DETAILED DAILY LESSON PLAN
In ENGLISH for GRADE 8
School
Grade Level
Grade 8
Teacher
Teaching Dates &
Time
I. Objectives
Learning Area
English
Quarter
Second
Week 2 Day 1
A. Content Standard: The learner demonstrates understanding of: East Asian
literature as an art form inspired and influenced by nature; relationship of visual,
sensory, and verbal signals in both literary and expository texts; strategies in
listening to long descriptive and narrative texts; value of literal and figurative
language; and appropriate grammatical signals or expressions suitable to patterns
of idea development.
B. Performance Standard: The learner transfers learning by composing and
delivering a brief and creative entertainment speech featuring a variety of effective
paragraphs, appropriate grammatical signals or expressions in topic development,
and appropriate prosodic features, stance, and behavior.
C. Learning Competencies/Objectives:
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development: EN8G-IIa-9:
 General to particular
 Claim and counterclaim
 Problem-solution
 Cause-effect
 And others


Recognize the subordinating conjunctions in sentences
Write sentences using appropriate subordinating conjunction/s.
II. Content:
Subordinating Conjunction
III. Learning Resources
A. References
1. Teacher’s/ Curriculum Guide Pages:180
2. Learner’s Material’s Pages: English Expressways II 2007, pages 106-109
3. Textbook Pages:
4. Additional Materials from Learning Resource (LR) Portal:
B. Other Learning Resources


https://www.teach-this.com/parts-of-speech-activities-worksheets/conjunctions
https://blog.abaenglish.com/english-grammar-subordinating-conjunctions/
 https://www.englishgrammar.org/subordinating-conjunctions-worksheet/
IV. Procedures
Preliminaries
 Prayer
 Orderliness
 Checking of Attendance
A. Reviewing
Previous Lesson or
Presenting the New
Lesson
B. Establishing a
Purpose for the
Lesson
C. Presenting
Examples/Instances
of the Lesson
Teacher’s Activity
Recall (2 minutes)
The teacher will ask the
students:
 What is conjunction?
 What are the
coordinating
conjunctions?
Agree or Agree (2
minutes)
The teacher will say:
Learning the subordinating
conjunction and its proper
uses will equip learners with
confidence in speaking and
writing grammatically
correct sentences.
 Have you tried
confidently
speaking/talking to
your friends in
English? (Knowing
that you are
grammatically
correct). How did
you feel?
A WHITE BUS (5 minutes)
The teacher will introduce
the concept:
Subordinate conjunction
will connect a main clause
and a subordinate one. If
the main clause comes first
in the sentence it won’t be
separated
from
the
Student’s Activity
The students will answer:
Conjunctions are those
little words that connect
two parts of a sentence
together.
The students will share
their opinions of the idea
presented
The students will
attentively familiarize the
concept introduced
subordinate clause by a
comma. If the subordinate
clause comes first, then we
will separate the clauses
with a comma.
D. Discussing New
Concepts and
Practicing New Skills
#1
Subordinating
Conjunction (10 minutes)
The teacher will show the
following usage of the
different subordinating
conjunctions for reference
(for students who will later
on give their own examples)
The students will study
the following sample
sentences in using the
different subordinating
conjunctions.
After – later than the time
that : later than when.
https://blog.abaenglish.com/e
Example: “Call me after
nglish-grammar-subordinating- you arrive at work”
conjunctions/
Although – despite the
fact that : used to
introduce a fact that makes
another fact unusual or
surprising.
Example: “Although she
was tired, she couldn’t
sleep”
As – used to introduce a
statement which indicates
that something being
mentioned was known,
expected, etc.
Example: “As we
explained last class,
coordinating conjunctions
are sentence connectors”
Because – for the reason
that.
Example: “I painted the
house because it was a
horrible colour”
Before – earlier than the
time that : earlier than
when.
Example: “Come and visit
me before you leave”
How – in what manner or
way.
Example: “Let me show
you how to knit”
If -used to talk about the
result or effect of
something that may
happen or be true.
Example: “It would be
fantastic if you could come
to the party”
Once – at the moment
when : as soon as.
Example: “Once you’ve
learnt how to cycle, it’s
very easy”
Since – used to introduce a
statement that explains the
reason for another
statement.
Example: “Since you’ve
studied so well, you can go
outside and play”
Than – used to introduce
the second or last of two or
more things or people that
are being compared —
used with the comparative
form of an adjective or
adverb.
Example: “My sister is
older than I am”
That – used to introduce a
clause that states a reason
or purpose.
Example: “Olivia is so
happy that it’s summer
again”
When – at or during the
time that something
happened.
Example: “A teacher is
good when he inspires his
students”
Where – at or in the place
that something happened.
Example: “We went to the
bar where there most
shade”
Whether -used to indicate
choices or possibilities.
