A Semi-Detailed Lesson Plan in English

Level: Grade 7

I. INTENDED LEARNING OUTCOMES:

At the end of one-hour period, 100 % of the students are expected to:
A. Enumerate the different types of Sentence Structure
B. Define simple, compound, complex, and compound-complex sentences.
C. Display a characteristic of effective communicator.
D. Make one complex sentence from the pairs of simple sentences.

II. CONTENT:
A. Subject Matter: Types of Sentence Structure

B. References: Books – Simple English Second Edition by San Miguel and Grammar
and Composition 3
https://www.youtube.com/watch?v=2lmKK5AbHIs&t

C. Materials: Worksheets, PPT Presentation, and Video.

III. METHODOLOGY:

A. ROUTINARY ACTIVITIES
1. Prayer
In the Name of the Father…
2. Greetings
Good Morning, class! I hope you are okay and having much fun on your
other subjects.
3. Checking of Attendance
Are there any absentees for today?

B. MOTIVATION:
The teacher will write the following sentences on the board and ask them to
contrast or compare the sentences together with their seat partner. They are
given 10-15 minutes to discuss with their partners. After the brainstorming, one
representative in each partner will share their idea about the sentences given.
 I love only you
 Only I love you

C. PRESENTATION OF THE LESSON:

Upon assessing how the students compare/contrast the given sentences,
they will brief by the teacher that the lesson will focus on creating clear
sentences. The class will watch a short clip about how they can write better by
improving their sentence structure. After watching the video, have the students
answer the following questions:
 When and where have you seen poor sentence?
  Is there an impact if the sentence structure is not clear enough?

D. LESSON PROPER:

After giving some insight by the teacher about the video, in the discussion proper,
teacher will facilitate the learning of the students by utilizing prepared PPT presentation.
Students are encouraged to participate in the lecture by giving their own examples in
between of the types of sentence structure. Encourage the students to have a conscious
effort and mind when it comes in their sentence structure because it could create
ambiguity between speaker and the receiver when they are having conversation. The
discussion will start by allowing the students to recall what sentence is; and independent
and dependent clauses for them to easily grasp what are the types of sentences structure.

Sentence is a group of words expressing a complete thought. No sentence is complete

without a subject and a predicate. The subject is the part spoken of which names a person,
a place or a thing. The predicate is the part that tells something about the subject.
Example: (The Lapps of Scandinavia) [herd reindeers to draw sleds across the now-
covered ground.]
*The phrase inside the parenthesis is the subject while on the other hand is the predicate.

An independent clause expresses a complete thought and can stand alone as a sentence.
Example: He read the book that a friend had recommend.
A dependent or subordinate clause does not express a complete thought and cannot stand
alone as a sentence.
Example: Lito has not decided whether he will accept the position.

There are 4 types of sentence structure, these are simple, compound, complex, and
compound-complex sentences.

1. A simple sentence contains one subject and one predicate,

either or both of which may be compound. Therefore, a simple sentence may have a
compound subject, compound predicate, or compound subject and compound
predicate. It also consists of a single independent clause.
 The Parthenon was built in honor of the goddess Athena. (simple subject,
simple predicate)
 The Iliad and The Odyssey are two Greek epic poems. (compound subject)
 Pablo Ruiz y Picasso developed and used a style of painting known as
cubism. (compound predicate)
2. A compound sentence contains two or more independent
clauses. Coordinate conjunctions are used to connect the independent clauses.
Commas separate independent clauses joined by coordinating conjunctions and,
but, or, nor, for, or, yet.
 A princess of Arabia, Scheherezade told her cruel husband stories for 1001
nights, and she stopped every time she got to the most exciting part.
  Ben and I gobbled the oranges; they tasted very good after the hike.
 My brother bought some stamps yesterday, and he mounted them in his
stamp collection.
3. A complex sentence contains one principal clause and one or more subordinate
clauses. Subordinate clauses may be adjective, adverb, or noun clauses.
Independent clause Dependent clause

 Moby Dick was a great white whale [whose story was written by the American
novelist Herman Melville.]
Dependent clause Independent clause

 [When they learned of Beethoven’s disability,] they were mesmerized.

4. Compound-complex sentence contains two or more principal clauses and one or

more subordinate clauses.
 The marathon race takes its name from the town of Marathon in Greece
[which celebrates the run of a messenger called Pheidippides] [who ran from
Marathon to Athens.]
 I ran down the path [to the spot where it divides,] and then I turned back.

IV. VALUING:
The teacher will present a text in the PPT Presentation about missing link in terms
of relationships or human connection. The student will learn the value and the importance
of making clear sentence structure because it creates new human connection with other
people. Aside from that, through the proper and clear construction of sentence, students
can prevent misunderstanding and to be misinterpret.

The text will be used is presented below as well the at following questions to be asked after
teacher read the text.

In communication, connecting links are vital to the acquisition and transfer of ideas. A
missing link creates a failure in the effective transfer of the message we want to convey.
Fortunately, our efforts to create connections will not be in vain for language has provided us
with the keys to unlock the mystery behind missing link.

The following are the questions to be asked to the students by the teacher:
 What does the text pertain?
 How ambiguity or unclear idea may result of?
 How this text presented related to the sentence structure?

V. EVALUATION:
Make one complex sentence from each of the following pairs of simple sentences.
Example: King Menes united upper and lower Egypt under one government. He was the
only king who wore a double crown.
Answer: King Menes, who was the only king who wore a double crown, united upper and
lower Egypt under one government.

1. Ancient Greece produced independent states called polis. This word means
“city.”
2. The first great Greek dramatist was Aeschylus. He was considered the “Father
of Greek tragedy.”
3. Herodotus wrote History of the Persian Wars. He was acclaimed as the “Father
of History.”
4. Alexander the Great made the first western attempt to conquer Asia. He was
truly one of the world’s greatest military geniuses.
5. Islamic Turks caused the downfall of Constantinople. The Turks were headed
by Seljuks and Ottomans.

VI. ASSIGNMENT:
Review your knowledge of sentence by indicating whether the following sentences
are simple, compound, complex, or compound-complex.
1. Is there a student here who does not know the story of Romeo and Juliet?
2. Many elegant and useful articles are made from coconut.
3. The equestrian mounted her horse and rode away, for she wanted to practice
for the show.
4. People should cultivate confidence in God and faith in the power of prayers.
5. The Philippines has outlying possession that are rich in natural resources, but
many abuse these.
6. Louella bought her mom a ticket to Boracay, but she kept it a secret.
7. Oyen stood on top of the hill and watched how the ageless soared high.
8. When a man is in earnest, his work is half done.
9. Saint Dominic, who was the founder of the Dominican Order, taught the use of
the rosary, and he preached God’s word.
10. The last book of the Bible, which is called the Apocalypse was written by Saint
John.