Lesson plan

Sentence Menu

We write sentences to tell thoughts, but what happens when we add some parameters? In this lesson, students dissect the words they find in sentences then follow directions to create their own wacky sentences.
Grade Subject View aligned standards

Students will be able to analyze word types and syllables.

(10 minutes)
  • 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.
(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.)
(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.
(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.

(5 minutes)
  • Assess students’ understanding by noticing how they are identifying and using different types of words.
(5 minutes)
  • Have students share some of the sentences they created during independent work time.

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