Beacon Lesson Plan Library
DescriptionStudents have fun making sentences and then playing a silly game of switching the subjects and the predicates to create hilarious new sentences.
ObjectivesThe student uses complete sentences in writing.
Materials-Large chart paper or chalkboard (The chart paper is easy to relocate to a bulletin board or science center.)
-Pencils, crayons, markers and scissors
-Sentence strips with prewritten sentences
-Blank sentence strips for student use
Preparations1. Prepare sentences on sentence strips by color-coding the subject in one color and remaining parts (the predicate) in another color.
2. Write 5 simple sentences on the board.
3. Gather blank sentence strips and paper to pass out to students.
Procedures1. Introduce the lesson by telling the students they will be looking at the special parts that all sentences have to have to make sense when we read or write them. Call group to the floor.
2. Show one of the sentences that has been created and ask the students to tell what the sentence is about.
3. Explain that a sentence has two special parts. One part is the “naming part” (subject) that tells what the sentence is about. The other part is the “telling part” (predicate) of the sentence that tells what is happening in the sentence. Show some more examples of sentences; if you write the sentences in 2 colors (subject one color, predicate another), it will be very easy to show students the sentence structure. Students need to be allowed time to talk about the sentences and the “naming part” (subject) and the “telling part” (predicate). It would be appropriate to introduce and/or review the language arts terms, subject and predicate, at this time.
4. Allow students to give examples of sentences which are written out by the teacher.
5. Give non-examples of sentences that do not make sense.
6. Explain that now students will do some experimenting with the sentences that will be a lot of fun because they will be silly sentences.
7. Take the color-coded sentence strips and cut the sentences into 2 parts, subject and predicate.
8. Explain that the naming parts (subjects) and the telling parts (predicates) will be mixed up and will be put together to make silly sentences.
9. Allow students to select a subject and a predicate from the scrambled parts and then have the students read the silly sentences.
10. Send students back to seats and pass out sentence strips for the students to work on.
11. Instruct students to write their own sentences, and remind them to include a subject (naming part) and a predicate (action or telling part).
12. After the students have written out their sentences, have them read their sentences and discuss where the sentence should be cut so that they have a subject and a predicate.
13. Allow students to exchange subjects with a partner and see what a silly sentence they have created. Allow students to share their new sentences.
14. Hand out paper for the students to copy sentences from the board. Instruct students to mark the parts of the sentences by circling the subject and drawing a line under the predicate. Do one as an example.
15. Have students illustrate the sentences. Students may also choose to illustrate one of their silly sentences.
AssessmentsAt the conclusion of the lesson, the students are assessed based on their ability to apply their new skill of locating the subject and predicate in simple sentences. Their written performance consists of marking sentences to show their understanding of the important components within a sentence.
ExtensionsStudents love to see their silly sentences and illustrations on display! This can become a very creative lesson as the subject and predicates become more interesting!
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