School/District Caraga State University Grade Level: VI

Practice Teacher Briendyl Jean S. Galo Learning Area English

Teaching Date February 11 ,2025 Tuesday Quarter Fourth Quarter

I. Objectives At the end of this lesson, the students should be able to:
a. distinguish coordinating conjunctions used in the sentence;
b. cooperate in class and group activities; and
c. compose a sentence using coordinating conjunctions.

MELCs Compose clear and coherent sentences using using conjunctions

Competency EN6G-Ig-4.4.1
Code
II. Subject Matter

A. Topic Coordinating Conjunctins

B. Teaching 4A’s approach, Cooperative learning
Strategies Powerpoint presentation, cartolina
C. Learning CO_Q4_ English 6_ Module 4, https://www.scribd.com/doc/196238790/Lesson-
Materials Plan-coordinating-conjunction-docx
D. Reference
III. Procedure Teacher’s Activity Learner’s Activity
A. Preparatory
Activities 1. Drill

Good morning class!

Good morning teacher!
How are you today?
We’re fine teacher
That’s good to hear.

Let’s have an activity. I will show you

scrtambled letters and what you are
going to do is to figure out the words
and raise your right hand if you know
the answer. Do you understand? Yes, we do!
1. BDERVA
2. SSHAREP 1. ADVERB
3. DSWRO 2. PHRASES
4. EEENSTCN 3. WORDS
5. ETELPMOC 4. SENTENCE
5. COMPLETE

2. Review

What was the last topic the we

discussed last time? We talked about adverbs of manner,
time and place.

Who can tell me what are the three

adverbs? Adverb of manner, adverb of time
Very good! and adverb of place

Who can give me a word or phrase

that we uses in adverb of manner,
time and place? ( answers may vary)

3. Motivation

Lets have another activity.

Message Relay

I will divide you into three

team. Team 1 will be the first row
and team 2 will be the row 2 and
Team 3 will be the third row. what
you are going to do is the first
person will silently read the
message that is written in the
paper that I will give to you later,
and he/she will relay the message
to the members by whispering
and the last member to receive
will write the message on the
board. Are you ready?What action
shos in the picture

Team 1

“The moon is bright and big

tonight.”

Team 2

“She studied hard, yet she failed

the test.”

Team 3

“Do you want the red shirt or the

blue one?
Very good! Class
Let’s give ourselves 3 claps!

4. Setting of Standards

Lets set some classroom rules class.

Now,what will you do if the teacher is

talking in front? Listen carefully.
 Yes, we need to listen carefully.

If theres a activity going on especially

a group activity, what will do as a
member of the group?
Work together and participate.
Yes, that’s right! So that you can
finish the task faster.

And our last rule is to raise your right

hand if you want to answer or share
your ideas in class.

Is our rules clear?

Yes, it is clear teacher.
B. Developmental
Activities
Lets have anothergroup activity.
1. Activity
"Conjunction Sorting"

I have here 2 sets of cards and all

you need to do is separate the
sentences that has conjunction and
those who don’t have conjunction.
After identifying the sentences
present it infront and explain the
reason why in choosing the
sentences.

With the same team earlier.

Team 1

Card 1: The sun shone brightly.

Card 2: She sang beautifully, and the

crowd cheered.

Card 3: He walked to the library.

Card 4: We could eat dinner now, or

we could wait until later.

Card 5: The wind howled fiercely.

Card 6: They studied hard, yet they

failed the test.

Team 2

Card 1: I want to go to the beach, but I

don't have time.

Card 2: He ran quickly.

Card 3: My favorite color is blue.

Card 4: They laughed and danced all

 night.

Card 5: He likes coffee, but he prefers

tea.

Card 6: He went to bed early, for he

was tired.

Team 3

Card 1: We watched a movie, and we

ate popcorn.

Card 2: I like pizza, but I prefer pasta

Card 3: The rain fell steadily.

Card 4: The rain poured down heavily.

Card 5: He went to bed early, for he
was tired.

Card 6: She wrote a letter.

2. Analysis
Now, Group 1, can you please read
the sentences that you sort. Lets go
for the sentence that has
conjunction. ( Group 1 will read the sentences)

Now,for the sentences that has no ( Group 1 will read the sentences)
conjunctions.

Group 2, please read the sentences ( Group 2 will read the sentences)
that you sort, that has conjunction in
it.
( Group 2 will read the sentences)
Now,for the sentences that has
no conjunction.

Group 3, please read the sentences ( Group 3 will read the sentences)
that you sort, that has conjunction in
it.
( Group 3 will read the sentences)
Now,for the sentences that has
no conjunction.

