Grammar

Lesson notes

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.4 - Demonstrate command of Dependent and Independent Clauses appropriately in communication.

Suggested placement

Semester 2, Week 1 (Week 21 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.60: 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.60: the code 1.3.1.LI.4 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. 60

Exemplars (from the NaCCA curriculum)

Talk for Learning Approaches (TfL):
- Through teamwork and collaborative communication skills, learners in mixed ability groups explore the use of independent and dependent clauses in varied contexts.
- Learners watch YouTube videos for more examples.
- Dependent clause is a part of a sentence that has subject and a verb but cannot stand alone as complete thought.
- E.g.: Manu dropped the bottle because his hands were full.
- Dependent clauses are introduced with subordinating conjunctions such as: because, before, though, while, as, if, as if, who, that, where etc.
Project-Based Learning:
- Learners watch a recorded version of a renowned TV newscaster and apply in their mixed ability groups to construct thematic narratives/ speeches with dependent and independent clauses to suit varied contexts.
- Independent clause (main) is a group of words that contains a subject and a verb and expresses a complete thought.
- E.g., Kafui studied in the lab for his Chemistry test.
NB: The Dependent (Subordinate) Clause depends on the main clause for completion and to make sense.
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.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Extended critical thinking and a reasoning