Republic of the Philippines

Department of Education
REGION IX - ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF DAPITAN CITY
SAN PEDRO INTEGRATED SCHOOL
SAN PEDRO, DAPITAN CITY

LESSON PLAN (ENGLISH 7)

Quarter 1: Lesson 6

Grade & Sec.: 7 – RIZAL

PROGRAM STANDARD The learner demonstrates communicative competence through

his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other
countries.

GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/
her understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.

CONTENT STANDARD The learner demonstrates understanding of how world literature

and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.

PERFORMANCE STANDARD The learner composes a short but powerful persuasive text using

a variety of persuasive techniques and devices.

Competencies EN7G-II-a-1: Use phrases, clauses, and sentences appropriately

and meaningfully

I. Objectives

At the end of a 60-minute period, at least 80% of the students/class shall be able
to:
a. identify dependent and independent clauses,
b. differentiate dependent and independent clauses,
c. construct a dependent and independent clause.

II. Subject Matter

A. Topic: Clauses
B. References: Grade 7 Curriculum Guide

http://ielts- house.net/Ebook/Grammar/Phrases,%20Clauses%20and
%20Senten ces%20-%20George%20Davidson.pdf

http://mrsclinger.weebly.com/uploads/2/4/1/0/24108140/clause
sphrases.pdf
 http://study.com/academy/lesson/independent-clause-lesson- plan.html
https://www.commonsense.org/education/lesson-plans/making-
independent-and-dependent-clauses-fun
http://study.com/academy/lesson/independent-dependent-
clauses-activities-games.html

C. Materials
Descriptive Quantity Unit

Permanent Marker 1 Piece

Adhesive Tape 1 Piece
Books Pieces
Laptop 2 Piece
Cartolina 1 Piece
1

D. Concepts
- Essential Concept: Phrases
- Sub-concept: Different Types of Phrases

E. Values Integration: Appreciative / Unity / Self-confident

F. Teaching Strategies/ Methodologies

1. Discussion Method
2. Cooperative Learning
3. Hybrid
4. Activity Method

III. Procedure

1. Pre-Activity

Teacher’s Activity Student’s Activity

Greeting: Response:
“Good Morning Class” “Good Morning Ma’am”

Prayer:
(The teacher will randomly choose a student to (The chosen student will lead the prayer.)
lead the prayer.) “Almighty Father….”
“Let’s all stand and pray.”

Cleaning:
(The teacher will ask the students to clean the
room.)
“Before you take your seat, kindly pick up the “Yes Ma’am.”
pieces of papers and arrange your chairs
properly.”

Checking of Attendance:
(The teacher will ask the names of those who are
absent.)
“By the way, Who is absent today?” “No one is absent Sir.”

“Very good.”
Recapitulation:
(One student will be asked to have a quick recap of
their previous lesson.)
“April, can you please provide a short recap of “It was about the Direct and Reported Speech
what you had discussed last meeting?” Ma’am”

“Thank you so much April. Today, we will be

discussing a new topic”

Motivation:
(The teacher will post strips of paper on the board,
written on it was dependent and independent
clauses. In this game, students have to match
independent clauses with dependent ones to
make sentences that make sense.”

Independent Clauses:

 The children are watching a movie,

 It was a happy holiday,
 Benjamin struggled with his
homework,
 ...Maria took the dog for a walk.
 ...we are having pizza for dinner.

Dependent Clauses:

 ...while their parents do some work.

 ...but everyone was happy to get back into
their routines.
 ...because he missed several days of
school.
 While her brother played video games,
 Since I didn't go grocery shopping,

“Before we proceed with our new lesson, let us

first have an activity. I will post on the board
strips of paper and written on it was dependent
“Yes Ma’am.”
and independent clauses. All you
need to do is to match the two in order for
you to have a meaningful sentence.”

“On the board, Ryan, Alyssa, so on and so forth..

“Okay, let’s start checking your answers.”

