Grammar · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.3.1.LI.3 (Content Standard 1.3.1.CS.2) - Demonstrate command and use of compound sentences.

By the end of the lesson, learners can:

Define a compound sentence and identify its two essential parts: two or more independent clauses joined by a coordinating conjunction.
Identify coordinating conjunctions (FANBOYS: for, and, nor, but, or, yet, so) in given sentences and state the relationship they express (addition, contrast, choice, result, reason).
Combine two or more simple sentences into a single compound sentence using an appropriate coordinating conjunction and correct punctuation (comma before the conjunction).
Distinguish between simple sentences and compound sentences in a short passage.
Compose four original compound sentences about a familiar topic, demonstrating correct word order, conjunction choice, and punctuation.

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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.3 - Demonstrate command and use of compound sentences.
Suggested placement: Semester 1, Week 20 (Week 20 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.3 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)

Experiential Learning: Learners in mixed groupings, discuss the experiences of the use of
compound and complex sentences, on varied topics. Learners listen to and tolerate divergent views as well as share ideas supporting/ encouraging one another to identify and give examples of complex and compound sentences.
Project-Based Learning: Using a problem-solving approach, learners in mixed ability groups:
i.
Construct independent clauses (Simple sentences) respecting individual differences.
Example:
Adamu arrived early.
He enjoyed the party.
ii.
Join two or more independent clauses (simple sentences) to form compound sentences using coordinating conjunctions (so, but, and, or etc.)
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.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.