LESSON EXEMPLAR

Grade Level: ___________ Learning Area: _______________ Quarter: __________ Duration:

_____

• Intended Learning Outcomes

Knowledge To identify the simple past of the verb.
Skills To convert the present form of the verb to simple past.
Attitude To write the simple past of the verb.
Values Productivity and Social responsibility
• Learning Content/s Simple Past
Concept The simple past is a verb tense that is used to talk
about things that happened or existed before now.
Reference/s https://www.grammarly.com/blog/simple-past/
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Explore The teacher will ask the students to convert the present form of
the verb into simple past.
Explain The simple past is a verb tense that is used to talk about things
that happened or existed before now.

For regular verbs, add -ed to the root form of the verb (or just -
d if the root form already ends in an e):

Play→Played Type→Typed Listen→Listened Push→Pushed

Love→Loved

Example: Wolfgang entered a hula hoop contest.

For irregular verbs, things get more complicated. The simple past
tense of some irregular verbs looks exactly like the root form:

Put→Put Cut→Cut Set→Set Cost→Cost Hit→Hit

Example: He hit the button.

For other irregular verbs, including the verb to be, the simple
past forms are more erratic:

See→ Saw Build→ Built Go→ Went Do→ Did Rise→ Rose

Am/Is/Are→ Was/Were
 Example: He won the silver medal.

Elaborate The teacher will ask the students to write the simple past of the
verb according to the given verb.
Evaluate Directions: Write the simple past of the verb.

1. It has been ages since I last saw him. (see)

2. The old man walked across the street. (walk)

3. The cat drank all the milk. (drink)

4. The cow produced all the milk. (produce)

5. The children read the books. (read)

6. The teacher did her job. (do)

7. I was here. (am)

8. He won a medal. (win)

9. She went to the mall. (go)

10. His girlfriend loved her. (love)

• Concluding Activity

Prepared by:
 LESSON EXEMPLAR
Grade Level: ___________ Learning Area: _______________ Quarter: __________ Duration:
_____

• Intended Learning Outcomes

Knowledge To identify the kinds of sentences according to structure.
Skills To construct each sentence.
Attitude To label the kinds of sentences according to structure.
Values Productivity and Concern for Others
• Learning Content/s Kinds of sentences according to structure
Concept 4 Kinds of Sentences According to Structure

Simple Sentence Structure

A simple sentence consists of one independent clause. (An

independent clause contains a subject and verb and expresses a
complete thought.)

Compound Sentence Structure

A compound sentence is two (or more) independent clauses joined

by a conjunction or semi-colon. Each of these clauses could form a
sentence alone.

Complex Sentence Structure

A complex sentence consists of an independent clause plus a

dependent clause. (A dependent clause starts with a subordinating
conjunction or a relative pronoun, and contains a subject and verb,
but does not express a complete thought.)

Compound Sentence Structure

A compound sentence is two (or more) independent clauses joined

by a conjunction or semi-colon. Each of these clauses could form a
sentence alone.

Reference/s https://www.englishclub.com/grammar/sentence/sentence-
structure.htm
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• Learning Experiences (5 Es)
Engage
Explore The teacher will ask the students to identify the kinds of sentence
according to structure.
 Explain Sentence - a set of words that is complete in itself, typically
containing a subject and predicate, conveying a statement,
question, exclamation, or command, and consisting of a main clause
and sometimes one or more subordinate clauses.

4 Kinds of Sentences According to Structure

Simple Sentence Structure

A simple sentence consists of one independent clause. (An

independent clause contains a subject and verb and expresses a
complete thought.)

Example: I like coffee.

Compound Sentence Structure

A compound sentence is two (or more) independent clauses joined

by a conjunction or semi-colon. Each of these clauses could form a
sentence alone.

Example: I like coffee and Mary likes tea.

This uses the seven coordinating conjunctions:

- and, but, or, nor, for, yet, so

Complex Sentence Structure

A complex sentence consists of an independent clause plus a

dependent clause. (A dependent clause starts with a subordinating
conjunction or a relative pronoun, and contains a subject and verb,
but does not express a complete thought.)

Example: We missed our plane because we were late.

