Grammer - Senior Secondary 2 - Sentence structure

SUBJECT: GRAMMAR

TERM: 3^RD TERM

WEEK: 10
CLASS: Senior Secondary School 2
AGE: 16 years
DURATION: 2 periods of 40 mins each
DATE:
TOPIC: Sentence Structure
CONTENT: Complex, Compound, and Compound-Complex Sentences
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify and explain complex sentences, compound sentences, and compound-complex sentences.
b. Give examples of each type of sentence structure.
c. Use the different sentence structures in writing and speaking.

SET INDUCTION: The teacher shows a simple sentence and asks the learners to combine it with other sentences, prompting a discussion about sentence structure.
INSTRUCTIONAL TECHNIQUES: Discussion, Group Activities, Demonstration
INSTRUCTIONAL MATERIALS: Sentence strips, whiteboard, markers

INSTRUCTIONAL PROCEDURES:
PERIOD 1 AND 2: Sentence Structure

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS’ ACTIVITY
1	INTRODUCTION	The teacher introduces the topic by showing a simple sentence and asking the learners how they could make it more complex or elaborate. Example: "I went to school."	Learners engage by discussing how the sentence can be expanded or combined with other ideas.
2	EXPLICIT INSTRUCTION / TEACHER MODELLING	The teacher explains the three sentence structures: Simple sentence: A sentence with one independent clause (e.g., "I went to school"). Compound sentence: A sentence with two or more independent clauses joined by a conjunction (e.g., "I went to school, and I studied."). Complex sentence: A sentence with an independent clause and one or more dependent clauses (e.g., "I went to school because I had a test."). Compound-complex sentence: A sentence with at least two independent clauses and one or more dependent clauses (e.g., "I went to school because I had a test, and I studied hard.").	Learners observe, take notes, and ask questions to clarify their understanding.
3	EVALUATION	The teacher asks learners to identify and explain whether a set of example sentences is a simple, compound, complex, or compound-complex sentence.	Learners respond and identify sentence types.
4	CLASS-WORK	The teacher writes various sentences on the board and asks the learners to categorize them based on the sentence structure: 1. "She likes reading, and he enjoys writing." (Compound) 2. "Although it was raining, we went out for a walk." (Complex) 3. "I finished my homework, but I did not study for the test." (Compound) 4. "I went to the store because I needed milk, and I also bought bread." (Compound-complex)	Learners work in pairs or small groups to categorize the sentences and provide explanations for their answers.
5	ASSIGNMENT	1. Write five compound sentences. 2. Write five complex sentences. 3. Write five compound-complex sentences.	Learners complete the assignment at home.
6	CONCLUSION	The teacher summarizes the lesson and provides feedback on the class-work. The teacher reminds the learners of the importance of sentence structure in writing and speaking.	Learners review corrections and ask any remaining questions for clarity.