Kenneth Lloyd Tano

5 English Quarter 1 – Module 3: Compound and Complex Sentences English– Grade 5 Alternative Delivery Mode Quarter 1 – Module 3: Compound and Complex Sentences First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Kenneth Lloyd G. Tano Editor: Aubrey E. Torrentira, PhD Reviewer: Janice C. Abrea Illustrator: Ivory Joan M. Tambala and Yul Jr. U. Catong Layout Artist: Melanio R. Florino Jr. Management Team: Dr. Reynaldo M. Guillena, CESO V Dr. Basilio P. Mana-ay Jr., CESE Dr. Emma A. Camporedondo, CESE Alma C. Cifra, EdD May Ann M. Jumuad, PhD Aris B. Juanillo, PhD Printed in the Philippines by Davao City Division Learning Resources Management Development System (LRMDS) Department of Education – Davao City Division, Region XI Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur Telefax: -, - E-mail Address:- 5 English Quarter 1 – Module 3: Compound and Complex Sentences Introductory Message For the facilitator: Welcome to the English Grade 5 Alternative Delivery Mode (ADM) Module on Compound and Complex Sentences. This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: Welcome to the English Grade 6 Alternative Delivery Mode (ADM) Module on Compound and Complex Sentences. This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. 1 What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled into process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! 3 What I Need to Know Great day to you dear learner! In this module you will learn about compound and complex sentences specifically in using it to express cause and effect and problem-solution relationship ideas. You may be able to use these sentences in oral communications and even in written outputs. May you find significant learning experiences and joy from this module. Let’s start the fun and learning now. After going through this module, you are expected to: 1. Identify the difference between compound and complex sentences with cause and effect and problem-solution relationship. 2. Use compound and complex sentences to show cause and effect and problem-solution relationship of ideas. What I Know DIRECTIONS: Determine if each sentence is compound or complex and identify if it shows a cause and effect or problem and solution relationship. On a separate sheet of paper, copy the table and indicate your answer by drawing a on the appropriate column. The first one is done for you. Sentences Compound 1. Kenneth wants to play computer games, so he works on his homework ahead of time. 2. The dog barked at me because she was hungry. 3. Yul decided to go home because there is an emergency. 4. Rhea forgot her lunch at home, so she bought lunch from the canteen. 4 Complex Cause and Effect Problem and Solution 5. We arrived late at the cinema, so we had to wait for the last full show. 6. Father lit the grill because we all wanted to eat chicken barbeque. 7. I have a stomach ache, so I needed to take medicine. 8. I grew an inch last year and now my skirt is too short. 9. His shirt got a stain, so he needed to wash it. 10. Daisy missed the school bus, so she needed to take a cab. Did you get everything right? Do not worry, this activity is only meant to test whether you already have some knowledge about the topic. 5 Lesson 1 Compound and Complex Sentences What’s In In the previous lesson, you have learned about how you can infer the meaning of unfamiliar words using text clues. Let’s do a brief review on this lesson. DIRECTIONS: Identify the meaning of the highlighted word in each sentence by looking out for text clues within the sentence. Write the letter of your answer on a separate sheet of paper. 1. Some people in my community were defiant with the stay at home order as they are seen chatting with friends on the street. A. follow B. regret C. disobey D. insensitive 2. Each family must conserve resources by saving an amount or planting gardening, to be able to survive the pandemic. A. attend B. store C. conscious D. recover 3. The government placed each community in quarantine to isolate whoever is positive of the virus and prevent it from further spreading. A. find B. separate C. appear D. absorb 4. Barangay 6-B has implemented a curfew among minors to restrict their movement and make them stay at home. A. limit B. prevent C. collect D. install 5. Families should stay resilient and flexible in the middle of the fight against an unseen enemy. A. strong B. hopeless C. weak 6 D. alive What’s New DIRECTIONS: Match the following unfamiliar words to its meaning by writing the letter of the best answer. You will encounter these unfamiliar words in the story that you are about to read. Write your answer on