August 11, 2015
|
by Susan Russell
Lesson Plan:

Fragment or Sentence?

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Students will be able to distinguish between complete sentences and sentence fragments.

(15 minutes)
  • Begin the lesson by strengthening all students' ability to identify a subject and a predicate through review.
  • Display your anchor chart.
  • Discuss the definitions of subject and predicate.
  • Ask student volunteers to help you create a list of five simple *subjects.
  • Write this list on the board.
  • Ask student volunteers to help you create a list of five predicates.
  • Write your list of predicates directly next to your list of subjects
  • Once the list is complete, call on students to come up to the list and draw a line from one of the subjects to a predicate to create a sentence.
  • Reinforce the rule that a complete sentence must have a subject and a predicate.
(10 minutes)
  • Write down two complete sentences and two sentence fragments on the board.
  • Circle the predicates and underline the nouns as you read each sentence out loud.
  • Verbalize how you identify subjects and predicates, and use that as the criteria to determine which of the things you wrote are complete sentences. If a line doesn't have both a subject and predicate, it's a sentence fragment.
(20 minutes)
  • Pass out one sticky note to each student.
  • Ask students to each write a sentence fragment or a complete sentence on their sticky note.
  • When all students have finished writing, ask them to quietly get up and exchange their sticky note with another student.
  • On the board, draw two columns: one labeled "Sentence" and the other labeled "Fragment."
  • Have students come up one at a time and place their sticky note in the column they think it belongs in.
  • After every student has classified their sticky note in a category, read each note out loud.
  • Call on student volunteers to state whether the sticky note placement was correct.
  • Discuss as a group any misplacement of sticky notes.
(15 minutes)
  • Ask students to take out a piece of notebook paper.
  • Instruct them to each write three complete sentences.
  • They should circle the subject and underline the predicate of each sentence.
  • Ask the students to write three sentence fragments.
  • After each fragment, students should state what part is missing.
  • Enrichment: Ask advanced students to write sentences with compound subjects and predicates.
  • Support: Work with struggling students in a small intervention group to strengthen their skills. Have these students find subjects and predicates in simple sentences.

A document camera may be used to model the process of marking sentences.

(10 minutes)
  • Collect and review students' papers.
  • Provide feedback on all of the papers, then return them.
  • Make a note of any students that are still struggling with the concepts.
(10 minutes)
  • Provide time for students to read feedback on their papers
  • Discuss the papers as a whole group.
  • Ask for student volunteers to read their complete sentences.

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