A Detailed Lesson Plan in English (Grade 9)

By: Clinton D. Zamora III

I. Objectives:
At the end of 60-minute class discussion, 80 % of Grade-9 students should be able to:
a. identify coordinating conjunctions in the sentence;
b. appreciate the importance of using coordinating conjunctions in writing a sentence; and
c. construct sentences with appropriate conjunction.

II. Subject Matter:

A. Topic: Coordinating Conjunctions Literature: Seventh Grade by Gary Soto
B. Language Focus: Coordinating Conjunction
C. Skill Focus: Reading and Writing (Compositional Skills)
A. Reference:https://www.myenglishteacher.eu/blog/coordinatingconjuntion - Retrieved on
June 25,2022
D. Materials: Chart, Picture, Story book, Puzzle, Envelope, Powerpoint
E. Values: Self Enhancement

III.Procedure:

Teachers Activity Student’s Activity

A. Preliminary Activities

1. Greetings and Prayer

Good morning class! Good Morning sir!

To start our day, can you lead the (Daniel lead the prayer)
prayer Daniel?

Before sitting, kindly fix your chairs The students fix their chairs and pick
and pick up all scattered mess around up all scattered mess around them
you.

Is everything done? Yes, sir!

2. Checking of Attendance

Class monitor, is everybody present? Yes, sir!

Very Good! I hope you maintain your

perfect attendance class. Keep it up!

3. Setting of Class Standards

 Before we proceed to our discussion :
here are the following rules you need to
follow.

1. Listen attentively.
2. Avoid making unnecessary noises.
3. Raise your right hand if you want to
answer.
4. Always remember to speak kindly.
5. Respect me, so that I will respect
you too.

Did I make myself clear? Yes, sir!

Do you have some questions regarding None, sir!

our rules?

Very good!

So, Let’s Proceed.

B. Developmental Activities

1. Motivation

 Solve the Puzzle

Let’s divide the whole class into two

the left side will be the group one,
meanwhile the right side will be the
group two.

So class, Did you get the idea? Yes, Sir!

These envelopes right here contain

puzzles that will hint our topic for
today. You must arrange it first before
you can unlock the images and its
hidden meaning, would you like to Yes, Sir!
accept the challenge?

Very good, I like the spirit!

Choose one representative for each (One representative in each group will
group and get your envelopes here. get the envelopes)

You must solve the puzzle within three

minutes and when the time’s up I hope
your puzzles are already fixed in the
blackboard.

Your three minutes starts now! Students do the task.

Your time’s up! Let’s see your work.

The students puzzle will look like the

images below once they’re finish:

Very Good, you all did a good job Students clap their hands.
arranging the puzzles. Give yourselves
a round of applause.

What do you think is the topic for

today? Did the puzzle gave you hint? Yes sir.
Okay from group 1. Angelica Manong, Based on the image from the puzzle
can you tell us what you noticed? we assembled, I think it give us the
idea of individuals coordinating since
they are helping each other to solve a
problem.

Very Good, very well said!

Angelica got the correct answer. Group

1’s puzzle indeed means coordinating.

How about group 2? Can anyone tell us

what you noticed? Just raise your right
hand.
Sir, I still can’t figure out the meaning
Okay, Noel Bolo. Can you tell us what behind that picture.
you think about your group’s puzzle?

Okay class, the topic for today is about

coordinating conjunction.

2. Presentation of Lessons

Coordinating conjunction is a
conjunction that connects words,
phrases, and clauses that are coordinate,
or equal to each other. There are seven
coordinating conjunctions: for, and,
nor, but, or, yet, so. They can be
remembered using the acronym
FANBOYS.

3. Unlocking Difficulties

Let’s dig further and see what

coordinating conjunction is all about.

I prepared a chart for us to learn more

about coordinating conjunctions.

Are you ready class? Yes sir!

Who wants to read the first slide?

 Okay Juara Matias, can you read it for
us?

Yes sir!
Okay you may sit, thank you for that.

So, the idea of coordination uses (Students raised their right hand)
conjunctions to connect two sentences
with roughly equal ideas. A trick to
remembering the conjunctions is to A conjunction which makes a
think of the acronym, FANBOYS, connection between two parallel words,
which stands for For, And, Nor, But, two parallel phrases, or independent
Or, Yet, and So. clauses is called a coordinating
conjunction.

This right here is the seven coordinating

conjunctions and its example.

