Grammar · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.2 - Analyse accurately the elements within the sentence.

By the end of the lesson, learners can:

Identify the subject, verb, object, complement and adjunct elements in given sentences.
Break sentences into their constituent elements using the S. V. O. C. A. framework.
Use the S. V. O. C. A. symbols to label sentence patterns such as SV, SVO, SVOO, SVC and SVOA.
Construct original sentences that follow identified sentence patterns and label their elements correctly.
Analyse sentences from short passages and explain the function of each element within the sentence.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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.2 - Analyse accurately the elements within the sentence.
Suggested placement: Semester 1, Week 19 (Week 19 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.2 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)

Collaborative Learning: Learners work collaboratively in mixed ability groups to join appropriate clauses in analysing given sentences into the constituent elements.
S. V. O. C. A. - Subject/ Verb/Object/Complement/Adjunct
Problem-Based Learning: Learners play games in their mixed ability groups using words/ sentence cards to identify the constituent elements and combine to form various patterns of sentences.
Eg: SV - Mensa swims
SVO - Fafa sells fruits
SVOO - Amina gave me a gift.
SVC - I will be a doctor
SVOA, ASV, SVOC... ETC
Group Work: Learners in their mixed ability groups construct sentences and indicate the types and functions : Simple , Compound, Complex, Compound - complex(Complete)
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.