This document outlines a 45-50 minute lesson plan for first semester university students on compound and simple sentences. The objectives are for students to identify parts of simple and compound sentences and demonstrate understanding of sentence types. Materials include jumble sentence cards stored at the teacher's easel. Procedures include reviewing simple sentences, explaining sentence patterns, modeling text types, and a closure involving student comments. Assessment involves a 5 question test scored out of 5.

1. Advance
Organizer
Lesson Plan
By
Armita Nurul Haq
Dewi Chandrasari
Ratna Mustika Wardani
Norhandayani

2. Advance Organizer Lesson Plan
 Subject: Writing I
 Grade Level: First semester students university
 Specific Content: Compound sentence and
Simple Sentence
 Specific Length of Lesson: 45-50 minutes
 Instructional Objectives:
 Students will be able to identify the parts and
structure of simple sentences when given
example sentences and/or the parts needed to
make a simple sentence.
 Learner will be able to demonstrate
understanding of sentence parts and types.

3.  Instructional Objectives:
 Students will be able to identify the parts and
structure of compound sentences when given
example sentences and/or the parts needed
to make a simple sentence.
 Learner will be able to demonstrate
understanding of sentence parts and types.
 Learner will be able to identify subject and
predicate in a sentence, and recognize
different types of sentences.

4.  State Content Standard/Grade Level
Expectation: The students can understand
the concept of simple sentence pattern in
daily communication oral and written

5.  Long- terms Unit Objectives:
 The students will be able to understand subject and predicate
in a sentence, and recognize different types of sentences
(simple sentence pattern)
 Learner will be able to demonstrate understanding of
sentence parts and types.
 Yesterday’s Lesson: the concept of simple sentence
 Tomorrow’s Lesson: Identify the pattern of simple sentence
like subject and predicate in a sentence, and recognize
different types of sentences

6.  Prerequisite Knowledge or Behaviors
Needed:
 Skill: writing skill, Group discussion skill
 Concepts: Daily activities, subject and
predicate in sentence
 Behavior: Raising hand for answering the
questions

7. Why is the content of Today’s Lesson relevant for your
students?
simple sentence helps the students to understand the pattern the
simple sentence and enrich their knowledge to write sentence
easily.
Materials: Jumble sentence card
 Where are your materials to be kept until their use during the
lesson?
Teacher’s easel
 When will your materials be passed out?
the beginning of the lesson
 How will materials be passed out?
Teacher give jumble card to the students

8.  Model of Teaching: Advance Organizers
 Procedures:
List each procedure according to stage of advance
organizer
Preparation
o The teacher gives previous lesson the concept of
sentence
Example:
o A sentence is a group of words that expresses a
complete thought. Are these
Ayu walks to the park."
She takes a friend with her.
Climb a tree.
 Asking questions related to the simple sentence
 Explaining learning objectives and basic competence
that want to be achieved.

9. Center activities
Building knowledge of field:
• Explaining simple sentence and
pattern on the board, and identifying
subject and predicator.
• Practicing make a simple sentence
and arrange the jumble card about
simple sentence.
 Examples:

10.  Every sentence has a subject and a predicate. The
subject usually contains the main subject or noun, and
the predicate tells what the subject is doing, which
contains the verb of the sentence.
 Types of Sentences:
There are three kinds of sentences that we say and
write every day.
 Declarative: a type of sentence that declares or makes a
statement.
Example - "Tom goes to school."
 Interrogative: a sentence that asks a question.
Example - "Did Tom go to school?"
 Imperative: a sentence that makes a request or gives a
command.
Example - "Hurry Tom! Go to school now!"

11.  Modeling of text: Giving samples from type of simple sentence.
Pattern: S + V
I laughed
• The bird died
No Subject Verb/Predicate
1 I laughed
2 The bird died
Pattern: S + V + C
 Dr.Smith is a teacher.
 The book is mine.
 He is funny
 Flowers are everywhere.
 John puts the book on the table.
 The Boy stands by me.

12. No Subject Verb/Predicate Complement
1 Dr. Smith Is a teacher
2 The book Is Mine
3 He Is Funny
4 Flowers Are Everywhere
5 John Puts the book on the table
6 The boy Stands by me

13. Closure
 Inviting students to comment and ask
questions.
 Asking students’ difficulties in learning
process.
 Making reflection with students about the
simple sentence.
 Summarizing the materials.
 Making description about the simple sentence

14. How did you address students learning style
during this lesson?
 Visual: Jumble Card as advance Organizer
 Auditory: Discussion
 Kinesthetic: Center after lesson and puzzle
 Tactile: center after lesson

16. Assessment Criteria:
The test items are 5. Score 1 for each correct
answer. Score 0 for wrong answer. Score 0 for omit
answer. Total score is 5. Students’ score will be
formulated by:
Correct answer x 100
Item questions

17. Resources can assist you:
 http://www.instructorweb.com/lesson/sentenc
estructure.asp
 http://wps.ablongman.com/long_longman_ohb
_1/27/7023/1797917.cw/content/index.html

18. How will you provide practice for this
objective?
This will be a highly interactive unit with a
combination of Direct Instruction lessons,
jumble cards, small group projects and
presentations, center activities