NUEVA ESTRELLA NATIONAL HIGH SCHOOL

Nueva Estrella, Socorro, Surigao del Norte

Semi – Detailed Lesson Plan

English Grade 8

Date and Time: August 8, 2019 / 2:30 – 3:30 P.M. Quarter: First Quarter
Grade and Section: Grade 8 – Fe Del Mundo Teacher: Lotis Q. Rivas

I.OBJECTIVES
At the end of the lesson, the students are expected to:
a. define conjunctions;
b. explain the difference among the three types of conjunctions;
c. construct sentences using proper conjunctions.

A. Content Standard:
The learner demonstrates understanding of: South and West Asian literature as an expression of
philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance Standard:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be
used in composing and delivering a memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion – making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.

C. Learning Competency:
The learner:
 use parallel structures;
 use appropriate cohesive devices in composing an informative speech.

D. LC CODE
EN8G-Ib-7
EN8G-Ib-8

II. CONTENT
“ CONJUNCTIONS”
Coordinating Conjunction
Subordinating Conjunction
Correlative Conjunction

III. LEARNING RESOURCES

A. Reference/s : K to12 Curriculum Guide English 8
New Horizons in Learning English I LM pp. 246 – 247
English Expressways III LM pp. 307 - 308 ; pp. 330 - 331
B. Material/s : PowerPoint Presentation, Conjunction Exercises Worksheets, Cartolina
C. Process-Skills : Critical and Logical Thinking
D. Teaching Strategies :
Game ( The Detective), Discussion, Cooperative Learning,
Differentiated Instruction (Different Acts for Different Folks Activity)
E. Value/s Integration :
Cooperation during teaching – learning process
F. Subject/s Integration :
T.L.E and MAPEH

IV. PROCEDURES

A. Preliminaries
 Prayer
 Attendance Checking
 Agreement
 Reviewing of the previous lesson
 Reading of the objective
B. Establishing a purpose for the lesson
 Motivation
The teacher will ask the following questions:
 When the sole of your shoes open, what do you use to put them back together?
( mighty bond or rugby)
 When you need to need a 1x1 picture on your index card, what do you use to stick it?
( glue)
 What do you use when you need to put pieces of paper together? (stapler)

In life, we use all sorts of things to join objects together – whether it be glue, rugby, tape
or sticky tac. Just like in English, there are words that help things stick together. These words are
called conjunctions.

C. Representing examples/instances of the new lesson

 Activity
The Detective
The students will be the detective and the teacher is the bandit. The bandit robbed the
conjunctions from the sentences and detective has to figure out what those stolen conjunctions are
and how they fit in.
Sentences:
1. In my bag, there are two books and some pens.
2. She passed the test because she had a good teacher.
3. I shall take up either journalism or law.

Ask the students with the following questions:

 What do we call the word that connects ideas?
 What items are joined by the conjunction in sentence 1,2 and 3?
 What type of conjunctions they are?
 Why is conjunction so important?

D. Abstraction
Have students create flower petal graphic organizers for each type of conjunction. The center of
the flower should contain one type of conjunction, and the petals should contain examples of that type
of conjunction. Then, the teacher will present a power point presentation about the types of
conjunctions, as well as the definition and example for each. After the discussion, let the students
construct a sample sentence using the proper conjunction under each flower.

COORDINATING CONJUNCTIONS SUBORDINATING CONJUNCTIONS CORRELATIVE CONJUNCTIONS

Coordinating conjunctions are Subordinating conjunctions Correlative conjunctions are sort