1. For – I have to find a job, for I am

unemployed. .(reason)
2. And- She didn’t speak to anyone, and
nobody spoke to her. (in addition to)
3. Nor – I don’t expect children to be rude,
nor do I expect to be disobeyed. (also
not)
4. But – They rushed to the hospital, but
they were too late. (contrast)
5. Or – I will go shopping, or I will go
camping. (option)
6. Yet- Kelly was a convicted criminal,
yet many people admired her.
(contrast)
7. So- I was feeling hungry, so I made
myself a sandwich.
(result/consequences)

In each coordinating conjunction a

student will be called to read.

Do you now understand the meaning

and purpose of coordinating
conjunctions?
 If so, let’s have a short quiz.

Prepare a ¼ sheet of paper and get

ready.

Are you ready class?

 Short Quiz (5 items)

Instruction. Fill in the blanks with the Yes sir!
correct conjunction. (After five minutes
exchange your papers within
seatmates).

1) Alex stood first ___ got a prize.

2) Robin ___ Russel went the beach.
3) Sleep now__ you will miss the class
tomorrow. Yes sir!
4) Robin did not try hard __ he did not
succeed.
5) He is sad ___not broken.

After 5 minutes.

Are you done class?

Exchange your papers now!

1 …. 2…. 3 are all papers exchanged?

 The teacher will show the

correct answer for each number.

 Alex stood first and got a prize.

 Robin and Russell went the
beach. Yes sir!
 Sleep now or you will miss the
class tomorrow.
 Robin did not try hard so he did
not succeed. Yes sir!
 He is sad but not broken.

 All of the students got the quiz

perfectly, thus indicating
they’ve already understood the
topic.

Since it’s clear that you already

 understand the topic very well.
Let’s move on.

4. Discussion

All of you will be given a story

book. That book contains the
story “Seventh Grade” by Gary
Soto.

You have 10 minutes to read the

story. Your 10 minutes starts
now.

Okay class, 10 minutes up, stop

reading for now.

Daniel, who is the author of the

story and what did you learn (students will do as told)
about the story?

The author of the story is Gary Soto.

Also, The lesson that Victor and I
What is the theme of the story? learned was to not lie. He was greatly
Anyone? embarrassed when the teacher put him
on the spot. As we go through the
story, the plot twists and turns and we
see different characteristics shine from
Victor. We saw him change from the
beginning to the end, he went from
Okay, May Pizaro let’s hear confident, to foolish, to humble
from you.

Very good, you got it right!

Class, seventh Grade is a story

of boy named victor who likes a
girl named Teresa.
Seventh Grade by Gary Soto explores
 the themes of coming of age, crushes,
and youth sir.
How about Joy Pontanar, what
coordinating conjunctions are
used in the sentences?

Very good Joy!

Who can give a sentence from

the story that uses at least two
coordinating conjunctions?

Okay, Christine Russiana can Sir, as what I observed all coordinating

you give provide a sentence conjunctions are used in the story.
from the story that uses two
coordinating conjunctions.

Very good Christine!

Sir from the sentence; The bell sounded
for fifth period, and Victor shot out of
the room, avoiding the stares of the
other kids, but had to return for his
math book. As you can see this
How important is coordinating sentence uses two coordinating
conjunctions to the story? Let’s conjunctions.
hear from Raiza Tumbas.

Coordinating conjunctions connect

words, phrases, and clauses that are of
Very good Raiza! the same syntactic importance together
each in their own unique way. This
I’m sure that all of you becomes especially important in
understood the story very well academic writing because you will be
right? creating more complex sentences as
your ideas become more complex
(Answers may vary)
Let’s have a group activity. The
same group as earlier.

 Draw a scene

Instruction. Think of a scene

from the story and draw it in the
cartolina provided. Choose a Yes Sir.
representative to explain your
 drawing in front.

You will be given 10 minutes

and your 10 minutes starts now.

10 minutes up, finish or

unfinished attach your drawings
in front.

Group 1 will present their work

first and explain.

Very good! You did your

drawing very well.

Let’s hear from the group 2.

Group 2 will present their work

and explain.
(Group 1’s representative will explain
their drawing.)
Wow! What a beautiful drawing
from group 2.

Since both groups did a very

good job. Let’s give ourselves a
round of applause.
(Group 2’s representative will explain
their drawing.)
Before we proceed to our next
activity, any questions class?

Very good class!

(Students will clap)

C. Concluding Activity

1. Application
None sir!
To further test your knowledge in
our topic let’s do an activity entitled
“show your treasure” In this
activity, you are going to show not
gold or any other precious stone but
your hidden treasures, your talents.
The whole class will be divided into
2, the same groupings as earlier.
They will be given 10 minutes to
prepare their assigned task after that
they must proceed in front then
present what they’ve done. Please
read the instructions class.

