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Grade 10 Conjunctions in Spoken Texts LP

The document outlines the daily lesson log for a class on conjunctions in spoken texts, including the objectives to understand conjunctions and their functions, as well as composing a letter and appreciating conjunctions' importance. A variety of activities are described, such as identifying conjunctions in sentences and writing a letter using conjunctions. The teacher is asked to reflect on students' progress and determine if additional support is needed.

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Joshua Lander Soquita Cadayona
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1K views4 pages

Grade 10 Conjunctions in Spoken Texts LP

The document outlines the daily lesson log for a class on conjunctions in spoken texts, including the objectives to understand conjunctions and their functions, as well as composing a letter and appreciating conjunctions' importance. A variety of activities are described, such as identifying conjunctions in sentences and writing a letter using conjunctions. The teacher is asked to reflect on students' progress and determine if additional support is needed.

Uploaded by

Joshua Lander Soquita Cadayona
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School TACURONG SILOAM ABC LEARNING CENTER INC.

Teacher JOSHUA LANDER S. CADAYONA


Teaching Date and Time NOVEMBER 07, 2022, 3:00 – 4:00 PM (MW)
Grade Level 10
GRADES 1 TO 12
DAILY LESSON LOG Learning Area ENGLISH
Quarter I

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning
Competencies/Objectives
Write the LC code for each Conjunctions in Spoken Texts
The students should be able to:
1. use conjunctions according to their function;
2. compose a letter using conjunctions; and
3. appreciate the importance conjunctions in spoken texts.
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
Conjunctions in Spoken Texts
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 concept development.
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide (May 2016)
2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal Activity Sheets/Worksheets, Paper, Pen, chalk , and blackboard
B. Other Learning Resources

IV. PROCEDURES 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 systematically by
(4 A’s) 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. Introductory Activity ANNOTATIONS
DAILY ROUTINE
1. Opening Prayer: To be led by the teacher
2. Greetings
3. Checking of Attendance: To be checked by the teacher
4. Setting up classroom standards (4Ps)
6. Recapitulation of the past lesson
B. Activity TASK 1. “Look and Observe”

Direction: Read the sentences below and study the function of the underlined
words.
1. I listened to the video attentively for I am attending an online lesson.
__________________________________________________
2. She didn’t speak to anyone and nobody spoke to her.
______________________________________________________
3. The teachers do not expect students to be late nor do they expect to
be disobeyed.
______________________________________________________
4. I will tell her my secret if she will promise not to tell others.
______________________________________________________
5. I started singing when I was five years old.
______________________________________________________

C. Analysis Analysis: “Points to Ponder”


Process question:
1. What do you think is the function of the highlighted words in the
sentences?
2. How do these highlighted words connect the ideas in the sentences?

D. Abstraction Conjunctions in Spoken Texts

Spoken texts include oral stories, interviews, dialogues,


monologues, phone conversations, discussions, role plays or any
other piece of spoken language. When people are speaking to each
other, their interaction is made up of series of utterances, for example
questions and replies, comments and suggestions, requests and
responses. When we speak or write, we expect that our listeners or
readers understand the message we try to convey. Having cohesion
through the use of conjunctions help us to communicate our message.
Though it is not easily achieved, constant practice and use is helpful.
Its main goal is to equip you with communication skills to become a
well – rounded individual.

Conjunction is a part of speech that sticks together words, phrases


and clauses. There are two types of conjunction: coordinating
conjunction and subordinating conjunction. Coordinating conjunction
connects two independent clauses while subordinating conjunction
links dependent clause to an independent clause. The common
examples of coordinating conjunction are for, and, nor, but, or, yet
and so. While, subordinating conjunctions have the following
examples like if, when, because etc.

Coordinating conjunctions examples:


1. You can eat your cake with a spoon  or  fork.
2. My dog enjoys being bathed but hates getting his nails
trimmed.
Subordinating conjunctions examples:
1. When  the doorbell rang, my dog Skeeter barked loudly.
2. Sara begins to sneeze whenever she opens the window to get
a breath of fresh air.

Cohesion is a text quality where words and sentences stick together.


This word originated from the term ‘cohere’ which means ‘to stick
together’. It is important to achieve cohesion since it will direct
listeners’ or readers’ thoughts and interests to the development of the
presented argument. To link together the part of text (words,
sentences, and paragraphs), conjunctions as cohesive device can be
used.
E. Application TASK 4. “From me to You”

Directions: Josie sent you a letter after the community quarantine was
lifted. Write your reply to her by using conjunctions to achieve cohesion
in your letter.

F. Assessment FINAL TASK: “Reaction Time”

Direction: Read the excerpt of a news story regarding the opening of


classes this school year. Give your reaction on the statement of DepEd
Secretary Briones. Use conjunctions in presenting your idea and reaction.

G. Additional

V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What 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%
in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 strategies
worked 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?

Prepared by:
JOSHUA LANDER S. CADAYONA
Checked and Observed by: Teacher
Zinah T. Zaragoza
Principal

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