used to combine equally are used to combine two short of like tag-team conjunctions.
important ideas. sentences/clauses of unequal They come in pairs, and you have
importance.
Ideas of equal importance can to use both of them in different
In combining two short
be joined with coordinating sentences of unequal places in a sentence to make
conjunctions such as importance, express the less them work. They get their name
important idea in a dependent from the fact that they work
For together (co-) and relate one
clause, an adjective clause, or
And
an adverb clause. sentence element to another.
Nor
Subordinating conjunctions
But
may be used to express: Correlative conjunctions include
Or
a. Time pairs such as:
Yet
( after, as, before, since,
So
until, when, whenever,
Note the following lists of while)
common coordinating b. Cause or Reason
(inasmuch as, because, either/or --- I want either the cheesecake
conjunctions according to
since, whereas) or the chocolate cake.
their use.
c. Purpose or Result
(that, in order that, both/and --- We’ll have both the
boys and girls (implies addition) so that, for) cheesecake and the chocolate cake.
d. Condition
in the city or in the province (although, unless, while, neither/nor --- Oh, you want neither the
(implies alternation) if, even though, provided cheesecake nor the chocolate
that) cake? No problem.
He is sick, but he still wants to go to Examples:
school. (implies contrast) We might get wet because it is
raining hard. not only /but also --- I’ll eat them both- not
Human effort is fruitless if it is not only the cheesecake but also
The rebel surrendered for he wanted the chocolate cake.
directed and controlled by an energetic
peace of mind. (implies reason)
will.
 E. Application

Activity: Different Acts for Different Folks

(The groups will work on the different activities to tap their skills and potentials.

Task 1 – for the writers (Group I) : Write a short poem containing conjunctions. Present it to the
class with correct pronunciation and intonation.

Task 2 – for the singers (Group II) : Choose a song that the lyrics contain conjunctions.
Sing it to the class.

Task 3 – for the actors/ actresses (Group III) : Role play the scene that you like best from the play
“Ramayana”. Create your own lines using conjunctions.

(After the presentation of each group, let them identify the conjunctions they used from their script.)

F. Evaluation
Directions: Choose the best answer to complete each sentence.

1. We like him _______ he is funny and nice. ( so because but )

2. Bella was hungry ______ she ate some fries. ( but and so )
3. She is neither polite ______ funny. ( nor or yet )
4. This salad is _____delicious ___healthy. ( whether / or rather / than both / and )
5. My dog _____ cat like to chase each other. ( and or but )
6. The rebel surrendered _____ he wanted peace of mind. (that , so, for )
7. I could not decide_______ to marry her____ her sister. ( either/or, whether/or, neither/nor )
8. We are either extremely early _____ extremely late. ( or, nor, but also)
9. Jan went to the carnival, _____ she didn’t stay for long. ( and, or, but )
10. He’s studying ______ he’ll do well on the test. ( so that, because, but )

G. Agreement

Make a Conjunction Word Wall. Have students make word walls of the three types of
conjunctions and all the examples they can think of. Have the students decorate them, and hang
them on the wall. This way they can refer to these words as they write.

V. REMARKS
____________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________________________

VI. REFLECTION
_____________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________

Prepared by:

LOTIS Q. RIVAS
Teacher III

Checked and Observed:

JOCELYN M. VOSOTROS
Head Teacher I
 THE SCORING RUBRIC FOR THE GROUP PRESENTATION

Different Acts for Different Folks ( Differentiated Instruction)

Indicators 1 2 3 4 Score
Preparation Did not prepare Some A good amount Student
enough for preparation was of preparation prepared
presentation. done. was done. beyond level of
assessment.
Visuals There were no There were few There were Students
helpful visual visual aids. clear and created
aids. interesting excellent visual
visual aids. aids.
Speaking and Did not look at Looked at Looked at the Held attention of
Audience the audience audience some audience and the audience
Contact and did not of the spoke clearly. and spoke very
speak clearly. time;spoke expressively.
clearly once in a
while.
Creativeness The Has well- Has creative Has
and organization of organized and well- exceptionally
Organization presentation is presentation organized creative and
confusing to the presentation well- organized
audience. presentation
Overall Group didn’t Group Group Group
Understanding show sufficient understood understood the understood the
of the topic understanding most of the topic entire topic topic and
of the topic presented extra
information
TOTAL

Prepared by:

LOTIS Q. RIVAS
Teacher III
Task I – for the writers : Write a short poem

Poem

Susie is a sexy student

Who wears a pretty hat
And scarlet scarf
That matches her mat.

