A Detailed Lesson Plan in English 7

I. COMPETENCIES: At the end of the lesson, the students are expected to:

EN7G-II-a-1: 1. Identify the types of sentence according to structure,

Use phrases, clauses, and 2. enjoy viewing text by determining its types of sentence
sentences appropriately structures, and
and meaningfully
3. write sentences showing the different types of sentence
EN7VC-I-g-9:
structures.
Organize information
from a material viewed.
EN7VC-II-a-1/2:
Note details, sequence,
and relationships of ideas
and events.
II. CONTENT The Types of Sentences According to Structures
III. LEARNING
RESOURCES Curriculum Guide (2016). page 156-157
A. References A Little Incident by Lu Hsun
B. Learner’s Sentence structure basics. The Learning Centre.
Materials Marianopolis College.
C. Other Learning https://www.vaniercollege.qc.ca/tlc/files/2016/08/Senten
Resources ce-Structure-Basics.pdf
D. Technology PowerPoint Presentation, Laptop, LED TV or Projector
Integration
IV. PROCEDURES Teacher’s Activity Learners’ Activity
A. Preliminaries
1. Greetings “Good morning, class!” “Good morning, ma’am!”

2. Opening “Please stand. Miss Falceso, “Let us put ourselves in the

Prayer kindly lead us in prayer.” Holy presence of God…”

“How are you feeling? Yes, Mr.

Quinto?” “I feel fantastic, ma’am!”
 “That’s great. I can see that
3. Class all seats are occupied today. I
Attendance presume no one is absent. Am
I correct, Ms. Beadle?” “Yes, ma’am. Everybody is
present today.”
“Wow! Keep it up, class! Now,
please check the number
written behind your chair and
stay on your toes because I
will be calling your number to
participate in the class.
Number 24?” “Ma’am?” (student raises
her hand)
“Yes, Melanie. Please stand.
Can you give us a short
review on what we have
discussed in the previous
meeting?” “Last meeting, we tackled
the kinds of sentences.
These include the
declarative sentence,
imperative sentence,
interrogative sentence, and
exclamatory sentence.”
“Excellent! Thank you,
Melanie. You may now take
your seat. In our early
discussions, we talked about
the kinds of sentences. This
afternoon, we will begin a
new topic on lesson 3. Before
we proceed, let’s play the
game Find Me!”
ENGAGE
Group Activity: Find Me “Let’s divide the class into
four groups. For the right
side, first and second rows
you will be Group 1, and
rows three and four will be
Group 2. Here on the left side,
row 1 and row 2 will be
Group 3, and rows three and
four will be Group 4. You get
me?” “Yes, ma’am!”

“Good. Here are the

instructions: Each group will
be given with an envelope
containing letters assigned in
four different colors. The (The students are listening
combination of the colors and attentively.)
correct arrangement of
letters make up words. Since
there are four colors inside
every envelope, you are
expected to come up with
four words. Are you
following?” “Yes, ma’am.” (The students
answer in unison.)
“As soon as you finish the
activity, shout the
interjection written in your
envelope. Am I understood? “Yes, ma’am!”

“If there are no questions, say

your assigned interjection.
Group 3!” “Hooray!”
“Come again, Group 3?” “Hooray!”
“Group 1?” “Oops!”
“Group 4?” “Alas!”
“Group 2?” “Shucks!”
“I think everybody is ready.
Let’s begin!”
(The teacher hands out the
envelopes.) (The students begin
performing the activity.)

“Oops!” (Group 1 firstly

finished the activity.)
“Group 1 is done.”
“Hooray!”
“Shucks!”
“Alas!”
“Good job everyone! Now,
let’s go over your answers.
Representatives, please post
your outputs on the board.” (Group representatives post
their answers on the
board.)
“For color blue, the answer is
compound.” “Yeeey!”
“For green, simple.” “Woooh!”
For yellow, we have
complex.” “Yes! Yes!” (The students
are celebrating.)
Lastly, we have red. It is
compound-complex. Amazing!
Everybody got the correct (The class is clapping their
answers. “ hands.)
EXPLORE
Whole-Class Activity: “This afternoon, we are going
What am I? to discuss the Types of
Sentences According to
Structure. What are those
again?” “Simple, compound,
complex and compound-
complex, ma’am.” (The
students answer
unanimously.)
“Correct! Now, we have four
sample sentences presented
on the screen. Let’s try to
identify what type of
sentences they are according
to structure.”

“First, ‘I travelled to Europe.’

What am I?” (One student volunteers to
answer. The student
identifies the type of
sentence according to its
structure.)

“Second, ‘I travelled to
Europe, but my sister went to
Asia.’ What am I?” (Another student
volunteers to answer.)
“Third, ‘When I travelled to
Europe, my sister went to
Asia.’ What am I?” (A student raises his hand
to answer.)
“Fourth, ‘When I travelled to
 Europe, I bought many
souvenirs so my sister was (A student volunteers to
delighted.’ What am I?” answer.)
EXPLAIN
“Class, what did you consider
when labelling the sentence?
Anyone?” “The length, ma’am?” (One
student volunteer answers.)
“Hmm. Somehow, that makes
sense. Another idea?”
“The independent and
dependent clauses, ma’am.”
“Right! Thank you. In
determining the types of
sentence structure, we look
into the clauses, specifically
the presence of the
independent and dependent
clauses. An independent (The students listen
clause expresses a complete attentively).
meaning; thus, it can stand
alone as a sentence.
Meanwhile, a dependent
clause needs an independent
clause in order to convey a
complete thought or idea.
Let’s go over your answers
from our activity earlier
‘What am I?’.”