This uses subordinating conjunctions:

after, although, as, because, before, how, if, once, since, than, that,
though, till, until, when, where, whether, while

Compound-Complex Sentence Structure

A compound-complex sentence consists of at least two

independent clauses and one or more dependent clauses.

Example: John didn't come because he was ill so Mary was not
happy.

Elaborate The teacher will ask the students to construct their own sentences
using the four kinds.
 Evaluate Directions: Label the sentences if it is Simple, Complex, Compound
and Compound Complex.
1. Mary likes tea.

2. Mary went to work but John went to the party.

3. Our dog barks when she hears a noise.

4. He left in a hurry after he got a phone call but he came back five
minutes later.

5. The earth goes round the sun.

6. The car breaks down for it needs to be repaired.

7. He left in a hurry after he got a phone call.

8. He left in a hurry after he got a phone call but he came back five
minutes later.

9. I‘m happy.

10. I‘m happy, but my kids are always complaining.

• Concluding Activity

Prepared by:
 LESSON EXEMPLAR
Grade Level: ___________ Learning Area: _______________ Quarter: __________ Duration:
_____

• Intended Learning Outcomes

Knowledge To define the term "conjunction".
Skills To differentiate the different types of conjunctions.
Attitude To identify the different types of conjunctions.
Values
• Learning Content/s Different types of Conjunctions
Concept Coordinating conjunctions allow you to join words, phrases, and
clauses of equal grammatical rank in a sentence. The most
common coordinating conjunctions are for, and, nor, but, or,
yet, and so; you can remember them by using the mnemonic
device FANBOYS.

Correlative conjunctions are pairs of conjunctions that work

together. Some examples are either/or, neither/nor, and not
only/but also.

Subordinating conjunctions join independent and dependent

clauses. A subordinating conjunction can signal a cause-and-effect
relationship, a contrast, or some other kind of relationship
between the clauses. Common subordinating conjunctions
are because, since, as, although, though, while, and whereas.
Sometimes an adverb, such as until, after, or before can function
as a conjunction.

Reference/s https://study.com/academy/popular/conjunctions-lesson-
plan.html
IMs Laptop, Visual Aid
• Learning Experiences (5 Es)
Engage

Explore The teacher will ask the students to identify the different kinds of
conjunctions.
Explain Conjunctions are words that link other words, phrases, or clauses
together.

Coordinating conjunctions allow you to join words, phrases, and

clauses of equal grammatical rank in a sentence. The most
common coordinating conjunctions are for, and, nor, but, or,
 yet, and so; you can remember them by using the mnemonic
device FANBOYS.

Example: We needed a place to concentrate, so we packed up our

things and went to the library.

Correlative conjunctions are pairs of conjunctions that work

together. Some examples are either/or, neither/nor, and not
only/but also.

Example: Not only am I finished studying for English, but I’m also
finished writing my history essay. I am finished with both my
English essay and my history essay.

Subordinating conjunctions join independent and dependent

clauses. A subordinating conjunction can signal a cause-and-effect
relationship, a contrast, or some other kind of relationship
between the clauses. Common subordinating conjunctions
are because, since, as, although, though, while, and whereas.
Sometimes an adverb, such as until, after, or before can function
as a conjunction.

Example: I can stay out until the clock strikes twelve.

Elaborate The teacher will ask the students to differentiate the kinds of
conjunctions.
Evaluate Directions: Identify what kind of conjunction is used in the
sentence.

1. He was late for school, so he took a shortcut.

2. Because it was raining, we had to cancel the class picnic.
3. He not only plays the guitar but also the drums.
4. She doesn't like coffee, nor does she like tea.
5. The house was a mess after the crazy party we had last
night.
6. He doesn't go skiing any more, since he had the accident.
7. Not only did Mary grill burgers for
Michael, but she also fixed a steak for her dog, Vinny.
8. I will either go for a hike or stay home and watch TV.
9. He is not only intelligent, but also very funny.
10. Anna loves singing and Madonna loves dancing.

