Module 4: Changing Perspectives Date: February 1-2, 2016

Lesson 1: Achieving Sentence Fluency through Sentence Structures (Day 1 and 2)

Curriculum Area: English Author: Ms. Martha Andrea L. Patco

Grade Level: Grade 8 Author Contact: 09078544549
Time Required: 60 minutes Instructional Groupings:
Level Standard: The students demonstrate communicative competence through
Standards: his/her understanding of Afro-Asian Literature and other text types for a deeper
appreciation of Philippine culture and those of other countries.
Content Standard: The students demonstrate understanding of how communicative
competence is best explored through the different domains of literacy enabling him/her to
analyze, do critical evaluation, and make critical choices to suit different purposes without
sacrificing socio-cultural values and attitude.
Performance Standard: The students show sophistication on the power and effect of
communicative competence through creative, critical, confident and responsive interaction
employing varied types of strategies to suit different audiences in formal and non-formal
situations.
Lesson PS: Achieve sentence fluency in written output.
Materials: visual aids, pictures
As a result of this lesson/unit, students will:
Know: Distinguish the different sentence according to its structure.
Understand: Demonstrate understanding of the independent and dependent clauses through differentiating.
Do: Differentiate paragraphs based on its structure.
Identify the sentence structure among sentences.
1. Motivation:
The teacher presents two paragraphs and let the students read it.
1 2
We came home. We are cookies. We After school, we rode our bikes home and
played games. We ate supper. We went to shared a plate of homemade cookies. Then
bed. we decided to play a quick game of
Chinese Checkers followed by our
favorite, Monopoly.

After reading the second paragraph, the teacher asks the students the following
questions:
1. What is the difference of the second paragraph to the first one?
2. Do the sentences flow smoothly?
3. Are there too many short or long sentences?
4. Do the sentences begin in different ways?
5. Why is it important to vary your sentences structures?

The teacher leads the discussion to sentence structures.

2. Discussion
The teacher starts the discussion in introducing sentence structures. (simple,
compound, complex and compound-complex sentence)
Achieve variety in sentence structure
Sentences are made up of one or more clauses. A clause is a group of words
containing a subject and a predicate. An independent clause can stand alone as a sentence.
A subordinate/dependent clause does not have a complete idea thus it is dependent on a
main or independent clause.
S- simple sentence IC- independent clause
CD- compound sentence DC- dependent clause
CX- complex sentence
CD-CX- compound-complex sentence
Simple Sentence Compound Complex Sentence Compound-
 Sentence Complex Sentence
1 IC 2 IC 1 IC and 1 or more 2 IC and 1 or more
DC DC
-comprised of a -joined together by -contains an -has two
subject and coordinating independent clause independent and
predicate conjunctions and a subordinate/ one or more
Examples: (F.A.N.B.O.Y.S). dependent clause. subordinate clauses.
1. Some students Conjunctive Subordinating Examples:
like to study in adverbs such as conjunctions such 1. Because it had
the mornings. accordingly, also, as because, since, stopped,
2. Juan and finally, furthermore, after, although, Charlie could
Anthony play however, hence, while, and etc. are
not hear his
video games moreover, used to form
every otherwise, complex sentence. watch, and he
afternoon. therefore, and thus Examples: was worried.
are also used to 1. The students are
combine the parts studying because 2. Sara could not
of compound they have a test see Charlie, but
sentences tomorrow. when she was
Examples: 2. When he handed on the hilltop
1. I tried to speak his homework, he she could hear
Korean, and my forgot to hand the
him cry out.
friend tried to teacher the last
speak English. page.
2. Alex played
League of
Legends, so
Jasmine went
shopping.
The teacher asks students for their example sentences.
3. Task 1: Seatwork
Directions: Underline the independent clause and encircle the dependent clause.
1. My brother felt very tired; still, he kept on working.
2. As soon as the rain fell, we ran home quickly.
3. Though I felt ill, I returned to school.
4. We called him but it was too late.
5. After we had left the school, the rain fell.
6. The ice melts quickly.
7. Although my friend invited me to a party, I do not want to go.
8. When he was younger, Mike has many dogs.
9. Alex played League of Legends so Jasmine went shopping.
10. Burger King has the best burger.
Closure/ WRAP-UP 4. Task 2: Seatwork
Activity Directions: Write S if it is a simple sentence, CD if it is a compound sentence, CX if it is a
complex sentence and CD-CX if it is compound-complex sentence.
1. Because of her disdain to go to Davao, Wilma went to Batangas. (CX)
2. The grass was green and the air was fresh. (CD)
3. Because of the strings of robberies, Cindy carries a bottle of pepper spray. (CX)
4. My brother was very angry but he was not impolite. (CD)
5. Aya spends all her money on sneakers. (S)
6. We have to go to bed when the clock chimes ten o’clock. (CX)
7. The bird was sitting on his perch and he was happily eating his food, but then he
fell. (CD-CX)
8. The car was stuck in the mud for a long time, much to my dismay, and the rain
just kept falling. (CD-CX)
9. The teacher and the principal met in the hall near the library. (S)
After midnight the ghosts will come out of the haunted attic. (S)