Instruction: Each group assigned to

make four different tasks. Group1-
Role playing and Group 2- Speech
choir. In you script integration of
coordinating conjunctions is
required. Your grade will be rated
depending on your performance and
how you utilize conjunctions in
your script. You may start now!

The teacher will assess the students

work using the rubric below:

Integration of Conjunctions-30%
Neatness and Orderliness –15%
Cooperation and Teamwork-15%
Time Management-10%
Originality- 10%
Confidence-10%
Audience Reaction- 10%
Total-100%

After 10 minutes

Your time is up! Please settle down

now and be ready for your
presentations.

The first group to present their work

is group 1. Class, let’s clear the
stage for group 1.

What a great performance! Give

them a round of applause!

Now, let us witness the presentation

of group 2.
Wow! What an amazing talent, let’s (Students will perform their speech
give them a round of applause! choir)

Job well done class. You have

shown unique presentations and
performances! Let’s do the (Students will clap)
wowowee clap!

(The teacher will execute the clap.) (Students will perform their role-play)

2. Generalization (Students will clap)

What do you think will happen if

we communicate without
coordinating conjunctions?

(The students will imitate.)

Okay, Jimbie let’s hear your

answer.

Conjunctions have an important

function because they join other words
and phrases together. Without
conjunctions, we could only make
In your own words, what is very, very simple sentences.
coordinating conjunction? Let’s
hear from Daniel.
Coordinating conjunction is a word that
is used to connect words, phrases, and
clauses. (Answer may vary)
Very Good Daniel! .

Coordinating conjunction is very

important because it helps us connect
Do you think, we can communicate words, phrases and clauses that make
properly without coordinating our thoughts understandable when
conjunctions? Why or why not? communicating. (Answer may vary)
How about Noel?
What lessons did you learn from the
story? How about Daftnie?
In my opinion communicating without
coordinating conjunctions would be
possible but I’m sure it’ll be a disaster,
without those conjunctions that glue
How do Victor's actions develop the words together understanding a
story's theme? How about Karen? message might become so confusing.

The lesson I learned in life was to

never lie. When the instructor forced
him to answer a question, he felt very
humiliated.
Very good Karen!
Victor makes funny faces throughout
the school day, as he believes that
Since you all did an excellent Job, making people laugh is the most
let’s proceed to our quiz. Prepare a important thing. Victor is willing to do
¼ sheet of paper. anything to get Teresa's attention, even
if it means lying, because he likes her
so much.

(The students will do as told)

D. Evaluation
Quiz 1(Encircle the correct answer):
Instruction. Encircle the coordinating conjunctions present in the sentences below (7
pts.)

1. He is working here, for he loves this company.

2. Jon hates you a lot, and he will never talk to you.
3. I have never talked to that guy, nor do I want to do it.
4. I wanted to help you, but they didn’t let me do it.
5. Do you want to come with us, or do you want to say here?
6. All of us worked really hard to pass the test, yet we all failed.
7. I was feeling blue, so I didn’t go to school.

Answer Key:
1. for
2. and
3. nor
4. but
5. or
6., yet
7. so

Quiz 2 (Enumeration):
Instruction. Write the correct answer in the blanks provided in each number.
________1. Who is the author of the short story the Seventh Grade?
________2. Who is the main character in the story?
________3. What is the theme of the story give at least one?
________4. What is the name of the girl the main character liked?
________5. Who is the teacher that said if the students studied hard, at the end of the
year they could go to France and be understood by the populace?

Answer Key:
1. Gary Soto
2. Victor
3. Teresa
4. Coming of age, crushes, and youth
5 Mr. Bueller

E. Assignment
Instruction: For your assignment you will make a video presenting propaganda, any topic
of your choosing is allowed and you will do it by pair. Please be mindful in using the
appropriate conjunctions in your work.
 “Seventh Grade”
Gary Soto

