REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY
DETAILED LESSON PLAN IN ENGLISH
GRADE 8 -LANGUAGE
QUARTER Lesson Topic: Date: Day: Schedule
Third Sentence in Natural MWF
Quarter/Week 2 Order and Inverted 11:00AM-12:00PM
Orders
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning To understand the difference between
Competencies/Objectives natural order and inverted order in
sentences
To identify and write sentences in both
natural order and inverted order
To understand the impact of sentence
structure on meaning and emphasis
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials pages LANGUAGE 8- Learning Kit
3. Textbook
4. Additional Materials from Learning Resource
(LR) portal
5. Other Learning Resources
IV. PROCEDURES Teacher’s Activity Learner’s Activity
(ELICIT)
1. Observance of Daily Good morning, class!
Routine
Good morning, Miss!
a) Greeting
Before we start, I want you to prepare
yourselves. Arrange your chairs and
clean up your desks.
Okay, Let’s start the class with a
prayer. Mr/Ms, please lead the prayer.
Let us close our eyes and
bow our heads.
In the name of the Father,
of the Son, and of the Holy
Spirit. Amen.
Heavenly Father and your
Beloved Son Jesus Christ,
Thank you for another life
to enjoy, another day to
learn, and a new set of
things we will experience.
As we go through our
lessons today, let us be
your instrument to do good
things. Help us to be
obedient, honest and kind
to one another.
Miss secretary, do we have any
Amen
absentees today?
b) Checking of Very good! I’m glad that you are all None, Miss. We are all
attendance present today.
able to attend my class.
Reviewing the previous
lesson or presenting the
new lesson
(EXPLORE) But before we proceed to our
Discussing new concepts discussion, let me show you first our
and practicing new skills objectives for this lesson. These are
the things that you need to acquire at
the end of the lesson.
To understand the difference
between natural order and inverted
order in sentences
To identify and write sentences in
both natural order and inverted
order
To understand the impact of
sentence structure on meaning and
emphasis
(ENGAGE) Sentence order refers to the
Presenting arrangement of words, phrases, and
examples/instances of the clauses in a sentence to convey a
new lesson clear and coherent meaning. The
importance of sentence order lies in
the fact that it plays a crucial role in
determining the meaning and
effectiveness of a sentence.
A well structured sentence can
effectively convey its intended
meaning, while an ill-structured
sentence can confuse or mislead the
reader. For example, consider the
sentence “The cat chased the mouse.”
The order of the words in this sentence
determines that it is the cat that is
doing the chasing, and not the other
way around.
Additionally, sentence order can also
affect the emphasis or emphasis of
certain ides in a sentence. By carefully
ordering the elements of a sentence,
you can direct the reader’s attention to
the most important information and
reinforce the intended meaning of the
sentence.
NATURAL SENTENCE VS.
INVERTED SENTENCE
A natural sentence is a sentence that
follows a typical subject-verb-object
(SVO) structure, where the subject
comes first, followed by the verb, and
finally the object.
For example: The dog chased the cat.
An inverted sentence, on the other
hand, rearranges the normal word
order of a sentence. This can be done
for a variety of reasons, such as to
emphasize a particular word, to create
a certain tone or rhythm, or to provide
a different perspective.
For example: The cat chased the dog.
It is an inverted sentence compared to
the previous example.
Inverted sentences are often used in
literature, poetry, and other forms of
creative writing to create a particular
effect. In contrast, natural sentences
are more common in everyday speech
writing, as they tend to be more
straightforward and easier to
understand.
An inverted sentence starts with the
object, adverb, or prepositional phrase,
instead of the subject. This can be
done for a variety or reasons, such as
to place emphasis on the subject, to
create a certain rhythm or tone, or to
make the sentence more interesting or
memorable.
To place emphasis object:
“Into the forest went the brave.”
(Inverted)
“The brave knight went into the forest.”
(Natural)
In this example, the inversion places
emphasis on the destination of the
knight, rather than the knight himself.
To create rhythm or tone:
“Under the moonlight danced the
couple.” (Inverted)
“The couple danced under the
moonlight.” (Natural)
In this example, the inversion creates a
more poetic and romantic tone,
emphasizing the peaceful and graceful
nature of the dance.
To make the sentence more
interesting or memorable:
“Never have I seen such beauty.”
(Inverted)
“I have never seen such beauty.”
(Natural)
In this example, the inversion makes
the sentence more memorable by
starting with a strong negative, adding
emphasis to the speaker’s amazement.
To add emphasis:
“Only once a year do I visit my
hometown. (Inverted)
“I only visit my hometown once a year.”
(Natural)
In this example, the inversion
emphasizes the frequency of the
speaker’s visits to their hometown.
To create a dramatic or
suspenseful tone:
“Behind the curtain lurked the thief.”
(Inverted)
“The thief lurked behind the curtain.”
(Natural)
In this example, the inversion creates a
more suspenseful and dramatic tone,
emphasizing the hidden and
dangerous nature of the thief.
(EXPLAIN)
Developing mastery
(ELABORATE)
Finding practical
application of concepts
and skills in daily living
(EVALUATE) Directions: Circle the subject and
Evaluating learning underline the verb. Identify whether
this is a natural sentence or an
inverted sentence order next to the
sentence.
1. The kind of decorations at the party
will depend on the children.
2. A few of the boys will be partaking in
the sports’ marathon.
3. One of the committee members for
the dance has booked the band.
4. The principal of our high school will
be speaking at the assemble.
5. A steady rain produced good results
for the farmer’s crops.
6. Off the diving board she leaped with
a smooth motion.
7. Into the water went the diver almost
without a slash.
8. Across the finish line sped the
cyclist.
9. Bill is the president of the student
council.
10. The farmer’s helpers will pick the
corn tomorrow.
(EXTEND)
Additional activities for
application or remediation
V. REMARKS
