Compound Sentence - 1

SEMI-DETAILED LESSON PLAN
IN ENGLISH 6
I. Objectives
At the end of the lesson, the students are expected to:
a. differentiate the structure of the sentence;
b. construct compound sentences;
c. combine two independent clauses to create meaningful sentences using the proper
conjunction/connector; and
d. value the significance of learning sentence structures in communication.
II. Subject Matter

A. Topic: Compound Sentence
B. Reference: 1. Textbook Pages:
C. Additional Materials from Learning Resources (LR) Portal:
D. Materials: PowerPoint Presentation and other Visual Aids
III. Procedure
A. Daily Routine
 Prayer
 Greetings
 Checking of Attendance
 Review of the previous lesson
B. Lesson Proper
i. Priming
 Let the pupils watch a video presentation (Simple, Compound, and
Complex Sentences)
ii. Activity
 The pupils will be grouped into three (3). Each group will be given two
(2) boxes. The first box will be filled with cut out simple sentences and
separate conjunction words on the second box. Each pupil will draw one
(1) cut out simple sentence from the box. Let each pupil choose his/her
partner for the sentence to pair with. Let each pair draw a conjunction
word and let them put the two simple sentences together with the
conjunction word to make a compound sentence. These will make funny
sentences but the kids really get the hang of combining two simple
sentences into one compound sentence.
iii. Analysis
 How many ideas does each sentence express? (when combined)

 How do the combined sentences differ from the original uncombined
sentences?
 What do you call these combined sentences?
 Why do we need to learn the structure of these sentences?
iv. Abstraction
A compound sentence has two independent clauses expressing two

independent ideas. The clauses are connected by the following
conjunctions / coordinators:
F – for
A – and
N – nor
B – but
O – or
Y – yet
S – so
These conjunctions are used in the following conditions/situations:
Examples:
1. Filipinos and Americans are in most ways similar, but there are still
differences between them.
2. God gave us light and we should give thanks to Him.
3. We need sunlight and plants and animals need it, too.
4. Lightning flashed all night but it didn’t rain.
5. The mouse saw the cat but the cat didn’t see it.
v. Application
 Oral Recitation
A. Call on a number of students to give an example of a compound

sentence combined by a conjunction/connector. Let each pupil
identify the independent clauses and the connecter that combines
them.
B. Let the students combine each pair of sentences using
conjunctions/coordinators to form a compound sentence. The first
one is done for them. Let them write the sentences on their
notebooks.
1. The spaceship landed.

A Strange creature got out.
The spaceship landed and a strange creature got out.
2. Lighting flashed all night.

It didn’t rain.
____________________________________________________.
3. Two runners lit the torch.

The Olympic Games began.
____________________________________________________.
4. Uncle Mario didn’t see the snake.

He would have jumped back.
____________________________________________________.
5. The mouse saw the cat.

The cat didn’t see it.
____________________________________________________.
6. Romeo wants to build a model house.

He has no place to work on it.
____________________________________________________.
7. The amusement park was open.

The children were lining up for the rides.
____________________________________________________.
8. Lino picked up his things.

He ran for the bus.
____________________________________________________.
9. Father goes fishing often.

He doesn’t like to eat fish.
____________________________________________________.
10. Volleyball is fun.

It is a good exercise.
____________________________________________________.
IV. Evaluation
Direction: Match the sentences in columns A and B to make a meaningful

compound sentence. Write the letter of the correct answer in your
notebook.
A B
_____ 1. The boy ran fast. a. and readers enjoy reading them.
_____ 2. Some men cleaned the b. and he shouted for his Mom.
school building.
c. and the crowd applauded their number.
_____ 3. Newspapers inform us
about a lot of things.
d. and the wives helped them happily.
_____ 4. Cute little girls danced
gracefully. e. and obeyed his father.
V. Assignment
Direction: Construct two (2) compound sentences using the coordinating

conjunction given. Pick out the two (2) independent clauses. Follow the
template below:
Coordinating
Compound Sentence Independent Clauses
Conjunction
1.
and 1.
2.
1.
but 2.
2.

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SEMI-DETAILED LESSON PLAN

II. Subject Matter

B. Reference: 1. Textbook Pages:

C. Additional Materials from Learning Resources (LR) Portal:

D. Materials: PowerPoint Presentation and other Visual Aids

 How many ideas does each sentence express? (when combined)

A compound sentence has two independent clauses expressing two

These conjunctions are used in the following conditions/situations:

A. Call on a number of students to give an example of a compound

1. The spaceship landed.

2. Lighting flashed all night.

3. Two runners lit the torch.

4. Uncle Mario didn’t see the snake.

5. The mouse saw the cat.

6. Romeo wants to build a model house.

7. The amusement park was open.

8. Lino picked up his things.

9. Father goes fishing often.

10. Volleyball is fun.

Direction: Match the sentences in columns A and B to make a meaningful

Direction: Construct two (2) compound sentences using the coordinating

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