KAPITAN MOY ELEMENTARY

SCHOOL GRADE LEVEL 5

SCHOOL
LEARNING
TEACHER ALONA P. VILLAMON ENGLISH
AREA
NOV. 7-11, 2022
5-Makabansa 6:00-6:50
GRADES 1 TEACHIN 5-Makakalikasan 6:50-7:40
TO 12 G DATE 5- Makatao 7:40-8:30 QUARTER SECOND
DAILY AND TIME 5-Mapagpahalaga 9:30-10:20
LESSON 5- Marangal 10:20-11:10
LOG 5- Marubdob 11:10-12:00
I. OBJECTIVES
A. Content Standards Demonstrates command of the conventions of standard English
grammar and usage when writing or speaking
B. Performance Uses the correct function of conjunctions in general and its functions
Standards in various discourses (oral and written)
Compose clear and coherent sentences using appropriate
grammatical structures: conjunctions (EN5G-Ie-8.3/8.4)
C. Learning • identify words that function as conjunctions
Competencies • recognize the use of different coordinate and subordinate
/Objectives conjunctions;
• construct sentences using appropriate conjunction in the
sentence.
Composing Clear and Coherent Sentences Using Appropriate
II. CONTENT Conjunctions

III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
English 5 Quarter 2 Self-Learning Module 4 Lesson 4
2. Learner’s Manual
3. Textbook
4. Additional Materials
from (LR)portal
B. Other Learning DepEd TV Official: Grade 5
Resources https://youtu.be/IosBbwedrKg
https://youtu.be/knAOTAligSY

IV. PROCEDURE
DAY 1: GUIDED CONCEPT EXPLORATION
A. 1. Reviewing the The teacher directs the learners to go to mentimeter.com for the review of
previous lesson the previous lesson.

1. What are modals?

2. What modals are used to express ability?
3. Which modals express obligation, necessity, and strong belief?
4. What modals suggest asking permission?
5. What type of modals are used to give suggestions?

Motivation:
2. presenting the new
lesson Where do you usually eat whenever you go out as a family for a weekend
bonding? What food do you order? Why?

B. Establishing a Read the dialog below.

purpose for the
lesson Ace: Father, I am so hungry now.
Father: Let’s eat something in a restaurant.
Mother: Which restaurant should we go to? Filipino restaurant or a Korean
restaurant?
Kass: Filipino restaurant!
 Mother: I agree! The food is really delicious and the employees are friendly
too.
Ace: Okay, let’s go. Although I want to eat Korean food, yet I can still eat
there next time.
Mother: What do you want to eat?
Ace: I want chicken adobo and shrimp sinigang.
Father: I want chop suey and adobo, too.
Kass: I want sinigang shrimp, too but I don’t want chop suey.
Mother: How about this! Ace will order chicken adobo, Kass will order
sinigang and Father will order chop suey so you can eat both!
Father: Kass, chop suey is yummy. You must try it and learn how to eat
veggies for it is good for the body.
Kass: Yes, father, I will!

Let’s analyze. Answer the following questions.

1. Where is the family? ____________________________________________
2. What do they talk about? ________________________________________
3. What restaurant did they choose? __________________________________
4. What food did they order?__________________________________________
5. Did they have the right choice of where to eat? Why?__________________
6. What did father remind Kass?______________________________________
7. What can we get from eating vegetables?____________________________
8. Do you eat vegetables, too?_________________________________________
9. What vegetables do you eat?________________________________________
C. Presenting Read the following sentences and analyze:
examples/instances I want chicken adobo and sinigang shrimp.
of the new lesson The food is really delicious and the employees are friendly too.
Filipino restaurant or Korean restaurant?
I want shrimp sinigang but I don’t want chop suey.
a. What are connected by the word and in letter a? ____________
b. What are connected by the word and in letter b? ____________
c. What word is used to connect the restaurant choices? _______
d. What kind of ideas are connected in letter d?_____________
Now, what is the use of the words and, or, and but in words, phrases
and sentences? They connect words or group of words. The words
and, but and or are called coordinate conjunctions.
D. Discussing new Coordinate conjunctions connect words, phrases or clauses to
concepts connect ideas logically.
The following is the additional list of coordinating conjunctions:

You have already learned that a clause is a group of words with a

subject and a predicate. There are two kinds of clauses.

An independent clause expresses a complete thought and can stand

by itself as a sentence.
Example: Many children love Jollibee.
We should limit our food intake from fast food.
A dependent or subordinate clause does not express a complete
thought. It cannot stand on its own.
Example: because it is appealing to their eyes
Since it cannot provide the right nourishment
Now, let us put together the two sets of clauses.
 An independent clause expresses a complete thought and can stand
by itself as a sentence.
Example: Many children love Jollibee.
We should limit our food intake from fast food.
A dependent or subordinate clause does not express a complete
thought. It cannot stand on its own.
Example: because it is appealing to their eyes
Since it cannot provide the right nourishment

Now, let us put together the two sets of clauses.

Many children love Jollibee because it is appealing to their eyes.

We should limit our food intake from fast food since it cannot provide
the right nourishment.

Can you see the words that connect the subordinate clause to the
independent clause? These words are called subordinate
conjunctions.
Subordinate conjunction introduces a subordinate or dependent
clause and connects it to the main or independent clause. It shows a
clear and precise relationship with the independent clauses.

The following are among the commonly used subordinate

conjunctions:

DAY 2-3: EXPERIENTIAL AND INTERACTIVE ENGAGEMENT

E. Continuation of the Formative Assessment
discussion of the new -KNOWLEDGE RATING SCALE
concepts The teacher presents concepts, and the learners will put a √ mark on
the space that indicates their answers.

