This document outlines a lesson plan for a 7th grade English class on identifying sentences and changing fragments into sentences. The lesson includes reviewing the concept, providing examples of fragments and how to make them into sentences, and having students work in groups to change fragments into sentences and present their work. The goal is for students to understand the difference between sentences and fragments and be able to demonstrate this competence in both oral and written communication.

1. CHRIST THE KING COLLEGE
Gingoog City
STUDENT LEARNING PLAN
Department: High School
Subject/Level: English 7 Day/Date:
TransferGoal/s:
 Thelearnerdemonstratesmanifestedunderstandingofthe distinctive differencebetweensentencesand
sentencefragmentsbyidentifying sentencesandchangingfragmentstosentencesusingthemost
appropriatelanguageformsandfunctionstoachievecompetencebothoralandwrittencommunication.
Essential Understanding:
 Tobeunderstoodclearlyandcommunicateeffectively,one shouldspeakandwrite in sentences.
Essential Questions:
 HowwouldI changeafragmentintoa sentence?
 Howdo I knowthat a groupof words is a sentence?Whatdo I need to consider?
I. Preliminaries
Review: ManagementofLearning(MOL)in-charge
Focus:Identifyingsentences,ChangingFragmentstoSentences
Motivation:SHOWMESTRIPS
Showstrips in whichgroupsof wordsfrom the story “PROWESS OF ALIGUYON” are written. Thestudents
are involved in an interactivediscussion.
II.Lesson Development
A. Presentationof Concepts
 Students willknowhow to changefragmentstosentences.
 Students willshowwith spontaneitytheir realizationsin specific situationscited.
Doeseachwordgroupbelowmakesense?Why?
SinceinAmtulaoand Dumulaohadnoson
BecauseAliguyon was a strong, brilliantkid
TEACHER’SINPUT
Sentence Fragment The Reader Asks...
SinceAmtulaoandDumulaohadnoson Sincethey hadno son, what then?
BecauseAliguyon wasa strong, brilliantkid BecauseAliguyon wasa strong, brilliantkid,(so what)?
STUDENTS’CONTRUCTIVELEARNING (ESSENTIAL QUESTIONS)
SinceAmtulaoandDumulaohadnoson Whatshall be done tochange the fragmentintoasentence?
BecauseAliguyon wasa strong, brilliantkid How do you knowthatthisgroup ofwordsisnot a sentence?
StudentsPractice:(Board Work)
`
Attach the sentence
fragmentto another
sentence. Thatother
sentencecouldbe
beforeor after the
sentencefragment.
Since
Amtulaoand
Dumulaohad
no son
SinceAmtulao
andDumulaohad
no son, they
wishedfor a baby
from the anitos.
Since Amtulaoand Dumulaohadnoson, His parentsprayed for a babyto the anitos.
BecauseAliguyon wasa strong, brilliantkid, He wasadmiredbypeoplein Hannanga.

2. Makethefollowing fragmentssentences.
SentenceFragment
Sentence
Sinceheworks hard
BecauseI played inthe rain
If you respectothers
Activity:(seeattached ancillarysheet)
1. Students, in their qualitycircles,changefragmentstosentences,citebasisfor saying that a groupof
wordsis a sentence,andvalue responsibilityinlife in a presentation.Theirperformance,accuracyof
answer,and veracity of explanationwillbethe basesfor the evaluation.
Qualitycircle1: If I goto schoolearly
Qualitycircle2: When I study hard
Qualitycircle3:BecauseIparticipateinthe classroom discussion
Qualitycircle4: SinceI pickup piecesofpapersin the classroom
Qualitycircle5:In orderto get high grades
Qualitycircle6: If I noticethat myclassmateisnot listeningtothe discussion
Three(3)representativesfrom the groupwillpresentthe points of discussion.
Language Functionsprovided inthe presentationofoutput:
1. Oursentencefragmentis_________________________________.
2. We canmakethe fragmentas a sentencebymakingit ________________________________.
3. It is a sentencebecause______________________________________________.
4. (dependingonthefragment)I needto go to schoolbecause ________________________________.
B. BroadeningofConcept
 A groupof words, even how longit is, is not a sentenceunlessit conveys a completethought.
 With the absenceof the verb, a groupof word cannotbeconsideredasasentence.
1. How can we saythat a group of words is a fragment?
2. How can we saythat a group of words is a sentence?
3. How do we change fragments to sentences?
C. INTEGRATION
a) IgnacianCore/RelatedValues
Service-Concernfor othersand self
b) SocialOrientation
Beingsensitive to oneselfandone anotherto achievelaudableperformanceinschool.
c) LessonAcross Discipline
CL
d) Faith/Biblical Reflection(Activity))
Ephesians4:19 Theyhave lost allsensitivity andhave abandonedthemselves
ValuingQuestion/s: (impliedandstatedinthe performance-basedactivity)
1. What willyou do whenyour classmatetellsyou that he/she willcutclasses?
2. What willlikely happenifyou study hard?
3. Togethigh scores/grades,whatwillyou do?
Performance-based Evaluation
Thefollowinglearningaccomplishmentsareanticipated:
a. A presentationof a performancetaskhittingthree targets:
 Changingfragmentstosentence
 Valuingresponsibilitiesinlife

3.  Citingbasis for callingagroupof wordsa sentence
Theoutputandperformancewillbejudgedaccordingtothefollowingrubric:
III. Summary
What have you learned?
What is the significance in using sentences in oral and written communication at all times?
IV. Purposive Assignment
Compose a one paragraph essay composition about your resolutions in your studies.
(We will use your composition for tomorrow’s evaluation of your ability to construct sentences and do away
from fragments)
References / Instructional Materials:
Grammar Demystified pages 32-35
EnglishCommunication Arts and Skills Through Filipino Literature (2010), Milagros G. Lapid, et.al, pp 96-97
Manila papers as visual aid
Prepared by:
MR. JAYSON S. DIGAMON
Teacher
Checked by:
_________________________
AC
________________________
Principal
Date:
___________________________
Status of Implementation
____ Implemented
____ Partially Implemented
____ Not Implemented
Remarks:
Modifications:
Date Observed: ____________
Observed by: ______________
Remarks:
Rubric:
a. Accuracyof answer 5
b. Basis for answer 5
c. Justification 5
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