Republic of the Philippines

Department of Education
Region ______
Schools Division of _______________
District of ______
_________________________________
_____________________________________________

LESSON PLAN for CLASSROOM OBSERVATION in

ENGLISH 6

I. Objective
A. Content Standards The learner demonstrates command of the conventions of standard
English grammar and usage when writing or speaking.
B. Performance Standards The learner uses the correct function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions in various
discourse (oral and written); speaks and writes using good command of
the conventions of standard
English.
C. Learning Competencies) Compose clear and coherent sentences Using appropriate grammatical
structures:
- Subordinate and coordinate conjunctions Objectives:
• Tell what is conjunction
• Identify appropriate conjunctions used in a sentence
• Explain the kinds of conjunctions
• Compose a sentence using subordinate and coordinate
conjunctions
EN6G-IIc-7.1

Compose clear and coherent sentences using appropriate grammatical

structures: -Subordinate and coordinate conjunctions
EN6G-IIh-8.3
EN6G-IIh-8.4

Compose clear and coherent sentences using appropriate grammatical

structures (verb tenses, conjunctions, adverbs)
EN6G-Ig-4.4.1

II. Content CONJUNCTIONS

Integration:
 EDUKASYON SA PAGPAPAKATAO
 MATHEMATICS
 HEALTH-CURRENT EVENTS/PANDEMIC
 MUSIC

Valuing:
 Unity
 Cooperation
 Observance of Health and Safety Protocols during Pandemic

Strategies:
  Game-based Learning
 Explicit Teaching
 Discovery Learning
 Cooperative Learning
III. (Learning Resources)
A. References
1. Teacher’s Guide Pages Most Essential Learning Competencies (MELCs) p. 137

2. Learner’s Materials
Pages
3. Textbook Pages pp.
4. Additional Materials
from Learning Resources
(LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous Lessons Use of game “DEAL OR NO DEAL”
Directions: Say DEAL if the set of words is a sentence, and NO DEAL
if not.

1. if you will accompany me

2. She still topped the test.
3. because he did not study well
4. I will go.
5. although she had been sick for two weeks

B. Establishing purpose for Use of ICT

the Lesson Localization and Contextualization

Ask the following questions before watching the video presentation.

 What do you do when there are times that you have
enough or even more for your needs?

URL:
https://www.youtube.com/watch?v=K6X8HME8GtQ

Questions:
1. What is the story all about?
2. What did the mouse see in the basket?
3. What happened to the mouse when he ate a lot of corns? Did he
get out of the basket?
4. Did the mouse listen to the rabbit when it said that the mouse was
greedy? Why did you say so?
5. What happened to the mouse after eating a lot the next day?
6. What is the moral lesson of the story?
7. How do you avoid from being greedy?
C. Presenting examples Story Presentation
/instances of the new
lessons The Mice

Mice live in our walls but do not trouble our kitchen. We are pleased but
cannot understand why they do not come into our kitchen where we have
traps set, as they come into the kitchens of our neighbors. Although we
are pleased, we are also upset, because the mice behave as though there
were something wrong with our kitchen.
What makes this even more puzzling is that our house is much less tidy
than the houses of our neighbors. There is more food lying about in our
kitchen, more crumbs on the counters and filthy scraps of onion kicked
against the base of the cabinets. In fact, there is so much loose food in
the kitchen I can only think the mice themselves are defeated by it.
In a tidy kitchen, it is a challenge for them to find enough food night
after night to survive until spring. They patiently hunt and nibble hour
after hour until they are satisfied. In our kitchen, however, they are faced
with something so out of proportion to their experience that they cannot
deal with it. They might venture out a few steps, but soon the
overwhelming sights and smells drive them back into their holes,
uncomfortable and embarrassed at not being able to scavenge as they
should.

Use of game “MY QUESTION, YOUR ANSWER”

1. What is the story all about?
2. Why was he upset about the mice?
3. Why do you think do the mice won’t come into the author’s
kitchen?
4. How did he describe their house compared to their neighbor’s
house?
5. What challenges do the mice might face in a tidy kitchen?
6. How do you keep your kitchen away from pests?

*Integration of Current Events/Health (Pandemic)

During this time of pandemic, why is it important to keep our homes
clean and away from pests?
D. Discussing new concepts Discovery Learning
and practicing new skills #1. Use of game “JUMBLED LETTERS”
Free discussion

CNOJNCUITNOS

What word did you discover?

CONJUNCTIONS

What are conjunctions?

Conjunctions are words that link or join other words, phrases, or clauses
together.

What are the examples of conjunctions?

There are two kinds of conjunctions:

CORDOIANTIN
G
CNOJNCUITNOS
What word did you discover?
COORDINATING CONJUNCTIONS

1. Coordinating Conjunctions allow you to connect words,

 phrases, and clauses of equal grammatical rank in a sentence. The
most common coordinating conjunctions are for, and, nor, but,
or, yet, and so; you can remember them as FANBOYS.

USBROIDNTAIN
G
CNOJNCUITNOS
What word did you discover?
SUBORDINATING CONJUNCTIONS

2. Subordinating Conjunctions allow you to connect an

independent clause (or main clause which expresses a complete
thought and can stand by itself as a complete sentence) and a
dependent clause (does not give a complete thought and cannot
stand by itself and has to join an independent clause for it to
complete its meaning.)

Let us study the following phrases and sentences.

1. in liberty and in peace
2. The steak is savory and delicious.
3. Give us food to eat and a water to drink.
4. If we are in danger, guide us and protect us.
5. white or black
6. Treat us even more and meet our special needs.
7. Be with us and love us.
8. Teach us well so that we may have happy lives; but never leave
us.
9. care, faith and love
10. peace and understanding

What words are connected by the bold conjunctions above?