Concepts Agree Disagree

1. Conjunctions are connectors.
2. A dependent clause expresses a complete
thought and can stand by itself as a
sentence.
3. An independent clause does not express a
complete thought. It cannot stand on its
own.
4. The conjunction “because” is a
subordinate conjunction that shows a
comparison.
5. The conjunction” so” is a coordinate
conjunction that shows a consequence or
result.
0–1 Remediation
2–3 Reinforcement
4–5 Enrichment

Group the class based on the scores and prepare them for the
targeted instruction.
F. Developing mastery Activity 1 (Remediation) DYAD (Assign students to work in pairs.)
Annotation: Teachers Connect the ideas by using the correct coordinate or subordinate
are empowered to conjunction.
come up with other
activities as long as 1. According to PAGASA, we are expecting bad weather today.
they are all geared Classes have not been suspended.
towards the mastery 2. Sandra cannot tell Jolo. She knows the answer to the test.
of the competency. 3. Andrea sells “kakanin” in the morning. She sells “balot” in the
afternoon.
 4. MMDA put up signs on the slippery road. People and motorists can
avoid accidents.
5. The students need to double their efforts. The deadline for their
project is already on next week.

Activity 2 (Reinforcement) TRIO

• Assign learners to work in a group with 3 members.
A. Combine each given pair of sentences by using the indicated kind
of coordinating conjunction.
1. You can go to the zoo. You can stay at the hotel for a staycation.
(choice)
2. The bus had a flat tire. We were late for class. (consequence or
result)
B. Combine each given pair of sentences by using the indicated kind
of subordinating conjunction.
3. My baby brother cries. He is wet and hungry. (reason)
_______________________________________________________________
4. Darlene watches a Zumba video. Rose watches movies on Netflix.
(comparison)
_________________________________________________________________
5. Dennis will have a new cellphone. He studies hard. (condition)
__________________________________________________________________

Activity 3 (Enrichment) Group Activity

(Learners will be grouped into five (5).
• Work in groups.
• Choose one (1) from the given pictures below and write simple
sentences about that picture simultaneously.
• Brainstorm as many conjunctions as you can that would
correctly link these sentences together to create a
compound/complex sentence.
• Read off what you feel are your best sentences using
conjunctions.
Compose clear and coherent sentences based on the pictures below
using appropriate coordinating/subordinating conjunctions.

1.
___________________________________

2.
________________________________

3.
________________________________

G. Finding practical Can you now apply coordinate and subordinating conjunction?
applications of What have you learned about composing clear and coherent
concepts and skills in sentences using coordinate and subordinate conjunctions?
daily living Because of conjunctions, we can connect several words and even
broader concepts and ideas together – allowing us to build complex
sentences that can convey interesting and compelling messages.

Directions: Draw an illustration showing different activities you did

at home. Describe it using coordinating and subordinating
conjunctions.
Rubric:
 Criteria Score Comment/s

Sentences are correctly constructed using 5

coordinating and subordinating conjunction.

Sentences follow subject-verb agreement correctly. 5

H. Making In this lesson, you learned the two types of conjunctions- the
Generalizations coordinate conjunction and the subordinate conjunction.
When do you use coordinating conjunctions? subordinating
conjunctions? ______________________________________________________
DAY 4-5: LEARNER - GENERATED OUTPUT
I. Evaluating Learners Look at each picture and write a sentence using a coordinating or
subordinating conjunction.

Rubric:
Criteria Score Comment/s

Sentences are correctly constructed using 5

coordinating and subordinating conjunction.

Sentences follow subject-verb agreement correctly. 5

J. 1. Additional Direction: Compose clear and coherent sentences using appropriate

Activities for conjunctions by answering the following questions:
Enhancement
What do you want to be in the future? What will you do to reach
your dreams in life? Answer by composing clear and coherent
sentences using appropriate conjunctions.

Example: I want to be a teacher because I want to teach children like

me.

2. Remediation Activity 1: Circle the conjunction in each sentence.

Annotation: The 1. Dinner was ready, but the children were not home.
learners who really 2. Do you like chocolate or ice cream?
need remediation 3. Mother was tired because she cleaned the house the whole day.
will answer Activity 4. It was raining, so I took out an umbrella.
1, the teacher may 5. Ana can’t relax until her exams are over.
opt to allow the
learners to continue
 answering activities Activity 2: Complete the sentences with appropriate conjunctions
2 and 3 if the from the words given below.
learners already
mastered the first or while when and but so
activity and are
ready for more 1. Manny was very happy _____ he won the championship.
challenging tasks 2. Andrea cleaned the table _____ her mom did the dishes.
for the competency 3. Would you rather have a milkshake _____ iced tea?
to be achieved 4. I like to play basketball, _____ I also like to swim.
developmentally. 5. We waited _____ the bus never came.
These activities are
intended for Day 5. Activity 3: Compose clear and coherent sentences based on the given
coordinating/subordinating conjunctions.

1. and ___________________________________
2. while ___________________________________
3. so ___________________________________
4. but ___________________________________
5. because ___________________________________

V. REMARKS

VI. REFLECTION
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
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
strategies worked
well? Why did this
work?
F. What difficulties did I
encounter that my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
that I wish to share
with other teachers?

Prepared by: ALONA P. VILLAMON

Checked and Validated by:

Education Program
Supervisor in English: JANET S. CAJUGUIRAN