Lesson Plan

Sentence Structure-Type 1
Author: Teri Warner Date Created: 4/8/2002 7:21:33 PM MST
VITAL INFORMATION
Subject(s): English Language Arts
Topic or Unit of Study: Diagramming Sentences: Sentence Structure Type I
Grade/Level: 9
Objective: The student will accurately complete a worksheet on Sentence I structures.
Summary: Students will review the importance of good sentence structure and then the basic parts of a sentence (i.e.; noun, verb). After an explanation of Type I sentence structure and how to diagram the sentence using both the Reed-Kellogg diagramming methodology as well as the Phrase Marker diagramming methodology, the students will be given examples and, as a class, determine the parts of the sentence and the correct diagram. Next students will be given a handout of five sentences and they will be expected to diagram each sentence using both the Reed-Kellogg and Phrase Marker diagramming methodology.
IMPLEMENTATION
Learning Context: This is one lesson in a week-long series that develops the student's ability to identify parts of speech and determine how the parts of speech make a sentence. The student will develop a basic understanding of sentence structure and increase his or her ability to develop good sentences.
Procedure: Anticipatory Set: Today we are going to work with the parts of speech again, and this time we are going to learn about the easiest sentence type and how to diagram them using two different ways to diagram. Last week we spent some time on basic sentence structures and the parts of speech. Who can tell me what a noun is? [Wait for answer.] Great. How about a verb? [Wait for answer.] Wonderful. [Look for confusion in anyone's face. If there is, review further about the parts of speech.] And, we also talked about the importance of good sentence structure. Who can tell me some of the reasons? [After getting a few answers from some of the students, continue.] Good answers. In order to write a good story, you need to be able to put together good sentences. Without a good sentence structure, the reader may not understand the meaning. [Look for heads shaking and no confusion on their faces. If there are, go back to last week's discussion on bad versus good sentences.] Teacher Input: A long time ago, two people by the names of Thomas P. Klammer and Muriel R. Schultz developed a system called sentence types. These types are broken into five types that describe the sentence pattern that almost all sentences of English carry. The reason they did this was because as many of us know the English language is not an easy one to master. By developing a sentence type system, they have assisted us in putting together sentences that make sense and our readers can understand. We will start by learning the simplest sentence type and we will use two types of diagramming tools to ensure we have a stable structure. How many of you have ever tried to build a house made of cards? And what would happen if you didn't have the bottom cards stable? The rest of the house would fall apart right? The same holds true for diagramming sentences and identifying sentence structures. You find your base or bottom cards, make it secure, and then add the rest. [Point to the Reed-Kellogg Diagram poster.] Take a look at this poster. It is called the Reed-Kellogg Diagram. Each part of speech has a slot on the diagram. [Point to the subject.] The subject is the first thing on the diagram and on this line. Why do you think the subject is first? [Have a student answer.] Right, the subject is the most important thing in the sentence. [Point to the verb.] Here is the verb. [Point to the article.] And, here is the article. Notice the article is placed on a slanted line. And, notice that the slanted line is under the subject. That shows that there is another word in the sentence and it has to do with the subject. [Point to the adjective.] And look at this one. Can someone tell me what part of speech this may be? [Wait for answer.] Right. It's the adjective. Can someone tell me why it's also on a slanted line under the subject? [Wait for answer.] Right, because it is another word in the sentence and it has to do with or describes the subject. Good job. Okay, now let's take a look at the other way to diagram a sentence. [Point to the Phrase Marker Diagram poster.] Take a look at this poster. It is called the Phrase Marker Diagram. Again, each part of speech has a place on the diagram. [Point to the subject.] The subject is the first thing on the diagram and is placed here. Again, why is the subject first? [Have a student answer.] Right, the subject is the most important thing in the sentence. [Point to the verb.] Here is the verb. And, what does a verb do? [Wait for answer.] Right, it usually shows the action of the subject. [Point to the article.] And, here is the article. Notice that in this diagram, the article is placed next to the noun. And, where is the adjective? [Wait for answer.] Right. It's with the noun and the article. [Point to the adjective.] Remember last week when we talked about phrases? Remember the noun phrase and verb phrase? [Look for understanding and that they are remembering.] What is a noun phrase? [Wait for answer.] Right. And, what is a verb phrase? [Wait for answer.] Right. So in the Phrase Marker diagram, key word here is phrase, we diagram using phrases. Whereas in the Reed-Kellogg diagram we used parts of speech. Okay. Let's try one on the board. [Write down 'The dog ran.' on the board. With their help, diagram the sentence using the Reed-Kellogg and the Phrase Market diagramming methodology.] Great job. I mentioned at the beginning we were also going to learn the easiest sentence type. That would be Type I. We've done a few already. [Point to the one you wrote on the board as well as the ones on the posters.] Type I is also called the intransitive sentence type. Looking at the sentence the dog ran, who can tell me why they think it might be called the intransitive sentence type? [Wait for answer.] Right. It's called intransitive because of the type of verb that is used. Does everyone remember what an intransitive verb is? [Wait for answer.] Right. It's a verb that expresses some action, can stand by itself with a subject and doesn't need a direct object. Good. So, an intransitive sentence or Type I sentence is a sentence that contains a subject and an intransitive verb. It's more important if you remember that it's