Complex sentences Meta Demo for Grade 8 K-12 + Annotated lesson plan

1. Complex Sentences: Meta-Demo
(GRADE 8)
MMDG III-17 BSE ENGLISH

2. OBJECTIVES
• At the end of the
lesson, the students
will be able to:
– Define subordinators
– Differentiate
independent from
dependent clauses
– Formulate complex
sentences

3. PROCEDURE
ELICITATION
• The teacher will tap into the student’s
memory of past science trivia learned in
Science 1 class.
• The teacher will ask the students to try
and explain something about what they
can remember about the set of trivia.

4. Science Time!
Do you remember the science trivia
behind these images/phrases?

5. The true color of a leaf?

6. Male human beings: their future on
earth

7. Water on your Tongue

8. • From their answers, certain
sentences will be lifted and written
on the board and the teacher will ask
the class to take note of the
structure of the sentences/phrases.

9. • In this part, the
students will be
motivated and
challenged by trying to
recall past lessons from
another class. Science
trivia were utilized to
elicit some sentences
out of the learners. Not
only is this fun (for most
students), it also
strengthens their
previous schema from
that class.

10. Procedure
Highlighting of Form
• The teacher will ask the class to recall
what they know about Simple Sentences
…

11. Do you remember your…

13. How about…

16. Coordinating Conjunctions
F.A.N.B.O.Y.S.
For
And
Nor
But
Or
Yet
So

18. •Through the recall, the teacher may
then be able to instruct the class to pin
point the parts of a complete sentence
from their classmates’ answers
(Encircle the Subject; Box the
Predicate). The students will
eventually notice that there’s a part
they can’t identify.

20. TYPES OF SENTENCES
(According to structure)

21. • The teacher will now discuss
Complex sentences by
introducing Subordinators and
Clauses (Independent and
Dependent clauses)

23. What’s so “Complex”
about Complex
Sentences?

24. Complex Sentences
Two or more clauses (independent
+ dependent clause) joined with
a subordinating conjunction.
If you begin a sentence with a subordinating conjunction,
there MUST be a comma after the first clause.
Ex.
Unless you want trouble, you should stop.
You should stop because I’m getting mad.

25. What are clauses?

26. Clauses:
• An independent
clause is a clause
that can stand on its
own, by itself.
• An independent
clause can be as
simple as a subject
and a verb:
Jim reads.
• A dependent clause is a clause that
does not express a complete though
• There is either a:
Marker Word (Before, after, because,
since, in order to, although, though,
whenever, wherever, whether,
while, even though, even if) or a,
Conjunction (And, or, nor, but, yet)
• Dependent clauses MUST be joined
to another clause, in order to avoid
creating a sentence fragment.
Because I forgot my
homework.

27. Because I forgot my homework.

28. What are subordinators?

29. • Subordinators have an interesting effect on
words in a sentence. A clause (S +V) without a
subordinator can stand alone as a complete
statement.
I went to the store yesterday.
(Complete statement)
• But…

30. … when a subordinator is added, the statement
seems incomplete.
When I went to the store yesterday, . . .
(Well, what happened?)
• The subordinating clause becomes dependent on
something else to complete its meaning:
When I went to the store yesterday, I saw an old
friend.
(Idea is complete)

31. Subordinating Conjunctions
Most common subordinators
After Now that When
Although Once Whenever
As Since Where
Because That Wherever
Before Though While
Even if Unless
If Until

33. •Let’s check your classmates
sentences and see what
type (according to
structure) is it

34. • For the highlighting of forms,
the topic is slowly introduce
by allowing them to piece
together bits of information
about previous lessons on
simple sentences,
subordinators
(conjunctions), and the
clauses (independent and
dependent). It is necessary
that the teacher prepares
the students this way so that
then idea of a longer and
more “complex” sentence
will be easier to learn.

35. PROCEDURE
Controlled Practice
• The teacher will ask the students to find a
partner for the next activity.
• The students will be given worksheets to
complete. (Southwinds, p. 41)
• They will take turns in answering.
• After completing the worksheets, each pair will
summarize everything they’ve gathered and
share them with the class.

36. • Collaboration is
highly encouraged
through this activity.
Peer feedback is
necessary in
correcting errors.
• Practice will ensure
that the students
really did understood
the previous concept.

37. PROCEDURE
Guided Practice
• The class will be divided into four or five
groups. The teacher will let them
compete in the “Menu Wars”/
MasterChef game.

40. Instructions:
• The class will be divided in two.
• Think of a name for your restaurant; choose
your Executive Chefs
• Your teacher will be your host!
• Each group MUST outsmart the other in
creating SENTENCES from their individual
“Menu” (composed of both INDEPENDENT
and DEPENDENT clauses)

41. Instructions:
• The teacher (host) will be presenting a “Secret
Ingredient” (contains the SUBORDINATOR) first.
This will be the BASIS for the “dishes” (clauses)
that’ll be served by each team.
• Toss coin/rock, paper, scissors will determine who
will be the first to “serve”
• Once the first restaurant finishes a turn, the other
competitor must look for a corresponding dish
(clause) that’ll go up against the other.

42. Instructions:
• There’ll be THREE chosen “Master Chefs”
(judges). They will determine who will win
based on these simple criteria:
– Does the dish (clause) complement the “Secret
Ingredient” (subordinator)? (if so a point goes to
the team who served first)
– Does the sentence formed make sense? (if so a
point goes to the second team)

46. • Just like in the
previous pair-work,
collaboration is also
strengthened here, in
a larger group this
time. This presents a
suitable environment
for the students and
interactional
feedback is at play.

47. PROCEDURE
Free Stage
• The students will have to write a short letter
containing any concern they may have
(personal, school/academics-related, socio-
political/economical, environmental, etc.) to
the editorial column “3AM Angst Club”. They
must be able to utilize their newly learned
knowledge on Complex sentences in forming
longer (but meaningful) sentences. It must only
be a paragraph or two long.

48. ASSIGNMENT
The teacher will provide this homework:
Write a script for a children’s TV Broadcast that explains:
• the importance of eating right
• climate change/global warming and how do we make a
difference
• the bad effects of playing too much computer
games/watching too much TV
to a young audience (of age 10 or 11).
Make sure that you will utilize longer sentences,
especially Complex sentences.
Be prepared for presentation next meeting.

49. *Photo credits remain to the each respective owner