Name of Teacher: FRENZY KEIROL P.

VIRAY Date: March 19, 2021

Grade and Section: Grade V
Time: 1:00-2:00 PM

I. Objectives:
C : Determine the meaning of Complex Sentence.
A : Show interest with the importance of acknowledging complex sentence in daily lives, and
P : Label if the clause is in independent or dependent form.

A. Content Standard:
The learners demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
B. Performance Standard:
The learners use the complex sentence and its functions in various discourse (oral and
written)
C. Learning Competencies:
Use complex sentences-- EN5G-IVf1.9.1
II. Content : Understanding Complex Sentences

A. References:
1. Building Effective English Skills 5 (page 240-241)
2.Other References/
Materials : Powerpoint Presentation
IV. Procedures
Teacher’s Activities Pupils’ Activities KRAs
Objectives
MOV
A. Review of A. Preliminary
Previous/Presenti Activities
ng New Lessons 1. Greetings
Good morning Good morning teacher!
class!

2. Prayer
Let start our
activities by In the name of the
seeking the Father, Son and of the
Lord guidance Holy Spirit
to be led by
_____.

3. Checking of
attendance
The teacher
will count the
number of
pupils and
mark the
absences.

1
 Do we have
absent today? We don’t have absent for
today.

KRA 2:
OBJECTIVE 5:
Great ! MOV:
Praising the
learners/Giving positive
feedback

KRA 1:
4. Preparation of S__1. The girls watches Objective 1:
the lesson: television everyday. MOV
The teacher CD__2. The boys wants The teacher applied
will construct to swim, but the weather the learner’s prior
knowledge from
simple is bad.
ENGLISH.
sentence, CX 3. The weather is so
compound cold because the ice from
sentence and other country starts to
complex melt.
sentence. The
pupils will
name each
sentences.

B. Establishing 1. Motivation : KRA 2:

the Purpose of the OBJECTIVE 5:
Lesson Did you read our lesson MOV:
for today? Yes, teacher! Encouraging learners
to develop study
habits.

That’s nice to hear! Later

I will ask you about our
lesson. KRA 1:
Objective 3:
I have a box of clauses MOV
here. You will get one The teacher applied a
paper here and I want range of teaching
you to identify if the strategies to develop
clause is in independent their creative thinking.
or in dependendent form. Yes, teacher.
Are we clear?

Excellent! (The pupils will start

getting papers and they
will identify if it is in
dependent or
independent clause.)
KRA 2:
2. Motivating question OBJECTIVE 5:
I think it is connected MOV:
What do you think is with independent and Providing motivation
our lesson for today? dependent clause,
teacher.
KRA 2:
2
 Okay, that is good. OBJECTIVE 5:
However, we will not What is the connection of MOV:
just deal with independent and Encouraging learners
independent and dependent clause in our to ask questions
dependent clause. lesson?

We will deal about

complex sentence,
later you will be able
to discover the
connection between
idependent and
dependent clause to
complex sentence.

KRA 2:
Before we start, I want OBJECTIVE 5:
MOV:
you to listen carefully. Yes, teacher.
Setting house
Keep quiet, if you want rules/guidelines
to answer or you have a
question kindly raise
your hands. Are we
clear?

C. Presenting 3. The teacher will start

New discussing;
Examples/Instanc
es UNDERSTANDING
COMPLEX
SENTENCES

KRA 1:
A complex sentence The pupils will read what Objective 2:
combines both an is written on the monitor. MOV
independent and The teacher applied a
dependent clause. range of teaching
strategies that enhance
If you begin a sentence learner achievement in
with a subordinating literacy skills.
conjunction, there MUST
be a comma after the first
clause.

Remember that the

dependent clause can
appear at the beginning,
in the middle or at the
end of a sentence.
You should stop.
EXAMPLE:
Unless you want trouble,
you should stop.
Unless you want trouble.
Can you tell me which is
our independent clause?
Unless.
How about our
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 dependent clause?

Can you tell me which is

the subordinating
conjunction?
Because
Another example:
You should stop because
I’m getting mad.
Which is our Because I am getting
subordinating mad.
conjunction?
You should stop.
Can you box the
dependent clause?
Yes, teacher.

Now, encircle your (The pupils will have

independent clause. their chance to asked
questions)
Do you understand?

Do you have any

question?
D. Discussing Generalization
New Concepts Now we answered the
and Presenting questions you asked it is
New Skills S #1 my turn to ask you
questions.

