Republic of the Philippines

President Ramon Magsaysay State University

San Marcelino, Zambales, Philippines
College of Teacher Education
___________________________________________________________________________

DETAILED LESSON PLAN IN ENGLISH

Name: Labio Chelsea Mae R. Date: August 27,2024

I.OBJECTIVES:
At the end of the lesson the student will be able to:
1. accurately diagram sentences focusing on part of speech.
2. recognize the importance of understanding sentence structure to improve
writing skills.
3. manipulate and match sentence components in a diagram.

II.SUBJECT MATTER:
TOPIC: Diagramming Sentences
INSTRUCTIONAL MATERIAL: chalkboard, chalk, worksheets
REFERENCES:
https://wac.colostate.edu/docs/books/grammar/chapter7.pdf
https://www.grammarly.com/blog/sentence-diagramming/
https://www.english-grammar-revolution.com/diagramming-the-parts-of-
speech.html

III. Lesson Proper:

TEACHER’S ACTIVITY STUDENTS ACTIVITY

A. Daily Routine

Greetings
Good morning class
Good morning ma’am
Please remain standing for prayer.

Ms. Eithel can you lead the prayer

Before you sit down, first pick up the trash

under you seat.

Ms. Secretary is there an absent for

today?
None ma’am

Okay, thank you!

B. MOTIVATION
Before we start to discuss our lesson for
today let us have first an activity.

Direction: Each scrambled word is paired

with a clue or definition that provides
context and hints about the target word.
Use the provided clues to identify the
correct word from its scrambled form.

1.Words that describe nouns

(VJCESTIDEA)
Answer: ADJECTIVES

2. A word that expresses action or state

(RBEV)
Answer: VERB

3. The process of visually representing

sentence structure. (RGDAIAMMNGI)
Answer: DIAGRAMMING

4. Horizontal or vertical marks used in

writing or diagrams. (SNEIL)
Answer: LINES

5. Words or phrases that provide

additional information about other words.
(OIEDMRFS)
Answer: MODIFIERS

6. A group of words that express a

complete thought. (TNENSCEE)
Answer: SENTENCE

7. The set of rules that governs how words

are used in a language. (RMGRAAR)
Answer: GRAMMAR

8. The person or thing that performs the

action in a sentence. (JTBSECU)
Answer: SUBJECT

C. DEVELOPMENT OF THE LESSON

Today, we’re going to dive deeper into
sentence structure by learning how to
diagram sentences. This will help us see
how each part of a sentence fits together
and how important each word’s role is.

Do you have any idea what diagramming

sentences is?
(The students raise their hands)
Yes, Ms. Lacerna?
I think it’s about breaking down
a sentence to see how the parts
Very good! Any other idea? connect.

(The students raise their hands)

Yes, Ms. Silva?

It might be a way to organize

the words in a sentence visually.
Okay good! Ms. Prieto do you have any
idea what is diagramming sentences?
Maybe it’s like drawing a map of
the sentence to understand it
better.”

Thank you for you answers!

Will you read what is diagramming

sentences Ms. Leanne

‘Diagramming is a visual method used to

break down the structure of a sentence by
illustrating the grammatical relationships Diagramming is a visual method
between words’. used to break down the
structure of a sentence by
illustrating the grammatical
relationships between words.
Diagramming sentences enables you to
visually understand the function of every
part of a sentences which helps you
construct better sentences. Before we
diagram a sentences it is important that
you already know the different parts of
speech, so understanding what is noun,
pronouns, adjectives, verb, etc. they are
all essential to diagramming sentences.

There are four types of lines you’ll need for

sentence diagramming:

Ms. Artillera can you read the four types of

lines

Horizontal lines (____) to write subjects, Horizontal lines (____) to write

verbs and objects subjects, verbs and objects
Vertical lines (|) to separate
Vertical lines (|) to separate subjects, subjects, verbs and objects
verbs and objects Diagonal lines (/) to write
Diagonal lines (/) to write modifiers, modifiers, prepositions and
prepositions and articles articles
Dotted vertical or diagonal lines for Dotted vertical or diagonal lines
conjunctions for conjunctions
Thank you Ms. Artillera

So I hope your ready because it’s time to

start diagramming sentences.

Let’s start with the very basic diagramming

simple sentences, the simplest sentences
consist of a subject and a verb.

Okay so recall what is subject and verb?

Yes, Mr. Liwanag

(The students raise their hands)

The subject tells us who or

what, and the verb tells us
what’s happening or the state of
Very good!
being
The subject is the part of the sentence that
identifies who or what is involved, while
the verb describes the action or state of
being associated with the subject.
Understanding these helps us see how
sentences are structured.

Now the simplest sentences consists of

the lines so you have to draw a horizontal
lines then cut in the center by a vertical
lines. The subject goes on the left and
verb goes on the right side.

