Name of Teacher:

Purity V. Mata

Learning Area: English

Module No.:
Lesson

Date :
March 9, 2016

Grade Level:
Grade 7

Sections:
Gladiolus
Chrysanthemum

Time:
7:408:40
1:302:30

Quarter: 4
Grammar awareness and structure

Duration
(minutes /
hours)

1 hour

Key Understanding to be developed: The learners demonstrate understanding of the different

types of sentences.

Knowledge
Skills
Attitudes
Resources Needed
Elements of the Plan
Preparations
- How will I make the learners
ready?
- How do I prepare the learners
for the new lesson?
- How will I connect my new
lesson with the past lesson?

Presentation
- How will I present the
new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should the
learners arrive at?
(Showing/ Demonstrating/ Engaging/
Doing /Experiencing /Exploring
/Observing
- Role-playing, dyads, dramatizing,
brainstorming, reacting, interacting
- Articulating observations, finding,
conclusions, generalizations,
abstraction
- Giving suggestions, reactions
solutions recommendations)

Know the different types of sentences.

Differentiate the sentences.
Be aware of the importance of conjunctions in formulating
compound sentences.
Curriculum guide
Laptop
Projector
Methodology
Review:
On our previous meetings our
Introductory Activity
lesson was about conjunctions. You
know very well that there are 3
different types of conjunctions and
these are: coordinating, correlative,
and subordinating conjunctions. You
also know when to use them. So you
are now ready for our new lesson.
I am going to show you 2 groups of
Activity
This is an interactive strategy to
sentences and notice their difference.
elicit learners prior learning
Group A sentences:
experience. It serves as a
1. She is a doctor.
springboard for new learning. It
illustrates the principle that
2. The beach is inviting.
learning starts where the learners
are. Carefully structured activities 3. The boy studies hard.
such as individual or group
reflective exercises, group
discussion, self-or group
assessment, dyadic or triadic
interactions, puzzles, simulations
or role-play, cybernetics exercise,
gallery walk and the like may be
created. Clear instructions should
be considered in this part of the
lesson.

Group B sentences:
4. She is a doctor, and she is a caring
person.
5. The beach is inviting, but I cant
swim.
6. The boy studies hard, so he became
an honor student.
Can anyone tell me, the difference
between the two groups of sentences?
Possible answers:
1. The first group is shorter compared
to the second.
2. The second group of sentences is
joined together by a conjunction.

Analysis
Essential questions are included
to serve as a guide for the
teacher in clarifying key
understandings about the topic at
hand. Critical points are
organized to structure the
discussions allowing the learners
to maximize interactions and
sharing of ideas and opinions
about expected issues. Affective
questions are included to elicit
the feelings of the learners about
the activity or the topic. The last
questions or points taken should
lead the learners to understand
the new concepts or skills that
are to be presented in the next
part of the lesson.

Abstraction
This outlines the key concepts,
important skills that should be
enhanced, and the proper
attitude that should be
emphasized. This is organized as

That is correct!
Now, let us analyzed the structure of
the two groups of sentences. The first
sentence She is a doctor, contains a
subject she and a predicate is a doctor.
The second sentence
Sentence #4, She is a doctor, and she
is a caring person, let us identify the
subject and the predicate

Did you know that there are four

different types of sentences? In the
meantime, I will introduce to you two
different types of sentences: Simple

Instructional Plan (iPlan)

Prepared by:

PURITY V. MATA
Teacher I
Cantumog National High School