lOMoARcPSD|50798221

Republic of the Philippines

Commission on Higher Education
Region VI – Western Visayas
Division of Negros Occidental
Bacolod City College
Teacher Education Department
Bacolod, Negros Occidental

Detailed Lesson Plan (DLP)

DLP No.: 1 Learning Area: Grade Level: Quarter: Fourth Duration: 60
English 8 Minutes
Learning Use phrases, clauses and sentences accurately, appropriately and
Competencies: meaningfully to communicate effectively.

[Link] Knowledge Correctly identify and label the subject, verb, direct object, and
Objectives object complement.
Skills Construct five grammatically correct sentences using the five
basic sentence patterns.
Attitudes Demonstrate confidence by voluntarily sharing original sentences
with correct grammatical structure.
II. Subject Matter Topic: Basic Sentence Patterns
References: Basic Sentence Pattern in English | University Writing & Speaking Center.
(n.d.). University of Nevada, Reno.
[Link]
attern-in-english
Grammarly. (2024). Direct object vs. indirect object: What’s the difference?
[Link]
V. Bhandari, T. (2023, November 23). What is a complement? Subject vs. object
complements. Scribbr. [Link]
Learning Materials: PowerPoint Presentation, TV
Teacher’s Activity Student’s Annotations
Activity
KRA 2. Learning
A.​ Preliminary Activities Environment
1.​ Prayer/greeting/checking of Objective 5. Establised safe and
attendance secure learning environments to
Good morning enhance learning through the
Good morning, class. miss! consistent implementation of
policies, guidelines, and
Before we start with our discussion, let’s “Sure miss, let us procedures.
pray. May I request Jane to please lead pray.”
the prayer. Objective 6. Maintained
learning environments that
Let me check your attendance. “Amen.”
promote fairness, respect and
2.​ Setting of Standard/Class Rules Understood, miss. care to encourage learning.
Okay, during my class, I expect everyone KRA 1. Content Knowledge and
to: Pedagogy
1.​ Listen Actively
2.​ Speak Confidently Subject-Verb- Objective 1. Applied knowledge
3.​ Ask Freely Object of content within and across
. curriculum.
Objective 3. Displayed proficient use
of Mother
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Activity: Think-Pair-Share The boy happily Tongue, Filipino and English to

Instruction: Work in pairs as you create a hugged the teddy facilitate teaching and learning.
sentence based on the pictures and bear. Objective 4. Used effective
identify whether it is S-V, S-V-O, S-V-DO, verbal and nonverbal classroom
S-V-IO-DO, S-V-DO-OC, S-V-C. I will communication strategies to
randomly call out a number then you support learner understanding,
must share your work to the class. participation, engagement, and
achievement.

Subject – Verb-
Indirect Object

My grandfather gave
my grandmother a
coffee.

Subject – Verb –
Subject Complement

The burger is
delicious.

4.3 Analysis (7 min.) The presence of KRA 1. Content Knowledge and

1. From the first 2 pictures, what have you direct and Pedagogy
noticed? indirect objects. Objective 1. Applied knowledge of
content within and across curriculum.
2. What have you observed from the third
sentence that you have constructed?
I have observed
3. What are basic knowledge that you must
the use of linking KRA 2. Learning Environment

have to label the pictures correctly?

verb (e.g. is) Objective 6. Maintained learning
environments that promote fairness,
You must have respect, and care to encourage learning.
the knowledge of
the subject, verb, Objective 7. Maintained lerning
direct object, environments that nurture and inspire
indirect object to learners to participate, cooperate and
label the pictures collaborate in continued learning.
correctly.
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4.4 Abstraction (20 min.) KRA 1. Content Knowledge and

Pedagogy
Objective 1. Applied knowledge of
Setting Objectives content within and across curriculum.
Students read in
A.​ Correctly identify and label the subject, chorus. Objective 3: Apply a range of teaching
verb, direct object, and object strategies to develop critical and
complement. creative thinking, as well as other
B.​ Construct five grammatically correct higher-order thinking skills.
sentences using the five basic sentence
patterns.
C.​ Demonstrate confidence by voluntarily KRA 2. Learning Environment
sharing original sentences.