So this is something that your always have

to remember when we have sentences
that we need to diagram you always have
to look for the subject and verb.
Understood?
Yes ma’am
For example Bob ran. This sentence has
two words, a noun Bob and a verb ran
these two words function as the sentence
subject and verb.
To diagram this the first thing we’re going
to do is draw a big plus sign with a
horizontal line and vertical line. Once you
have that drawn it’s important that the first
thing you do when looking at sentence is
identify the subject and the verb. Like what
I said the subject goes on the left and the
verb goes on the right side

In this sentence the noun Bob goes on the

left side and the verb ran goes on the right

That’s not too hard right we can diagram

any simple sentence in the same way.

Another example, Lisa sings that’s our

sentence, so we have the subject Lisa and
we place it on the left side and we have
the verb sings which we place on the right
side.

Another example, Flowers grow that’s our

sentence, so we have the subject flowers
and we place it on the left side and we
have the verb grow which we place on the
right side.

Now how about this sentence birds were

chirping

Who would like to diagram this

sentence?

(The students will raise their

hand)
So our subject birds place on the left side
and the verb place on the right side. But (Student answer my vary)
why the word were places on the right
side?
Because were is a helping verb including
is, are, was, has, have. So helping verbs
are also part of the verb, so helping verb
and main verb are written together on the
right side of the vertical line.
We can also replace the noun with a
pronoun, because pronoun is acting as
the noun and still the subject of the
sentence it goes in the same place.

For example, She says that’s our

sentence, so we have the pronoun she
and we place it on the left side and we
have the verb says which we place on the
right side.
Another example is they teach, our
pronoun is they and we should place it on
the left side and for our verb teach we
have to place it in the left side.
Understood?

Now, how about diagramming question, so Yes ma’am

when we encounter question we have just
to remember the same thing or the same
concept. The subject is on the left and the
verb is on the right, meaning to say you
have to be able to identify which is the
subject in the question and which is the
verb.

Let’s take a look at this example

Have you been cooking?

Have you been cooking is the question

now you have to identify which is the
subject and which is the verb.

Here the subject is you and the verb is

have been cooking

Did you notice that all of the sentences

that we diagramed earlier began with the
subject, well question or interrogative
sentences are typically written in a
different order.

And basically it’s the same so you being

the subject on the left and have been
cooking being the verb is on the right
Another example, May I run?
So I is the subject and it place on the left
side and may run is the verb which is
placed on the right side.

Let’s diagram this question ‘Has Lucy

been reading?

Who would like to volunteer and diagram

the question in the board.

(The students raise their hands)

(Student answer may vary)

Now let’s move to diagramming
sentences with the modifiers, with adverb
and adjectives

What is adjectives again?

An adjective is a word that
modifies or describes a noun or
pronoun

And what about adverb Ms. del Mundo?

Adverbs are words that describe
verb, adjectives and other
Thank you Ms. Del Mundo adverbs ma’am .

Let’s start with adjectives first so aside

from a subject and a verb we now have an
adjectives

For example “ The yellow ducks

quacked” can you identify the adjective in
this sentence Ms. Mustar

That’s right! But why did you say that the

adjectives in this sentence is yellow? Ma’am the adjective in the
sentence is Yellow

Very good!
So yellow is the adjective and ducks is Because it describe the noun
actually our subject and it’s the same thing ducks ma’am
subject is placed on the left and verb is
placed on the right

Now we have to form a diagonal line or

slanted line at the bottom of the subject
and place the article and the modifier or
the adjective below the subject, below the
noun that it describe.

So looking at this example we could see

that ducks is our subject and then we
have the article below and of course the
modifier, the adjective yellow below the
word ducks and of course on the right side
is the verb.
So modifiers are placed below the noun
being modified by a diagonal or a slant
line. So you have to place the adjective on
a slanted line under the word they
describe.

Let’s take a look at another example “the

green box fell”
Which is the adjective in the sentence?

Green ma’am
Yes, very good! So again we place the
adjective on the slanted line under the
word they describe. So again let’s place
this subject on the left side and the verb is
in the right side.

So our subject is box and the verb is fell,

now let’s place article the below and the
adjective green below the word box
because green describes the box.
Okay now, who would like to diagram this
sentence. “The cute baby has been
laughing”

Okay let’s see if Ms. Evangelista got the

Student answer may vary
correct answer.

Again first identify the subject and the

verb. our subject is the baby and our verb
is has been laughing and the is the
article should be placed below the subject
and we have the adjective cute and
describe the baby so we have to place the
word cute on the slanted line under the
word baby.

Did you understand how to diagram

adjectives?

Now let’s move on to diagramming

Yes ma’am
adverbs

Again adverbs are words to describe

verbs, adjectives and other adverbs.

So if we have an adverb then we have to

place it on a slanted line under the word
that they describe

So if in case that we have an adjective and

we have an adverb that describes the
adjective, so we have to place adverb on
another slanted line beneath or below the
adjective or if we have a verb that is being
describe by another adverb and that
adverb is being describe by another
adverb then we have to place it beneath
the adverb. It sounds so confusing but it
will make sense later on.
Take look at some sentences

“Walter ran very quickly “ so in this

sentence we should start with the basics
what is the subject and what is the verb.

