Students will be able to analyze word types and syllables.
- Ask, “How many syllables are in your name?” Have students clap to determine the number of syllables in their names.
- Write a quick graph on the board to record how many syllables are in the class’ names.
Explicit Instruction/Teacher modeling(10 minutes)
- Write the following sentence on the board: “Susan’s dog was bigger than all the cats.”
- Explain that the sentence contains many different types of words. Tell students that the word “Susan’s” is possessive because the 's means that dog belongs to Susan.
- Explain that the word “dogs” is a plural noun because it refers to more than one dog.
- Finally, share that the word “bigger” is called a comparative because it compares two things (in this case Susan’s dog and the cats.)
Guided Practice(10 minutes)
- Tell students to work in pairs to write a sentence that fits the following rules:
- Contains a comparative
- Contains a plural noun
- Give students time to write their sentences, then have them share them with the group.
Independent working time(20 minutes)
- Pass out the Wacky Sentences worksheets. Have students complete the worksheet independently.
- After they finish, have students work in partners to give each other sentence challenges (similar to the Wacky Sentences worksheet).
Support: Only have students work with 1-2 types of words when creating sentences.
Enrichment: Have students add in different types of words to the sentences they challenge their partners to create.
- Assess students’ understanding by noticing how they are identifying and using different types of words.
Review and closing(5 minutes)
- Have students share some of the sentences they created during independent work time.