School BUTANSAPA ES Grade SIX

Teacher MIKEE Q. MOTOL Learning Area ENGLISH

Daily Lesson Plan Week/Teaching March 03, 2025 Quarter 4
Date
Time

I. OBJECTIVES
A. Content Standards The learner listens critically; communicates feelings and ideas orally
and in writing with a high level of proficiency; and reads various text
types materials to serve learning needs in meeting a wide range of life’s
purposes.
B. Performance Standards

C. Learning Competencies

D. Learning Objectives Compose clear and coherent sentences using appropriate grammatical
structures (verb tenses, conjunctions, adverbs) (RELATIONAL LEVEL
OF SOLO TAXONOMY)

At the end of the lesson, the learners are expected to:

II. CONTENT a. define and describe the different types of conjuctions;
(Subject Matter) b. identify the different types of conjunctions in a sentence; and
c. compose clear and coherent sentences using appropriate
grammatical structures: coordinating, subordinating and correlative
conjunctions.
III. LEARNING RESOURCES
COORDINATING CONJUNCTIONS
A. References
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from Padohinog, M. M., Macantan, C., Malana, M., & Tonogbanua, D. (2020).
Learning Resource LR portal English Quarter 4 – Module 4 Compose Clear and Coherent Sentences
Using Conjunctions [Self-Learning Modules]. Department of Education.
Retrieved (April 18, 2024) from
https://r7-2.lms.deped.gov.ph/moodle/mod/folder/view.php?id=13101
B. Other Learning PowerPoint Presentation, laptop, SLMs/Learning Activity Sheets, pens,
Resources notebook
IV. PROCEDURE TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. PRELIMINARY ACTIVITIES a. Greetings
B. Drill/Reviewing previous Directions: Use the correct 1. Our teacher always
Lesson or presenting new coordinating conjunction inside the scolds us yet she
lesson box. loves us.
2. She is not biased or
unfair.
3. She is our Science
1. Our teacher always scolds us ____ teacher and our class
she loves us. adviser, too.
2. She is not biased ______ unfair. 4. We are afraid of her
3. She is our Science teacher _____ but we admire her.
our class adviser, too. 5. Having her as our
4. We are afraid of her _____ we teacher and as a
admire her. second mother is a
5. Having her as our teacher _____ as blessing.
second mother is a blessing. 6. Having her as our
6. Having her as our teacher _____ a teacher or a second
second mother is a blessing. mother is a blessing.
C. Establishing a purpose for Directions: Read the sentences below. 1. but
the lesson Pick out the coordinating conjunctions 2. and
used. 3. nor
1. Melody is pretty, but she possesses a 4. and
bad attitude. 5. so
2. She is selfish and greedy.
 3. She does not share her food to
others nor give away her old clothes
and toys to poor children.
4. Melissa always cleans her room and
helps around the house.
5. Mel also does the cooking, so she
Melody does the dishes.
D. Discussing new concepts A conjunction is a word connector or a
and practicing new joining word. We use conjunctions to
skills.#1 join two words, phrases, and clauses to
make one long sentence.
Coordinating conjunctions connect
E. Discussing new concepts words, phrases, or clauses of equal
and practicing new skills rank or kind. Write a comma before the
coordinating conjunction when it joins
#2.
two independent clauses.
F. Developing Mastery Below are examples of coordinating
(Lead to Formative conjunctions:
Assessment 3)  for is used to show a cause
Example: I didn’t attend the meeting,
because I was busy with my chores.
 and is used to add ideas
Example: Eating candies and chewing
gums are not allowed during class
hours.
 nor is used to distinguish between
negative clauses Example: He doesn’t
know me, nor does he know my sister.
 but is used to contrast ideas
Example: Father bought potatoes, but
he forgot to buy garlic.
 or is used to show choices or options
Example: Does she know you or Lorna?
 yet is used to contrast ideas
Example: They have listened to the
weather forecast, yet they went
fishing.
 so is used to show a result
Example: The dog was barking loud, so
I shouted for help.
G. Finding practical Directions: Compose clear sentences 1. One night, my brother
application of concepts using the appropriate conjunction and I went to our
and skills in daily living inside the parenthesis. Write the barangay plaza.
correct conjunction on your answer 2. We would be watching
sheet and punctuate your sentences the fireworks display
correctly. and the concert.
(and, but) 1. One night, my brother 3. When we arrived
_____ I went to our barangay plaza. there, there were
(and, but) 2. We would be watching the already many people
fireworks display _____ the concert. waiting, but the
(so, but) 3. When we arrived there, program had not
there were already many people started yet.
waiting, _____ the program has not 4. I asked my brother if
started yet. he wanted to go with
(or, for) 4. I asked my brother if he me to buy candies or
wanted to go with me to buy candies he would just stay and
_____ he would just stay and wait for wait for me.
me. 5. He decided to stay, so
(so, but) 5. He decided to stay, ______ I I went alone.
went alone.
H. Evaluating Learning Why are coordinating conjunctions
important for creating clear and
cohesive communication in everyday
interactions?
I. Making Generalizations What are coordinating conjunctions?
 and Abstraction about the
Lesson.
J. Evaluating Learning Directions: Use the conjunctions
inside the box to combine the 1. Karen and Princess are
sentences into one meaningful classmates, and they
sentence. Take note of the correct are neighbors, too.
punctuation marks that go with certain
coordinating conjunctions.
2. They both go to school
early, but Karen goes
Example: Isaac is a good boy. He is home late in the
also a loving child. afternoon.
Answer: Isaac is a good boy and a
loving child. 3. Karen loves to play in
1. Karen and Princess are classmates. school after class, so
They are neighbors, too. she would invite
2. They both go to school early. Karen Princess to play with
goes home late in the afternoon.
her.
3. Karen loves to play in school after
class. She would invite Princess to play
with her. 4. Princess is sometimes
4. Princess is sometimes tempted to tempted to play, yet
play. She controls herself. she controls herself.
5. She does not allow herself to stay
late in school. She goes home late. 5. She does not allow
herself to stay late in
school, nor does she
go home late.
K. Additional Activities for
Application or Remediation
(Assignment)
V. REMARKS The delivery of instruction and
expectations meet the purpose and
objectives of the lesson because the
learners

VI. REFLECTION Learners are engaged in the teaching-

learning process when incorporating

A.No. of learners who earned ___ of Learners who earned 80% above
80% in the evaluation
B.No. of learners who require ___ of Learners who require additional
additional activities for activities for remediation
remediation who scored below
80%
C.Did the remedial lessons ___Yes ___No
work? No. of learners who ____ of Learners who caught up the
have caught up with the lesson
lesson
D.No. of learners who ___ of Learners who continue to require
continue to require remediation
remediation
E.Which of my teaching Strategies used that work well:
strategies worked well? Why __Group collaboration
did these work? __Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
 __Discussion
__Think-Pair-Share

F.What difficulties did I __Comprehension

encounter which my principal __Lack of Interest of pupils
or supervisor can help me
solve?
G.What innovation or localized Planned Innovations:
materials did I use/discover __Fashcards
which I wish to share with __Pictures
__Learning Activity Sheets
other teachers?
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation