Grammer - Senior Secondary 1 - Types of sentences

SUBJECT: GRAMMAR

TERM: 3^RD TERM

WEEK: 1

CLASS: Senior Secondary School 1
AGE: 15 years
DURATION: 2 periods of 40 mins each
DATE:
TOPIC: Types of Sentences
CONTENT: Simple and Compound Sentences
SPECIFIC OBJECTIVES: By the end of the lesson, Learners should be able to:
a. Define a sentence
b. Identify and differentiate between simple and compound sentences
c. Construct examples of both types of sentences

SET INDUCTION: The teacher writes two sample sentences on the board (one simple, one compound) and asks learners to compare their structures.
INSTRUCTIONAL TECHNIQUES: Discussion, Pair Work
INSTRUCTIONAL MATERIALS: Flashcards with sentence examples, charts showing sentence types

INSTRUCTIONAL PROCEDURES:

PERIOD 1 AND 2: Types of Sentences

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	INTRODUCTION	The teacher revises parts of speech briefly, then introduces the topic by asking: “What is a sentence?” She explains that a sentence expresses a complete thought.	Learners listen, recall past knowledge, and respond to the question.
2	EXPLICIT INSTRUCTION / TEACHER MODELLING	The teacher explains: Simple Sentence: A sentence with one independent clause (e.g., I like reading.) Compound Sentence: A sentence with two independent clauses joined by a coordinating conjunction (e.g., I like reading, and my brother likes writing.)	Learners take notes and ask questions.
3	EVALUATION	The teacher gives examples and asks learners to identify whether each is simple or compound	Learners respond and give justifications.
4	CLASS-WORK	The teacher gives the following sentences: 1. She runs fast. 2. I came, and I saw. 3. We play football every evening. 4. He studied hard, so he passed. Learners identify and label each.	Learners write the answers and submit.
5	ASSIGNMENT	1. Write 3 simple and 3 compound sentences. 2. Underline the conjunctions in the compound sentences.	Learners complete the task at home.
6	CONCLUSION	The teacher reviews responses, gives feedback, and reinforces the use of coordinating conjunctions in compound sentences.	Learners ask questions and correct errors.