a separate sheet of paper ____ 1.package A. something tasty or pleasant to eat ____ 2.OFW B. a medication that reduces pain ____ 3.toothache C. Overseas Filipino Worker or a Filipino who works abroad. ____ 4.pain reliever D. an object or set of objects wrapped in paper, usually in order to be sent by mail. ____ 5.goodies E. pain in the tooth or teeth Did you get everything right? You may check the key to correction for the right answers. Now you are ready to read the dialog. You may read it aloud or silently as you wish. A Box of Surprise Kenneth Lloyd G. Tano Yul is very excited to go home because he knows that the package will arrive today. His father, who is an OFW in Japan, sends a package every month. With that, Yul is always looking forward for the surprise in the box. “What might be in the box?” asks Yul. “Maybe a robot, or a new pair of shoes, or some candies,” he adds. 7 When Yul arrived home, he went straight to the living room and looked for his mom. He saw his mom waiting for him. “Hey mom, am I late?” asks Yul. “No son, you’re just in time. I just got the box a few minutes ago from the delivery man,” his mom replied. As they opened the box, Yul saw a small box with a label, “for my favourite son, Yul.” After he got the box, he went to the couch and sat. “Wow, chocolates! My favorite,” he exclaimed. “Go easy with those goodies, son. You know the effect of eating too much,” his mom said. “But, mom, these are my favourite. Can I eat now?” Yul replied. Yul’s mom smiled at him, so he ate the chocolates. Later on while Yul is about to sleep he felt pain in his tooth. “Oh no, I have a toothache. I can’t sleep,” exclaimed Yul. “I have a toothache because I ate a lot of chocolates,” he added. That night, Yul’s mother gave him a pain reliever. He promised himself not to eat too many chocolates again. The highlighted sentences in the story are examples of cause and effect sentences. You may take note of them as it will be discussed further. DIRECTIONS: Match the following unfamiliar words to its meaning by writing the letter of the best answer. You will encounter these unfamiliar words in the story that you are about to read. ____ 1.dentist A. an order for medicine written by a doctor ____ 2.checkup B. decay of the outer surface of a tooth ____ 3.sugary C. a person who treats teeth diseases 8 ____ 4.prescription D. containing much sugar ____ 5. tooth decay E. a thorough medical examination Did you get everything right? Now you are ready to read the dialog. You may read it aloud or silently as you wish. A Day with the Dentist Kenneth Lloyd G. Tano One Monday morning at Yul’s house… Mom: Rise and shine, sweetie! You will be late for school. Yul: Mom, I still have a toothache. I think I can’t go to school now. Mom: Oh that’s sad to hear. Maybe you were not also able to sleep properly last night. Yul: I think the medicine is not working mom. Mom: Alright, we need to go to the dentist since you have a toothache. Yul: Ok mom. At the clinic. Mom: His tooth really aches, so we are here for a check-up. Dentist: Ok, Oh I guess you have tooth decay. You must be hungry, so you ate a lot of chocolates yesterday. Mom: Exactly, doc, he ate a whole bar of chocolate given by his dad. Dentist: Alright, I’ll give a prescription and remember to avoid sugary foods, ok? Yul: Thank you, doc. I promise. 9 Did you notice the highlighted sentences in the dialogue? Yes, they are examples of problem and solution sentences. Let’s learn more about them as we continue with the module. What is It The highlighted words in the stories that you have just read are examples of sentences that show cause and effect, and problem-solution relationship of ideas. Study the following examples; Cause and Effect Problem-solution 1. Yul is very excited to go home because 1. We need to go to the dentist since you he knows that the package will arrive have a toothache. today. 2. Yul’s mom smiled at him, so he ate the chocolates. 2. His tooth really aches, so we are here for a check-up. 3. I have a toothache because I ate a lot 3. You must be hungry, so you ate a lot of chocolates. of chocolates yesterday. Cause and effect ideas are concerned with why things happen (causes) and what happens as a result (effects). It aims to explain the causes (reasons) or the effect (results) of an event or situation. The signal words that show cause and effect relationship are the following: so since so that effect because if without how therefore then cause explain Problem and solution is a type of text structure that introduces a problem/s then presents a solution/s. The signal words for this type of sentence are the following: 10 