English 3, Quarter 1-WEEK I-Day 2
I. Objective:
At the end of this lesson, the pupils are expected to:
1. identify the two simple sentences in a compound sentence; and
2. use the coordinating conjunctions to form a compound sentence.
A. Grade Level Standards: The learner listens critically to get information from
text heard, demonstrates independence in using the
basic language structure in oral and written
communication, and reads with comprehension.
B. Learning Competencies/MELCS
Describe one’s drawing about the stories/poems listened to using
simple and compound sentences.
II. Content:
Topic: Identifying Two Simple Sentences in a Compound Sentence
Using Coordinating Conjunctions to Form a Compound Sentence
Introduction: Two simple sentences combined and connected by a
coordinating conjunctions for, and, nor, but, or, yet and so
(FANBOYS) is called a compound sentence.
References:
Curriculum Guide: MELCS 2020
Materials: charts, PowerPoint presentation
Other References: Google.com, English 3 Module -Week 1
III. Procedure:
Preliminaries (Preparation, Setting of Classroom Standards, Drills, Spelling)
The teacher prepares the class by singing a class song, etc.
Setting Classroom Rules and Standards
Spelling Drill: (Teach)
(Say the word. Then use it in a sentence and say it again.) Finally,
pupils write the word on their answer sheets).
1. subject 6. during
2. predicate 7. recess
3. sentence 8. children
4. simple 9. canteen
5. compound 10. friend
A. ELICITATION:
Review
Directions: Underline the complete subject and encircle the
complete predicate.
1. Ana loves to sing and dance.
2. She waters the plants every day.
3. Lina and Lorna went to the party.
4. The dog wags its tail.
5. They are playing outside the classroom.
B. ENGAGEMENT:
Motivation
What are you doing during recess time?
Aside from eating do you play also?
Presentation
Today, let us read a selection titled “Recess Time” by J. Hibaya.
The selection composes several sentences. Let us learn to identify the
two simple sentences in a compound sentence and the coordinating
conjunctions used to join them.
Unlocking of Difficulties
Directions: Find the meaning of the underlined word in each
sentence in Column A. Choose the meaning from
Column B. Write the letter only on the blank.
Column A Column B
________ 1. tag A. a small tree
________ 2. greet B. a long seat for several people
made of wood or stone
________ 3. bench C. to say hello or give a
polite word
D. a game where people
run around and catch
other players
Key Answer: 1. D 2. C 3. B
Reading Proper (Oral Reading)
PROPEL PLUS
Recess Time
Written by: J. Hibaya
During recess time, the pupils went out from the
classroom, for they wanted to buy some foods for snacks
in the canteen. Some children played tag, but most of
them sat on the bench eating their snacks. They also ate
their snacks very fast, so they could finish at a given
time. Some of them went to their previous teachers’ room
just to greet. Children showed happiness in meeting their
friends. They loved to play, and they enjoyed talking during
recess.
ComprehComprehension Check-up:
1. What did the pupils do during recess time?
2. What did some children do?
3. How do they eat their snacks?
4. What did the children love and enjoy during recess time?
5. Did you also experience what the children do in the
selection? What do you feel when the bell rang for
recess?
C. EXPLORATION
Directions: Underline the two simple sentences and encircle
the coordinating conjunction used in each sentence.
1. The pupils went out from the classroom, for they wanted to
buy some food for snacks in the canteen
2. Some children played tag, but most of them sat on the
bench eating their snacks.
3. They also ate their snacks very fast, so they could finish at
a given time.
4. They loved to play, and they enjoyed talking during recess.
D. EXPLANATION
Read the following sentences taken from the selection.
PROPEL PLUS
1. The pupils went out from the classroom, for they wanted to
buy some food for snacks in the canteen
2. Some children played tag, but most of them sat on the
bench eating their snacks.
3. They also ate their snacks very fast, so they could finish at
a given time.
4. They loved to play, and they enjoyed talking during recess.
What kind of sentences are being underlined? What do you call those
words that are in bold letters?
A compound sentence consists of two (2) independent clauses
combined and connected by a coordinating conjunction for, and, nor,
but, or, yet and so (FANBOYS).
A coordinating conjunction always come between two clauses in
order to connect them. These are two ideas that are related and can,
therefore, be placed into one complete sentence.
Example:
1. The conjunction “for” shows reson or purpose.
Example:
The money I earned is gone, for I have spent it all.
2. The conjunction “and” combines two (2) similar thoughts.
Example:
My family went to the park yesterday, and we had a
wonderful time.
3. The conjunction “nor” shows a non-contrasting negative
idea.
Example:
She could not speak, nor could she understand anything we
said.
4. The conjunction “but” shows a contrast between the
thoughts.
Example:
Larry’s family went to the zoo, but they didn’t enjoy it.
5. The conjunction “or” shows choice or option.
Example:
He could go to the bar, or he could go to work.
6. The conjunction “yet” shows contrast or exception.
Example:
Her advice seems strange, yet I believe she’s right.
7. The conjunction ‘so’ shows that the second thought follows
from the first.
Example:
Your children are older, so they probably wouldn’t be
scared.
Guided Practice:
Directions: Box the two simple sentences and underline the
conjunction used in each sentence.