2. Activity

Teacher’s Activity Student’s Activity

(The discussion will follow after the teacher
checked the students answer on the activity.)
“Okay class, written on the board are sentences “Clauses are groups of words that have a
that has dependent and independent clauses. But subject and a predicate. Independent clauses
before we are going to identify the dependent and express a complete thought and can stand alone
independent clauses, let us define what a clause is. as a sentence but subordinate clauses depend
Can someone give me the definition of a clause?” on other parts of the sentence to express a
complete thought.”
“Very good. A clause is a group of words that
contains both a subject and a predicate (or a verb). “Ma’am Independent and Dependent
The smaller sentences that are linked to form a Clauses.”
larger sentence are called c1auses. A clause is a
word-group which has the same structure as a
sentence but which is part of a larger sentence.
There are two types of clauses and these are what
again?”

“Correct. Can someone define what is

Independent clause?”

“An independent clause is a group of words that

can stand alone as a sentence. It has both a
“Independent Clauses (or main clause) are subject and a verb and forms a complete thought.”
complete sentences and also considered as simple
sentence. They can stand alone and express a “Sir Anton sings.”
complete thought. The most important thing to
remember is that an independent clause can stand
alone as a complete sentence and makes sense by
itself.

Examples:
-I want some cereal.
-Marie likes cats.
-Joseph is a good soccer player.

Okay class, who can give me another example?”

“Very good. It has a subject and a predicate

and also, it is a simple sentence. Now, kindly
define Dependent clause?”

“Dependent clause or subordinate clause is a

group of words, containing a subject and a verb,
which depends on some other word or words in
“Dependent Clauses contain a subject and a the sentence for its meaning. It is always joined to
predicate, but they do not express a complete the main clause by a joining
thought. word– a relative pronoun or a subordinating
conjunction.”
Examples:
-When it is raining. “As she left.”
-Because you were late.
-Before you go to bed.

By the way class, the following are the examples of

relative pronouns. These are who, whom, which,
whoever, whomever, whichever, and that. And
examples of subordinating
conjunctions are because, as, and since.
Who can give another example?”

“Very good. Now I’ll write some clauses on the “Yes Maam.”
board and I want you class to identify each
clause if it is a dependent or independent
clause.”

1. I enjoy sitting by the fireplace and reading.

(IC)
2. Than his sister can. (DC)
3. Waiting to have my car’s oil changed is
boring. (IC)
4. She wants to travel the world and see
wonderful sights. (IC)
5. Until the sun sets. (DC)
6. While flowers continue to bloom. (DC)
7. Our planets revolve around the sun. (IC)
8. The professor always comes to class fully
prepared. (IC)
9. Because I can’t wait for the bus. (DC)
10. Before the food gets cold. (DC)

Analysis

“How are we going to identify if it is a

clause?”
“maam, to identify or know if it is a clause,
you have to know that clause is a group of
related words that contains both a subject
Abstraction and verb. And clauses are just part of a
sentence.”
“Are groups of words that have a subject and
a predicate and is part of a sentence?”
“Maam it is a Clause.”
“Are complete sentences and also considered as
simple sentence. They can stand alone and express
a complete thought?” “Independent Clause.”
“Is a group of words, containing a subject
and a verb, which depends on some other word
or words in the sentence for its meaning. It is
always joined to the main clause by a joining “Dependent Clause.”
word– a relative pronoun or a subordinating
conjunction?”

“Very good. It looks like all of you already know

how to recognize phrases, clauses and
sentences. Any questions? If none, let’s
have an activity.” “None Maam.”

3. Post-activity

Identify the dependent and independent clause. Kindly underline the Dependent
clause and box the Independent clause.

1. I was late at work because I woke up late this morning.

2. My father is reading a book because my mother is sleeping.
3. Because the girl laughed, I smiled.
4. A bee stung me when I picked a flower for you.
 5. While my teacher taught me to read, the other students worked quietly in
their notebooks.
6. When Ronnie gets here, let’s start the music.
7. If Denise comes to class late, I’ll tell her the assignment.
8. I fell in love with him since the day I saw him.
9. She screamed when she saw the body.
10. After Aidan returned from his fishing trip, he took a long nap.

IV. Assignment/ Agreement

On your notebook, give at least 5 examples of Independent Clause and 5 examples of

Dependent Clause.

Prepared by:

ELJEAN S. LACLAC
Teacher I