MATATAG K to ABUYOG

10 School: NATIONAL Grade Level: 7

Curriculum HIGH SCHOOL
DAILY EDGELE F.
LESSON PLAN Teacher: VALIDA
Learning Area: ENGLISH

Teaching Dates (WEEK 2-

Quarter THIRD
an Time: 8:25AM-9:25AM)

Department of Education ( DepEd)

Region VIII (Eastern Visayas)
Division of Leyte
ABUYOG NATIONAL HIGH SCHOOL
School ID: 303335
I. CURRICULUM
CONTENT, STANDARDS,
AND LESSON
COMPETENCIES
 The learners use their multiliteracies and
communicative competence in evaluating
Philippine literature, and informational and
GRADE LEVEL transactional texts; and create texts in various
STANDARDS modalities for a variety of purposes, meanings,
and target audiences, which reflect their local
and national identity.
 The learners demonstrate their multiliteracies
and communicative competence in evaluating
informational texts (expository texts and
A. Content Standards journalistic texts: news and press releases, and
features) for clarity of meaning, purpose, and
target audience as a foundation for publishing
original informational texts.
 The learners analyze the style, form, and
features of informational texts (expository texts,
news and press releases, and features); evaluate
informational texts for clarity of meaning,
purpose, and target audience; and compose and
B. Performance Standards
publish original multimodal informational texts
(expository texts, news and press releases, and
features) using appropriate forms and structures
that represent their meaning, purpose, and target
audience.
C. OBJECTIVES EN7INF-III-2 Examine linguistic features as tools to
achieve organizational efficiency in informational texts:
Sentence Structure

Objectives: At the end of the lesson, the students well

be able to:
 Define basic sentence structures (simple,
 compound, complex, compound-complex) and
identify linguistic features that create
organizational efficiency.
 Apply appropriate sentence structures in writing
informational texts.
 Value effective sentence structure as a tool for
clear communication.
D. CONTENT Sentence Structure
II. LEARNING RESOURCES https://www.grammarly.com/blog/sentences/sentence-structure/

III. TEACHING AND

LEARNING PROCEDURES
A. Preliminary Activities
 Greetings
 Checking

B. Simple Recall: REMEMBER ME?

Direction: Using the appropriate transitional devices,

connect the following statement.

1. The storm was severe. _____ many trees fell.

2. She studied hard. _____ she passed the exam.
A. ACTIVATING PRIOR 3. I love reading books. _____ I prefer paperbacks.
KNOWLEDGE/ 4. The phone rang. _____ no one answered.
5. It was raining. _____ we stayed indoors.

Answer:
(As a result/Consequently)
(Therefore/Thus)
(Specifically/In particular)
(However/But)
(So/Therefore)
B. ESTABLISHING LESSON 1. LESSON PPURPOSE: Why Do We Structure?
PURPOSE
Direction: Read and analyze the following statements.

 Version A (Poor structure):

"The cat black fence jumped the sat dog barked
the loud."
 Version B (Proper structure):
"The black cat jumped the fence. The dog sat
and barked loudly."

After reading the statements the teacher will ask the

following question.

1. Which version is easier to understand? Why?

(Version B is easier because it follows proper sentence

structure with subject-verb-object pattern and uses
punctuation correctly.)

2. How does sentence structure affect meaning?

(Proper structure organizes ideas logically.)

3. Why is proper sentence structure important in

informational texts?
.
(Enhances readability and comprehension.)

2. UNLOCKING CONTENT AREA

VOCABULARY:

Direction: Fill in the blanks with the correct words

from the word bank. Each word can only be used once.

WORD BANK

Fill in the Blanks:

1. A _______ is a group of words that contains a
subject and a predicate.
 2. A word or phrase that describes or adds
meaning to another word is called a _______.
3. The correct use of _______ ensures that
sentences are structured properly and follow
grammatical rules.
4. Writers use _______ to connect clauses and
ideas within sentences smoothly.
5. Maintaining _______ in writing helps ideas
flow logically from one sentence to another.

Answer:

1. Clause
2. Modifier
3. Syntax
4. Conjunction
5. Coherence

After answering the activity, the teacher will ask the

following question:

1. Were you familiar with these words before the

activity?
2. How do these words relate to sentence
structure?
3. Why is it important to understand these words
when writing informational texts?