Lesson Proper Objective 5. Establised safe and secure

learning environments to enhance
Sentence patterns refer to the grammatical learning through the consistent
arrangement of words within a sentence. implementation of policies, guidelines,
They are based on the relationship between and procedures.
the subject and the verb, and the presence
Objective 6. Maintained learning
and function of other sentence elements like
environments that promote fairness,
objects, complements, and modifiers.
respect and care to encourage learning.

A Transitive verb is a verb that requires a Objective 7. Maintained lerning

direct object to complete its meaning. The environments that nurture and inspire
direct object receives the action of the verb. learners to participate, cooperate and
Think of it this way: the verb "acts upon" the collaborate in continued learning.
direct object.
Objective 8. Applied a range of
successful strategies that maintain
A simple test is to ask "what?" or "whom?" learning environments that motivate
after the verb. If you can answer it, the verb * "My grandpa learners to work productively by
is transitive. wrote a love assuming responsibility for their own
story." (The action learning.
* "My grandpa wrote..." (Wrote what? ) of writing is
transferred to the
"love story.")

(Hugged whom?)
* "The toddler hugged..." * "The toddler
(The action of hugging lands on the "teddy hugged his teddy
bear.") bear.

* "I ate the last piece of pizza." (Ate what?

"the last piece of pizza.")

Intransitive verbs do not take a direct object.

They express a complete thought on their
own.
Examples:
* "The baby giggled." (The action of
giggling is complete. It doesn't need a
target.)
* "After a long day, I finally collapsed."
* "My dog barked."
Quick Note: Some verbs can be both!
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* Transitive: "My daughter sings lullabies to

her dolls." (Sings what? "lullabies")
* Intransitive: "My daughter sings
beautifully." (The action is complete on its
own.)

Direct Object (DO): The Target of the

Action
The Direct Object is the noun or pronoun
that directly receives the action from a
transitive verb. It's the answer to the "what?"
or "whom?" question.
Examples:
* "My friend showed me his new tattoo."
* Verb: showed
Called whom?
* Showed what? "his new tattoo" (This is “her mom” (This
the Direct Object.) is the Direct
* "She called her mom." Object.)
* Verb: called

Indirect Object (IO): The Beneficiary

The Indirect Object is the person or thing
that benefits from the action, but doesn't
directly receive it. It answers the question "to
whom?" or "for whom?" the action was
done. An indirect object almost always
comes before the direct object.
Examples:
* "My brother bought me a coffee."
* Direct Object (what did he buy?): "a
coffee"
* Indirect Object (for whom did he buy
it?): "me"
* "She told the children a bedtime story."
* Direct Object (what did she tell?): "a
bedtime story"
* Indirect Object (to whom did she tell it?):
"the children"
Object Complement (OC): Renaming the Students listen
Object attentively.
An Object Complement is a word (usually a
noun or adjective) that follows a direct object
and renames it or describes its new state. It
gives more information about what the
object has become.
* Human Examples:
* "The surprise party made my sister
ecstatic."
What is the direct object?
* Object Complement: "ecstatic" (This
describes
* "We call our dog Chaos."
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* Direct Object: "our dog"

* Object Complement: "Chaos" (This
renames the dog.)

The Basic Sentence Patterns

Now let's put these components together

into the most common patterns.

1. Subject - Verb (S-V)

The simplest scene: a character does an
action that affects no one else.
* "Everyone laughed."
Students’
answers may
Any examples?
vary.

2. Subject - Verb - Direct Object (S-V-DO)

A character performs an action on a target.
* "My dad fixed the leaky faucet."
* (S) (V) (DO)
* "The team celebrated their victory."
* (S) (V) (DO)

3. Subject - Verb - Indirect Object - Direct

Object (S-V-IO-DO)
A character performs an action for the
benefit of someone else.
* "My roommate saved me a seat."
* (S) (V) (IO) (DO)
* "He gave his girlfriend a promise."
* (S) (V) (IO) (DO)

4. Subject - Verb - Direct Object - Object Students listen

Complement (S-V-DO-OC) attentively.
A character's action changes or redefines an
object.
* "I consider that movie a masterpiece."
* (S) (V) (DO) (OC - renames the movie)
* "The news left him speechless."
* (S) (V) (DO) (OC - describes him)

5. Subject - Verb - Subject Complement

(S-V-SC)
This pattern uses a special kind of verb
called a linking verb (like is, am, was, were,
seems, feels, becomes). Instead of showing
action, it links the subject to a word that
describes or renames it.
* "My best friend is a nurse." (The
complement "a nurse" renames the friend.)
* "That music sounds beautiful." (The
complement "beautiful" describes the music.)
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4.5 Application (20 min)