When the sun shines bright

She studies hard
And takes her snacks
To make things alright.

Task I – for the writers : Write a short poem

Poem

Susie is a sexy student

Who wears a pretty hat
And scarlet scarf
That matches her mat.

When the sun shines bright

She studies hard
And takes her snacks
To make things alright.

Task I – for the writers : Write a short poem

Poem

Susie is a sexy student

Who wears a pretty hat
And scarlet scarf
That matches her mat.

When the sun shines bright

She studies hard
And takes her snacks
To make things alright.

Task I – for the writers : Write a short poem

Poem

Susie is a sexy student

Who wears a pretty hat
And scarlet scarf
That matches her mat.

When the sun shines bright

She studies hard
And takes her snacks
To make things alright.
 Task 3 – for the actors/ actresses (Group III) : Role play the scene that you like best from the play
“Ramayana”. Create your own lines using conjunctions.

King : Good morning! We are all here for an important announcement. I am growing old. I decided to give up the
reign to my eldest and favorite son, Rama to rule this kingdom of Ayodya.
People : Yes, your majesty! We are happy when we heard that news, because we love Rama too.
( Rama! Rama! Rama! Rama! )
Maid/Servant : Madam Kaikeyi, you would be better off if your son, Bharata would be king and not Rama.
Kaikeyi: You are right!...
: My husband , remember when I saved your life in the battlefield so many years ago? And do you remember that
You granted me two boons at that time. The time has come for you to fulfill your promise! I want Rama exiled
for 14 years and forced to live like an ascetic, and Bharata to be made king.
King: Oh! Woman, have you no heart? Please ask anything but not that.
Kaikeyi: I’m sorry, but you must fulfill your promise!
King: ( Ma heart attack and then will die) ( Kaikeyi and other people will help and cry)

Task 3 – for the actors/ actresses (Group III) : Role play the scene that you like best from the play
“Ramayana”. Create your own lines using conjunctions.

King : Good morning! We are all here for an important announcement. I am growing old. I decided to give up the
reign to my eldest and favorite son, Rama to rule this kingdom of Ayodya.

People : Yes, your majesty! We are happy when we heard that news, because we love Rama too.
( Rama! Rama! Rama! Rama! )

Maid/Servant : Madam Kaikeyi, you would be better off if your son, Bharata would be king and not Rama.

Kaikeyi: You are right!...

: My husband , remember when I saved your life in the battlefield so many years ago? And do you remember that
You granted me two boons at that time. The time has come for you to fulfill your promise! I want Rama exiled
for 14 years and forced to live like an ascetic, and Bharata to be made king.

King: Oh! Woman, have you no heart? Please ask anything but not that.

Kaikeyi: I’m sorry, but you must fulfill your promise!

King: ( Ma heart attack and then will die) ( Kaikeyi and other people will help and cry)

Task 3 – for the actors/ actresses (Group III) : Role play the scene that you like best from the play
“Ramayana”. Create your own lines using conjunctions.

King : Good morning! We are all here for an important announcement. I am growing old. I decided to give up the
reign to my eldest and favorite son, Rama to rule this kingdom of Ayodya.

People : Yes, your majesty! We are happy when we heard that news, because we love Rama too.
( Rama! Rama! Rama! Rama! )

Maid/Servant : Madam Kaikeyi, you would be better off if your son, Bharata would be king and not Rama.

Kaikeyi: You are right!...

: My husband , remember when I saved your life in the battlefield so many years ago? And do you remember that
You granted me two boons at that time. The time has come for you to fulfill your promise! I want Rama exiled
for 14 years and forced to live like an ascetic, and Bharata to be made king.

King: Oh! Woman, have you no heart? Please ask anything but not that.

Kaikeyi: I’m sorry, but you must fulfill your promise!

King: ( Ma heart attack and then will die) ( Kaikeyi and other people will help and cry)
Name: __________________________ Date: _________________
Grade/ Section:______________________ Score:_________________
Directions: Choose the best answer to complete each sentence.

