Ask a New Question
Menu

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 for 30 minutes and also include skills, values, attitude, performance indicator in the lesson plan

1 answer

Lesson Plan: Exploring Sentence Structure

Grade Level: 11

Duration: 30 Minutes

Topic: Standard English Conventions – Sentence Structure

Content Standard: 11.2.5

Benchmark: 11.2.5.3

Objective:

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

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

Skills, Values, Attitudes:

  • Skills: Critical analysis, writing with clarity, logical reasoning.
  • Values: Precision in communication, respect for language and its conventions.
  • Attitudes: Open-mindedness towards constructive feedback, motivation to improve writing.

Performance Indicators:

  • Students can accurately identify and explain independent and dependent clauses with 90% accuracy.
  • Students construct at least one correct sentence from each of the four main sentence structures.

Materials Needed:

  • Whiteboard and markers
  • Handouts with examples of each sentence structure
  • Worksheets for individual/group activities

Content Background:

  1. Explanation of sentence structure.
  2. Definition of independent vs. dependent clauses.
  3. English language conventions and common errors.

Teaching Strategies:

  1. Direct Instruction (10 minutes):

    • Briefly explain the main types of sentence structures using examples:
      • Simple Sentence: “The boy ran.”
      • Compound Sentence: “The boy ran, and he ate popcorn.”
      • Complex Sentence: “After the boy ran, he ate popcorn.”
      • Compound-Complex Sentence: “After the boy ran, he ate popcorn and he drank a big soda.”
    • Highlight how each sentence type is structured and the role of clauses.

  2. Guided Practice (10 minutes):

    • Provide students with mixed sentences, asking them to identify whether each clause is independent or dependent and to label each type of sentence.
    • Example Exercise:
      • Identify and label:
        1. Because it was raining, the match was postponed.
        2. The team won the game, and they celebrated afterward.
        3. Although she was tired, she finished her homework.
        4. The sun was shining; it was a perfect day for a picnic.

  3. Independent Practice (5 minutes):

    • Students will construct sentences, each representing one of the four sentence structures.
    • Example expectations:
      • Simple: "The sun set."
      • Compound: "The sun set, and the stars appeared."
      • Complex: "When the sun set, the sky turned orange."
      • Compound-Complex: "When the sun set, the sky turned orange, and the stars began to twinkle."

  4. Reflection (5 minutes):

    • Students share their constructed sentences with a partner and provide feedback on each other's use of clauses and sentence structure.

Activities:

  1. Sentence Structure Worksheet (Group Exercise):
    • Provide a worksheet with mixed sentences. Students will identify and underline independent clauses and circle dependent clauses.

Example:

  • “Whenever I get tired, I take a short break.”
  • Identify:
    • Independent Clause: “I take a short break.”
    • Dependent Clause: “Whenever I get tired.”

Answers for Activity:

  1. “Because I was late, I skipped breakfast.”

    • Independent: “I skipped breakfast.”
    • Dependent: “Because I was late.”

  2. “The dog barked, and the cat ran away.”

    • Independent: “The dog barked.”
    • Independent: “The cat ran away.”

  3. “Since it was raining, we stayed indoors.”

    • Independent: “We stayed indoors.”
    • Dependent: “Since it was raining.”

  4. “She went for a walk despite the rain, and she enjoyed the fresh air.”

    • Independent: “She went for a walk.”
    • Independent: “She enjoyed the fresh air.”
    • Dependent: “Despite the rain.”

Wrap-Up:

  • Highlight the importance of sentence structure in effective writing.
  • Encourage students to apply these conventions in their academic writing.
  • Remind students that understanding sentence structure contributes to clearer communication.

Assessment:

  • Observe and evaluate students during partner discussions to assess their understanding.
  • Review the completed worksheets for accuracy in identifying clauses and sentence structures.

By deploying this lesson plan, students will gain both theoretical knowledge and practical skills in understanding and utilizing Standard English conventions effectively.