PROJECT: SENTENCE STRUCTURE

TEACHER: RENEE ORDOYNE

SCHOOL: W.S. LAFARGUE ELEMENTARY SCHOOL

CONTENT: Writing | Language

GRADE LEVELS: 2nd

 

 

OBJECTIVES:
The student should be able to:

• Identify subjects, predicates, and subject describers in a sentence. (knowledge)

• Demonstrate movements and the elements of dance in correspondence to parts of a sentence. (comprehension)

TIME: 45 minutes

MATERIALS
Appendixes 1-3
Sentence Cards
Computer
Digital camera

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will read a few sentences on a PowerPoint. While reading, the teacher will perform certain movements for each word. The same movement will be performed for each subject describer. The subject of each sentence will have the same movement. Another movement will be performed for the predicate of each sentence. She will ask the students, “Why am I moving around?” The students will conclude that movements are telling us the parts of the sentence. Students can help the teacher diagram a sentence & apply movement to each part of a sentence.

ACTIVITY:
Teach / Model: The teacher will show students movements for each part of a sentence. (ex. Twirl when reading the subject of the sentence.) She will then read sentences on the PowerPoint. After demonstrating “dancing” out the sentence, the teacher will put up other sentences. Each sentence will have a subject describer, subject, and predicate. The class will dissect the sentence before dancing it out the parts.

HOTS
What rules apply to this sentence?

Can you dissect this sentence into parts to read it?

What is the relationship between these words and the movements?

Based on what you know, how would you explain the movements for this sentence?

Guided Practice:The teacher and students will view a PowerPoint of sentences. Together, they will read sentences. (continued on APP 1) After practicing six sentences with movements, the students will be placed in small groups of three. Each group will be given sentences that have all parts (APP 2). The students will use their knowledge of parts of a sentence when reading. Group members help each other to design new movements for each part of the sentence. As the students work in their groups, the teacher will monitor for accuracy. The teacher will probe students to further their critical thinking and take anecdotal notes.

HOTS
Explain how you will demonstrate the parts of the sentence.

Determine which movements will correspond to each sentence part.

Independent Practice: The students will identify parts of a sentence given to them on a card. (APP 3) Each student will come up with their own movements to show the class to represent each part of the sentence.

HOTS
Explain how you danced out that sentence.

Determine which words went with specific movements.

Closure: Students will identify parts of a sentence as the teacher reads a sentence aloud.

EVALUATION/ASSESSMENT:
The students will apply knowledge of sentence parts by identifying the parts of the sentence as classmates show movement to each part. Pictures will be shown on the computer of students making movements as a review for the next lesson. The computer & digital camera will be used in order to integrate technology into the lesson.

ART CONTENT/CONCEPTS:
none listed

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
ELA-4-E2             giving and following directions/procedures
ELA-5-E4            represents thoughts and information through simple student-produced media

MODIFICATIONS | ACCOMODATIONS:
Adjusting Instruction:  Students that have difficulty sounding out words will be given one syllable words to read. Once they have mastered certain sounds, the words given to them will build upon only those sounds. Special Needs: Students having difficulty with dancing out sentences will be given assistance with simple movements.

TEACHER'S REFLECTION:
This lesson worked great with students “dancing out” the parts of a sentence. Students had fun dancing to each sentence. After students practiced dancing to many sentences, they were put in groups to come up with their own movements. The first time, I allowed them to pick their own partners. Some of the girls were serious about making up different movements. Some of the boys were not sure of doing different moves than I had done with them. A few stood around with their hands in their pockets. After each group showed the class their movements for each part of the sentence, we broke up into different groups. This time I assigned students to groups, mixing up the boys and girls. These groups worked much better. Students were excited about making up movements and wanted to do more. I told the students if they wanted to make up movements at home, they could share them with the class the next day. Even some of the children who were resistant at first went home and made up new movements.

This lesson worked well. Students were excited and motivated. I will do this earlier next school year. Putting movement to sentences helped students use some of their energy and identify sentence parts through movement.

RESOURCES:
http://wwwnew.towson.edu/ows/sentelmt.htm#Subjects%20and%20Predicates

http://www.angelfire.com/blues/writing/sentence_pattern.html

http://www.gamequarium.com/sentencestucture.html

TO DOWNLOAD APPENDIX 2 FOR THIS LESSON, PLEASE CLICK HERE

TO DOWNLOAD APPENDIX 3 FROM THIS LESSON, PLEASE CLICK HERE

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