KRA 5: Assessment and Reporting.
Instructions: Rearrange the words to form a
Objective 10: Design, select, organize,
complete sentence and identify its pattern using Students work
and use diagnostic, formative and
these abbreviations: individually. summative assessment strategies
* S-V: Subject-Verb consistent with curriculum
* S-V-DO: Subject-Verb-Direct Object requirements.
* S-V-IO-DO: Subject-Verb-Indirect
Object-Direct Object
* S-V-DO-OC: Subject-Verb-Direct
Object-Object Complement
* S-V-SC: Subject-Verb-Subject Complement
Example:
* Words: a gift/my mother/me/bought
* Sentence: My mother bought me a gift.
* Pattern: S-V-IO-DO
1. the weather/cold/grew
* Sentence:
______________________________
* Pattern: ______________________________
2. a new book/wrote/the author
* Sentence:
______________________________
* Pattern: ______________________________
3. the dog/the mailman/barking/left
* Sentence:
______________________________
* Pattern: ______________________________
4. the students/their teacher/a letter/wrote
* Sentence:
______________________________
* Pattern: ______________________________
5. happily/the children/play
* Sentence:
______________________________
* Pattern: ______________________________
6. the committee/the new vice
president/elected/her
* Sentence:
______________________________
* Pattern: ______________________________
7. a birthday card/him/sent/his grandmother
* Sentence:
______________________________
* Pattern: ______________________________
8. the coffee/tasted/sweet
* Sentence:
______________________________
* Pattern: ______________________________
9. their project/the class/finished
* Sentence:
______________________________
* Pattern: ______________________________
10 her friends/a funny story/she/told
* Sentence:
______________________________
* Pattern:
______________________________.
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1.​ the weather/cold/grew

o​ ​Sentence: The weather grew cold.
o​ ​Pattern: S-V-SC (The weather is
the subject, grew is the linking
verb, and cold is the subject
complement that describes the
subject.)
2.​ a new book/wrote/the author
o​ ​Sentence: The author wrote a new
book.
o​ ​Pattern: S-V-DO (The author is
the subject, writing is the verb, and
a new book is the direct object that
receives the action.)
3.​ ​the dog/the mailman/barking/left
o​ ​Sentence: The mailman left the
dog barking.
o​ ​Pattern: S-V-DO-OC (The
mailman is the subject, left is the
verb, the dog is the direct object,
and barking is the object
complement that describes the
direct object.)
4.​ the students/their teacher/a letter/wrote
o​ ​Sentence: The students wrote their
teacher a letter.
o​ ​Pattern: S-V-IO-DO (The
students is the subject, wrote is the
verb, their teacher is the indirect
object, and a letter is the direct
object.)
5.​ ​happily/the children/play
o​ ​Sentence: The children play
happily.
o​ ​Pattern: S-V (The children is the
subject, and play is the verb.)
6.​ ​the committee/the new vice
president/elected/her
o​ ​Sentence: The committee elected
her the new vice president.
o​ ​Pattern: S-V-DO-OC (The
committee is the subject, elected is
the verb, her is the direct object,
and the new vice president is the
object complement that renames
the direct object.)
7.​ ​a birthday card/him/sent/his grandmother
o​ ​Sentence: His grandmother sent
him a birthday card.
o​ ​Pattern: S-V-IO-DO (His
grandmother is the subject, sent is
the verb, him is the indirect object,
and a birthday card is the direct
object.)
8.​ ​the coffee/tasted/sweet
o​ ​Sentence: The coffee tasted sweet.
o​ ​Pattern: S-V-SC (The coffee is
the subject, tasted is the linking
verb, and sweet is the subject
complement that describes the
subject.)
9.​ ​their project/the class/finished
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o​ ​ entence: The class finished their

S
project.
o​ ​Pattern: S-V-DO (The class is the
subject, finished is the verb, and
their project is the direct object.)
10.​ her friends/a funny story/she/told
o​ ​Sentence: She told her friends a
funny story.
o​ ​Pattern: S-V-IO-DO (She is the
subject, told is the verb, her
friends is the indirect object, and a
funny story is the direct object.)