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Unit 2: Production and Distribution of Writing

Content Standard 11.2.5: Students will be able to use a writing process
to develop and strengthen writing as needed by planning, drafting,
revising, editing, rewriting or trying a new approach.
Benchmark 11.2.5.3: Apply Standard English conventions to effectively
communicate written language.
Topic 3: Standard English conventions – (sentence structure, usage and
punctuation)
Text Types: Narratives, newspaper articles, journals, novels.

Essential Knowledge, Skills, Values, Attitudes (KSVA):
Knowledge Logical Processes Skills Values Attitudes
Conventions Creative design
Logical reasoning
Writing
Critical analysis
Self-cultivation Creative
Learning Objectives: Students will be able to:
i. Identify independent and dependent clauses in all of the four main
sentence structures.
ii. Explain why a clause is either dependent or independent.
iii. Construct grammatically correct sentences of each sentence
structure type.
Content Background:
Conventions for Academic and Formal Purposes
1. Spelling of words – e.g. favour/favor, program/programme
2. Redundant words – nevertherless, meanwhile,
3. Non-standard words – aint, gonna, wanna, bilas, sing-sing
Sentence structure
What is Sentence Structure? A sentence’s “structure” is the way its
words are arranged. In English, we have four main sentence structures:
the simple sentence, the compound sentence, the complex sentence,
and the compound-complex sentence.
In the examples, independent clauses are green, dependent clauses are
purple, and conjunctions are orange. Here are examples of each type of
sentence:
1. The boy ran. Simple Sentence
2. The boy ran and he ate popcorn. Compound Sentence
3. After the boy ran, he ate popcorn. Complex Sentence
4. After the boy ran, he ate popcorn
and he drank a big soda. Compound-complex s
An independent clause has a subject and a predicate and makes
sense on its own as a complete sentence (The boy ran). Dependent
clause has a subject and a predicate;but, it can’t be a sentence. It
provides extra details about the independent clause, and it doesn’t
make sense on its own (After the boy ran).
Types of Sentence
Structure
Parts
Independent
Clause Dependent Clause Uses Conjunction
Simple Sentence one none sometimes
Compound Two or more none always
Complex One or more One or more usually
Compound Complex Two or more One or more always
Teaching Strategies:
Teacher briefly highlight the types of English language conventions and
provide activities to emphasise the usage in writing for academic and
formal purposes.
Learning Strategies:
Students research and produce list of English conventions and use texts
to identify usage in context.
By seeing these grade 11 strand, unit and topic, please help me construct SBC lesson plan, notes, examples and activities with answers to teach my grade 11 students

1 answer

SBC Lesson Plan for Grade 11: Production and Distribution of Writing

Unit 2: Production and Distribution of Writing

Content Standard 11.2.5

Topic 3: Standard English Conventions – Sentence Structure

Objectives:

By the end of the lesson, students will be able to:

  1. Identify independent and dependent clauses in various sentence structures.
  2. Explain why a clause is either dependent or independent.
  3. Construct grammatically correct sentences for each type of sentence structure.

Duration: 60 minutes

Materials Needed:

  • Whiteboard and markers
  • Handouts with sentence structure examples
  • Text excerpts (narratives, newspaper articles, journals, novels)
  • Worksheets for practice
  • Projector (for visual aids, if necessary)

Lesson Breakdown

Introduction (10 minutes)

  1. Engagement

    • Begin with a brief discussion about the importance of sentence structure and conventions in writing. Ask students how they feel about their writing clarity and make a connection to real-life examples of clarity in communication.

  2. Objective Overview

    • State the objectives for the lesson clearly to the students.

Instruction (15 minutes)

  1. Introduce Sentence Structures

    • Define and explain the four main types of sentence structures:
      • Simple Sentence: Contains one independent clause. (e.g., "The boy ran.")
      • Compound Sentence: Contains two or more independent clauses. (e.g., "The boy ran, and he ate popcorn.")
      • Complex Sentence: Contains one independent and one dependent clause. (e.g., "After the boy ran, he ate popcorn.")
      • Compound-Complex Sentence: Contains two or more independent clauses and at least one dependent clause. (e.g., "After the boy ran, he ate popcorn and drank a big soda.")

  2. Clause Identification

    • Explain the difference between independent clauses (can stand alone as sentences) and dependent clauses (cannot stand alone).
    • Use colored markers on the board to show different clauses in example sentences.

Guided Practice (15 minutes)

  1. Identify Clauses Activity

    • Distribute handouts with example sentences.
    • Ask students to work in pairs to identify independent and dependent clauses in each sentence and label them.
    • Example Handout items:
      • "Although it was raining, we went for a run."
      • "She loves ice cream because it is sweet."
      • "The dog barked, and the cat meowed."

  2. Discussion

    • Go through the answers as a class, discussing why certain clauses are independent or dependent.

Independent Practice (15 minutes)

  1. Sentence Construction Activity

    • Ask students to create their own sentences focusing on the different types of structures. Provide them with prompts if necessary. Example prompts:
      • Write a simple sentence about your favorite hobby.
      • Create a compound sentence about two activities you enjoy.
      • Construct a complex sentence about a time you learned something new.
      • Design a compound-complex sentence that includes a dependent clause about your summer plans.

  2. Sharing

    • Have students share their sentences with a partner and provide feedback on the structure and clarity.

Closing (5 minutes)

  1. Reflection

    • Recap the major points of the lesson, asking students to share what they found challenging or interesting.
    • Highlight the importance of sentence structure in effective writing.

  2. Homework Assignment

    • Assign students to read a short article or narrative and identify three examples of each sentence structure, explaining why each clause is independent or dependent.

Notes for the Teacher:

  • Monitor group work and provide guidance as needed.
  • Encourage students to consider how sentence variety impacts writing style.
  • Remind students about the importance of Standard English conventions when writing academically or formally.

Example Answers:

Identify Clauses Activity Example Answers

  1. "Although it was raining, we went for a run."

    • Independent Clause: "we went for a run" (green)
    • Dependent Clause: "Although it was raining" (purple)

  2. "She loves ice cream because it is sweet."

    • Independent Clause: "She loves ice cream" (green)
    • Dependent Clause: "because it is sweet" (purple)

Sentence Construction Student Examples:

  1. Simple: "I like to read."
  2. Compound: "I like to read, and my brother likes to play video games."
  3. Complex: "Because I enjoy stories, I read every night."
  4. Compound-Complex: "I like to read before bed, and my brother likes to play video games while I do so."

Additional Activity:

  • Create a “Sentence Structure Wall” where students can post their best examples. This visual reminder will help reinforce learning and serve as an ongoing resource throughout the semester.

This lesson plan promotes active learning through engagement, practice, and collaboration while enabling students to develop their writing skills through understanding sentence structures.