October 6, 2015
by Dee Mulhern

Lesson plan

Sentence Detectives

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Students will be able to identify declarative, interrogative, and exclamatory sentences.

(5 minutes)
  • On the board, write the sentence, “Annie runs at the playground.”
  • Review with students that this is a sentence because it has a subject and predicate. Have students identify each
  • Give another example if necessary.
  • Tell students that today, they will be sentence detectives. They will be going in search of some different types of sentences.
(15 minutes)
  • Tell students that every good detective knows to look for clues. As the lead detective, you will show them some different types of clues to look for when searching for new sentences.
  • Introduce the students to declarative, interrogative, and exclamatory sentence.
  • Explain that to find declarative sentences, they will need to look for telling sentences. Give two or three examples. Tell students that another clue is that declarative sentences also have a period at the end. Model looking for this with your magnifying glass.
  • Explain to find an interrogative sentence, they will need to find a sentence asking a question. Another clue is that the sentence will have a question mark. Give several examples.
  • For exclamatory sentences, they will need to look for a sentence exclaiming a thought or idea. Another clue is that the sentence will have an exclamation point. Give several examples.
(15 minutes)
  • Provide students with classroom books or have them use their independent reading. Have students look through the books with a partner to find examples of each kind of sentence. Have students write an example of each kind on a piece of paper or in a notebook.
  • Have students share the example they found with the class.
(10 minutes)
  • Have students complete the Get into Grammar worksheet independently.
  • Enrichment: Have advanced students determine the type of sentence without looking at the punctuation.
  • Support: For students in need of support, modify a short passage so that it contains all three types in equal amounts for the student to identify.
(15 minutes)
  • Circulate the room and ask guiding questions as students work. Focus on having students justify why a sentence is each type.
  • Once students are done working, collect their Get into Grammar worksheets and review them to assess their understanding.
(5 minutes)
  • Gather students together and have them share a type of sentence. Encourage other students to guess the type.
  • Review with students the types of clues to look for when identifying sentences.

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