NUEVA ESTRELLA NATIONAL HIGH SCHOOL

Nueva Estrella, Socorro, Surigao del Norte

Semi – Detailed Lesson Plan

English Grade 8

Date and Time: October 2, 2019 / 2:30 – 3:30 P.M. Quarter: Second Quarter
Grade and Section: Grade 8 – Fe Del Mundo Teacher: Lotis Q. Rivas

I.OBJECTIVES
At the end of the lesson, the students are expected to:
a. differentiate the four types of sentences according to structure;
b. identify the structure of sentences;
c. construct simple, compound, complex and compound - complex sentences.

A. Content Standard:
The learner demonstrates understanding of: South and West Asian literature as an expression of
philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance Standard:
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be
used in composing and delivering a memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion – making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior.

C. Learning Competency:
The learner:
 use parallel structures;
 use appropriate cohesive devices in composing an informative speech.

D. LC CODE
EN8G-If-7
EN8G-If-8

II. CONTENT
“ Types of Sentences According to Structure”
Simple Sentence
Compound Sentence
Complex Sentence
Compound- Complex Sentence

III. LEARNING RESOURCES

A. Reference/s : K+12 Curriculum Guide English 8
B. Material/s : PowerPoint Presentation, Exercises Worksheets, Cartolina
C. Process-Skills : Critical and Logical Thinking
D. Teaching Strategies :
Game ( Baloon Buster), Discussion, Cooperative Learning,
Differentiated Instruction (Activity: Jeopardy)
E. Value/s Integration :
Cooperation during teaching – learning process
F. Subject/s Integration :
T.L.E and EsP
IV. PROCEDURES
A. Preliminaries
 Prayer
 Attendance Checking
 Agreement
 Reviewing of the previous lesson
 Reading of the objective
B. Establishing a purpose for the lesson
 Motivation
The teacher will ask a question:
 What are the four basic flavors that come to mind when we think of ice cream?
( Vanilla, Chocolate, Strawberry, Ube, Mango)
 Like ice cream, sentences also have four basic flavors – simple, compound, complex, and
compound- complex. If you’re planning to write a paragraph or an essay, here’s something to keep
in mind; no one likes to eat only one flavor of ice cream all the time.

C. Representing examples/instances of the new lesson

 Activity
Balloon Buster
Divide the students into teams of four. Each team will be given a balloon. Inside each
balloon are word cards that make up a sentence. When the teacher say ‘go’, the teams try to pop
their balloons using only their elbows and race to form a sentence from the word cards inside the
balloon. The first team to form the sentence is the winner.
Sentences:
1. I kicked the ball.
2. I kicked the ball, and it hit Tom.
3. Tom cried because the ball hit him.
4. Tom cried because the ball hit him, and I apologized immediately.

Ask the students with the following questions:

 How will you differentiate each sentence structure from the other?
 Based on the sentence structure, what type of sentences they are?
 What do you think is the significance of learning sentence structures in the field of
communication?

D. Abstraction
The teacher will present the lesson “ Four Types of Sentence Structures”. Each type of sentence
structure will be defined and discuss along with each corresponding example.

Types of Sentence Structures

1. Simple Sentence – contains one independent/main clause.

Examples:
Stories entertain. [simple sentence]
Stories and riddles entertain. [simple sentence with compound subject]
Stories entertain and amuse. [simple sentence with compound predicate]
Stories and riddles amuse and entertain.
[simple sentence with compound subject and compound predicate]

2. Compound Sentence – has two or more independent/main clauses. Each main clause of a compound sentence has
its own subject and predicate, and these main clause are usually joined by a comma and a coordinating
conjunction ( for, and, nor, but, or, yet, so).
Examples:
Stories entertain, and riddles amuse.
Stories entertain, and riddles amuse, but poems delight.
Semicolons may also be used to join the main clauses in a compound sentence.
Example:
Few wild animals live in China’s densely populated plains; in remote areas wild life is abundant.

3. Complex Sentence – has one independent/main clause and one or more dependent/ subordinate clauses.
Examples:
I like Toni Cade Bambara’s stories because they have real- life characters.
When I read her stories, I enjoy them because they are true to life.

4. Compound – Complex Sentence – has two or more independent/main clauses and at least one subordinate clause.
Example:
I read Frankenstein, which was written by Mary Shelley and I wrote a report about it.

E. Application
The teacher will introduce an activity called “Jeopardy”. Students will be grouped accordingly.
Each group will be given five minutes of preparation and a maximum of five minutes for the
presentation.

Task I – for the linguists (Group I) : Use knowledge of sentence structure and
creativity to complete incomplete sentences. Then, identify the structure of sentences.
Present it to the class with explanation.

