SHS1 English Language · Semester 1 Week 18: Grammar

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.1 - Identify and use Subject and Predicate in text.

By the end of the lesson, learners can:

Define the Subject and Predicate parts of a sentence in their own words.
Identify the Subject and Predicate in at least 8 out of 10 given sentences of varying complexity.
Construct original sentences and correctly split them into Subject and Predicate parts.
Explain, using one example each, how the Subject and Predicate work together to convey a complete thought.
Use their knowledge of Subject and Predicate to improve clarity in their own writing during a short composition task.

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Curriculum details

Strand: Grammar Usage (Strand 3)
Sub-strand: Grammar (3.1)
Content standard: 1.3.1.CS.2 - Demonstrate command of structural and functional use of sentences. 1.3.1.LO.1 Apply knowledge of word classes and their functions in communication. 1.3.1.LO.2 Distinguish between and use the parts and elements that make up a sentence. 1.3.1.LO.3 Distinguish between and use compound and complex sentences. 1.3.1.LO.4 Distinguish between and use dependent and independent clauses. 1.3.1.LO.5 Compose texts using phrase types.
Indicator: 1.3.1.LI.1 - Identify and use Subject and Predicate in text.
Suggested placement: Semester 1, Week 18 (Week 18 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

strand name - p.59: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
indicator text - p.59: the code 1.3.1.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.3.1.CS.2
Curriculum reference: NaCCA curriculum document, p. 59

Exemplars (from the NaCCA curriculum)

Problem-Based Learning: Learners in mixed ability groups, work by communicating and collaborating through different tasks, listening to and sharing ideas with one another to identify the various parts of the sentence. The value of tolerance will be achieved as they work together.
Collaborative Learning: Learners critically and innovatively create texts (sentences and
paragraphs) and use them to distinguish the elements of a sentence.
Group Work: Through think-pair-share, learners examine the composition of the Subject and Predicate parts of the sentence.
E.g.
1. The Kwahu festival is here
2. Mensah plays well
3. All the students that came late were punished
Teaching and Learning Resources:
- Sentence/Word cards
- Videos with dialogues
- Role-play
- Audio
- TV
- Films and narratives
- Varieties of narrative texts and Passages
- Old News papers
Assessment (1.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.