Lesson plan
I Like Sentences
Learning Objectives
Students will be able to identify and write the parts of a complete sentence.
Introduction
(5 minutes)- Introduce the lesson by displaying several images of animals (could be photographs, drawings, or projected) on the board.
- Ask your students to turn to a friend and share which animal they like.
- Have students share out with the class which animal they like. Write several of the sentences on the board (e.g. I like the cat.).
Explicit Instruction/Teacher modeling
(5 minutes)- Explain that they just wrote a sentence. A sentence is one thought. A sentence always has a complete thought, starts with a capital letter in the first word, and ends with either a period, exclamation point, or question mark.
- Point out the capital letter and ending punctuation in each of the sentences you just wrote.
Guided Practice
(5 minutes)- Model writing another sentence on the board, but this time use all capital letters and no ending punctuation.
- Ask the students to see if they can fix your sentence.
- Call on a few students to share their ideas, then highlight the mistakes you made and rewrite your sentence correctly.
- Practice writing a few more sentences on the board that are missing one or two things (all lowercase, no ending punctuation, no thought) and have the students help you fix each sentence.
- Remind students that a sentence needs all three parts to be complete: Capitalization, complete thought, and end punctuation.
Independent working time
(15 minutes)- Tell your class they will now get a chance to write their own sentences.
- Pass out a Create a Sentence worksheet to each student.
Explicit Instruction/Teacher modeling
(5 minutes)- Explain that they just wrote a sentence. A sentence is one thought. A sentence always has a complete thought, starts with a capital letter in the first word, and ends with either a period, exclamation point, or question mark.
Differentiation
Enrichment: Have more advanced students write additional sentences without using the worksheet. Provide them with lined writing paper.
Support: Give struggling students support by reading through the worksheet with them and asking them to identify each part of the sentence.
Assessment
(5 minutes)- Assess students’ understanding by checking to see if they were able to include each of the three parts of a sentence in their work.
Review and closing
(5 minutes)- Have students share a complete sentence using the frame, “I like...” as an exit ticket.
- Briefly review the parts of a sentence.
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