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Unit Plan Template

Note: Type in the gray areas. Click on any descriptive text, then type your own.

Author Information
Chloe G. Tangan, Guillian P. Baldevia
First and Last Name:
and Nerivic H. De Asis
Email Address: neriahdeasis07@gmail.com
Name of School: University of Southeastern Philippines
Division: Davao City
Municipality/City, Province, Region: Davao City, Region XI
Country: Philippines

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 Unit Overview
Unit Plan Title: Types of Sentences: According to Structure and Function
Curriculum-Framing Questions
Why is it important to know the different types of sentences?
Essential Question How those sentences affect the way we communicate with
others?
What are the two classifications of sentences? What is the
Unit Questions
difference between the two?
What are the types of sentences according to structure?
Content Questions
What are the types of sentences according to function?
Unit Summary:
This unit covers the following lessons:

Kinds of Sentences According to Structure

A sentence may consist of one clause (independent clause) or more clauses (independent
and dependent clauses). An independent clause is also called main clause. A dependent
clause is also called subordinate clause.

On the basis of numbers of clause and types of clauses present in a sentence, sentences are
divided in to four kinds.

Simple Sentence

A simple sentence consists of only one independent clause containing a subject and a
verb and it expresses complete thought. There is no dependent clause.
“An independent clause (also called main clause) is called a simple sentence.”

Examples.
He laughed.
She ate an apple.
They are sleeping.
I bought a book.

Compound Sentence

A compound sentence consists of at least two independent clauses joined by coordinating

conjunctions. There is no dependent clause in compound sentence. The coordinating
conjunctions use to join independent clauses are “for, and, nor, but, or, yet, so”. Independent
clauses can also be joined by a semicolon (;). A comma may or may not be used before the
conjunction in compound sentence.

Examples
I like an apple but my brother likes a mango.
I helped him and he became happy.
He failed two times yet he is not disappointed.

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 I asked him a question; he replied correctly.

Complex Sentence

A complex sentence consists of one independent clause and at least one dependent
clause joined by subordinating conjunction (because, although, since, when, unless etc) or
relative pronoun (that, who, which etc).

Examples
I met the boy who had helped me.
She is wearing a shirt which looks nice.
You can’t pass the test unless you study for it.

If a complex sentence begins with an independent clause, a comma is not used between
clauses in a complex sentence. If a complex sentence begins with dependent clause then a
comma is use after dependent clause in a complex sentence. See the following example.

He is playing well although he is ill.

Although he is ill, he is playing well.

Complex - Compound Sentence

A complex-compound sentence consists of at least two independents and one or more

dependent clauses. It is also sometimes called compound-complex Sentence.

Examples
1. He went to college and I went to a market where I bought a book.
2. I like Mathematics but my bother likes Biology
because he wants to be a doctor.

In the first sentence of above sentence, there are two independent clauses “he went to
college” and “I went to a market”, and one dependent clause “where I bought a book”.

The types of sentences according to structure account for its intended use. It generally carries
the purpose of a person using it.

Kinds of Sentences According to Function

There are FOUR types of sentences according to function:

1. A declarative sentence expresses a statement. It ends with a period.

Example: The Saint Bernard has a thick brown and white coat.

2. An interrogative sentence asks a question. It ends with a question mark.

Example: Is that beautiful collie your pet?

3. An imperative sentence tells or asks someone to do something. It usually ends with a

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 period but may end with an exclamation point.
Example: Please feed the dog his supper.

4. An exclamatory sentence shows strong feeling. It always ends with an exclamation point.
Example: What a huge dog that is!

Subject Area(s): Click box(es) of the subject(s) that your Unit targets
Business Education Drama Other: English
Engineering Foreign Language Other: Filipino
Home Economics Industrial Technology Other: Makabayan
Language Arts Mathematics
Music Physical Education
School to Career Science
Social Studies Technology
Grade Level: Click box(es) of the grade level(s) that your Unit targets
Kindergarten 2nd Year High School Gifted and Talented
Grade 1 -3 3rd Year High School Resource
Grade 4 - 6 4th Year High School Other
1st Year High School English as a Second
Language
Targeted Philippine Basic Education Curriculum Competencies
Four Macro-Skills: Listening, Speaking, Reading and Writing
Student Objectives/Learning Outcomes:
At the end of the unit, the students should be able to:
 identify the two types of classifying sentences;
 express ideas clearly in well-formed sentences; and
 Write sentences according to its proper structure and function.
Procedures:
1st week:
Recall the students’ prior knowledge of what is a sentence.
Ask five students to give examples of sentences and write those examples on the board.
Introduce the two classifications of sentences by classifying the sentences given by the
students. Give an overview to each.
Assign the students by group to make a power point presentation to these kinds of sentences.
2nd week:
Focus the discussion on Kinds of Sentences according to structure.(See Lesson Plan 1)
Assign the students to make 5 examples to each kind. These examples must be must be
encoded and printed. (individual)
In a group of 5, ask the students to create a blog about the topic.
3rd week:

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 Focus the discussion on Kinds of Sentences according to function. (See Lesson Plan 2)
Give students a site in which they are going to get more information about it.
Instruct the students to make a brochure about the topic.
4th week:
Group the students into five. Each group will make their short film using movie maker
regarding with the topics discussed.

Approximate Time Needed:

Fifty 50-minute class periods
1 month (4 weeks)
Prerequisite Skills:
Prior knowledge about sentence construction
Ability to write sentences

Materials and Resources Required For Unit

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Technology – Hardware: (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing
DVD Player Scanner Equipment.
Internet Connection Television Other:      

Technology – Software: (Click boxes of all software needed.)

Database/Spreadsheet Multimedia Web Browser
Web Page Development E-mail Software Desktop Publishing
Image Processing Word Processing Other:      
Encyclopedia on CD-ROM
Printed Materials: English IV by Josefina Payawal-Gabriel and Edda Manikan-Martires

Supplies: N.A.

http://tx.english-ch.com/teacher/lester/home/the-types-of-sentences-
according-to-function/
Internet http://www.studyandexam.com/sentence-types.html
Resources: http://www.ereadingworksheets.com/languageartsworksheets/sentence-
structure/sentence-structure-worksheets/type-of-sentences-worksheets/

Others: N.A.

Accommodations for Differentiated Instruction

Resource N.A
Student:

Gifted Student: N.A.

Student The students are assessed based on their writing ability in sentence
Assessment:
construction

Key Word Search: Kinds of sentences according to structure and function.

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