On the first day of school, Victor stood in line half an hour

before he came to a wobbly card table. He was handed a
packet of papers and a computer card on which he listed his
one elective, French. He already spoke Spanish and English,
but he thought someday he might travel to France, where it
was cool; not like Fresno, where summer days reached 110
degrees in the shade. There were rivers in Prance, and huge
churches, and fair-skinned people everywhere, the way there
were brown people all around Victor
Besides, Teresa, a girl he had liked since they were in
catechism classes at Saint Theresa’s, was taking French, too.
With any luck they would be in the same class. Teresa is going
to be my girl this year, he promised himself as he left the gym
full of students in their new fall clothes. She was cute. And
good in math, too, Victor thought as he walked down the hall
to his homeroom. He ran into his friend, Michael Torres, by the
water fountain that never turned off.
They shook hands, raza-style, and jerked their heads at one
another in a saludo de vato. “How come you’re making a
face?” asked Victor.
“I ain’t making a face, ese. This is my face.” Michael said
his face had changed during the summer. He had read a GQ
magazine that his older brother had borrowed from the Book
Mobile and noticed that the male models all had the same
look on their faces. They would stand, one arm around a
beautiful woman, and scowl. They would sit at the pool, their
rippled stomachs dark with shadow, and scowl. They would sit
at dinner tables, cool drinks in their hands, and scowl,
“I think it works,” Michael said. He scowled and let his
upper lip quiver. His teeth showed along with the ferocity of
his soul. “Belinda Reyes walked by a while ago and looked at
me,” he said.
What background
information do you
learn about Victor in
the opening
paragraph?
Victor didn’t say anything, though he thought his friend
looked pretty strange. They talked about recent movies,
baseball, their parents, and the horrors of picking grapes in
order to buy their fall clothes. Picking grapes was like living in
Siberia, except hot and more boring.
“What classes are you taking?” Michael said, scowling.
“French. How ‘bout you?”
“Spanish. L ain’t so good at it, even if I’m Mexican."
“I’m not either, but I’m better at it than math, that’s for
sure.”
A tiny, three-beat bell propelled students to their
homerooms. The two friends socked each other in the arm
and went their ways, Victor thinking, man, that’s weird.
Michael thinks making a face makes him handsome.
On the way to his homeroom, Victor tried a scowl. He felt
foolish, until out of the corner of his eye he saw a girl looking
at hint Umm, he thought, maybe it does work. He scowled
with greater conviction.
In the homeroom, roll was taken, emergency cards were
passed out, and they were given a bulletin to take home to
their parents. The principal, Mr. Belton, spoke over the
crackling loudspeaker, welcoming the students to a new
year, new experiences, and new friendships. The students
squirmed in their chairs and ignored him, they were anxious to
go to first period. Victor sat calmly, thinking of Teresa, who sat
two rows away, reading a paperback novel. This would be his
lucky year. She was in his homeroom, and would probably be
in his English and math classes. And, of course, French.
The bell rang for first period, and the students herded
noisily through the door. Only Teresa lingered, talking with the
homeroom teacher.
“So you think I should talk to Mrs. Gaines?” she asked the
teacher. “She would know about ballet?”
“She would be a good bet,” the teacher said. Then
added, “Or the gym teacher, Mrs. Garza."
When the boys
scowl, the girls look
at them. What might
the girls be
thinking?
Victor lingered, keeping his head down and staring at his
desk. He wanted to leave when she did so he could bump
into her and say something clever.
He watched her on the sly. As she turned to leave, he
stood up and hurried to the door, where he managed to
catch her eye. She smiled and said, “Hi, Victor."
He smiled back and said, “Yeah, that's me.” His brown face
blushed. Why hadn’t he said, “Hi, Teresa,” or "How was your
summer?” or something nice.
As Teresa walked down the hall, Victor walked the other
way, looking back, admiring how gracefully she walked, one
foot in front of the other. So much for being in the same class,
he thought. As he trudged to English, he practiced scowling.
In English they reviewed the parts of speech. Mr. Lucas, a
portly man, waddled down the aisle, asking, “What is a
noun?”
“A person, place, or thing,” said the class in unison.
Yes, now somebody give me an example of a person--you,
Victor Rodriguez.”
"Teresa,” Victor said automatically. Some of the girls
giggled. They knew he had a crush on Teresa. He felt himself
blushing again.
“Correct,” Mr. Lucas said. “Now provide me with a place.”
Mr. Lucas called on a freckled kid who answered,
“Teresa’s house with a kitchen full of big brothers.”
After English, Victor had math, his weakest subject. He sat
in the back by the window, hoping that he would not be
called on. Victor understood most of the problems, but some
of the stuff looked like the teacher made it up as she went
along. It was confusing, like the inside of a watch.
After math he had a fifteen-minute break, then social
studies, and finally lunch. He bought a tuna casserole with
buttered rolls, some fruit cocktail, and milk. He sat with