Now, I want you to

transpose each sentence
according to what I will
say, its either you will KRA 1:
start with dependent Objective 3:
clause or the other way MOV
around. The teacher applied a
range of teaching
strategies to develop
Are you ready? Yes, teacher. critical and creative
thinking, as well as
Before I went to the higher-order thinking
cafeteria for lunch, I skills.
emptied my desk.

Put the independent I emptied my desk before

clause first. I went to the cafeteria for
lunch.
I bowed my head and
stared at my feet as I
walked towards my desk.

Put the dependent clause

first. As I walked towards my
desk, I bowed my head
and stared at my feet.
They would either ignore
me or leave whenever I
attempted to start a
conversation with them
so I left.
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 How many clauses do we KRA 1:
have in this sentence? Objective 2:
We have three. MOV
The teacher applied a
range of teaching
Amazing ! Can you name
strategies that enhance
them? learner achievement in
numeracy skills.
We have two
independent clause and Two independent
one dependent clause. clauses:
* They would either
ignore me or leave.
* I left.

One dependent clause:

whenever I attempted to
start a conversation with
them KRA 2:
Great ! OBJECTIVE 5:
MOV:
Praising the
learners/Giving positive
feedback

E. Discussing
New Concepts Group Activity KRA 2:
and Presenting OBJECTIVE 5:
New Skills S #2 The teacher will conduct MOV:
a BINGO game. The Giving equal
opportunities
teacher will give each
group one BINGO
CARD. The teacher will
draw paper in a box and
read a sentence the pupils
will answer if the
KRA 2:
sentence is in simple, OBJECTIVE 4:
compound or complex MOV:
type. Managed classroom
structure to engage
learners in group and
hands on activities.
F. Developing Direction: Give the
Mastery meaning of each
(Formative elements.
Assessment)
Write the subordinating
conjunction.

1. After you wash

the dishes, I’ll dry After
them and store
them in the
drawers.
2. The deser climate
is considered Because
harsh because it is
so hot and dry.
3. My seatmate and
I talked as if we
5
 have known each As if
other for a long
time.
4. When winter sets
in, many animals When
hibernate
5. The writer whose
books we read whose
has finished her
final book.
G. Making What lesson did you We learned about
Generalizations learn today? complex sentence.
(Abstraction of
the Lesson)

H. Finding Direction: Identify

Practical whether the underlined
Application of clause in each sentence is
Concepts independent or
dependent. Write IND if
it is independent or DEP
if it is dependent.
1. Because some
friends were DEP
going to visit,
Rian cooked for
more people.
2. Create a plan for
solving problem IND
when you find
yourself worrying
over one.
3. Kagibat bought a DEP
new bag because
her old one was
torn.
4. After helping his IND
father in the
kitchen, Michael
arranged the
furniture in the
living room.
5. Trini ate breakfast
before she left for IND
work.
I. Evaluating
Learning Direction: Underline the
word that is being asked.

1. I am going to the KRA 4:

game with Elmer, Objective 10:
who is my MOV:
neighbor. Appropriate use of
(Subordinating formative assessment
Conjunction) strategies.
2. There were no
Olympic Games
when World Wars I
and II were fought.
(Independent
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 Clause)
3. Unless it rains very
hard, Mang Tony
would not close up
his shop.
(Dependent Clause)
4. We waited for
nearly an hour to
served, but our
meal when it
arrived, was awful.
(Subordinating
Conjunction)
5. Myla, who has
been up all night,
wasn’t able to give
her speech.
(Dependent Clause)

J. Assignments Make five complex

(Optional) sentences.
V. Remarks(Mga
tala)
VI. Reflection
(Pagninilay)
A. Number of ___ of Learners who
studentswith earned 80% above
80% Mastery
level
B. Number of ___ of Learners who
students who require additional
need remediation activities for
Remediation
C. How did the ___Yes ___No
remedial ____ of Learners who
activities help? caught up the lesson
Number of
students who
understood the
lesson
D. Number of ___ of Learners who
students to continue to require
continue remediation
remediation
E. Which Strategies used that work
strategies did you well:
use help most? ___ Group collaboration
How did it help? ___ Games
___ Solving
Puzzles/Jigsaw
___ Answering
preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated

7
 Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

___ Complete IMs

___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks

Prepared:

FRENZY KEIROL P.
VIRAY
Teacher I
Noted:

JOCELYN Y. SARMIENTO
Principal I