Republic of the Philippines

Department of Education
Region XII
Schools Division Office of Cotabato
CARMEN CENTRAL DISTRICT

LESSON PLAN IN ENGLISH 4 FOR DEMONSTRATION TEACHING

I. Objective

Distinguish the particular kind of sentence to be used for a specific purpose (EN4G-
IIIh-19)

II. Subject Matter

a. Topic: Kinds of Sentence According to Purpose
b. Learning Materials: Powerpoint presentation, big book
c. Reference: Curriculum Guide in English page 93
d. Strategies: Creative Storytelling, Take Turns Reading, Socratic Method, Differentiated
Instruction

III. Learning Procedures

A. Preliminary Activities
1. Prayer
Say: Everyone, please stand up and let's pray.
2. Greeting
Say: Good morning, kids! You may now sit down.
3. Attendance Checking
Ask: Is anyone absent today?
4. Setting Class Standards
Ask: Before we start our class, let's first read the guidelines to follow during our
discussion.
5. Collecting Homework (sing "Pass the paper")
Say: Everybody, pass you homework.
Say: Now, are you ready to learn another lesson? When I say class, you say yes.
Class? Class, class?
To start, let us read our objective for today.

B. Motivation

Show a picture of a group of friends.

Say: I have here a picture.
Ask:
What can you see in the picture?
Do you have a group of friends?
Can you name who your friends are?
What do you usually do or what are your hobbies as friends?
How can you describe your friends?

C. Presenting examples/instances of the new lesson

 Say: Now, would you like me to tell a story about a group of friends?
 But before that, let's first understand the difficult words so you can better
understand the story.
 Unlocking of Difficulties (4 PICS, 1 WORD)

Say: We're going to try something a little different and exciting. Have any of you
heard of the game '4 Pics, 1 Word'? Well, even if you haven't, don't worry – it's
simple and a lot of fun. We're going to use this game to enhance our vocabulary
skills!
  I will show you four pictures that are seemingly different but are linked by one word.
Your task is to figure out what that word is. The challenge is that the letters of this
word will be scrambled. You need to arrange them correctly to find the correct word.
 Let's look at our first set of images. Take a moment to observe them. What do you
see? Think about what these pictures might have in common.

Say: The story I will tell you today is titled 'The Four Friends.'

Creative Storytelling/Take Turns Reading

The teacher will first read the story, and then the students will read it.

THE FOUR FRIENDS

Once upon a time in the land of Sentenceville, there were four friends known for their
unique ways of speaking.

Declarative Dan loved stating facts and sharing information. "The sun is shining brightly
today," he would say, always providing clear and direct statements. He always use
declarative sentences.

Interrogative Ivy had a question to ask. "Why is the sky blue?" or "What time is the
program?" Her questions would often lead the group to exciting discussions and
discoveries. Just like an interrogative sentence, Ivy's role was to ask questions.

Imperative Isla often gave instructions or commands to help the group. "Please pass
the salt," or "Let's go to the park!" she would say. Isla's role was similar to an imperative
sentence, which is used to give a command or make a request.

Exclamatory Eddie could not hide his emotions and always used strong feelings in his
words. "What a beautiful butterfly!" or "I can't believe we won the game!" Eddie's role was
like an exclamatory sentence, which is used to express strong emotion or excitement.

One day, they planned a picnic. Declarative Dan said, "We will have picnic in the
sunny field." Interrogative Ivy wondered, "Should we take sandwiches and drinks?"
Imperative Isla reminded, "Don't forget the picnic mat." And Exclamatory Eddie cheered,
"This is going to be the best picnic ever!"

D. Discussing new concepts and practicing new skill #1

Comprehension Check:
1. Who are the characters in the story?
2. Where did the story happen?
3. What does Declarative Dan love to do?
4. What type of sentence did Dan use?
5. What does Interrogative Ivy always have?
6. What type of sentence did Ivy use?
7. How can you describe Imperative Isla's role in the group. What does she often give?
8. What type of sentence did Isla use?
9. Can you explain how Exclamatory Eddie expresses his emotions? What does he
cannot hide?
10. What type of sentence did Eddie use?

-Every after comprehension check question, the teacher will discuss the kinds of
sentence according to function.

E. Discussing new concepts and practicing new skill # 2

Say: Remember, it's important to understand the purpose of the sentence in any
scenario. Is it stating a fact, asking a question, giving a command, or expressing
 strong feeling? Knowing this will help you choose between declarative,
interrogative, imperative, and exclamatory sentences.
Say for instance, in art class, you’re in charge of organizing the supplies for your
group. You will give instructions to your classmates to please pass the watercolor.

Ask: Now, what is the purpose of stated in the scenario?