Michael, who practiced scowling between bites,
Girls walked by and looked at him, “See what I mean,
Vic?” Michael scowled. "They love it.”
“Yeah, I guess so.”
They ate slowly, Victor scanning the horizon for a glimpse
of Teresa. He didn’t see her. She must have brought lunch, he
thought, and is eating outside. Victor scraped his plate and
left Michael, who was busy scowling at a girl two tables
away.
The small, triangle-shaped campus bustled with students
talking about their new classes. Everyone was in a sunny
mood. Victor hurried to the bag lunch area, where he sat
down and opened his math book. He moved his lips as if he
we’re reading, but his mind was somewhere else. He raised his
eyes slowly and looked around. No Teresa.
He lowered his eyes, pretending to study, then looked
slowly to the left. No Teresa. He turned a page in the book
and stared at some math problems that scared him because
he knew he would have to do them eventually. He looked at
the right. Still no sign of her. He stretched out lazily in an
attempt to disguise his snooping.
Then he saw her. She was sitting with a girlfriend under a
plum tree. Victor moved to a table near her and
daydreamed about taking her to a movie. When the bell
sounded, Teresa looked up, and their eyes met. She smiled
sweetly and gathered her books. Her next class was French,
same as Victor’s.
They were among the last students to arrive in class, so all
the good desks in the back had already been taken. Victor
was forced to sit near the front, a few desks away from
Teresa, while Mr. Bueller wrote French words on the
chalkboard. The bell rang, and Mr. Bueller wiped his hands,
turned to the class, and said, “Bonjour.”
“Bonjour,” braved a few students.
What obstacles are
getting in the way of
Victor making Teresa
“his girl”?
“Bonjour” Victor whispered. He wondered if Teresa heard
him.
Mr. Bueller said that if the students studied hard, at the end
of the year they could go to France and be understood by
the populace.
One kid raised his hand and asked, “‘What’s ‘populace’?”
"The people, the people of France.”
Mr. Bueller asked if anyone knew French. Victor raised his
hand, wanting to impress Teresa. The teacher beamed and
said, “Tres bien. Parlez-vous francais?”
Victor didn’t know what to say. The teacher wet his lips
and asked something else in French. The room grew silent.
Victor felt all eyes staring at him. He tried to bluff his way out
by making noises that sounded French.
“La me vave me con le grandma,” he said uncertainly.
Mr. Bueller, wrinkling his face in curiosity, asked him to
speak up.
Great rosebushes of red bloomed on Victor’s cheeks. A
river of nervous sweat ran down his palms. He felt awful.
Teresa sat a few desks away, no doubt thinking he was a fool.
Without looking at Mr. Bueller, Victor mumbled, ‘Frenchie oh
wewe gee in September.”
Mr. Bueller asked Victor to repeat what he said.
“Frenchie oh wewe gee in September," Victor repeated.
Mr. Bueller understood that the boy didn’t know French
and turned away. He walked to the blackboard and pointed
to the words on the board with his steel-edged ruler.
"Le bateau,” he sang.
“Le bateau,” the students repeated.
"Le bateau est sur l’eau,” he sang.
How does the tension
increase now that
Victor and Teresa are in
the same class together?
Contrast and
contraction: Why did
the teacher turn his
back and walk to the
blackboard?
“Le bateau est sur l’eau.”
Victor was too weak from failure to join the class. He stared
at the board and wished he had taken Spanish, not French.
Better yet, he wished he could start his life over. He had never
been so embarrassed. He bit his thumb until he tore off a sliver
of skin.
 The bell sounded for fifth period, and Victor shot out of the
room, avoiding the stares of the other kids, but had to return
for his math book. He looked sheepishly at the teacher, who
was erasing the board, then widened his eyes in terror at
Teresa who stood in front of him. “I didn’t know you knew
French,”she said. “That was good.”
Mr. Bueller looked at Victor, and Victor looked back. Oh
please, don’t say anything, Victor pleaded with his eyes. I’ll
wash your car, mow your lawn, walk your dog--anything! I'll
be your best student, and I’ll clean your erasers after school.
Mr. Bueller shuffled through the papers on his desk, He
smiled and hummed as he sat down to work. He
remembered his college years when he dated a girlfriend in
borrowed cars. She thought he was rich because each time
he picked her up he had a different car. It was fun until he
had spent all his money on her and had to write home to his
parents because he was broke.
Victor couldn’t stand to look at Teresa. He was sweaty with
shame. “Yeah, well, I picked up a few things from movies and
books and stuff like that.” They left the class together. Teresa
asked him if he would help her with her French.
"Sure, anytime,” Victor said.
“I won’t be bothering you, will I?”
"Oh no, I like being bothered.”
“Bonjour,”Teresa said, leaving him outside her next class.
She smiled and pushed wisps of hair from her face.
"Yeah, right, bonjour,” Victor said. He turned and headed
to his class. The rosebuds of shame on his face became
How might this memory
moment be important?
bouquets of love. Teresa is a great girl, he thought. And Mr.
Bueller is a good guy.
He raced to metal shop. After metal shop there was
biology, and after biology a long sprint to the public library,
where he checked out three French textbooks.
He was going to like seventh grade.