DLP in Compound Sentences

SCHOOL: Conel Central E/S GRADE LEVEL: Six
GRADES 6 TEACHER: Gladys Jane C. Olanon LEARNING English

DAILY LESSON PLAN AREA:
TEACHING: March 06, 2019 TIME:
CHECKED BY: CHECKED BY: Quarter: Fourth
dsd
I. OBJECTIVES
(Grammar)
The learner demonstrates understanding of the concepts of compound sentence and coordinating
conjunctions.
A. Content Standards
Listening Comprehension
The learner demonstrate understanding of the proper usage of coordinating conjunction.
(Grammar)
The learners shows proficiency in constructing grammatically correct sentences in different theme-
based activities.
B. Performance
Standards
Listening Comprehension
The learner correctly identifies which coordinating conjunctions to be used in constructing a compound
sentence.
C. Learning
Competencies /
Create sentences for effective communication of information of ideas (Compound Sentence)
Objectives
EN6G-IVh-1.10
Write the LC code
for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
II. CONTENT
Compound Sentence
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A. References
1. Teacher’sGuide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing previousAsking question about simple sentence.
lesson or presenting the
new lesson What is a simple sentence?
Give me an example of simple sentence.
B. Establishing a The teacher will show a music video. If the students know the music then they can sing along, and
purpose for the after that she will ask the students on what they have observedon the video they have watched and
lesson sang.
Unlocking of Difficulties (through picture and a brief expalnation)

C. Presenting examples/ 1. Soothes
instances of the new
lesson 2. Fascinates
3. Mellow music
4. Band member
5. Rock music
The teacher will show a selection presented by a powerpoint.

a. Let the pupils read the selection (Integration of Music)
b. Ask the pupils what are the songs/singers they like.

c. Comprehenson Check-Up
Let the pupils answer the questions:
1. What is the selection about?
2. Why does the author consider music reallyl good?
3. What was mother’s advice to him?
4. Did he follow mother’s advice?
d. Ask the pupils about the underlined words.

(Coordinating Conjunctions
Teacher will introduce compound sentence as well as the coordinating conjunctions.
The Compound Sentence - a sentence that expresses two complete thoughts.
In a compound sentence, two indipendent clauses can be joined by a comma and a cojunction.
Each clauses has subject and a predicate.
Showing examples by a powerpoint presentation
Formula #1: Independet clauses + comma + coordinating conjunction + independent clause
Coordinating Conjunctions: FANBOYS
The teacher will give sample questions to be answered by the pupils.
Try this:
Connect the sentence using the correct conjunctions.
1. Celia wants to pass all her subjects (so, for, and) she studies diligently.
2. Teenagers love outings so much (so, for, or) they should know how to
take care of themselves.
3. Marites will not join the school fair (but, and, nor) will she participate in
the games.
D. Discussing new concepts and 4. You leave the house early (but, or, for) you’ll be late in school.
practicing new skills #1 5. You stay home to finish your work (and, but, or) you come with us.
Sometimes the thoughts or ideas in a compound sentence has no connecting word or conjunction. The
conjunction is then indicated by a semicolon (;).
For example:
Collecting pictures of beautiful sceneries is my hobby;
my brother collects postcards of tourist spots in the Philippines
Mrs. Corzon is a great teacher; she has recommended this film to us.
Formula #2: Independent Clause + Semicolon (;) + Independent Clause
The teacher will give sample questions to be answered by the pupils.

Try this:
1. David loves Alaska he fishes there.
2. Colby is a catcher he loves to be involved in every pitch.
3. Keely writes well she loves to show off her story
Group Activity
Each work will be presented in the front.
E. Discussing new G1- Create 2 compound sentence each using for and or.
concepts and practicing
new skills #2 G2- Create 2 compound sentence each using and and but.
G3- Create a song that is of a compound sentence and a coordinating conjunctions (2 lines only).
G4- Create a dialogue of a compound sentence combined by a semicolon.
G. Finding practical Ask: What are the formula in composing cmpound sentence
applications of concepts
and skills in daily living
H. Making generalizations Teacher will ask questions.
and abstractions about the What do yo understand about compound sentence?
lesson Who can give me an example of a compound sentence?
I. Evaluating learning Create compound sentences using these following coordinating conjunctions.
For, And, But, Or, So
J. Additional activities for Supply the correct conjunctions to complete the sentences. Copy the sentences in your notebook.
application or remediation
1. He was absent yesterday __________ he passed the quiz today.
2. You come with us __________ you stay behind.
3. She did not like to run in the campus elections __________ her classmates wanted her to.
4. The woman plays with the little boy __________ he is very happy.
5. The old man slept, __________ never woke up.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTION works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% on the
formative assessment
B. No.of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No.of
learners who have caught up with the
lesson.
D. No.of learners who continue to require
remediation
E. Which of my teaching strategiesworked
well?Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?

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SCHOOL: Conel Central E/S GRADE LEVEL: Six

GRADES 6 TEACHER: Gladys Jane C. Olanon LEARNING English

Unlocking of Difficulties (through picture and a brief expalnation)

The teacher will show a selection presented by a powerpoint.

b. Ask the pupils what are the songs/singers they like.

d. Ask the pupils about the underlined words.

Formula #2: Independent Clause + Semicolon (;) + Independent Clause

The teacher will give sample questions to be answered by the pupils.

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