Lesson Title Time Frame Prepared by:

Types of Sentences According to Use 45 minutes Roselyn Mae Lanuzo

I. Objectives
At the end of the lesson the students should be able to:

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.

3. Read sentences correctly and clearly with expressions.

4. Show teamwork and cooperation through participating in a group activity.

II. Contents

Topic References Materials

Different Types of Sentence Grammar and Composition 4 by Visual Aids, Charts, Flash Cards,
According to Structure Prentice Hall Pictures, Name Tags

Proficiency in English 8 by Simeon

Tabunda

Procedure
A. Learning Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for the day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new topic today?’ “Yes Ma’am!”
Teacher’s Activity Student’s Activity

“Okay that’s good, so let’s begin this with a group activity! Are you “Yes Ma’am!”
ready?

Motivation
Group Activity:

MORE FROM TEACHERPH

TEACHING & EDUCATION

Sample Lesson Plan in Grade 8 Mathematics
The students will be divided in to four; each group will be given pieces of paper with words written on them. They will be
asked to arrange the words in order to make a sentence.

They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?

3. Please give the certificate.

4. I can’t believe it! We won!

Teacher Students

Presentation (Students will give their answers)

“Very nice! I am very pleased you were able to finish the task given to
you. Now let’s discuss your answers. Anybody who can tell me what
he/she notices with the following sentences?”

Discussion (Student will volunteer to read the first

sentence: “A declarative sentence states a
“Very good observation! Now, let me introduce you the four types of fact or opinion and ends with a period.)
sentences. Would someone read this sentence for me?”

“Thanks. Now, let’s take a look at the sentence that group 1 came up (Student answers: Ma’am, because it gives
with. This one is a declarative sentence. Could you tell me the reason an idea and it states a fact. It also ends
why it’s classified as declarative?” with a period)

“Very good. Well said. Now, can somebody give me an example of a (Students answer)
Teacher Students

declarative sentence?”

“Nice answers! Now let’s talk about the second type of sentence. Would (Student will volunteer to read the first
someone read the definition written on the board?” sentence: “An interrogative sentence asks
a question and ends with a question mark.)

“Nice one and could you give me an example as well?” (The student will give an example.)

“Very good! It’s easy to understand, right? Remember that an “Yes, Ma’am!”
interrogative sentence ends with a question mark. The sentence that
group 2 came up with is an example of it! Did you get it?”

I also want to remind you that you have to read an interrogative sentence “Yes, Ma’am!”
well. You have to sound like you’re really asking a question. Don’t just
read it as if it’s a declarative sentence so you won’t be misunderstood
when someone listens to you.”

“That is wonderful! So let’s proceed to the next type of sentence which is “An imperative sentence expresses a
the imperative sentence. Read the definition, ____________.” request or gives a command or direction. It
also and ends with a period or exclamation
mark.”

“Thanks. Now, let’s check the sentence that group 3 came up with. It (A student volunteers and answers:
ends with a period but that doesn’t mean it’s a declarative sentence. Can Ma’am, it’s because the sentence do not
somebody explain the class why?” state a fact an opinion. It states a request.)

“You got it! Perfect! Now, I want you class to give me an example of an (students volunteer to give their answers)
imperative sentence that gives an order or direction.”

“Oh! Well done! So, what about an imperative sentence that expresses a (students volunteer to give their answers)
request?”

“Oh! I could see that you got a little confused with the imperative (Student reads: “An exclamatory sentence
sentence but I am glad you were able to get its function. Nice try for conveys emotion and ends with an
those who gave their answers! Now let’s discuss the last type of exclamation mark.”)
sentence. Exclamatory sentence. Read the definition, ___________.”

“Thanks. That’s good. Now, I know you’ll find it very easy to understand (students volunteer to give their answers)
Teacher Students

its function. Can somebody give me an example?”

“Well done, class! Do you have any questions? Any clarifications?” (students says no)/(students asks
questions)

Analysis (students answer)

“Nice. I am pleased with your participation. Now let’s have a short activity
before you take the quiz.”

“Using the pictures shown on the board, I want you to form different (students answer)
types of sentences according to function.”

Picture 1 (student answers:

1. Declarative: Daniel Padilla is an actor.

2. Interrogative: Is he famous?
3. Imperative: Could you please give me
his phone number?
4. Exclamatory: OMG! It’s I saw Daniel
Padilla!)

Picture 2 (student answers:

1. Declarative: They are asking for

directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please tell us
how to get there?
4. Exclamatory: Help! We are lost!)

