REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY

DETAILED LESSON PLAN IN ENGLISH

GRADE 8 -LANGUAGE
QUARTER Lesson Topic: Date: Day: Schedule
Third Sentence in Natural MWF
Quarter/Week 2 Order and Inverted 11:00AM-12:00PM
Orders

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning  To understand the difference between
Competencies/Objectives natural order and inverted order in
sentences
 To identify and write sentences in both
natural order and inverted order
 To understand the impact of sentence
structure on meaning and emphasis
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials pages LANGUAGE 8- Learning Kit
3. Textbook
4. Additional Materials from Learning Resource
(LR) portal
5. Other Learning Resources

IV. PROCEDURES Teacher’s Activity Learner’s Activity

(ELICIT)
1. Observance of Daily Good morning, class!
Routine
Good morning, Miss!
a) Greeting
Before we start, I want you to prepare
yourselves. Arrange your chairs and
clean up your desks.

Okay, Let’s start the class with a

prayer. Mr/Ms, please lead the prayer.

Let us close our eyes and

bow our heads.

In the name of the Father,

of the Son, and of the Holy
 Spirit. Amen.
Heavenly Father and your
Beloved Son Jesus Christ,
Thank you for another life
to enjoy, another day to
learn, and a new set of
things we will experience.
As we go through our
lessons today, let us be
your instrument to do good
things. Help us to be
obedient, honest and kind
to one another.
Miss secretary, do we have any
Amen
absentees today?

b) Checking of Very good! I’m glad that you are all None, Miss. We are all
attendance present today.
able to attend my class.

Reviewing the previous

lesson or presenting the
new lesson

(EXPLORE) But before we proceed to our

Discussing new concepts discussion, let me show you first our
and practicing new skills objectives for this lesson. These are
the things that you need to acquire at
the end of the lesson.
 To understand the difference
between natural order and inverted
order in sentences
 To identify and write sentences in
both natural order and inverted
order
 To understand the impact of
sentence structure on meaning and
emphasis

(ENGAGE) Sentence order refers to the

Presenting arrangement of words, phrases, and
examples/instances of the clauses in a sentence to convey a
new lesson clear and coherent meaning. The
importance of sentence order lies in
the fact that it plays a crucial role in
determining the meaning and
effectiveness of a sentence.

A well structured sentence can

effectively convey its intended
meaning, while an ill-structured
sentence can confuse or mislead the
reader. For example, consider the
sentence “The cat chased the mouse.”
The order of the words in this sentence
determines that it is the cat that is
doing the chasing, and not the other
way around.

Additionally, sentence order can also

affect the emphasis or emphasis of
certain ides in a sentence. By carefully
ordering the elements of a sentence,
you can direct the reader’s attention to
the most important information and
reinforce the intended meaning of the
sentence.

NATURAL SENTENCE VS.

INVERTED SENTENCE

A natural sentence is a sentence that

follows a typical subject-verb-object
(SVO) structure, where the subject
comes first, followed by the verb, and
finally the object.

For example: The dog chased the cat.

An inverted sentence, on the other

hand, rearranges the normal word
order of a sentence. This can be done
for a variety of reasons, such as to
emphasize a particular word, to create
a certain tone or rhythm, or to provide
a different perspective.

For example: The cat chased the dog.

It is an inverted sentence compared to

the previous example.

Inverted sentences are often used in

literature, poetry, and other forms of
creative writing to create a particular
effect. In contrast, natural sentences
are more common in everyday speech
writing, as they tend to be more
straightforward and easier to
understand.

An inverted sentence starts with the

object, adverb, or prepositional phrase,
instead of the subject. This can be
done for a variety or reasons, such as
to place emphasis on the subject, to
create a certain rhythm or tone, or to
make the sentence more interesting or
memorable.

 To place emphasis object:

“Into the forest went the brave.”

(Inverted)
“The brave knight went into the forest.”
(Natural)

In this example, the inversion places

emphasis on the destination of the
knight, rather than the knight himself.

 To create rhythm or tone:

“Under the moonlight danced the

couple.” (Inverted)
“The couple danced under the
moonlight.” (Natural)

In this example, the inversion creates a

more poetic and romantic tone,
emphasizing the peaceful and graceful
nature of the dance.

 To make the sentence more

interesting or memorable:

“Never have I seen such beauty.”

(Inverted)
“I have never seen such beauty.”
(Natural)

In this example, the inversion makes

the sentence more memorable by
starting with a strong negative, adding
emphasis to the speaker’s amazement.

 To add emphasis:

“Only once a year do I visit my

hometown. (Inverted)
 “I only visit my hometown once a year.”
(Natural)

In this example, the inversion

emphasizes the frequency of the
speaker’s visits to their hometown.

 To create a dramatic or
suspenseful tone:

“Behind the curtain lurked the thief.”

(Inverted)
“The thief lurked behind the curtain.”
(Natural)

In this example, the inversion creates a

more suspenseful and dramatic tone,
emphasizing the hidden and
dangerous nature of the thief.

(EXPLAIN)
Developing mastery

(ELABORATE)
Finding practical
application of concepts
and skills in daily living

(EVALUATE) Directions: Circle the subject and

Evaluating learning underline the verb. Identify whether
this is a natural sentence or an
inverted sentence order next to the
sentence.

1. The kind of decorations at the party

will depend on the children.
2. A few of the boys will be partaking in
the sports’ marathon.
3. One of the committee members for
the dance has booked the band.
4. The principal of our high school will
be speaking at the assemble.
5. A steady rain produced good results
for the farmer’s crops.
6. Off the diving board she leaped with
a smooth motion.
7. Into the water went the diver almost
without a slash.
8. Across the finish line sped the
 cyclist.
9. Bill is the president of the student
council.
10. The farmer’s helpers will pick the
corn tomorrow.

(EXTEND)
Additional activities for
application or remediation

V. REMARKS