1. We like him _______ he is funny and nice. ( so because but )

2. Bella was hungry ______ she ate some fries. ( but and so )
3. She is neither polite ______ funny. ( nor or yet )
4. This salad is _____delicious ___healthy. ( whether / or rather / than both / and )
5. My dog _____ cat like to chase each other. ( and or but )
6.The rebel surrendered _____ he wanted peace of mind. (that , so, for )
7. I could not decide_______ to marry her____ her sister. ( either/or, whether/or, neither/nor )
8. We are either extremely early _____ extremely late. ( or, nor, but also)
9. Jan went to the carnival, _____ she didn’t stay for long. ( and, or, but )
10. He’s studying ______ he’ll do well on the test. ( so that, because, but )

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Name: __________________________ Date: _________________

Grade/ Section:______________________ Score:_________________
Directions: Choose the best answer to complete each sentence.

1. We like him _______ he is funny and nice. ( so because but )

2. Bella was hungry ______ she ate some fries. ( but and so )
3. She is neither polite ______ funny. ( nor or yet )
4. This salad is _____delicious ___healthy. ( whether / or rather / than both / and )
5. My dog _____ cat like to chase each other. ( and or but )
6.The rebel surrendered _____ he wanted peace of mind. (that , so, for )
7. I could not decide_______ to marry her____ her sister. ( either/or, whether/or, neither/nor )
8. We are either extremely early _____ extremely late. ( or, nor, but also)
9. Jan went to the carnival, _____ she didn’t stay for long. ( and, or, but )
10. He’s studying ______ he’ll do well on the test. ( so that, because, but )

---------------------------------------------------------------------------------------------------------------------------------------------------

Name: __________________________ Date: _________________

Grade/ Section:______________________ Score:_________________
Directions: Choose the best answer to complete each sentence.

1. We like him _______ he is funny and nice. ( so because but )

2. Bella was hungry ______ she ate some fries. ( but and so )
3. She is neither polite ______ funny. ( nor or yet )
4. This salad is _____delicious ___healthy. ( whether / or rather / than both / and )
5. My dog _____ cat like to chase each other. ( and or but )
6.The rebel surrendered _____ he wanted peace of mind. (that , so, for )
7. I could not decide_______ to marry her____ her sister. ( either/or, whether/or, neither/nor )
8. We are either extremely early _____ extremely late. ( or, nor, but also)
9. Jan went to the carnival, _____ she didn’t stay for long. ( and, or, but )
10. He’s studying ______ he’ll do well on the test. ( so that, because, but )

Name: __________________________ Date: _________________

Grade/ Section:______________________ Score:_________________
Directions: Choose the best answer to complete each sentence.

1. We like him _______ he is funny and nice. ( so because but )

2. Bella was hungry ______ she ate some fries. ( but and so )
3. She is neither polite ______ funny. ( nor or yet )
4. This salad is _____delicious ___healthy. ( whether / or rather / than both / and )
5. My dog _____ cat like to chase each other. ( and or but )
6.The rebel surrendered _____ he wanted peace of mind. (that , so, for )
7. I could not decide_______ to marry her____ her sister. ( either/or, whether/or, neither/nor )
8. We are either extremely early _____ extremely late. ( or, nor, but also)
9. Jan went to the carnival, _____ she didn’t stay for long. ( and, or, but )
10. He’s studying ______ he’ll do well on the test. ( so that, because, but )
Coordinating Conjunction

Example: Ben will have the salad or the sandwich.

Explanation: The coordinating conjunction or connects two items ( salad and sandwich) that are equal
importance in a sentence. The coordinating conjunction or implies alternation like (salad or sandwich).

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Subordinating Conjunction

Example: John didn’t come because he was ill.

Explanation: The subordinating conjunction because joins two clauses (John didn’t come and He was ill.) It
shows a relationship between the two clauses… because he was ill becomes subordinate clause
that introduced by the subordinate conjunction because.

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Correlative Conjunction

Example: Both Jeff and Keith enjoyed the movie.

Explanation: The correlative conjunction “both/and” connects two subjects Jeff and Keith that carry equal
weight in the sentence.

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