So the subject here is Walter the verb is

ran we have the words very quickly, very
quickly is actually our adverbs why
because it answers or describe how
Walter ran

So how did Walter run? quickly right so

quickly that is an adverb describing the
verb ran. Since it is an adverb we have to
place it on a slanted line, but Walter did
not just run quickly, he run very quickly
there is a certain degree.

Very is another adverb that describes the

adverb quickly

We see that very is an adverb of degree

describing the adverb of manner quickly so
we place very under the word quickly
using another slanted line. Why because
very describes the adverb quickly and
quickly describes the verb ran so you just
have to place it under the word describe.

Another example

‘Thomas Edison worked diligently’

Again identify the subject and then the

verb, our subject is Thomas Edison
placed on the left, our verb is worked.
Now Thomas Edison worked diligently and
again this is an adverb describing a verb
so we just have to place the adverb on a
slanted line under the word that describe

Now let’s try to this sentence

Very politely, Henry bowed
Who would like to diagram this sentence

(Student answer may vary)

So again identify the subject and the verb,

so our subject is Henry and our verb is
bowed

How did Henry bowed? Politely but very

politely. So politely describes the verb
bowed so we have to place politely under
the verb bowed and under the word
politely we have to place the word very.

So again it describes the word politely

and politely describes the verb bowed.

Now this time we were going to add

prepositional phrase. So its important that
you understand what the preposition is.

So preposition is a word and almost

always a very small, very common word.

Preposition is typically followed by an

object which can be a noun phrase or
pronoun, and there are many prepositions
like to, at, by, for, from, in, on, of, with,
above, between, about and so on

Now when we say prepositional phrases is

a group of word that begins with a
preposition, now the whole phrase can
function as either an adjective or adverb.
For example ‘The blue birds in the trees
were chirping’

So our basic diagram is that the subject is

on the left, verb on the right

Our subject is birds and our verb is were

chirping.

The is an article so we have to place it

under the subject and of course we have
the word blue which describe the bird so
we have to place it also under the word
birds, because that’s the word it describes.

However, were not just talking about blue

birds, but were just talking about ‘blue
birds in the trees’ so our prepositional
phrase is “in the trees” and our
preposition here is what?

That’s correct it’s in

So we have to extend another slanted line In ma’am

and place the preposition and then we
have to make another horizontal line and
place the noun.

Our noun is trees and then underneath

the noun the trees we have to place the
article the.

Let’s have another example so that it will

be easier for you to understand.

The flowers in the garden are growing

Our subject is flowers and our verb are

growing so we have the article the and
we have to put it on a slanted line below
the subject.

And we have the prepositional phrase in

the garden. So in is our preposition and
we have to put the preposition on a
slanted line under the noun that it
modifies. So in this case it modifies the
flowers because what’s in the garden? The
flowers right, so put the preposition on a
slanted line. So in this case we put in
below the subject flowers because that’s
what it describes and then we put the
object of the preposition on a horizontal
line after it, so the object of the preposition
here is the word garden and of course we
should not forget the article the and we
should put it on another slanted line.

So remember if there’s a prepositional

phrase put the preposition on a slanted
line under the noun that it modifies.

Did you understand?

Yes ma’am
IV. APPLICATION
Direction: Match the correct diagram
structure in Column B with the
corresponding sentence in column A. Write
the letter of the correct diagram in the
space provided, and then fill in the missing
words directly on the chosen diagram.

COLUMN A
__1. Are they coming?
__2. The lovely scented candle burned.
__3. Bunnies hop
__4. That dog across the street has been
barking again
__5. Has Lucy been reading at the library?

COLUMN B

V. VALUING
Understanding sentence structure is not
just for grammar exercises. How can
learning to diagram sentences be valuable
in real life?
( The student possible answers

It helps us write more clearly,

 which is important for school
assignments and professional
communication.

It can improve our reading

comprehension by making it
easier to follow complex
sentences and understand their
meaning.

It also aids in effective

communication by helping us
construct sentences that convey
our ideas more precisely

Exactly! Mastering sentence diagramming

enhances both our written and spoken
communication skills, making us more
effective and clear in various aspects of
our lives.
VI. GENERALIZATION
Today, we learned how to diagram
sentences by identifying and organizing
verbs, prepositions, and adverbs. We
practiced with sentences that included
these elements.

Why is it important to know how to

diagram sentences?
It helps us understand how
different parts of a sentence
work together.

It makes it easier to spot

mistakes in our writing.

It improves our ability to write

clear and well-structured
sentences.
Exactly! This knowledge can help us write
more clearly and effectively. Does anyone
have any final questions.

VII. EVALUATION
Direction: Diagram each of the given sentences. Ensure that all parts of the
sentence are correctly placed in the diagram. Each correctly diagrammed sentence
will be worth 2 points.

1. I ran around the absolutely beautiful city.

2. Should we have been swimming?

3. Keith Jameson worked diligently.

4. The lovely, scented candle on the table burned continually.

5. Those blue bird’s chirped endlessly Into the night.

VIII. ASSIGNMENT
Choose a paragraph from your English textbook and select three sentences to
diagram. Apply the basic rules of diagramming for each sentence.