1. The dog ran, and it jumped into the water.
2. Vicky was tired, so she went to bed early.
3. It started to rain, so I put up my umbrella.
4. I don’t eat peanuts, for I’m allergic to nuts.
5. He cannot sing, but he can dance very well.
6. She’s not tall, yet she can play volleyball well.
7. I don’t want to brush my teeth, nor I see a dentist.
8. Liza is a highly intelligent girl, but she’s rather lazy.
9 Ana could go to her gym class, or she could take a nap.
10.I love working with animals, and I want to own a farm
someday.
E. ELABORATION:
Generalization:
Directions: Fill in the blanks to complete the sentence.
A __________________consists of two (2) independent clauses combined
and connected by a coordinating conjunction___, _____, ____, ____, __,
___, and____. (FANBOYS).
A ______________always come between two clauses in order to connect
them. These are two ideas that are related and can, therefore, be
placed into one complete sentence.
The conjunction _____ shows reason or purpose
The conjunction _____ combines two (2) similar thoughts.
The conjunction _____ shows a non-contrasting negative idea.
The conjunction ______shows a contrast between the thoughts.
The conjunction ______ shows choice or option.
The conjunction ______ shows contrast or exception.
The conjunction ______ shows that the second thought follows
from the first.
Application:
Divide the class into (3) groups. Each group will select a leader to lead
in working the group activities.
Group 1: Directions: Encircle the two simple sentences and
underline the conjunction used in each sentence.
1. My family went to the park, and we had a wonderful
time.
2. Lenny’s family went to the zoo, but they did not enjoy
it.
3. I could not play outside, for I had to study for a test.
4. Leny is saving money, so she can buy her own car.
5. I have candy bars, yet I know they are not good for
me.
6. The guests did not mind the delay, nor did they
complain about getting a different room.
7. We will go on vacation this December, or we will wait
until the summer.
Group II: Directions: Complete the sentence using the conjunctions for,
and, nor, but, yet, or, and so.
1. We ran to the end of the street, ____ we missed the
bus.
2. She did not study, _____ she failed the test.
3. She does not like apples, ___ does she like oranges
4. Do you speak Tagalog, ______ do you speak English?
5. I will be late for the party, ___ I will be having dinner
with my parents first.
6. We didn’t ask for Arnold’s help, _____ did he offer one.
7. I want chocolate ice cream, ___ I want chocolate cake.
Key Answer: 1. but 2. so 3. nor 4. or 5. for 6. yet 7. and
Group 3: Directions: Connect the two simple sentences using the
conjunctions for, and, nor, but, yet, or, and so
to make a compound sentence. (Given strips of
sentences and words of conjunction)
Example: Jan went to the carnival. She didn’t stay long.
Answer: Jan went to the carnival. but she didn’t stay
long.
1. Our team tried hard.
We lost the game.
____________________________________________________.
2. The dog buried his bone.
The cat sniffed around It.
____________________________________________________.
3. I want hamburgers.
Lois wants pizza.
____________________________________________________.
4. I hate to waste a drop of gas.
It is very expensive.
____________________________________________________.
5. I am allergic to cats.
I have three of them.
_____________________________________________________.
6. Jennifer does not like to swim.
She enjoys cycling.
_____________________________________________________.
7. Do you want to take them to the zoo?
Would it be wiser to go to the park?
_____________________________________________________.
Answer Key:
1. Our team tried hard, but we lost the game.
2. The dog buried his bone, so the cat sniffed around It.
3. I want hamburgers, and Lois wants pizza.
4. I hate to waste a drop of gas, for it is very expensive.
5. I am allergic to cats, yet I have three of them.
6. Jennifer does not like to swim, nor does she enjoys
cycling.
7. Do you want to take them to the zoo, or would it be
wiser to go to the park?
IV. EVALUATION:
A. Directions: Underline the two simple sentences and box the
conjunction used in the sentence.
1. My car has a radio, and a CD Player.
2. Sharon hates to listen to rap music, nor she will tolerate
heavy music.
3. I’m afraid of heights, yet I appreciate the view from the top
Of this building.
B. Directions: Connect the two simple sentences using the
conjunctions but and so to make a compound
sentence.
4. I was on time.
Everyone else was late.
_______________________________________________________.
5. Lydia doesn’t like to drive.
She takes the bus everywhere.
________________________________________________________
V. EXTENSION:
Reinforcement
(To be given to learners who obtained 4-5 scores in the evaluation)
Directions: Write three (3) compound sentences. Observe proper
punctuation, correct spelling and grammar.
Remediation
(For learners who got 0-3 scores in the evaluation)
Directions: Complete the sentence with the correct conjunction.
1. Carla wanted to drive to Cebu, ______ Delia insisted to
ride a ferry boat.
2. I have to be on time, ____my bos will be annoyed if I’m
late .
3. Do you like Chocolate, ____ vanilla ice cream better?
4. Tony wanted to make a new recipe, ___ also wanted
to order pizza.
5. Liza doesn’t have a ride, ___ Perla will have to take her
home..
Answer Key: 1. but 2. so 3. or 4. yet 5. So
Writer: Josephine Z. Hibaya Sianib Elementary School
Name School
Master Teacher I Polanco II
Designation District
