September 15, 2017
|
by Lily Jones

Lesson plan

Grab & Go Sentences!

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Grade Subject View aligned standards

Students will be able to use parts of speech to create simple and complex sentences.

(5 minutes)
  • Write the following sentences on the board: “The brown dog ran quickly,” and “I’ll go to the store after I get out of school.”
  • Ask, “What parts of speech do you notice in these sentences?” Have students come up and circle any nouns, adjectives, adverbs, or verbs.
(10 minutes)
  • Remind students that adjectives and adverbs are describing words. Adjectives describe nouns while adverbs describe verbs. In the sentences you wrote on the board, point out that the adjective “brown” describes the noun “dog” and the adverb “quickly” describes the verb “ran.”
  • Tell students that prepositions are short words that connect two other words. Common prepositions include about, above, at, out, off, of, to, and over. Circle the prepositions “to” and “of” in the sentence you wrote on the board.
  • Explain that sentences can be simple or complex. A simple sentence contains at least a subject and a verb and shares a complete thought. A simple sentence is also called an independent clause.
  • Tell students that the sentence “The brown dog ran quickly” is a simple sentence.
  • A complex sentence contains an independent clause with one or more dependent clauses. These clauses are joined together by something called a subordinating conjunction. Common subordinating conjunctions include after, because, although, since, and when. The clauses in complex sentences can also be joined by relative pronouns, such as that, which, or who.
  • Tell students that the sentence “I’ll go to the store after I get out of school” is a complex sentence with the subordinating conjunction “after” joining the independent clause “I’ll go to the store” and the dependent clause “I get out of school.”
(10 minutes)
  • Now say, “We’re going to create simple and complex sentences!” First, let’s gather all the parts of speech we need to create sentences.
  • Bring out the paper bags and label them: nouns, adjectives, verbs, adverbs, prepositions, and subordinating conjunctions.
  • Take out index cards and model how to write words that go in each bag. Write one word for each paper bag.
  • Tell students that they are going to fill the bags with words for each part of speech. After the bags are filled, they will pick words from each bag to form a simple and a complex sentence. They might need to add a few more words in order for the sentence to make sense.
  • Show how to pick words out of the bags to form a simple sentence. Explain that you will not pick a word from the subordinating conjunctions bag because you are not making a complex sentence. Write your simple sentence on the board.
  • Now model how to take out words to create a complex sentence. Pick a word from the subordinating conjunctions bag and explain that you will have to come up with other words to create the dependent clause. Write your complex sentence on the board.
(25 minutes)
  • Hand out index cards to students and have them each write at least three cards that go in each bag.
  • After the bags are filled, have students pick words from each bag. Instruct them to use those words to write a simple and a complex sentence on their papers.
  • When students are finished, they can complete the Is This Sentence Complex? worksheet.

Support: Give students sentence frames to work from when writing these sentences.

Enrichment: Have students write multiple complex and simple sentences. They can then create a paragraph out of their sentences.

(5 minutes)

Assess students’ understanding by noticing how they constructed simple and complex sentences.

(5 minutes)

Have students popcorn share their examples of simple and complex sentences.

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