1._________ likes _________. Sentence type:___________

2. Mary_________ to work but ______ ________ to the party. Sentence Type:________
3. I like to _________ in the library _____ it is very_________. Sentence Type:________
4. John didn’t ________ because he was__________ so _____ was not happy.
Sentence Type:_______
 Task II – for the verbalists (Group II) : Elaborate this quotation, “ Each one is unique and thus
special”. Explain creatively using correct sentence structures.
Task III – for the performers (Group III) : Create and perform a short dialogue. Make your lines
creatively using the sentence structures .
Task IV – for the analysts (Group IV) : Summarize the lesson by completing the table below.
Analyze if how many independent or dependent clauses in each type of sentence
structure and differentiate it from the other. Present it to the class.

Type of Sentence Parts

Structure
Independent Clause Dependent Clause Uses Conjunctions?

THE SCORING RUBRIC FOR THE GROUP PRESENTATION

Mechanics (relevance of the content, choice of sentences, flow of communication) 20 points
Delivery ( voice clarity, intonation, pronunciation) 15 points
Stage Presence (behavior, style) 15 points
TOTAL 50 points

F. Evaluation
Direction: Identify each sentence as S (simple), C (compound), X (complex) or CX (compound –
complex).

__1. After getting home from work, my brother and I went to the mall last night, while my sister stayed
home and studied.
__2. I like playing basketball and my brother likes playing tennis.
__3. I’ll help you if you help me
__4. Study hard because it will be your ticket to a bright future.
__5. Mary did not go to the party.
__6. When they were at the park, the boy played, and the dog ran.
__7. Math is a difficult subject.
__8. The study group was very tired, but they kept on working even though it was almost midnight.
__9. Math and Science are my favorite subjects.
__10. Ken went on with his plan but Greg withdrew at the last minute.

G. Agreement
Study the perfect tenses.

V. REMARKS
____________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________________________

VI. REFLECTION
_____________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________

Prepared by:

LOTIS Q. RIVAS
Teacher III

Checked and Observed:

JOCELYN M. VOSOTROS
Head Teacher I
Task I:
1. He likes me. Sentence Type: Simple Sentence
2. Mary went to work but Kate went to the party. Sentence Type: Compound Sentence
3. I like to study in the library because it is very quiet. Sentence Type: Complex Sentence
4. John didn’t come because he was ill so Kyle was not happy. Sentence Type: Compound Complex

( Tell students they can put more than one word in each blank, but they cannot rearrange
the preexisting words in the sentences.)

Task III: Dialogue

Trisha: Hi! Julia, this is Amy Dizon. Amy, meet Julia Arellano.
Julia : Hello, Amy.
Amy : How are you, Julia? I’m pleased to meet you.
Julia : I’m pleased to meet you too.
Trisha : I’m glad that you’ve finally met. Amy is our new classmate. She transferred from a school in the province. Now
that her father is working in the city , she has to study in a school near their new house…. Look who’s coming!
Angelo, it’s nice to see you again. Come, I’ll introduce you to our new classmate. Amy, meet Angelo. He is our
classmate ,too.
Angelo: Hello, I’m pleased to meet you.
Amy : Nice to meet you, too.
Angelo: By the way, are we going to meet our new teacher today?
Trisha : Yes, our new teacher is Ms. Rivera. She is walking towards us now.
Ms. Rivera: Good morning students. How are you today?
AL L : Good morning , Ms. Rivera. We are fine, thank you.
Ms. Rivera: I’m glad to hear that. Well, it’s almost 8:00 o’clock. Let’s go to our new classroom. We have a lot of activities
to do today.
ALL : Yes, Ms. Rivera. Let’s go!

Task IV:

Type of Sentence Structure Parts

Independent Clause Dependent Clause Uses Conjunctions?
Simple one none sometimes
Compound two or more none always
complex one one or more usually
Compound- complex two or more one or more always

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Task II – for the verbalist (Group II) : Elaborate this quotation, “ Each one is unique and thus
special”. Explain creatively using correct sentence structures.

I believe that every person on this planet is unique.

God doesn’t do copies, he creates originals and every single person has something different about them.

And I’m not just talking about our fingerprints or DNA.

I’m talking about our:

 backgrounds,
 perspectives,
 natural talents,
 physical capabilities,
 intellect,
 personalities.

Every person is different.

But if this is true, why do so many of us do exactly what the person next to us is doing?

A parrot can parrot, we were meant for something more!

We were meant to:

 express our uniqueness with remarkable work that no-one else can do,
 build connections that no-one else can build,
 create innovative solutions that no-one else has thought of,
 help those around us by bringing joy, wisdom and compassion in distinct ways that no-one else can replicate.
 make a positive difference in the world in ways that no-one else can.
You are unique and that matters!

So stop trying to fit in.

Stop hiding your capabilities.

Stop being satisfied with being average.

And be the person you were meant to be.

That remarkable, world-changing, unique person.

That masterpiece that God has designed you to be.