfect score? Raised your hand (The students go to their group and formed a

please. circle)

(The teacher count them)

Very Good! It seems that most of you

understand our lesson today, only ten students

who didn’t got the perfect score. Don’t worry,

we still have one remaining activity so you Yes, Ma’am!

need to do better here, understood?

 Application

I want you to go to your group.

No, the five groups for this quarter.

Go to your group and form a circle.

Now, I have here a cardboard and for you to

write your answer, identify the conjunctions

present in the sentences and write if it’s a

coordinating, correlative or subordinating.

You are given a time of 20 seconds to write

your answer after that just raise your cardboard

with your answer. I will only count for 5

seconds for you to raise your cardboard.

If you didn’t raise it on time, you don’t have a

points.

Do you understand?

Okay, very good!

Let’s Start!

1. The physics instructor explained the theory, 1. But – coordinating

but I did not understand it. 2. Than – subordinating

2. Roger is significantly taller than Doug is. 3. Since – subordinating

3. You should eat salads since they are good 4. Either….or – correlative

for your digestion. 5. Unless – subordinating

4. Choose either the red or pink as your dress.

5. Unless you reform, you will be dismissed.

IV. Evaluation
Direction: Choose the letter of the correct answer.

1. Coordinating conjunctions always come _____ the words or clauses that they join.

a. After

b. Between

c. Before

2. The words “and”, “but” and “so” are often classified as _____ conjunctions.

a. Coordinating

b. Subordinating

c. Dependent

3. The main job of a conjunction is to _____ two parts of a sentence.

a. Invert

b. Compare

c. Join

4. Deserts are harsh and dry, ________ many plants grow there.

a. For

b. So

c. Yet

5. Pat looked at the antique rocker, ________ she couldn’t afford to buy it.

a. And

b. But

c. Or

V. Assignment

A. In a short bond paper, make a reflection paper on what you have learned from our discussion

today and use the conjunctions in your sentences and underline it. Your reflection should be at

least 250-300 words.