• Concluding Activity

Prepared by:
 LESSON EXEMPLAR
Grade Level: ___________ Learning Area: _______________ Quarter: __________ Duration:
_____

• Intended Learning Outcomes

Knowledge To identify the plural form of nouns.
Skills To convert the singular nouns to plural.
Attitude To give the plural noun of the words.
Values
• Learning Content/s Number of Nouns
Concept Singular number is used when the noun refers to one item. Plural
number is used when the noun refers to more than one item.

Regular Plurals and Irregular Plurals

Reference/s https://studylib.net/doc/9688953/singular-and-plural-nouns-
lesson-plan
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Explore
Explain Singular number is used when the noun refers to one item. Plural
number is used when the noun refers to more than one item.

Examples: cat > cats, dog> dogs,

Regular Plurals

The regular plural ending of an English noun is -s.

Singular noun ending -s, -ss, -ch, -x, -zz add –es for plural form.

Examples: focus> focuses, princess> princesses, church>

churches, box> boxes, buzz> buzzes

Singular noun ending –o add -s or –es.

Examples: hero> heroes, piano> pianos, potato> potatoes

Singular noun ending consonant –y change(y>i) add –es.

Examples: baby> babies, hobby> hobbies

Singular noun ending vowel –y add –s.

 Examples: key> keys, ray> rays

Singular noun ending –f add –s or change (f>v) add es.

Example: hoof> hoofs or hooves, dwarf> dwarfs or dwarves,

thief> thieves, roof> roofs

Singular noun ending –fe change (fe> ve) add –s.

Examples: knife> knives, life> lives

Irregular Plurals

Some nouns have two plural forms.

Example: fish> fishes

Some of them have the same form in the singular and plural.

Examples: a sheep> ten sheep, a deer> seven deer

A few change a vowel to form the plural.

Examples: man> men, woman> women, foot> feet, mouse> mice

Some nouns form the plural with -en.

Example: child> children, ox> oxen

Elaborate The teacher will ask the student to identify the plural forms of
nouns.
Evaluate Directions: Write down the correct form of the plural.

1. city -

2. boy -

3. life -

4. man -

5. woman -

6. box -

7. hobby -

8. family -

9. wife -

10. student -

Concluding Activity
Prepared by:

LESSON EXEMPLAR
Grade Level: ___________ Learning Area: _______________ Quarter: __________ Duration:
_____

• Intended Learning Outcomes

Knowledge
Skills
Attitude
Values
• Learning Content/s Report and Direct Speech
Concept

Reference/s
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Engage

Explore

Explain

Elaborate
Evaluate
• Concluding Activity

Prepared by:
 LESSON EXEMPLAR
Grade Level: ___________ Learning Area: _______________ Quarter: __________ Duration:
_____

• Intended Learning Outcomes

Knowledge To define the term "pronouns".
Skills To convert the subject to personal pronouns.
Attitude To give the personal pronouns of the subject.
Values
• Learning Content/s Personal Pronouns
Concept Personal Pronouns each of the pronouns in English
( I, you, he, she, it, we, they, me, him, her, us, and them ) comprising
a set that shows contrasts of person, gender, number, and case.

Reference/s
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Engage

Explore

Explain Pronouns- substitute of a noun.

Personal Pronouns each of the pronouns in English

( I, you, he, she, it, we, they, me, him, her, us, and them ) comprising
a set that shows contrasts of person, gender, number, and case.

Personal Pronouns Singular (1) Plural (2 or

more)

First Person (speaking about I, me we, us

oneself)
 Second Person (speaking to the you you
reader or listener)

Third Person (speaking about she, her, they, them

someone or something else) he,

him, it

Examples: Mother> She,

People> They,

Dog> It,

Birthday> It

Elaborate

Evaluate Directions: Give the personal pronouns of the underlined words.

1. Jennifer is at the meeting.

2. The dog is barking.
3. John works the whole day.
4. People are celebrating Christmas.
5. Father is paying taxes.
6. The car is running fast.
7. Bells, bells, bells are everywhere during Christmas.
8. Time has come.
9. I borrowed his book.
10. Children love cookies.
• Concluding Activity

Prepared by:
8 Parts of Speech (Conjunctions) /

Subject Verb Agreement (Simple Past) /

IPA (Direct Report Speech) /

Number of Nouns /

Kinds of Sentences according to structure /

Pronouns /