INSTITUTIONAL LEARNING PLAN

Unit Topic:

Vocabulary
Reading Comprehension

Content Standard:

- demonstrates understanding of English vocabulary used in both oral and

written language in a given context
- demonstrates understanding of the elements of literary and expository texts
for creative interpretation
- demonstrates understanding of paragraph development to identify text
types

Performance Standard:

- proficiency uses English vocabulary in varied and creative oral and written
activities
- uses information derived from texts in presenting varied oral and written
activities
- identifies correctly how paragraphs/ texts are developed

Learning Competencies:

- Distinguish sentences from non-sentences

- Construct simple sentences
- Use a declarative sentence

Transfer Goal:
Develop each students understanding about grammar and construct simple
sentences. Exercise and participate in classroom activities to improve grammar
skills.

Essential Questions:

What do I already know?

What can I already do?
Enduring Understanding:

The learning module will allow learner to use various strategies for word recognition and fluency
for the words taught.

Are you ready?

Activity 1

Defining Sentence

Learning Targets

 A sentence forms a complete thought.

 It begins with a capital letter.
 It ends with a punctuation mark. It may end with a period, a question mark, or an
exclamation point.

Activity 2.

Read the groups of words from the story. Write P in your notebook if the group of words is a
phrase. Write S if it is a sentence.

1. two pet cats

2. Bimbim is my tan cat.

3. to sit on the red mat

4. fat and pretty

5. my white cat

6. Tintin is mad.

7. You can‟t have my mat!

8. Bimbim is sad.

9. does not want

10. Did the two cats play?

III. Deepen

Activity 3. Guided Generalization

Essential Question:

Were the exercises easy to perform?

Did I persevere in doing those exercises which I found difficult? Why or why not?

Am I confident in doing these exercises on my own? Why or why not?

Reason:

Common Ideas :

Enduring Understanding:

From the activities that they had, they were able to understand the basic concept of the
structure of the sentence and learned to persevere in knowing and understanding grammar.
IV. Summary Test

- Summative Assessment

Performance Assessment: GRASPS

When constructing performance assessment tasks, it helps to use the acronym GRASPS:

G Goal - Develop each students understanding about grammar and construct

simple sentences. Exercise and participate in classroom activities to improve
grammar skills.

R Role - Distinguishes sentences from non-sentences

A Audience - Teacher, Classmates

S Situation – Classroom Activities

P Products or Performances - Engagement Activity

S Standards - They will now have a guide to formulate their own sentences which they
can carry out with proper motivation.

Prepared by: Edilyn Paz A. Relox