This lesson plan aims to teach students about compound sentences. It begins with introducing the learning objectives and reviewing simple and compound subjects and predicates. Students then practice identifying compound words and sentences. The lesson introduces the concept of compound sentences by having students analyze sentences from a short story. Students are divided into groups to complete activities applying their understanding of compound sentences, such as writing a poem, crafting a butterfly diagram, or composing a short paragraph using compound sentences. The lesson emphasizes using compound sentences to effectively communicate ideas.
This lesson plan aims to teach students about compound sentences. It begins with introducing the learning objectives and reviewing simple and compound subjects and predicates. Students then practice identifying compound words and sentences. The lesson introduces the concept of compound sentences by having students analyze sentences from a short story. Students are divided into groups to complete activities applying their understanding of compound sentences, such as writing a poem, crafting a butterfly diagram, or composing a short paragraph using compound sentences. The lesson emphasizes using compound sentences to effectively communicate ideas.
This lesson plan aims to teach students about compound sentences. It begins with introducing the learning objectives and reviewing simple and compound subjects and predicates. Students then practice identifying compound words and sentences. The lesson introduces the concept of compound sentences by having students analyze sentences from a short story. Students are divided into groups to complete activities applying their understanding of compound sentences, such as writing a poem, crafting a butterfly diagram, or composing a short paragraph using compound sentences. The lesson emphasizes using compound sentences to effectively communicate ideas.
This lesson plan aims to teach students about compound sentences. It begins with introducing the learning objectives and reviewing simple and compound subjects and predicates. Students then practice identifying compound words and sentences. The lesson introduces the concept of compound sentences by having students analyze sentences from a short story. Students are divided into groups to complete activities applying their understanding of compound sentences, such as writing a poem, crafting a butterfly diagram, or composing a short paragraph using compound sentences. The lesson emphasizes using compound sentences to effectively communicate ideas.
Content Standard: The learner demonstrates commands of the conventions of
standard English grammar and usage when writing or speaking.
Performance Standard: The learner speaks and writes using good command of the conventions of standard English.
I. Learning Competencies/ Objectives:
1. Cognitive: Use various types and kinds of sentences for effective communication of information/ ideas – compound sentences. (EN6SS-IVg- 1.10) 2. Affective: Show tactfulness when communicating with others. (EN6A-IVa- 17) 3. Psychomotor: Writes legibly in doing the activities.
II. Content: Compound Sentences
III. Learning Resources:
References: 4. K to 12 Curriculum Guide English (EN6SS-IVg-1.10) page 142
Essential English 6, pages 368-369,378-379,390-391,400-401
Materials: charts, power point presentation, strips of paper, realia
Value Focus: Tactfulness
IV. Procedure A. Preparatory Activities Setting of Classroom Standards by reviewing the classroom rules and silent signals.. 1. Be respectful. 2. Be on task. 3. Be on time.
B. Pronunciation Drill Compound Words (stressed on the first word) backache cupboard backfire backstroke carfare backseat backpack cartwheel backlog background carpool blackberries bathrobe candlestick blackout
C. Review: Read the sentences and identify the subject and the predicate. Tell whether the subject and predicate is simple or compound. 1. Sheila listens attentively in class.( Sheila-simple subject; listens attentively in class-simple predicate) 2. She does her homework daily. (she-simple subject; does her homework daily-simple predicate) 3. Mary and her classmates help maintain the cleanliness of their classroom.(Mary and her classmates-compound subject; help maintain the cleanliness of their classroom-simple predicate.) 4. They work together during the group activity.( they-simple subject; work together during the group activity-simple predicate) 5. Ana and her groupmates work quietly and do their task accurately.(Ana and her groupmates-compound subject; work quietly and do their task accurately-compound predicate) D. New Lesson 1. Unlocking of Difficulty Show pictures and some real objects to unlock the difficult words. Then let them guess the meaning of the word. a. Soothe ( to feel better and comfortable) b. Fascinate (to cause to be very interested in something or someone, magnetize) c. Mellow ( very calm and relaxed)
2. Motivation Guess the Music Play the music and let them identify whether it is sweet or rock music. 3. Motive Question Let the class read the motive question.
What does the author love to listen?
E. Development of Lesson 1. Presentation Read the selection then answer the questions below it.
Music is really good for it soothes my feelings. I love to listen music
so I always have my small radio with me. Rock music fascinates me but mother just hates them. She told me to listen to sweet music instead and I tried to follow her advice. Now I am beginning to love mellow music and mother is only too happy about it.
2. Comprehension Check-up 1. What is the selection all about? The selection is all about music. 2. What does he love to listen? He loves to listen rock music but later on he learned to listen sweet music too. 3. Why does the author consider music really good? The author consider music really good because it soothes her feelings. 4. What was mother’s advice to him? Mother wants him to listen sweet music. 5. Why do you think mother loves sweet music? Mother loves sweet music because it relaxing and calming. (answers may vary) 6. Did he follow mother’s advice? Would you do the same? Why? Yes, he did follow his mother’s advice. If I am in the same situation, I would also obey my mother because mother knows best. She won’t ask me to do something that would make me any harm. (answers may vary) 7. If you have to say something to your parents, how are you going to say it? We should always be tactful or careful with our words in talking to our parents. We should always be polite and should never shout at them.(answers may vary)
3. Analysis and Discussion:
Read and study the sentences taken from the story. a. I love to listen to music, so I always have my small radio with me. b. Rock music fascinates me, but mother hates them. c. She told me to listen sweet music, and I tried to follow her advice. d. I am beginning to love mellow music, and mother is happy about it. After reading sentence a, ask the following questions: Can you find a simple sentence in sentence a? (yes)
What are the sentences that you can find?