Now my question these question is

for all the groups.

How did you find the conjunction

used in the sentence.

3. Abstraction Our new lesson for today is all

about, Coordinating Conjunctions

 Coordinating conjunctions
join two or more words,
 phrases, sentences, or
independent clauses.
 Coordinating conjunctions are
used to give equal emphasis
on both parts of the sentence.
.
There are seven coordinating
conjunctions, and people use this
acronym to help them remember:
FANBOYS.

F = for
A = and
N = nor
B = but
O = or
Y = yet
S = so

 for is used to show a cause

Example: I didn’t attend the

meeting, for I was busy with my
chores.

Now, who can use the

coordinating conjunction For
In a sentence? ( one student will state his/her
answer)
 and is used to add ideas

Example: Eating candies and

chewing gums are not allowed
during class hours.
( one student will state his/her
Who can use and in a sentence?
answer)
 nor is used to distinguish
between negative clauses.

Example: He doesn’t know me,

nor my sisters.

Who can use nor in a sentence? ( one student will state his/her
answer)
 but is used to contrast ideas.

Example: Father bought

potatoes, but he forgot to buy
garlic.
( one student will state his/her
 answer)
Who can use but in a sentence?

 or is used to show choices or

options.

Example: Does she know you

or Lorna?
( one student will state his/her
How about the or, who can use it answer)
in a sentence?

 yet is used to contrast ideas

Example: They have listened to

the weather forecast, yet they
went fishing.

Who wants to share their idea on ( one student will state his/her
how to use yet in a sentence? answer)

 so is used to show a result.

Example: The dog was barking

loud, so I shouted for help.
( one student will state his/her
Who wantsto try using so answer)
In a sentence?
4. Application Let’s have a group activity. Each
group will be given two task. You
need to finish the task within 3
minutes. Finish or not finish, you
need to present your output here in
front.

Activity 1 “SEARCH FOR ME”

Direction:
Find and encircle the seven hidden
conjunctions in the puzzle, you may
look up, down,across, backward, and
diagonally
 F L S K T E I A
K O C S J D N [
E M R E R D Y V
S P O L O X T H
S J J V N H K E
W N G R P I O T
Y E T E N T Q U
A R E N T X I B

Activity 2 “FIND ME”

Direction: Encircle the

coordinating conjunction in the
story.

Lily loved baking, but hated

dishes. She'd whip up cookies or a
cake, yet the dirty bowls filled her
with dread. So, after baking, she'd
sigh and tackle the dishes, for a
clean kitchen was key.
Sometimes, her brother would
help, and then the chore wasn't so
bad. She knew that eventually,
she'd bake again, and the cycle
would continue.

5. Generalization Let’s see if you understand our topic

for toaday.

What are the 7 coordinating

conjunctions? The 7 coordinating conjunctions
are for, and, nor, but, or, yet,
What is the acronym for
those 7 coordinating conjunctions? so.

Very good class! Lets give ourselves We call it FANBOYS

a Good Job clap!!

IV Evaluation

Compose clear sentences using the appropriate conjunction inside the parenthesis. Write the
correct conjunction on your answer sheet and punctuate your sentences correctly.
(and,but) 1. One night, my brother ____I went to our barangay plaza.
(and,but) 2. We would be watching the fireworks display the concert.
(so,but) 3. When we arrived there, there were already many people
waiting,____the program has not started yet.
(or,for) 4. I asked my brother if he wanted to go with me to buy candies
__ he
would just stay and wait for me.
(so,but) 5. He decided to stay, I went alone.

V. Assignment

Make clear and coherent sentences by using any of the conjunctions found
below. Write your answers on your answer sheet. Put the appropriate
punctuation mark whenever applicable in the sentence.

1. Mrs. Lee her Grade VI class planned to have a “Visita Yglesia” all
over the Diocese of Antique.
2. Most of the parents agreed to it, non-Catholic parents were against it.
3. “Majority wins,” the planned “Visita Yglesia” pushed through.
4. The Grade VI pupils were very excited to visit the different parishes in the whole
province to see the many beautiful sceneries along the way.
5. The children were instructed by Mrs. Lee to go to school early the bus
will leave without them.
6. Along the way, the children their parents prayed the rosary.
7. Not all of them were Catholics, the non-Catholics just prayed silently on their
own.
8. No teacher pupil talked during the rosary.
9. Each time they arrived in every parish, the children got off the bus
excitedly went inside the
10. After a long-day trip, they went home tired _____ happy.

++

Prepared by:

BRIENDYL JEAN S. GALO

Practice Teacher

Checked by:

IRISH G. MAGLASANG

Cooperating Teacher