C. DEVELOPING AND 1. EXPLICITATION

DEEPENING
UNDERSTANDING Process the students’ responses of the above-questions
and discuss the day’s lesson about Sequence/Process

What is sentence?
 A sentence is a group of words that expresses a
complete thought and contains a subject and a
verb.

For example: The dog barked.

In the sentence above, “The dog” is the subject and

“barked” is the verb. It communicates a complete
thought as well. We will explore more advanced
sentence structures to utilize in your writing.

4 types of sentence structure

• Simple sentences
- Simple sentences are pretty simple: just a single
independent clause, no more, no less. This includes
subject and verbs, but can also include objects.
• Compound sentences
- A compound sentence joins together two or
more independent clauses into a single sentence. You
can connect the independent clauses in two ways:
- Using a comma and a coordinating conjunction
(for, and, nor, but, or, yet, and so, known as
FANBOYS) between the clauses.
• Complex sentences
- A complex sentence uses one main independent
clause and dependent clause with any number of
subordinate clauses. While compound sentences use
coordinating conjunctions to join the clauses together,
complex sentences use subordinating conjunctions,
explained earlier.
- If the subordinating clause comes first, use a
comma before the independent clause. If the
independent clause comes first, you don’t need a
comma at all.
- Some complex sentence starters include: After,
As, Before, If, Since, When, Because, Although,
Though and etc.

• Compound-complex sentences
- As the name suggests, compound-complex
sentences combine compound sentences with complex
sentences.
- It requires at least two independent clauses and
at least one dependent clause.
- To combine them, follow the specific grammar
rules for each; be sure you’re using your coordinating
conjunctions and subordinating conjunctions in the
right places.

Four sentence functions in English:

1. Declarative sentences state an idea. They end with a

period. For example:
• The problem with the gene pool is that there's no
lifeguard.
2. Exclamatory sentences show strong emotions. They
end with an exclamation mark. For example:
• The cake is ruined!
3. Interrogative sentences ask a question. As you
would expect, they end with a question mark. For
instance:
• Why is it possible to tickle someone else but not to
tickle yourself?
4. Imperative sentences give orders or directions, and
so end with a period or an exclamation mark. For
instance:
• Sit down and listen!
2. WORKED EXAMPLE: That Sentence!

(Students click for the answer on laptop)

Directions: Identify each sentence below as

SIMPLE, COMPOUND, COMPLEX, and
COMPOUND-COMPLEX.

1. My phone is dead because I forgot to plug it in last

night
2. The lead in my pencil broke, but I can use this pen.
3. You need to take a shower before you go to bed
tonight.
4. I want to give my grandma a gift for her birthday.
5. Although he was late, he still managed to catch the
train, and he arrived at his destination on time.

Answer Key
1. COMPLEX
2. COMPOUND
3. COMPLEX
4. SIMPLE
5. COMPOUND-COMPLEX

3. LESSON ACTIVITY:

Direction: Choose one of the topics below and write 3

sentences using correct sentence structure.

 The importance of exercise

 How to take care of the environment

Rubric:
CRITERIA DESCRIPTION POITNS
Clarity of Proper sentence
Instructions structure
10

Organization Events are

presented in
logical order 5
 Content Information is
clear and
complete 5

Creativity Shows
originality and
interesting 5
details
WRAP-UP!

Ask the students with the following questions:

D. MAKING
1. What is a sentence?
GENERALIZATION
2. What are the types of a sentence structures?
3. How about its functions?

IV. FORMATIVE
ASSESMENT AND
TEACHERS’ REFLECTION
FORMATIVE ASSESMENT!

Part 1: Identifying Sentence Structures (5 points)

Read each sentence and identify whether it is simple,
compound, complex, or compound-complex.

1. The sun sets in the west.

2. I wanted to go outside, but it started to rain.
3. Although she was tired, she continued to study
A. EVALUATION
for the exam.
4. After the movie ended, we went to a restaurant,
and we ordered our favorite dishes.
5. The baby cried because he was hungry.

Part 2: (5 points)

Explain in 2-3 sentences why using different sentence

structures is important in writing.
TAKE ME HOME!

Have an advance study about Fact and Opinion.

B. ASSIGNMENT

C. TEACHERS’ REMARKS
D. TEACHER’S
REFLECTION

Prepared By: Edgele F. Valida Checked By: Diana Jane G. Cantilang

Student Teacher Cooperating Teacher

Noted By: Gerlyn Napoles

Language Department Head