Picture 3 (student answers:

1. Declarative: The team won the contest.

2. Interrogative: Did they win the contest?
3. Imperative: Let’s clap our hands for the
winning team!
4. Exclamatory: Hurray! We won!)

Picture 4 (student answers:

1. Declarative: She reach the mountain

top.
2. Interrogative: Did she hike alone?
Teacher Students

3. Imperative: Please take me to the

mountain top.
4. Exclamatory: At last! I reached the top!)

Generalization (students answer)

“Now, class, let’s remember that sentences have four functions. They
can be declarative, interrogative, imperative or exclamatory. Can you
again tell me the differences of the four?”

“And let us also remember the right punctuations to use when forming a
sentence.”

Application

Group Activity: Make a short presentation depicting different situations. Make sure to use all types of sentences.

Group 1: You and your friends are in a concert.

Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

Evaluation

Directions: Read each sentence carefully and identify their function. Write DC if it is declarative, INC if it is interrogative,
IMC if it is imperative and EC if it is Exclamatory.

1. Samar Island is known for its beautiful caves and water falls.
2. Did the organization approve her proposal?

3. Isn’t her voice magnificent!

4. It’s a baby boy!

5. Call the insurance agent, please.

6. Watch out for that car!

7. What harm did the delay cause?

8. Most people do enjoy taking risks.

9. Is there anything else that I can get you?

10. Keep off the grass.

Assignment

Write a short narrative about your most unforgettable experience. Use at least 4 declarative, 4 imperative, 4 exclamatory
and 4 interrogative sentences.
 Sample Lesson Plan in Grade 8 Mathematics
Third Quarter

Topic: Components of Geometry

Week: 1
Date: November 7-8, 2016

I. Objectives:

1. Describe the undefined terms in geometry

2. Identify names/labels of the undefined terms in geometry

3. Inculcate appreciation during the discussion

II. References:

 Escaner IV et al; Spiral Math 8; p. 141-142

Materials: activity sheets

III. Essential Questions:

 What are the undefined terms in geometry?

 What things in the real world can represent these undefined terms?

 Why are they undefined?

IV. Procedure:

 Introduce to the class the undefined terms in geometry

 Ask the class the description of each undefined term

 Explain to the students how to name or label the undefined terms in geometry

 Let the students name or label the drawn undefined terms

 Ask the class why these terms cannot be defined

 Let the students identify real life objects that represent the undefined terms

V. Assessment:

 Exercises 9.1.1A, B and D; p. 143-144; Spiral Math 8

VI. Assignment:

 Differentiate postulate and theorem.

REMARKS:

Topic: Postulates/Axioms, Theorems, and Corollaries

Week: 1
Date: November 9-10, 2016

I. Objectives:

1. Determine the axioms and theorems used in geometry

 2. Apply the axioms and theorems in drawing objects

3. Inculcate discipline during the discussion

II. References:

 Escaner IV et al; Spiral Math 8; p. 142

Materials: activity sheets

III. Essential Questions:

 How is a postulate different from a theorem?

 What are the basic postulates in geometry?

 What are the basic theorems in geometry?

IV. Procedures:

 Ask the class the difference between postulate and theorem

 Give examples of postulates and theorems

 State the basic postulates in geometry with illustrations

 State the basic theorems in geometry with illustrations

 Let the student disprove the postulates and theorems

V. Assessment:

 Exercises 9.1.1 C p. 143; Reinforcement 9.1.1 B p. 144; Spiral Math 8

VI. Assignment:

 Study about conditional statements.

REMARKS:

Topic: Conditional Statements

Week: 2
Date: November 15-16, 2016

I. Objectives:

1. Define a conditional statement

2. State the inverse, converse and contra-positive of a conditional statement

3. Inculcate understanding during the discussion

II. References:

 Escaner IV et al; Spiral Math 8; p. 145-146

Materials: activity sheets

III. Essential Questions:

 What is a conditional statement?

  When is a conditional statement true?

 How do you form the inverse, converse and contra-positive of a conditional statement?

IV. Procedure:

 Give an example of a conditional statement

 Let the students identify if a given sentence is a statement or not

 Give the other forms of statements

 Introduce to the class the connectors used in the forms of statements

 Explain to the class how a conditional statement be true or how it can be false

 Give examples of inverse, converse and contra-positive of a conditional statement

 Explain how the truth value of the conditional statement affect its inverse, converse, and contra-positive

V. Assessment:

 Exercises 9.2 p. 146; Spiral Math 8

VI. Assignment:

 Reinforcement 9.2 p. 147; Spiral Math 8

REMARKS: