I.
Sentences- What makes a sentence
English
Grade 3
II.
Maryland Outcomes
A.
Students will
be able to identify a sentence and non sentence. Students will be able to name and identify
the two parts of a sentence.
B.
Dimensions of
Learning
a.
Positive attitudes
and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
Resources
a.
Glue
B.
Teacher
Resources
a.
Zip lock baggies
b.
Cut up
sentences (who/what and action)
c.
Hula hoops
d.
Sentence strips
with sentences and non sentences
e.
Chart to glue
who/what and action strips
f.
Sign for
sentences and non sentences
IV.
Procedure
A.
Motivation
a.
Review two main
parts of a sentence
b.
List the two main
parts on the board and do one or two examples separating the who/what from the
action
B.
Guided Practice
a.
Pass out zip
lock baggies with cut up sentences
b.
Pass out Chart
c.
In groups
students will separate the who/what from the action and glue the strips to the
proper location on the worksheet.
d.
Allow one group
to read off what they had in either column or check each groups work
individually.
e.
Place two hula
hoops on the floor.
f.
Place a
sentence and non sentence sign in each hula hoop.
g.
Read or have a
student read a strip and have them identify the who/what and action and then
place that sentence strip in the proper hula hoop.
h.
Repeat with all
strips try to get all students involved by using every pupil response thumbs up
if they think it is a sentence thumbs down if it is not.
i.
Then we will
move on to handwriting and work on the next letter or so.
C.
Key Questions
a.
How did you
know that was a sentence/not a sentence? What was a clue?
b.
How did you
know that was the who/what or action part of the sentence explain to me how you
figured that out.
D.
Closure
a.
Review once
again the two parts of the sentence
V.
Evaluation
A. Students will be assessed during
the sentence/non sentence activity.
I.
Sentences-What makes a sentence continued
English
Grade 3
II.
Maryland Outcomes
A.
Students will
be able to identify a sentence and non sentence. Students will be able to name and identify
the two parts of a sentence.
B.
Dimensions of
Learning
a.
Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
Resources
a.
Parts of
sentence worksheet
b.
Sentence/non
sentence worksheet
B.
Teacher
Resources
a.
Hula hoops
b.
Sentence strips
with sentences and non sentences
c.
Sign for
sentences and non sentences
IV.
Procedure
A.
Motivation
Review parts of sentence and sentences versus non
sentences
B.
Guided Practice
a.
Pass out
worksheet
b.
Give directions
c.
Gather non
readers to one table
d.
Read each
statement aloud and allow time for students to mark their answers
e.
Collect
worksheets
f.
Then we will
move on to handwriting and work on the next letter or so.
V.
Evaluation
A. Students will be assessed based on
their answers to the worksheet.
I.
Sentences-Statements versus Questions
English
Grade 3
II.
Maryland Outcomes
A. Students will be able to distinguish between
statements and questions; punctuate and capitalize statements and questions;
write statements and questions.
B. Dimensions of Learning
a. Positive attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
d. Thinking involved in using knowledge meaningfully
III.
Materials
A. Student Resources
a.
Worksheet statements & questions
b.
English text book
B. Teacher Resources
a.
Statement & Question sentence strips
IV.
Procedure
A. Motivation
Students will be handed a
strip of paper with either a statement or a
questions. All of the statements will go
to one side of the room and all of
the questions will go to the other.
B. Guided Practice
a. Students will list
characteristics of a statement and question on the
overhead on the ___ both___ Venn diagram.
b. Students will distinguish
statements from questions in the guided practice in the textbook on page 16.
c. Students will complete the
independent practice on page 17 of their English textbook.
d. Students will write a
statement and a question.
e. Select students will read
their statement/question.
g.
Then we will
move on to handwriting and work on the next letter or so.
C.
Closure
Students will list what makes a
statement/question.
I.
Sentences- Commands & Exclamations
English
Grade 3
II.
Maryland Outcomes
A. Students will be able to identify commands and
exclamations; punctuate and capitalize commands and exclamations; write
commands and exclamations.
B. Dimensions of Learning
a. Positive attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
d. Thinking involved in using knowledge meaningfully
III.
Materials
A. Student Resources
a.
Worksheet commands & exclamations
b.
English Textbook
B. Teacher Resources
a.
Sentence strips
IV.
Procedure
A. Motivation
First, I will tell students that there are
four types of sentences. I will ask them to state the two we studied so
far. Then I will ask for an example of
each. Next, I will tell the students that there are two other types of
sentences exclamations and commands. I
will give an example of each. Then each
group of four students will be given four sentences with one of each type of
sentence. They will read them and label
them c=command; s=statement, e=exclamation, and q=question.
B. Guided Practice
a. I will give each group two
minutes to discuss what each type of sentence should contain.
b. Students will distinguish
commands from exclamations in the guided practice in the textbook on page 18.
c. Students will identify
commands and exclamations on a worksheet.
d. Students will write a
command/exclamation.
e. Then we will move on to
handwriting and work on the next letter or so.
C.
Closure
Students will state the four types of
sentences and give an example of each one.
I.
Sentences- Subject
English
Grade 3
II.
Maryland Outcomes
A. Students will be able to identify statements,
commands, exclamations, and questions. Students will identify the complete
subject of a sentence.
B. Dimensions of Learning
a. Positive attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
d. Thinking involved in using knowledge meaningfully
III.
Materials
A. Student Resources
a.
Worksheet Four types of sentences
b. Worksheet subjects
c.
English Textbook
IV.
Procedure
A.
Motivation
Students will complete a worksheet on the four types
of sentences in a progressive fashion.
B.
Guided Practice
a.
I will ask
students to tell me the two things that a sentence must have content wise.
b.
Then, I will
tell them that the who/what is called the subject and that every sentence must
have one.
c.
I will pass out
the sentence rebus worksheet.
d.
We will go
through it as a class.
e.
Students will
complete the independent practice on page 21 of their textbook.
f.
Then we will
move on to handwriting and work on the next letter or so.
C.
Closure
I will ask the students to tell me what the subject
of a sentence is.
I.
Sentences- Predicate
English
Grade 3
II.
Maryland Outcomes
A. Students will be able to identify the complete
predicate of a sentence. Students will
be able to separate the subject and predicate of a given sentence.
B. Dimensions of Learning
a. Positive attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
d. Thinking involved in using knowledge meaningfully
III.
Materials
A. Student Resources
a.
Worksheet predicate
b. Worksheet subject & predicate
c.
English Textbook
IV.
Procedure
C.
Motivation
I will ask students what a sentence needs beside a
capitol letter, period, and who/what.
Once they say an action I will pass out worksheets with action
sentences. Each sentence will contain
the name of a student and an action for that student to perform. Each student will act out their sentence and
the students will circle the predicate in each sentence.
D.
Guided Practice
a.
After
completing the predicate worksheet, students will open their textbook to page
22.
b.
We will read to
find out about predicates and complete the guided practice as a class.
c.
Students will
complete the individual practice on page 23 numbers 6-14.
d.
Students will
complete a worksheet separating the subject and predicate of a sentence.
e.
Then we will
move on to handwriting and work on the next letter or so.
E.
Closure
I will ask the students to come up with an action
sentence.
V.
Evaluation
A. Students will be evaluated based on
the accuracy of their answers.
English
Grade 3
II.
Maryland Outcomes
A. Students will be able to correct run-on sentences
by using capital letters and appropriate end marks. Students will be able to separate the subject
and predicate of a given sentence.
B. Dimensions of Learning
a. Positive attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
d. Thinking involved in using knowledge meaningfully
III.
Materials
A. Student Resources
a.
Worksheet separating subjects & predicates
b.
Worksheet correcting run-on sentences
c.
English Textbook
B. Teacher Resources
a.
Correcting run-on sentences overhead
IV.
Procedure
A.
Motivation
Worksheet to review how to separate subjects and
predicates.
B.
Guided Practice
a.
Write an
example of a run-on sentence on the overhead.
Read it out loud and ask if anyone knows what is wrong with it. Guide students toward the idea of a run-on
sentence.
b.
Ask students
how you could correct that sentence.
Correct it on the overhead.
c.
Collect student
work once they are all finished.
d.
Pass out
worksheet.
e.
Go over
directions and work though the example.
f.
Read number
one. Ask students how you could correct
it and write it correctly on the overhead.
g.
Repeat for each
example.
h.
Have students
complete the independent practice on page 25.
i.
Collect papers.
j.
Move on to
handwriting and work on the next letter or so.
C.
Closure
Ask students to state what a run-on sentence is.
Evaluation
A. Students will be evaluated based on
the accuracy of their answers.