In number 1, and connects the prepositional phrases. And in numbers 2,
4, 6, 7, and but in number 8 connect independent clauses or sentences. In
number 3 and connects noun phrases, while in numbers 9 and 10 and
connects nouns. In number 5 or connects nouns.

• In number 1 and connects two phrases of equal rank because they

are both prepositional phrases.
• In numbers 2, 4, 6, and 7, and connects clauses of equal rank for
all are independent clauses.
• In numbers 5 and 10 and and or connect two words of the same
rank.
• In number 8 but connects clauses of the same rank.
• And, or, but connect words, phrases, clauses or sentences of
equal rank hence they are called coordinating conjunctions.
• Nor, for, so and yet are also coordinating conjunctions.

Let us take another examples:

1. He got low grades because he did not study well.
independent clause dependent clause

2. I will go if you will accompany me.

independent clause dependent clause

3. She still topped the test although she had been sick
for two weeks.
independent clause dependent clause
INEDENPDENT
LCUASE
 What word did you discover?
INDEPENDENT CLAUSE

An independent clause or main clause expresses a complete thought and

can stand by itself as a complete sentence. It contains a subject and a
predicate.

EDENPDENT
LCUASE

What word did you discover?

DEPENDENT CLAUSE
A dependent clause or subordinate clause does not give a complete
thought and cannot stand by itself. It has to join an independent clause
for it to complete its meaning.

Analyze the examples of independent and dependent clauses.

Are there conjunctions used in sentences?
• The words because, if and although are subordinating
conjunctions. They connect an independent and a dependent clause.
• After, before, even though, in order that, since, us, as, if, when,
where, why, unless, until, till, that, so that, while, whenever and
however are other examples of subordinating conjunctions.

E. Discussing new concepts Use of game “CONJUNCTION SEARCH”

& practicing new skills #2 Directions: Now, let us go back to the story and code the text. Underline
all the conjunctions found in the story. Write your answers on your
answer sheet.

Use of game “MAY THE BEST CONJUNCTION WIN!”

Directions: Read both conjunctions next to each sentence. Decide which
one fits best to make the sentence complete. Determine the correct
conjunction and then write it on your answer sheet.

1. He whispered _____that only I could hear him. (if, so)

2. Do you like milk ____juice? (but, or)
3. I could go on the ride____I was taller. (if, so)
4. We slept____our mom wakes us up. (because, until)
5. She jumped in the water______ she knew how to swim.
(because, unless)

F. Leads to Formative Differentiated Instruction/Activities

Assessment 3) Group Activity

Group 1 Team EASY

Combine two sentences by using a comma and a conjunction. Two
sentences can be combined by adding a comma and a coordinating
conjunction such as and, but, or, so, and yet.
 Group 2
Team
AVERAGE
Combine each pair of sentences using a conjunction from the word
bank.

Group 3
Team
DIFFICULT
Circle the conjunction in each sentence. Write coordinating or
subordinating to indicate the type of conjunction.
 *Integration of Edukasyon sa Pagpapakatao
*Infusion of Higher Order Thinking Skills

Valuing: (UNITY AND COOPERATION)

• Do you like our activity?
• Is our group activity easy?
• Why it became so easy?*HOTS

Numeracy:
Susan wanted to win the contest, so she studied every day during recess.
They have their recess twice a day. If Susan studied for 10 minutes
during each recess, how many minutes did she study for a total of 2
weeks during recess time?

Find the conjunction in this sentence:

Susan wanted to win the contest, so she studied every day during
recess.
G. Finding Practical Use of game “HEPHEP, HOORAY!”
Applications of concepts Directions: The sentences below have either a subordinating
and skills in daily living conjunction or a coordinating conjunction. Determine the conjunction in
each sentence. Say HEPHEP if it is a subordinating conjunction or
HOORAY if it is a coordinating conjunction.

1. James picked the dinner, and Sam picked the dessert.

2. She laughed when the puppy chased its tail.
3. Because it began to rain, the game was called off.
4. The class picnic will be at the beach, or it will be at the zoo.
5. The campers stopped to rest although they were in a hurry.
H. Making Generalizations What did we learn today?
& Abstractions about the
lessons Let us remember:
Conjunctions are words that link or join other words, phrases, or clauses
together.
There are two kinds of conjunctions:

1.Coordinating Conjunctions allow you to connect words, phrases, and

 clauses of equal grammatical rank in a sentence. The most common
coordinating conjunctions are for, and, nor, but, or, yet, and so; you
can remember them as FANBOYS.

2.Subordinating Conjunctions allow you to connect an independent

clause (or main clause which expresses a complete thought and can
stand by itself as a complete sentence) and a dependent clause (does not
give a complete thought and cannot stand by itself and has to join an
independent clause for it to complete its meaning.)

I. Evaluating Learning A. Directions: Complete the sentences with conjunctions from the box.
Write your answer on the blank. Use each word only once.

1. Let’s go to the bakery _____ get a treat.

2. You will need to put your jacket on ______ we go.
3. I will open the door ______ we can go in.
4. I’m going to get red ______ it’s my favorite color.
5. They both look good _____ you can only choose one.

B. Directions: Compose a sentence using the given conjunctions. Write

your sentences on your answer sheet.
1. even though
2. so
3. after
4. and
5. because
J. Additional activities for Directions: Compose a sentence using the given coordinating
application or remediation conjunctions. Write your sentences on your notebook.
1. For
2. And
3. Nor
4. But
5. Or
6. Yet
7. So
V.Remarks
VI. Reflection
A .No.of learners who earned
80% in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No.of learners who caught
up with the lessons
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?)
F. What difficulties did I
encounter which my
principal/supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

______________________
Ratee
Noted:

_______________________
Principal ____
Rater