SHS1 English Language · Semester 2 Week 2: Grammar

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.5 - Use phrase types accurately in context.

By the end of the lesson, learners can:

Define a phrase and distinguish it from a clause, using examples from familiar sentences.
Identify noun phrases, verb phrases, adjective phrases, and adverbial phrases in given sentences and short texts.
Construct their own sentences that correctly embed each of the four phrase types.
Use appropriate phrase types to improve the clarity and detail of their written and spoken communication.
Collaborate in mixed-ability groups to locate phrase types in authentic texts (newspaper articles, dialogues) and to compose original sentences using them.

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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.5 - Use phrase types accurately in context.
Suggested placement: Semester 2, Week 2 (Week 22 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.61: 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.61: the code 1.3.1.LI.5 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. 61

Exemplars (from the NaCCA curriculum)

Experiential Learning:
- Learners in mixed ability groups, identify phrase types in speech and texts.
- Learners in their mixed ability groups, creatively construct sentences using phrase types while tolerating divergent opinions.
Example of phrases include:
i.
Noun phrase
ii.
Verb phrase
iii.
Adjective/Relative phrase
iv.
Adverbial (adverb) phrase
Project-Based Learning: Learners in their mixed ability groups, solve a problem by constructing sentences with the phrase types.
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.5). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.