Number
of students: 20
Grade
level: 10
Prior
Knowledge:
The
students understand that a sentence is a group of words used to express a
thought. They also know that each sentence must contain a subject (what the
sentence is about) and a predicate (says or asks something about the subject
or tells the subject to do something). Thus far, we have been practicing writing
sentences and recognizing the subject and predicate in sample sentences.
Objectives:
TSWBAT
recognize verbs, which change form to show time, person, number, voice,
and mood.
TSWBAT
recognize nouns, which can name person, place, or thing.
TSWBAT
recognize coordinating conjunctions, which connect words or groups of words
together.
TSWBAT
begin to recognize basic sentence patterns.
Class Hook:
I will
begin the class by reading a paragraph from a book that has a variety of
different sentences. The purpose of this is so that the students can hear
the difference in sentence patterns before the lesson. It will also bring
the group together to begin the class.
Materials:
Two
sentences
The
same two sentences broken apart so that one word is on each card
Handouts
on parts of speech
Book
to read from
Purpose/relevance:
The
purpose of this activity is to assess what students already know about sentence
structure. I want to see the BIG PICTURE before I break the sentence apart
to identify each part of speech.
Action Plan with optional questions:
The
lesson will begin by reading a paragraph from a book that has a variety of
sentences. I will then refer to what we have been previously doing with sentences.
These
are the two sentences that I have broken into separate words:
When we arrived at the pond, we saw many children playing there. We also
noticed that the shops were open, but business was slow.
Since there are 20 students and there are 23 words, I will fill in the three
extra words. The students will be moving
around
and continually holding the same word. By the end of the activity, the students
should be standing in a line.
After
the sentence is complete, I will point out the patterns that they are familiar
with such as capitalization, verb tense, coordinators, and sentence end.
We will discuss what was confusing about the activity and whether or not
it was helpful.
I will
ask questions about the parts of the sentence such as, ìWhat are the
coordinators that we often use in our writing?î I will give them definitions
and with a partner they will create their own definitions with the rule and
an example for use as their reference.
Student evaluation:
The
students will turn in the new definitions, including the rules and an example.
Also, they will write a short paragraph answering: 1. How they felt during
the activity?
2.
What was challenging? 3. What questions do you still have? 4. Would you like
to do an activity like this again?
Self-evaluation:
The
activity was successful, but did not go exactly as planned. When I explained
what we were going to do and I let them begin, it was chaos. Instead of letting
them figure it out on their own, I was asking questions to help them. What
I should have done was to just stand back and watch, but I was worried,
at the time, that they would be frustrated, and, in turn, shut down. I had
also intended for the students to be in a line when they were through with
the sentences, but it turned out that filling in the blanks on the board
was better visually for the group. I was hoping to have time for questions
and problems with doing the sentences. In my classroom, I would have paid
more attention to the group members to see if anyone was not participating.
If someone was not participating, I would first ask if they were confused
by the activity or find out if they are bored with the activity. I would
hopefully be able to encourage s/he to participate. Overall, the lesson went
well. I might add in another section where they would then break into smaller
groups and figure it out with four minds instead of twenty.
Timeframe: One class period
Connection
to WI standards:
X 1.
Knowledge and growth of subject area
X 2.
Understand how students grow and learn
X 3.
Recognizing the diversity of student learning
X 4.
Stimulate and challenge students intellectually
X 5.
Community building
X 6.
Effective communication
X 7.
Lesson plans and curriculum
X 8.
Assessing growth and competence
X 9.
Reflection and growth
10.
Networking for student development
x Verbal
x Visual
_ Musical
x Bodily-kinesthetic
x Logical
x Interpersonal
_ Intrapersonal
_ Naturalistic
x Seek
and value views
x Challenge
current practices
x Spark
relevance
x BIG
PICTURE
x Assess
daily
x Active
learning
x Student
input
x Timely
feedback
x Safe
environment
Home <