Example: “Bruno wasn’t
sure whether to go to India
or Thailand”
While – during the time
that something happened”
Example: “While we were
in Paris, it snowed”
Until – up to the time or
point that something
happened”
Example: “We stayed up
talking until the sun came
up”
E. Discussing New
Concepts and
Practicing New Skills
#2
Choose the Best (5
minutes)
F. Developing
Mastery
(Leads to Formative
Assessment 3)
Bingo! (20 minutes)
The teacher will facilitate
this game:
Subordinating Conjunctions
Bingo
The teacher will ask
students to identify the
subordinating conjunction in
the following sentences:
1. The children were
happy when the show
began.
2. This is the place where
the accident occurred.
3. Though he worked hard,
he couldn’t win the first
prize.
4. I will go even if he forbids
me.
5. She will not
come unless you invite her.
6. Though she is pretty, I
don’t like her.
7. It is surprising that she
didn’t invite you.
8. Will you wait here until I
come?
9. I couldn’t go because it
was raining.
10. Since the sky is
overcast we will cancel the
picnic.
The students will give the
following correct
answers:
1. The children were
happy when the show
began.
2. This is the place
where the accident
occurred.
3. Though he worked
hard, he couldn’t win the
first prize.
4. I will go even if he
forbids me.
5. She will not
come unless you invite
her.
6. Though she is pretty, I
don’t like her.
7. It is surprising that she
didn’t invite you.
8. Will you wait
here until I come?
9. I couldn’t
go because it was
raining.
10. Since the sky is
overcast we will cancel
the picnic.
In this rewarding teaching
activity, students play
games of bingo by
completing sentences on
a bingo card with
subordinating
conjunctions. Each
https://www.teachthis.com/parts-of-speechactivitiesworksheets/conjunctions
G. Finding Practical
Applications of
Concepts and Skills
in Daily Living
Imagine… (2 minutes)
The teacher will ask:
 Which conjunctions
are used most
often?
 What would happen
student is given a bingo
card. Each bingo card
consists of five sentences
with each sentence
missing a different
subordinating
conjunction. The teacher
calls out subordinating
conjunctions from the
caller's sheet in a random
order. If a student thinks
a conjunction goes in one
of their sentences, they
write it in the
corresponding gap in the
sentence. When a
student has completed all
five sentences with a
different conjunction, they
shout 'Bingo'. When a
student shouts 'Bingo',
they read out all five
sentences. If the
sentences are correct,
the student wins the
round. If the student has
made a mistake, the
game continues. Several
rounds are played with
students receiving a
different bingo card each
time. As an alternative or
extension, the students
are divided into groups of
five. The students then
play the game in their
groups with students
taking it in turns to be the
bingo caller. This
continues until all the
bingo cards have been
used.
Students will share their
thoughts
H. Making
Generalizations and
Abstractions about
the Lesson
I. Evaluating
Learning
if we will not
conjunctions in
sentences?
Know the Difference (2-4
minutes)
The teacher will ask:
 How is subordinating
conjunction different
from coordinating
conjunction?
More Practice (10
minutes)
The teacher will ask the
students to answer the
following exercises.
A. Identify the subordinating
conjunction in each of the
sentences below:
1. We were happy when we
received the first prize.
2. The people were listening
eagerly while the leader was
speaking.
3. This is the place where
we were attacked.
4. Although he worked hard,
he failed.
5. Though she is beautiful,
she is not intelligent.
B. Write 5 sentences
using the following
subordinating
conjunctions:
 After
 If
 In case
 However
 Unless
C. Combine the short
sentences by using the
subordinating conjunction
provided in the box.
Because Until
When
After
Since
1. Finish eating your
The students will answer:
Subordinating
conjunction connects an
independent clause and
dependent clause while
coordinating conjunction
connects two
independent clauses.
The students will answer
the exercises.
A.
Answers:
1. when
2. while
3. where
4. although
5. though
B. Students will write
grammatically correct
sentences using
subordinating
conjunctions
C. 1. After you finish
eating your breakfast,
brush your teeth.
2. I have to stay for
tutoring because I failed
the quiz in math.
3. We won’t have
practice today since it is
J. Additional
Activities for
Application or
Remediation
breakfast. Brush your teeth.
2. I have to stay for tutoring.
I failed the quiz in math.
3. We won’t have practice
today. It is raining.
4. I woke up. I saw that it
was snowing!
5. You eat your vegetables.
You cannot have dessert.
Your Turn!
The teacher will ask the
students to write short
narrative using the different
subordinating conjunctions
about any of the following
topics.
 Personal hobby
 Favorite food
 Memorable
experiences
 Etc.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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 strategies
work well? Why did these work
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers
raining.
4. When I woke up, I saw
that it was snowing!
5. Until you eat your
vegetables, you cannot
have dessert.
The students will
compose short narrative
about topic of choice.