Sie sind auf Seite 1von 3

University of the Philippines Integrated School

Diliman, Quezon City

An Integrated Lesson Plan on the Subject-Linking-Verb-Complement Sentence Pattern

I. GRADE LEVEL AND SECTION: Grade 7-Venus

II. OBJECTIVES
At the end of the lesson, the students must be able to:

1. describe the Filipino youth in general by


1.1 decoding what certain pictures symbolize about the characteristics of young people
1.2 giving sentences which compare young people with what is shown in the given pictures
2. identify the subject, linking verb and complement in a sentence
3. determine the function or use of the subject, linking verb and subject complement
4. give an informal commentary of a person or song by using sentences in the S-LV-C pattern

III. SUBJECT MATTER


A. Topic: Subject-Linking Verb-Complement Sentence Pattern
Theme: Filipino Youth

B. References:
Book/s
Tagay, L. et.al., 2009. Journeying through Language and Literature I with Afro-Asian literary texts. Don
Bosco Press, Inc., Makati City

Internet sources
http://www.chompchomp.com/terms/subjectcomplement.pdf
http://college.cengage.com/devenglish/broughton/focus_florida/1e/students/diagramming_basic/pattern_5.pdf
https://writerschoices.files.wordpress.com/2011/11/webscpatt.pdf

C. Materials: board, markers, laptop, LCD projector, copies of the essay, group task papers, individual
worksheets

IV. PROCEDURE
A. Motivation / Unlocking of Difficulties (5 minutes)

Instruct the students that five pictures will be flashed one at a time for each group to analyze. They
should have been instructed beforehand to sit with their groupmates already (five groups). A picture will
be flashed for 30 seconds only and all the members of the group will have to relate the picture with the
Filipino youth in general. They may describe or compare the Filipino youth with what is shown in the
picture by completing the prompts / incomplete sentences already given on the Powerpoint slides. A
point is given for every member who is able to give a sensible and grammatically correct answer within
30 seconds. Acknowledge the winning group and clarify the key words to be unlocked along with the
processing of each group’s answers.

B. Motive Questions (3 minutes)


1. Based on the pictures and their corresponding meanings/symbols, which one do you think
best represents the Filipino youth nowadays? How do you say so?
2. How about the other characteristics or symbolisms? Do you agree with them too? Why/ why
not?
3. Can youth be given a single definition? Why / why not?
Let’s find out more about that as I ask you to read an excerpt from Ibrahim Jubaira’s essay
entitled What is Youth?

C. Presentation
1. Reading of text / Group collaboration (15 minutes)
Distribute copies of the excerpt to each student and ask them to skim and scan through it. Instruct the
class that each group will be given one characteristic or value that is attributed to the Filipino youth and
also a sentence completion task. As they read, they will work with their groupmates on searching for the
specific part of the essay which discusses the said characteristic or value. When they have found the
paragraph/s already, they need to raise their hand and ask the teacher to confirm if it is correct. If it is,
they can proceed on completing the (two) sentences about their topic and the answers of which will be
found in the paragraph/s which they already identified.

2. After 10 minutes, ask the groups to post their complete sentences on the board. Check each
sentence and facilitate a discussion on its meaning and structure.

D. Generalization (20 minutes)


Request the group assigned to read the sentence they completed. As each sentence is being checked,
ask the following guide questions:

1. What was the essay about?


2. In what point of view was it written?
3. What is the purpose of the essay? What is the question that it intends to answer?
4. How does the essay answer its own question?

Facilitate a discussion on the S-LV-C pattern by asking questions and clarifying the meaning / function of
each part: subject, linking verb, complement:

5. The writer gives a commentary and explanation of what youth means. Let’s now focus on how
the sentences were structured. How do all the sentences begin? What do you see in the first
part of every sentence?
6. What follows the subject of the sentence?
7. What type of verb is it? Why so? (What is a linking verb?)
8. How does the sentence end? What is the use of the last part of the sentence which follows the
linking verb?

E. Exercises
1. Guided Practice
Tell and Guess Group Game (15 minutes)
Instruct each group to choose two representatives to go in front, one will need to identify the name of a
person or title of a song that will be described by the group members and one will act as the secretary
who will write the sentences which her / his fellow members give. Clarify that the remaining members
must express their answers in complete sentences using the S-LV-C pattern as they make their
representative guess the given name or title. Each group has a minute to do the task. Another item will
be given if the representative is able to guess the first while the time has not yet elapsed. 2 points will
be given for every name or title guessed and points for the sentences written on the board will be
counted after the time allotment. The same process goes on until the last group and the one which gets
the highest number of points wins the game.

2. Independent Practice (15 minutes)


Distribute worksheets for the class to answer. Explain to them that the worksheet is also based on the
previous activity which they did so they must read the sentences and questions carefully.

F. Synthesis (10 minutes)


Ask the following guide questions:
1. What does the S-LV-C pattern mean? When is it mostly used?
2. How is a linking verb / complement used?
3. What are the different forms which a subject complement may take?

G. Assignment (5 minutes)
Instruct each group to choose one of the names of people or titles of song (in case they had more than
one guess) which their group has guessed. They must remember the sentences they used to describe
the given person or song and combine them to form a short commentary about it. The commentary
must first be written on a 1 whole sheet of paper and one member of the group will post it on Facebook
(using his / her account) after. They must then wait for how the viewers will react on their post and they
will share their experiences the day after.

Das könnte Ihnen auch gefallen