an intransitive sentence type rather than that it's a Type I sentence. But, if you can only remember the number, that's okay. On the test, I will accept either one. Okay, let's try a few more. How about this sentence. [Write on the board 'John Lennon died in New York.'] Let's start with the Reed-Kellogg diagram. Where's my subject? [Wait for answer.] And, where's my verb? [Wait for answer.] Good. What about this part? [Underline or point to 'in New York'.] What part of speech is it? [Wait for answer.] Right, a prepositional phrase. What made it a prepositional phrase? [Wait for answer.] The word 'in' right. And what is the prepositional phrase referring to? [Wait for answer.] Right, where he died and died is the verb so it would have to go under the verb. [Show them and as you do explain each part you are doing.] Okay. Now let's try the Phrase Marker diagram. How should I start? [Wait for answer.] Okay. I've drawn my lines. What's the noun phrase? [Wait for answer.] And, what's the main verb phrase? [Wait for answer.] Good. And where do you think the prepositional phrase should go? Well, let's see. We know it's describing the verb. So it needs to go somewhere here. [Point to the section under MVP.] But it's not part of the verb phrase. What kind of phrase do you think it is? [Wait for answer.] Right. An adverb phrase. So we need to draw another line, label it as an adverb phrase and then draw the line and add the prepositional phrase. Good. [If they haven't got it, try a couple more. Otherwise, move to guided practice.] Guided Practice: [Handout the Sentence Type I exercise.] Okay, now you try it. Here is an exercise for you to try on your own. You have five questions. In the first box, you will diagram using the Reed-Kellogg diagram and in the second box, you will diagram using the Phrase Marker diagram. Remember, these are only Type I or Intransitive sentence structures. So your verb is what? [Wait for answer.] Right. Intransitive. If you have questions, don't hesitate to ask. Remember, you may not be the only one with that question. Okay? Good. [Circulate the room, giving feedback, answering questions, and ensuring everyone is on task. If you notice that some students are having the same problem, stop the class for a moment to reiterate the concept they are having a problem with.] Okay, time's up. It looks like you've got it. Diversity: For those students with special needs, you can have them work in pairs to assist them. If you have students that excel and need a challenge, develop a couple bonus questions for them. Independent Practice: See assessment. Lesson Closure: See assessment.
Sample Student Products: The Reed-Kellogg and Phrase Marker posters illustrate the proper methods to be used along with explanations of each diagram piece. Attachments:  1.  Board Samples Explained Attached are the answers as to how the diagrams should look when completed.
Collaboration: Students will work individually.
Time Allotment: 1 class period. 1.5 Hrs per class.
Author's Comments & Reflections: Things to check: -Were the students able to grasp the concept? -Did any of the students have difficulties with the exercise? What were the issues regarding their difficulties?
MATERIALS AND RESOURCES
Instructional Materials: Sentence Type I Exercise Reed-Kellogg Diagram Poster (to be bought) Phrase Marker Diagram Poster (to be bought) Attachments:  1.  Sentence Type I Exercise
Resources: Materials and resources: Student: Pencil Paper Something to take notes in Teacher: Posters Pointer Chalkboard/Dry erase board Chalk/dry erase markers
STANDARDS & ASSESSMENT
Standards: CO- Colorado Academic Standards • Subject : Reading and Writing • Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling Students need to know and be able to use standard English. Proficiency in this standard plays an important role in how the writer or speaker is understood and perceived. All skills in this standard are reinforced and practiced at all grade levels and should be monitored by both the teacher and student to develop lifelong learning skills • Grade/Level : CO- Colorado Academic Standards • Grade/Level : Grades 9-12  Performance Indicator : refining spelling and grammatical skills and becoming a self-evaluator of their writing and speaking
Assessment Plan: Independent Practice: Take out a sheet of paper and copy these sentences. [Write the following sentences on the board. Have the students copy them on another sheet of paper. 1. The girl cried. 2. Jack jumped. 3. The little children laughed at the clown. 4. The big bad wolf huffed.] For today's homework, here's what you need to do. Take each one of these sentences and I want you to diagram them in both the Reed-Kellogg and Phrase Marker diagrams. If you have problems, remember to refer to your notes. Each diagram needs to be labeled accurately. For example, the phrases on the Phrase Marker diagram. [Point to the diagram.] Each diagram must have the parts of speech in the right spots. In other words, your nouns, verb, articles, etc. all need to be in the right spots. [Point to diagram.] Any questions? Lesson Closure: Hand your practice papers to the front so I can take a look at them tonight. How do you think you did? [Wait for answers.] Were there any parts you had trouble with? [Wait for answers.] Okay, so let's review. What kind of diagram is this? [Point to one of the diagrams you did on the board.] And what about this one? [Point to other one.] Good. [In the same manner, go over each piece again of the parts of the diagram.] And what kind of sentences are these that we've done today? [Wait for answer.] Right. Intransitive or Type I sentences. Good job everyone. Don't forget that tomorrow these sentences are due. [Point to the sentences you wrote on the board for homework.] And, please remember your name on them. Have a great day! For the in-class exercise and homework, verify each has the following: -Was the correct diagram used for Reed-Kellogg and Phrase Marker? -Were the lines used correctly? -Did the student identify the correct subject noun? -Did the student identify the correct verb? -Did the student place the articles and adjectives in the correct locations for each diagram? -Is the prepositional phrases diagrammed accurately? -On the Phrase Marker, did the student accurately identify the other parts of speech? (i.e.; adverb) Attachments:  1.  Handout Answer Key Attached is the answers to the handout.
Rubrics: