SAN JOAQUIN – KALAWAAN HIGH SCHOOL

PASIG CITY
English-Grade Eight

September ______, 2014

I. OBJECTIVES
A. Knowledge a. Activate students’ interest by doing Task 1.
B. Process b. Read the poem, ‘’Africa’s Plea’’
c. Discuss the story with the class.
d. Define conjunctions.
e. Present the subordinating and coordinating conjunctions.
C. Understanding
f. Assess students’ comprehension through various activities
D. Product g. Make a compilation of well-constructed sentences using conjunctions
h. Make a slogan against bullying or discrimation

II. PROCEDURE:

A. Topic: Coordinating and Subordinating Conjunction

Springboard: Africa’s Plea
B. Routines:
1. Checking of Attendance
2. Classroom Management
C. Time Frame: 5 days
D. Materials: 1. Copy of the story, any marker or colored pen
2. Visual Materials
E. References: http://www.studymode.com/essays/The-Lady-Chang-Story-731512.html?topic
http://wikitravel.org/en/Guangzhou

III. SUBJECT MATTER

A. Knowledge
Task 1. Remind the class to be open-minded in doing this activity.
Students will give a comment to any of their classmate’s behavior in class or physical attributes. Then,
when all are done, ask this question: Despite all those observations you have about your classmates, do
you still respect or accept them? Lead the class to reading a poem where the author also asks for the
same respect and acceptance.
B. Process
Task 2. Students will read the poem, Africa’s Plea.

I am not you – As if they were yours

But you will not And you were me.
Give me a chance
Will not let me be me You are unfair, unwise,
Foolish to think
‘If I were you’ – That I can be you,
But you know Talk, act
I am not you, And think like you.
Yet you will not
Let me be me God made me, me
He made you, you.
You meddle, interfere For God’s sake
In my affairs Let me be me.
Task 3. Discuss the following with the class.
1. What is the author’s tone in the poem?
2. Why is he feeling like that?
3. To whom does the author tell the poem?
4. What is the plea of the author?
5. Let students share their real-life experience about being bullied, discriminated, bashed or judged by
other people.

Encircle words like AND , YET and BUT and ask the class to what part of speech they belong.
*Present the lesson on conjunctions.
Conjunctions--The part of speech (or word class) that serves to connect words, phrases, clauses, or
sentences.
Kind of Conjunctions
1. COORDINATING
*CORRELATIVE
2. CONJUNCTIVE ADVERB
3. SUBORDINATING

1. COORDINATING CONJUNCTIONS-
*joins sentence elements that are grammatically equal as noun to noun, adjective to adjective,
verb to verb, phrase to phrase and clause to clause.
*there are seven conjunctions such as this kind: F.A.N.B.O.Y.S
TWO NOUNS
1. Eliza and Leonor went to Singapore last year
2. Andrea gave Kurt and Sylvia more paint and brushes.
3. My head and heart are aching.
4. The suspicious Carmela and Delia sneaked quietly.
5. Men and women are dissatisfied and unhappy.
TWO VERBS-
6. My brothers came and helped me.
7. The typhoon broke and destroyed our houses.
8. May pick and throw the pieces of paper on the floor.
9. The man volunteered to stay and watch.
10. I ate and slept during the break.
TWO ADJECTIVES-
1. My friend is nice and smart.
2. Some of them are industrious and trustworthy.
3. His answer is ambiguous and unclear.
4. Very tough and extremely brave man passed by.
5. The tired and limping soldier fought helplessly.
TWO PHRASES –
1. At home or on vacation, you will enjoy a portable radio.
2. Put the eggs on the kitchen counter or inside the refrigerator.
3. The maid’s duties are to clean the house and to look after the baby.
TWO CLAUSES-
1. You may take your vacation now but you have to be back by the tenth of next month.
2. The baby is sleeping so his mother reads the newspaper.
3. The young girl is afraid of heights yet she decided to try the zip line.
4. The manager was impressed by the applicant for she showed fluency and confidence.
5. Marvin wanted to play outside but it suddenly rained.

*CORRELATING CONJUNCTIONS
*these conjunctions always work in pairs
*the first word after the correlative should be the same part of speech as the word after the first
correlative.
*the correlative conjunctions are: either…or, neither…nor, both…and, not only…but also.
whether…or
Example:
1. Both his father and mother are ill. --nouns
2. Either John or Jake will attend the party tonight.---nouns
3. The farmer is not only industrious but also responsible.---adjectives
4. The parents saw the children both near the field and around the birds.---phrases
5. Either the father can go hunting or he can plant millet.---clause
6. Both the man and the other farmers of Uganda grow coffee, tea, and sugar.---phrases
7. The farmers export not only coffee but also tobacco.---nouns
8. The farmers enjoy planting either millet or plantains.---nouns
9. Neither millet nor plantains can be grow during a drought.---nouns

*When either is used without or and neither is used without nor, they act as adjectives or
pronouns,not as correlative conjunctions.
EXAMPLES:
1. Either book seems to be a good choice. (adjectives)
2. Either seems like a good choice to me. (pronoun)
3. Neither movie was good. (adjective)
4. Neither was good. (pronoun)

2. SUBORDINATING CONJUNCTION
• are used to combine two short sentences/clauses of unequal importance
• are used to introduce dependent clauses
after once until
although provided that when
as rather than whenever
because since where
before so that whereas
even if than wherever
even though that whether
if though while
in order that unless why

A. Cause/effect: because, since, so that, in order that, why

1.The poor Cambodian farmer is happy because the war in the region has ended.
2.Since Ryland became commissioner in 1994, all complaints are investigated fully.
3.Since it was still light, they were allowed to play in the park.
4. Because her teeth were chattering in fear, Lynda clenched her jaw muscle while waiting for
her turn to audition.
5. Because he loved acting, he refused to give up his dream of being in the movies.
B. Time: as, after, before, once, since, until, when, whenever, while
1.When individual rights and freedom spread, people live a more secure life.
2. You'll miss me after I've gone.
3. She died at the hospital before her parents could reach her.
4. We can talk while I fix supper.
5. When I was a child, I lived in the country.
6. Whenever you're around, the dog growls.
C. Place: where, wherever
1.Wherever they go, they can always be proud of their tremendous achievements.
2. We looked on top of the refrigerator, where Jenny will often hide a bag of chocolate chip
cookies.
D. Manner: as, as if, as though, how
1. As time goes by, Asia needs to be reminded of its majesty in all spheres of human activity.
2. As Samson blew out the birthday candles atop the cake, he burned the tip of his nose on a
stubborn flame.
3. Nicky shook her head and sighed as she puzzled over the algebra problem.
4. He took to the stage as though he had been preparing for this moment all his life.
 5. Johnson kept looking out the window as though he had someone waiting for him.
E. Purpose: so that, now that
1. Asiaweek features the best of Asia so that Asians will be honored for doing good for
thmeselves.
2. Now that Maria has earned enough money, she can finally buy the concert tickets.
F. Condition: if, unless, until, in case, even if, provided that
1.There will be no peace unless we unite and join with one another to achieve a common goal.
2. He will be allowed to go to the zoo, provided that his homework is finished in time.
3. You cannot watch television, unless you complete your chores.
4. Louisa will wash the sink full of her dirty dishes once her roommate Shane cleans his stubble
and globs of shaving cream from the bathroom sink.
C. Understanding
Task 4. Students will answer the comprehension questions below.
1. Who are the characters in the story?
2. What is the reason why Lady Chang possesses nothing?
3. Describe the environment to where Lady Chang and Ko lives.
4. What does the mother wants his son to be?
5. Cite an event in the story that makes Lady Chang decide to change residence.
6. Enumerate Lady Chang’s sacrifices for Ko to continue his studies.
7. Do you think Ko reciprocate his mother’s sacrifices for him?
8. Why does Lady Chang slash the cloth she is weaving?
9. What lesson does the son learn from his mother’s action?
10. If you were Ko, what would you do to show you appreciate your parents’ hardships for you?

Task 5. Students will write a Cinquian about the Lady Chang or Ko.
A cinquain is a five-line poem that generally describes one specific subject or concept. It uses
the following format:
line one: one word / subject
line two: two adjectives that describe line one
line three: three action verbs that relate to line one
line four: four feelings or a four word sentence that relates to line one
line five: one word that is a synonym of line one
Task 6. On the blank after each sentence, write first the coordinating conjunctions then give the kind
of parts joined.
_____1. Berny is clever but undependable.
_____2. Find the rotten apples and remove them from the box.
_____3. Mrs. Reyes wants Rebecca or Jose to call her.
_____4. The winner of the marathon was exhausted but happy.
_____5. Lilibeth and Susan have been friends since kindergarten days.
_____6. Pest control may be done by dust or spray.
_____7. Ampalaya is good but many people don’t like it because of its bitter taste.
_____8. Kamias and tamarind will do good for singing.
_____9. The trees will bear fruit early for you take good care of them.
_____10. Duhat and guava are medicine plants.

Task 7. A. Encircle the subordinating conjunctions in the following sentences. Underline once the
IC and twice the DC.
1. If Asians find a common bond in their oriental traditions, they can set examples of a close-knit
family life.
2. While the Chinese value contentment in life, the Filipino show devotion to their elders.
3. Although the Japan suffered much during World War II, it emerged as a highly industrialized
country.
4. Since Japans are noted for their discipline, their country is looked up to as a progressive nation.
5. After the Thai learned rice production from fellow Asians, they expelled in agriculture.
6. As long as the Asians emphasize values in their life, industrialization will never adversely affect
their way of life.
7. Before the spread of freedom, Cambodians suffered from abuses under ruthless dictatorship.
8. Some Asians meditate when they want enlightenment.
 9. Some Hindus are vegetarian because they believe it is the way in respecting life.
10. If Hindus talk about respect for life, they always remember Mahatma Gandhi.
Task 8. Fill in the blanks with the correct subordinating conjunctions: as though, as, when, before,
though, because, or unless.
1. Sophia studies Asian history ____ it is her only subject.
2. ____ it covers a broad topic, she is willing to acquire more information on every Asian country.
3. She likes to know more about the status of Japanese women in the past ____ they want to
compare it with their present status.
4. She cannot get full information about them____ she researches.
5. ____ she met an elderly Japanese woman,she had done a research.
6. ____ the cold war in Asia, peace reigned all over the nation.
*Other assessments like sentence construction using conjunctions may also be given for better
understanding of the learners.

D. Product (By Group)

Task 9. Make a compilation of well-constructed sentences using conjunctions.

Task 10. Make a slogan against bullying or discrimination.

http://www.sites4teachers.com/links/redirect.php?url=http://education.alberta.ca/physicaleducationonline/ed
monton2001/pdf/7-12/%28Q%29AssessmentSuggestionsp51-56.pdf
(Option 2). Storytelling-Individual

Rubric for Storytelling

Exemplary Accomplished Developing Beginning

wei
ght
Criteria
4 – yes 3 – yes, but 2 – no, but 1 – no

 Knows the story  Knows the story  Knows some of  Does not know
well; has pretty well; some the story; has story; reads
obviously practice; may not practiced; from notes
practiced telling use notes; fairly relies on notes;
Knows the Story 30%
the story; uses confident appears
no notes; uncomfortable
speaks with
confidence
 Always speaks  Usually speaks  May speak too  Speaks too softly
loudly, slowly, loudly, slowly, softly or too or too rapidly;
and clearly and clearly rapidly; mumbles
 Correct  Correct mumbles  Incorrect
pronunciation; pronunciation; occasionally pronunciation;
explains does not explain  Incorrect does not know
Voice 15%
unfamiliar unfamiliar words pronunciation what unfamiliar
words of some words; words mean
does not
explain
unfamiliar
words
 Consistently  Quick to  Generally works  Seldom works
Acting 20% motivates and volunteer and well with others well with others
assists others assist others
 Story lasts 5 to  Story lasts less  Story lasts less  Story lasts less
Duration 5% 7 minutes than 5 or more than 4 or more than 3 or more
than 7 minutes than 8 minutes than 9 minutes
 Storyteller looks  Storyteller looks  Story told to only  Storyteller does
at all the at a few people 1 to 2 people in not look at
audience; in the audience; the audience; audience; no
involves them involves only a little audience attempt to
Audience Contact 10% with questions few with involvement involve
questions audience with
questions

 Story told at the  Story told well,  Story rushed or  Story told at one
appropriate but some parts dragged in pace; no
Pacing 10% pace, may be rushed several parts excitement
depending on or dragged in
the story line some parts
 Story is  Most of the story  Some of the  Story is
developmentally is story is developmentally
Appropriateness 10% appropriate for developmentally developmentally inappropriate
audience appropriate for appropriate for for audience
audience audience

Assignment Score ______________ + Beyonder/Bonus _________ = Final Score _____

http://r.search.yahoo.com/_ylt=AwrwNFE1DQ9UvkAArKGzRwx.;_ylu=

IV. Assignment
Read the story, “The Soul of the Great Bell.”

Prepared by:
Cathy S. Seron