so that one answer is one reason for since nevertheless a solution to solve this thus a problem Cause and effect and problem-solution relationship of ideas can be expressed using a compound sentence or complex sentence. Let us study the examples below: Compound sentence - A compound sentence includes at least two independent clauses that are connected by coordinating conjunction. The following are examples of coordinating conjunctions used to connect compound sentences: ▪ ▪ ▪ ▪ ▪ ▪ ▪ For And Nor But Or Yet So FANBOYS CAUSE AND EFFECT Example: Yul’s mom smiled at him so he ate the chocolates. Yul’s mom smiled at him independent clause CAUSE so he ate the chocolates. Independent clause EFFECT 11 PROBLEM AND SOLUTION Example: You must be hungry so you ate a lot of chocolates yesterday. You must be hungry independent clause PROBLEM so you ate a lot of chocolates yesterday. independent clause SOLUTION Complex sentence - - A complex sentence is made up of an independent clause (has a subject and a predicate) joined by one or more dependent clauses (does not express a complete thought and relies on the independent clause to complete its meaning). The clauses in complex sentence are connected by subordinating conjunctions. The following are examples of subordinating conjunctions used to connect complex sentences: for hence since as as a result if since due to until therefore because after CAUSE AND EFFECT Example: I have a toothache because I ate a lot of chocolates. I have a toothache independent clause CAUSE because I ate a lot of chocolates. EFFECT 12 dependent clause PROBLEM AND SOLUTION Example: We need to go to the dentist since you have a toothache. We need to go to the dentist independent clause SOLUTION since you have a toothache. dependent clause PROBLEM What’s More Activity 3: It’s a Match DIRECTIONS: Match the cause with its corresponding effect on the right to form a compound or complex sentence. Write your answer on a separate sheet of paper. EFFECT CAUSE _____ 1. The phone rang… a. …we flew our kites. _____2. Because someone came to the door… b. …we couldn’t get out of the house. _____ 3. All the clothes were dirty… c. …the dog began to bark. d. …so he had nothing to wear _____ 4. Because it was raining outside… e. …so she answered it. _____ 5. Since it is a windy day… 13 Activity 4: Which is which? Rewrite the sentences from activity 3 and identify if it is a complex or a compound sentence. Color the left box with BLUE if it is a complex sentence and RED of it is a compound sentence. Write the sentences in the sentence box. Copy this graphic organizer so you can answer on a separate sheet of paper. COLOR SENTENCE 14 Activity 5: Put them into bits. DIRECTIONS: Read the sentences below, identify the problem and solution by writing it in the correct column. Copy this table so you can answer on a separate sheet of paper. SENTENCE PROBLEM SOLUTION 1. We need to go to the dentist since you have a toothache. 2. His tooth aches badly so we went here for a checkup. 3. You must be hungry so you ate a lot of chocolates yesterday. Activity 6: Make your own sentence DIRECTIONS: Read the given situations. How will you write the solution for the following problems? Use compound or complex sentences in stating your answer. Write your answer on a separate sheet of paper. The first one is done for you. 1. Ruben left his I.D. Ruben left his I.D, so he went back home. _______________________________________________________________________ 2. Jenny has been suffering from stomachache for a couple of days. ______________________________________________________________________________ 3. Matilda got a low score in her English test. ______________________________________________________________________________ 15 What I Have Learned Activity 7: Fill in the missing word DIRECTIONS: Complete the following statements about what you have learned in our lesson today. Write your answer on a separate sheet of paper. ➢ __________________________ are concerned with why things happen and what happens as a result. ➢ __________________________is a type of text structure that introduces a problem/s then explains the solution/s. ➢ __________________________ is made up of an independent clause joined by one or more dependent clauses using subordinating conjunctions. ➢ __________________________ includes at least two independent clause that are connected by coordinating conjunctions. ➢ What I Can Do Activity 7: Let’s fight COVID-19 DIRECTIONS: The world is facing a big health problem which is caused by COVID19. In each of the A boxes, write one complex sentence indicating a solution to fight the global