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Detailed Lesson Plan

DLP. No. Learning Area: Grade Level: Quarter: Date:


2 English 8 1 Time:
Code:
Learning Competency/ies: Use parallel structures
EN8G-Ia-7
Sentences according to Structure
- Simple Sentence
Key Concepts/ Understandings
- Compound Sentence
to be developed:
- Complex Sentence
- Compound-Complex Sentence
1. Objectives:

Knowledge Identify the kinds of sentences according to structure

Skills Write different kinds of sentences according to structure


Show curiosity in recognizing the need to use different structures of
Attitudes
sentences
Values Display active participation in discussion

2. Content/Topic Kinds of Sentences According to Structure


A. Resources
Grade 8 Teacher’s Manual, p. 23 – 24
3. Learning
Language in Literature Afro-Asian Literature, pp. 80 – 83
Resources/Materials/Equip
ment
B. Materials
Strips of paper
C. Procedures

A. Preliminaries
B. Motivation

Introductory Activity “I am an African child born of the skin the color of the chocolate”

Let the students read this.


- Do you understand what the sentence meant?
- Why? Why not?

“I am an African child born of the skin the color of the chocolate”

Questions:
Awareness
1. What does this line lack for it to be understood?
2. What is the connection of punctuations to the meaning of a
sentence?

Activity
The teacher first introduces that line is a run-on. She lets the students
choose an appropriate punctuation to correct the phrase and make it a
complete sentence.

“I am an African child born of the skin the color of the chocolate”

1. What happens if we don’t correct run-on?


Analysis
2. What ways can we correct run-on?

The teacher shows sentences and asks:


“Every day, a writer confronts the challenge of putting his words on paper,
with the hope of enticing his readers to understand his ideas”.
“I know that being a writer will never be an easy job, but I love the
Language in Focus challenge of being able to reach someone through my words”.
Questions:
1. What have you observed in the statements?
2. How many sentences do quote statements has?
3. What do we call a sentence composed of two simple statements?
4. What are the kinds of sentences according to structure?

Students have to select one statement from the article and identify to
which kind it belongs.

Kinds of Sentences Sentences

SIMPLE
Guided Practice
COMPOUND
COMPLEX
COMPOUND-COMPLEX

They have to pick 2 sentences for each kind/if there is none, they have to
construct what kind of sentence it is, which would relate to the article.

The teacher asks:


Abstraction
- Is it important to use the kinds of sentences according to structure?
Why? Why not?
D. Assessment Language in Literature Afro-Asian Literature, pp. 81 – 83
E. Assignment A. Directions: Complete the sentences by supplying another
meaningful sentence to form a compound sentence.

Ex. You can put wings on a pig but you don’t make it an eagle.
1. They wanted to go to Italy, ____________________________.
2. He did not take the money, ____________________________.
3. They make take our lives, ____________________________.
4. Feasts must be solemn, ____________________________.
5. Money is not answer, ____________________________.
6. She did not cheat on the test, ____________________________.
7. I think I will buy a red car, ____________________________.
8. I really want to go to work, ____________________________.
9. He ran out of money, ____________________________.
10. They got there early, ____________________________.

Prepared by:

Name: Janna Mae C. Lapitan School: Balirong National High School


Position/Designation: Teacher 1 Division: City of Naga
Contact No.: 09060680986 Email Address: jan.lapitan17@gmail.com

Remarks:
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