(I love to listen to music; I always have my small radio with me) Check if it is sentence by asking the subject and the predicate and if it expresses a complete thought
Do the same thing with the rest of the sentences.
Tell that a simple sentence can also be called independent
clause. An independent clause can stand by itself as a complete sentence. If compound words are two words combined together to form a new word, what do we call the two sentences put together as one sentence?(compound sentence)
Ask: What connects the two independent clauses or
sentences? The independent clauses are connected by coordinating conjunction to form a compound sentence. The underlined words in the selection are what we call the coordinating conjunctions. They are the FANBOYS which we had on the second quarter. (Show the FANBOYS Poster.) Explain that the acronym FANBOYS stands for the words for, and, nor, but, or, yet and so. Chant the words, starting out slow gaining speed. Let them say it like a tongue twister.
Some more examples:
1. Some children work hard in school, for they wanted to achieve their dreams. 2. Library is a quiet place to study, yet we prefer to study at home. 3. Janet doesn’t like vegetables, nor does she like fish. 4. You prepare your things ahead of time, or you will be late.
A compound sentence is made up of two independent
clauses connected by coordinating conjunctions.
Sometimes the thoughts or ideas in a compound
sentence have no connecting word or conjunction. The conjunction is then indicated by a semi-colon (;). The first word of the second sentence is then written with a small letter. If that word is a proper noun, there is no need to change its beginning letter.
Example: Celia wants to pass all her subjects; she studies diligently.
4. Group Activity a. Remind the pupils to behave accordingly before the distribution of the task cards. They must stay in their groups, work quietly and cooperatively. They must also make sure to keep their area clean as they go. Group 1: The Poetic Group Compose a short poem of any topic using compound sentences. Write it in a Manila paper for you and your classmates to see as you recite your poem in class. Good luck and have a great time working with your groupmates!
Group 2: The Artists’ Group
Do a Butterfly Grammar Craft-Create a big butterfly using the pre-cut cartolina. Write the simple sentence on each wing of a butterfly. The comma and the FANBOYS can be added on the body of the butterfly to join the two simple sentences into one. The sentences are prepared for you, just choose the correct conjunction to make your compound sentence perfect. Have fun learning!!!
1. He eats too much. His weight increases.
2. Mara cooked delicious food. She fed her brothers and sisters. 3. Would you take your medicine? Would you stay sick? 4. Carlo eats healthy food. He wants to stay fit. 5. Romeo wants to be healthy. He doesn’t eat fruits and vegetables. Group 3: The Writers” Group Compose a short paragraph of any topic using compound sentences. Write your work on the Manila paper provided for you. Happy writing!!!
Group 4: Engineers’ Group
You will not be constructing buildings and bridges, but you will be constructing compound sentences. Assemble the sentence strips to form meaningful compound sentences. One student can be sentence one, a second student a comma, third student is a coordinating conjunction and the fourth student is sentence two. Make a human chain to form compound sentences.
Enjoy and have much fun!!!!
Answers:
1. Spelling is hard for many people, but there are techniques to
improve spelling. 2. Tony is an excellent student, so he received a scholarship. 3. They need to cooperate with us, or they will be reprimanded. 4. I am a Filipino, and I am willing to die for my country. 5. Fasten your seatbelt, or you might be injured. Group 5: The Actors’ Group Make your dream come true! Write a script or a dialog for you to act. Make sure to use compound sentences in your conversations. God luck and God bless Actors!!! Happy acting! b. Presentation of group activities.
5. Generalization How do we form a compound sentence? A compound sentence is formed by joining two independent clauses with the use of coordinating conjunctions. 6. Application Circle the correct conjunction to complete each compound sentence below. 1. Dan likes to race his car fast, (and, or, but) he should think about his safety. 2. Plants give us oxygen, (and, but, so) they give us food to eat. 3. Newspapers inform us about many things, (and, or, but) 4. Our family provide us our needs, (yet, nor, so) we should be good in our studies. 5. Lara is a happy person,(and, or, but) she loves travelling around the world.
7. Evaluation
Read and understand the selection. Choose the letter of the correct conjunction that will complete each sentence.
1. I enjoyed the movie, _____ my little brother did not.
a. but b. or c. and 2. I did all my requirements beautifully, ______I received an award. a. or b. so c. and 3. She sings very well, ______ she didn’t pass the audition. a. yet b. and c. so 4. I finished ahead of time, _____I was given a reward. a. yet b. or c. so 5. I did my homework,_____ it wasn’t perfect. a. and b. or c. but
V. Assignment: In your notebook, write 5 compound sentences using coordinating conjunctions. Be ready to share it in class tomorrow.
