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CLT Lesson Plan Sentence Structures

Lesson Plan for Grade 7 English Class: Sentence Structure and Function for Organizational Efficiency

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Carla Torre
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285 views

CLT Lesson Plan Sentence Structures

Lesson Plan for Grade 7 English Class: Sentence Structure and Function for Organizational Efficiency

Uploaded by

Carla Torre
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan for Grade 7 English Class:

Sentence Structure and Function for Organizational Efficiency

Grade Level: 7

Duration: 60 minutes

Topic: Sentence Structure and Function for Organizational Efficiency

Learning Competency:
EN7INF-III-2 Examine linguistic features as tools to achieve organizational
efficiency in informational texts:
- sentence structure and function

Learning Objectives
By the end of the lesson, students will be able to:
 Identify and explain the four types of sentence structures (simple,
compound, complex, compound-complex).
 Understand the organizational function of varied sentence structures in
information texts.
 Collaborate in creating a coherent and cohesive story using varied
sentence structures.
 Apply sentence structures effectively in creative writing tasks.

Lesson Stages
1. Elicitation (10 minutes)
Objective: Activate prior knowledge and engage students in discovering
sentence structures.

Warm-up Activity:
Display sentences on the board:
Simple: “The sun shines.”
Compound: “The sun shines, and the birds sing.”
Complex: “Although the sun shines, the wind feels cold.”
Compound-Complex: “Although the sun shines, the wind feels cold, and
the clouds are gathering.”
Teacher Prompts:

Ask:
“What do you notice about these sentences?”
“How does each type of sentence present information differently?”
Students discuss the role of each structure in adding variety and clarity to
texts.

2. Explanation (10 minutes)


Objective: Provide a clear explanation of sentence structures and their
organizational functions.

Teacher Presentation:
Simple Sentences: Express one idea clearly.
Example: “The cat sleeps.”
Function: Clarity and emphasis.
Compound Sentences: Link two ideas of equal importance.
Example: “The cat sleeps, and the dog barks.”
Function: Adds coordination.

Complex Sentences: Highlight one idea while supporting it with another.


Example: “Although the cat sleeps, the dog barks.”
Function: Adds depth and details.

Compound-Complex Sentences: Combine multiple ideas with clear


relationships.
Example: “Although the cat sleeps, the dog barks, and the bird flies.”
Function: Adds complexity and richness.

Write examples and their functions on the board.

3. Controlled Practice (10 minutes)


Objective: Allow students to practice identifying and using sentence
structures.

Activity: Categorize and Transform


Provide students with a handout containing mixed sentences.

Tasks:
Identify the type of sentence (simple, compound, complex, compound-
complex).
Transform the sentence into another structure.

Example Sentences:
“The boy ran quickly.” (Simple → Compound: “The boy ran quickly, and he
jumped over the fence.”)
“She was late because she missed the bus.” (Complex → Simple: “She was
late.”)

Outcome:
Student’s practice recognizing and creating varied sentence structures.

4. Skills Work: Collaborative Story Building (20 minutes)


Objective: Use varied sentence structures in creative and collaborative
writing.

Activity: Group Collaborative Story


Divide the class into groups of 4-5.
Provide each group with a culturally relevant prompt:
Example: “A day at the market,” “A village festival,” “An unexpected
storm.”

Instructions:
1. Each group writes a story by adding one sentence at a time.
2. Each sentence must follow a designated structure:
3. Student 1 writes a simple sentence.
4. Student 2 writes a compound sentence building on the first.
5. Student 3 writes a complex sentence adding more detail.
6. Student 4 writes a compound-complex sentence adding depth and
connections.

Example Collaborative Output:


Sentence: A storm approaches the village.
 Simple: “The clouds darkened.”
 Compound: “The clouds darkened, and the wind howled.”
 Complex: “As the clouds darkened, the villagers ran for shelter.”
 Compound-Complex: “As the clouds darkened, the villagers ran for
shelter, and the children cried for their parents.”

Sharing and Feedback:


Groups read their stories aloud.
Peers identify and comment on the sentence structures used.

5. Free Stage (5 minutes)


Objective: Encourage unrestricted and creative use of sentence
structures.

Activity: Individual Creative Writing


Students individually write a short paragraph using a mix of sentence
structures.
Prompt: “Describe your dream adventure.”

Example Output:
“I dream of visiting Japan. The cherry blossoms bloom in spring, and the
streets are vibrant with life. When I walk through the gardens, I feel at
peace. Although I’ve never been there, I know it will be an unforgettable
experience."

Wrap-Up and Reflection (5 minutes)


Reflection Questions:
“How do sentence structures affect the flow of information in a text?”
“Which sentence structure did you find easiest/hardest to use?"

Homework: Write a 150-word reflection on "My Most Memorable Day,"


incorporating all four sentence structures.

Assessment
Monitor participation in the collaborative story activity.
Evaluate group stories and individual paragraphs for sentence variety and
coherence.

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