A Semi-detailed Lesson Plan in English SENTENCE PATTERN

I. Objectives Through the game “What are the parts, that’s the Pattern” class interaction and activities, the students should be able: a. identify the differences between the 5 basic sentence pattern; b. name the parts of the S-TV-DO-OC pattern; c. share their own examples of sentences having S-TV-IO-DO; d. evaluate their classmates’ constructed sentences; and e. write sentences using the S-TV-DO-OC pattern. II. Learning Procedure 1. Subject Matter: S-TV-DO-OC Sentence Pattern 2. Key Concepts: a. Subject – is the doer of the action. b. Transitive verb – a verb that passes an action from the doer tot he receiver. c. Direct object – it is the receiver a transitive verb and answers the question “what”. d. Objective complement – it is a noun or pronoun which renames or identifies the subject or an adjective which completes the verb and modifies the subject.

3. Reference: Ribo, L. M. et.al.(2000) English Arts III pp. 15-19 4. Materials * pocket chart * manila paper * cartolina * envelopes * pieces of papers where the questions are encoded 5. Skills * evaluating * writing * constructing of sentences * drawing * listening 6. Values * Listening is a way of gathering information.

III. III. Learning Procedures IV. A. Motivation: V. Play “What are the parts, that’s the pattern” *Each part is covered with envelope where numbers were written outside of it. S= is covered with # 12 TV= is covered with # 8 DO= is covered with # 11 OC= is covered with # 37 *To reveal the hidden parts, do the following steps: 1st Choose a number one-by-one by asking the following questions. (It depends on you what to ask first, second, third, and fourth.) For 12: What day of June is Independence Day being celebrated? 8: What is the atomic number of oxygen? 11: How many sides does an undecagon object have? 37: What is our body’s normal temperature? 2nd After they answered correctly that number, get the question inside the envelope and ask it again to the students. The question inside the envelope having the number: 12 is: Cutting of tress increase the problem on Global Warming. In this sentence, what is the part or role of the word “cutting”? 8 is: It is a verb that passes an action to the receiver. 11 is: If the part of the word mother in the sentence (We give mother a presence for her birthday.) is direct object, what then is the part of the word presence? 27 is: it is a noun or pronoun that renames or identifies the subject or it is an adjective that completes the verb and modifies the subject. 3rd Call for a student to answer the question, then after that; remove the envelope to reveal the part that is covered by it. (This is tan indirect way of checking the student’s answer to the question.) 4th Uncover the pattern (S-TV-DO-OC pattern).

B. Lesson Proper: 1. Present a pocket chart where sentences having the discussed 4 patterns and the S-TV-DO-OC are placed a. The Romans called her Usha. b. My sister baked me a cake. c. I find my assignments challenging. d. The two dancers come to bow to the audience e. We owe our parents gratitude. f. I have considered you my closest friend g. She named the dog Eos. 2. Call for students to identify and to defend what no. contains sentences using the S-TV-IO-DO pattern.

3. Call on for students (those not called on step e) to classify if what patterns do the other sentences belong. 4. Ask the difference between S-TV-IO-DO and S-TV-DO-OC.

5. Using sentences, explain the difference between S-TV-IO-DO and S-TV-DO-OC. 6. Group the class into two groups. a. Let the of 1st row construct his/her own sentences while the members of the 2nd row should listen carefully to evaluate if the constructed sentence of the other row belong to S-TV-DO-OC and one assigned member will identify the repeat process until parts on the constructed sentence. 7. Let the members of 1st group construct his/her own sentence having the S-TVDO-OC pattern while the embers of the 2nd group listen carefully to evaluate if the constructed sentence of the other group belongs to the said pattern and if it belongs, then the 2nd group will assign one to identify where are the subject, the direct object, the verb and the objective complement in the constructed sentence. (Repeat the process until 15 members of the 1st group give his/her constructed sentence. C. Generalization: Give a summary with example on the 5 Basic sentence patterns.