“First, ‘I travelled to Europe.’

What am I? Is the answer (The students are still
simple sentence correct?” listening.)
“Yes. This is a simple
sentence. A simple sentence
is consists of one
independent clause.

“What about the second

example… ‘I travelled to
Europe, but my sister went to
Asia.’ What am I? Is the
answer correct?” “Yes, ma’am.” (The students
answer.)
“Correct! This is a compound
sentence. A compound
sentence is composed of 2
independent clauses that are
joined together using
conjunctions. Meaning, even
if we separate the two
clauses, they can still stand
alone as a sentence but take
note, as simple sentences.
Remember that in order to
classify a sentence as a
compound sentence, there
has to be a conjunction that
links two simple sentences.
Based on the example
presented, number 9 what is
the conjunction?” “The conjunction used in
the sentence is but, ma’am.”
“Right! What about the first
independent clause? Number “‘I travelled to Europe.’
13?” ma’am.”
“What about the second
clause, number 4?” “‘My sister went to Asia.’
Ma’am.” (Student #4
answers.)
“Correct! Third, ‘When I
travelled to Europe, my sister
went to Asia.’ What am I?
Number 20?” “Ma’am, I think that the
answer earlier is correct. It
is a complex sentence
because as we can see,
there is one dependent
clause and also one
independent clause.”
“That’s a smart observation,
Indira. Thank you. Class, you
might wonder how a
compound sentence differs
from a complex sentence. As
we have discussed earlier, a
compound sentence is
composed of 2 independent
clauses joined together using
conjunctions. On the other
hand, a complex sentence is
composed of one
independent clause and one
or more dependent clauses.
Can you identify the
independent and dependent
clauses here?” (Students raise their hands
to volunteer).
“Yes, Sharmaine.” “The dependent clause in
 this sentence is ‘When I
travelled to Europe’ and the
independent clause is ‘My
sister went to Asia.’ ma’am.”
“Exactly! Great! Moving on to
the fourth example, ‘When I
travelled to Europe, I bought
many souvenirs so my sister
was delighted.’ What am I?
Number 18?” “It is a compound-complex
sentence, ma’am.”
“Why do you think so?”
“I’m not sure, ma’am. I
guess it is a compound-
complex sentence because
it shows the characteristics
of a compound and complex
sentences, ma’am.”
Absolutely correct! This is a
compound-complex sentence,
a sentence consisting of at
least two independent
clauses and one or more
dependent clauses. How
many independent clauses
you see in here, number 1?” “Two, ma’am. ‘I bought
many souvenirs.’ and ‘My
sister was delighted.’”
Brilliant! How about the
dependent clauses, number
28?” “There is only one, ma’am.
It’s ‘When I travelled to
Europe.’”
 “Outstanding! Again, let’s
enumerate the 4 types of
sentence structure and define (The students enumerate
them.” the 4 types of sentence
structure and describe each
of them.)
EXTEND/ELABORATE
Group Activity: Focus “At this time, meet again with
Group Discussion your group. I will provide a
printed copy of the story “A
Little Incident” by Lu Hsun.
Your task will be to identify
two simple sentences, one
compound sentence, one
complex sentence, and one
compound-complex sentence.
Using the four-colored pens I
instructed you to bring,
underline the sentences
following the legend
presented on the screen. I
will give you 15 minutes to
accomplish the task. As soon
as you are finished, say your
assigned interjection loud
and clear. Understood?”
“Group 1?” “Hooray!”
“Group 2?” “Oops!”
“Group 3?” “Alas!”
“Group 4?” “Shucks!”
“Alright. You may now start
the activity.”
“Alas!”
 “Hooray!”
“Oops!”
“Shucks!”
“Since everybody is done.
Representatives, please come
in front and present your (Group representatives
answers.” present their answers in the
class.)
“Good job, everyone!”
EVALUATE
Individual Activity: Fill “Now, settle down and
Me Up answer this activity. If you
have questions, please raise
your hand and ask me, not
your seatmates or other
classmates. You have 10
minutes.” (The students are
answering the activity.)
Activity shown below:
Instruction: In a one whole
sheet of paper, apply your
understanding of the four
types of sentence structure
by completing the task below.
Practice restating the same
ideas in different ways.
1. Write a simple
sentence.
2. Write a compound
sentence that joins the
clauses with a comma and a
coordinating conjunction.
3. Write a complex
sentence that includes an
independent clause followed
by a dependent clause
beginning with because or
although.
4. Write a complex
sentence that includes an
independent clause
interrupted by a dependent
clause beginning with who,
that, or which.
5. Write a compound-
complex sentence.

“Time is up! Finished or not

finished, pass your papers in
front. At the count of 10, 10,
9…” (The students submit their
papers.)

“Thank you for today, class. I

will be giving you 5
additional points for the
perfect attendance. For your
assignment, please do
advanced research on the
Five Basic Sentence Patterns
in English. I have given a
copy of the full instruction to
your class beadle. See you on
Monday. Goodbye, everyone!” “Goodbye, ma’am!”
V. ASSIGNMENT
Instruction: Research on the Five Basic Sentence Patterns in English and provide one
example for each sentence pattern. Write your answer in a ½ sheet of paper.

PREPARED BY:

MARY ROSE A. LANO

Insert Name Here
English Pre-Service Teacher