What sentence are we going to use?
What sentence can we make out of this scenario?

I have here another scenario.

You are thinking of a question to ask Mayor Rogelio T. Talino.
Ask:
Now, what is the purpose in the scenario?
What sentence are we going to use?
What sentence can we make out of this scenario?
F. Developing mastery (Leads to Formative Assessment)
Say: Now, we are going to play a fun game to practice you skill in distinguishing
sentence types according to purpose. This is the Bowl Shuffle. I have prepared a
special box here, filled with different scenarios. Each scenario will help you decide
the purpose of the sentence you're going to create, whether it’s to tell something,
ask a question, give a command, or show strong feeling. That means you will also
decide the sentence you are going to use whether declarative, interrogative,
imperative, or exclamatory.
Here's how our game works:

1. I will play a music.

2. While the music plays, you will pass the box to the person next to you.
3. When the music stops, if you're holding the box, you will draw or pick a piece of paper
with a scenario on it.
4. Read the scenario out loud and then answer the question.
5. After you answer, we will start the music again, and the box will be passed around once
more.

Let’s start!

G. Finding practical applications of concepts and skills in daily living

Say: Let us give ourselves around of applause! Now, let us level up your skill. We are
going to have a fun and educational activity called 'Sentence Creation.' This activity is
designed to enhance your skills in constructing sentences with different purposes.
Let's get started!

First, I'll divide you all into four groups. Count 1 to 4. Group 1, sit here, Group 2, here,
Group 3 there and Group 4 there. Please select one person to be the leader and another
to be the secretary. The leader will be responsible for guiding the group and ensuring
everyone participates, while the secretary will write down the sentences your group
creates. Secretary, write your names on a whole sheet of paper.

Now, each group will receive a picture. These aren’t just ordinary pictures, as each one
has a special task written at the back.

Your task is to create sentences based on this purpose. The purpose can vary – it might
be to state a fact or information, ask a question, give a command or request, or express
a strong feeling or emotion. So, you'll need to look closely at both the picture and the
purpose to come up with your sentences.
 Each group needs to create three sentences based on their given picture and its
purpose. Remember, creativity and correctness are key here!
Before we start, let me present the rubrics for this activity. It’s important for you to
understand how you will be rated. We'll be looking at four main criteria:

Criteria 5 Points 3 Points 1 Point

Relevance Sentences are highly
relevant, directly addressing
the picture and purpose
with clear and consistent
connections.
Creativity Sentences display high
originality and uniqueness,
offering fresh perspectives
or insights.
Grammar Sentences are
and grammatically flawless and
Structure well-structured, enhancing
clarity and flow of ideas.
Teamwork The group demonstrates
excellent collaboration,
with all members
contributing equally and
effectively.
Sentences are somewhat
relevant, with
occasional connections
to the picture and
purpose.
Sentences show some
originality, but may rely
on common or
conventional ideas.
Sentences have minor
grammatical or
structural issues,
slightly affecting clarity.
The group shows some
level of collaboration,
but not all members
contribute equally.
Sentences have
minimal or no
relevance to the picture
and purpose.
Sentences lack
originality, relying
heavily on clichés or
existing ideas.
Sentences are plagued
with grammatical and
structural errors,
impeding clarity.
The group displays
poor collaboration,
with minimal
contribution from
members.

After 5 minutes, you will read and present your output here infront. Okay, your time starts now!

G.Making generalizations and abstractions about the lesson

H. Evaluating Learning
Direction: Read the questions carefully. Write the letter of your answer on a whole sheet
of paper.

1. Easy: Which sentence is a declarative sentence?

o A. Where is the nearest coffee shop?
o B. Please pass the salt.
o C. I love sunny days in the park.
o D. Wow, that was an amazing concert!
2. Easy: Identify the interrogative sentence.
o A. Close the door, please.
o B. What time does the movie start?
o C. The earth orbits the sun.
 o D. What an incredible story!
3. Average: Choose the sentence that is an example of an imperative sentence.
o A. Are we meeting at 3 PM today?
o B. It's much colder today than it was yesterday.
o C. Turn off the lights when you leave the room.
o D. I can't believe we won the game!
4. HOTS: In which scenario would an exclamatory sentence be most appropriate?
o A. Giving instructions in a manual.
o B. Writing a formal business report.
o C. Describing an exciting moment in a story.
o D. Asking for directions to the nearest hospital.
5. HOTS: Which sentence type would be most effective in a speech aiming to motivate a team?
o A. The team has been performing well this season. (Declarative)
o B. Can we improve our performance even more? (Interrogative)
o C. Let's strive to win the championship this year! (Imperative)
o D. It's unbelievable how far we've come! (Exclamatory)