VI. Evaluation: Let the students do the following exercises.

Exercise # 1 (copy and answer in a 1 whole sheet of paper) Write below the underlined word/s their uses in the sentence. Write S for subject, TV for transitive verb and IV for intransitive verb and LV for linking verb, DO for direct object and IO for indirect object, and OC for objective complement. And then on the provided space before the number, identify whether the sentence is made up of S-V, S-TV-O, S-LV-C, S-TV-IO-DO or S-TV-DO-OC pattern.
_______________1. Great men never talked about their needs.

_______________2. Our geometry teacher makes the difficult task a pleasure.

_______________3. Anne shared her experiences during the summer vacation.

_______________4. They have considered my older brother a very honest

person.

_______________5. The oil in the pan has become hot.

_______________6. It can be very dangerous to all of us.

_______________7. Philippines celebrates Independence Day every 12th day of

June.

_______________8. Filipinos give Jose Rizal a day of commemoration.

_______________9. The doctor diagnosed her acidic.

_______________10. The juniors feel excitement to take their chosen field in T.L.E.

_______________11. Does the principal know your father?

_______________12. Mr. Dominguez will teach his students the perspective

drawing.

_______________13. Ideas are worthless unless followed by action.

_______________14. The commandant has chosen the most responsible trained

student the CAT-Corps Commander.

_______________15. Their parents think them too young for a lover relationship.

Exercise # 2: Construct S-TV-DO-OC sentences using the list of words given below. You may add determiner a, an, or the before the subject and others to make it more meaningful. Make as many as you can but consider its sense. S V DO OC

Lora found Filipinos victim make Boracay guilty Jona accused business Jossa tourist called Joseph respectful baker accept Linda temporary manager named suspect romantic designer found pandesal successful

* Let the students pass their paper 5 minutes before the time.

V. Assignment In a short bond paper, draw anything that would interest you. From your drawing, construct sentences using the 5 Basic sentence patterns. (2 sentences in each pattern)

KEY ANSWERS:

Evaluation: Exercise 1
S-V 1. Great men never talked about their needs. TV
S-TV-DO-OC 2. Our geometry teacher makes the difficult task a pleasure. DO IO
S-TV-O 3. Anne shared her experiences during the summer vacation. DO
S-TV-DO-OC 4. They have considered my older brother a very honest S person. OC
S-LV-C 5. The oil in the pan has become hot. OC
S-LV-C 6. It can be very dangerous to all of us. OC
S-TV-O 7. Philippines celebrates Independence Day every 12th day of S TV
June.

S-TV-IO-DO 8. Filipinos give Jose Rizal a day of commemoration. S DO
S-TV-DO-OC 9. The doctor diagnosed her acidic. DO
S-TV-O 10. The juniors feel excitement to take their chosen field in T.L.E. S DO
S-TV-O 11. Does the principal know your father? DO
S-TV-IO-DO 12. Mr. Dominguez will teach his students the perspective IO drawing. DO
S-LV-C 13. Ideas are worthless unless followed by action. S
S-TV-DO-OC 14. The commandant has chosen the most responsible trained

student the CAT-Corps Commander. DO OC
S-TV-DO-OC 15. Their parents think them too young for a lover relationship. OC Subject Matter Specialist

* Content is specific * Content is relevant/up-to-date * Content addresses HOTS and critical thinking * Content and activities jive with the objectives.
Content is clear
Subject Matter Specialist

* Content is specific * Content is relevant/up-to-date * Content addresses HOTS and critical thinking * Content and activities jive with the objectives.
Content is clear
Evaluation Specialist * Activities are properly designed with the objectives * Activities are challenging * Activities call for creative, critical, and HOTS * Activities allow the retention of concept.
Evaluation Specialist * Activities are properly designed with the objectives * Activities are challenging * Activities call for creative, critical, and HOTS * Activities allow the retention of concept.
Learning Specialist * The content is self-directed * Discussion is student centered * Information is practical to daily situations * Learners could become critical, creative thinkers

Learning Specialist * The content is self-directed * Discussion is student centered * Information is practical to daily situations * Learners could become critical, creative thinkers

Technology Specialist * The lesson is interactive * Allows the integration of technology * The technology employed is accessible * The technology employed is suited and relevant to the strategies and content
Technology Specialist * The lesson is interactive * Allows the integration of technology * The technology employed is accessible * The technology employed is suited and relevant to the strategies and content