pandemic. Similarly, in each of the B boxes, write one compound sentence indicating the effects of not following the safety precautions for COVID-19. Write your answer on a separate sheet of paper. The first one is done for you. 16 A B •We need to wash our hands since we are exposed to different viruses like COVID-19. COVID-19 A A B Assessment Test I. DIRECTIONS: Read the following statements. Identify if it is cause and effect or problem and solution relationship. Write CE if it is cause and effect and PS if it is problem and solution. In addition, write COMPOUND if it is a compound sentence and COMPLEX if it is a complex sentence. Write your answer on a separate sheet of paper similar to the example shown below; Example: CE 1. COMPOUND _________1. My tooth really ached so I went to the Dentist for check-up. _________ _________2. It was stormy outside so school was canceled. _________ _________3. Joy was hungry so she ate a lot of pancit. _________ 17 _________4. Because Ken felt sick, he went to the doctor. _________ _________5. Mary is a great volleyball player because of the many hours she spent practicing. _________ _________6. I was soaking wet so I changed my shirt immediately. _________ _________7. I have to wash my hair because it stinks. _________ _________8. Chocolates are high in sugar; as a result, they are bad for our teeth. _________ _________9. The stove is not working because it ran out of gas. _________ _________10. Jaimie got a low grade in Math so he studied harder. _________ 18 Additional Activities DIRECTIONS: Combine the cause in column A to its effect in column B by writing a new sentence. Be sure to use the appropriate conjunctions to connect the cause and effect sentence. Write your answer on a separate sheet of paper. The first one is done for you. Maria goes to School A. Cause B. Effects Maria was always standing The teacher told her to sit down Maria wrote all over her desk She had to stay after school to clean her desk Maria was about She was about to topush pushher his classmates classmates The teacher told her to keep her hands to herself Write your sentences here 1. Maria was always standing, so the teacher told her to sit down. 2. _________________________________________________________________ 3. _________________________________________________________________ 19 20 What’s New: Activity 2 Cause and Effect 1. d 2. c 3. e 4. b 5. a A Box of Surprise Activity 4. Which is which? 1. RED The phone rang so she answered it. 2. BLUE The dog began to bark because someone came to the door. 3. RED All the clothes were dirty so he had nothing to wear. 4. BLUE We couldn’t get out in the house because it was raining outside. 5. BLUE We fly our kites since it is a windy day. Activity 5 Put them into bits. 1. Problem - You have a toothache. Solution- We need to go to the dentist. 2. Problem - His tooth aches badly. Solution- We went here for a check-up. 3. Problem- You must be hungry. Solution- You ate a lot of chocolates yesterday. 1. CX 2. CP 3. CX Activity 3 Problem and Solution 1. c 2. e 3. d 4. a 5. b A Day in the Dentist 1. CX 2. CP 3. CP What’s More: Activity 3. It’s a Match 1. e 2. c 3. d 4. b 5. a Activity 6 Make your own sentence Activity 7 Fill in the missing word/s 1. Cause and Effect 2. Problem and Solution 3. Complex 4. Compound What I Know 1. Compound, Problem and Solution What’s In: 2. Complex, Cause and Effect 1. C 3. Complex, cause and Effect 2. B 4. Compound, Problem and Solution 5. Compound, Cause and Effect 3. B 6. Complex, Cause and Effect 4. A 7. Compound, Problem and Solution 5. A 8. Compound, Cause and Effect 9. Compound, Problem and Solution 10. Compound, Cause and Effect Answer Key 21 Assessment Activity 7 Let’s fight COVID-19 Test I Desired answers 1. PS/COMPOUND Yellow Boxes 2. CE/COMPOUND 1. Wearing of face mask 3. PS/COMPOUND 2. Follow social distancing 4. CE/COMPLEX Green Boxes 5. CE/COMPLEX 1. Will be sanctioned by the police officer 6. PS/COMPOUND 2. Will be infected with COVID-19 7. CE/CO MPLEX 8. CE/COMPLEX 9. CE/COMPLEX 10. PS/COMPOUND References Castillo, K.,& Angeles, E. (2016).Joy In Learning English Grade 5. 91,95 Castillo, K.,& Angeles, E. (2016).Joy In Learning English Grade 5. 77-78 Castillo, K.,& Angeles, E. (2016).Joy In Learning English Grade 5. 288,310,320 DepEd (2020). MELCs MAPEH.file:///E:/user/Downloads/MELCs%20MAPEH.pdf. Merriam-Webster's Collegiate Dictionary (2020). https://www.merriamwebster.com/. 22 For inquiries or feedback, please write or call: Department of Education–Region XI Davao City Division Elpidio Quirino Avenue, Davao City, Davao del Sur, Philippines Telephone: - /- Email Address:-/-23