Lesson: What is a sentence
· Set of warm-up to lesson plan – distinguishing between fragment and sentence for each group.
· Textbook – Houghton Mifflin 5th grade grammar text p. 32
Level of Bloom’s Taxonomy:
· Analysis – sort sentences based on fragment, run-on, or complete sentence
Background information: what do I need to know to teach this lesson?
· A complete sentence has a subject and a predicate. A fragment will have either a subject or a predicate but is not a complete thought.
Instructional Procedures: How will I…?
…recall prior relevant information? Make connections to prior learning?
1. Group students together – if they are sitting in groups, just have them work with their group.
2. Give each group a set of the attached fragments and sentences. Have the students determine if the sentence is a fragment, run-on, or a complete sentence using what they have learned in previous grades about sentences.
3. Once the students have categorized their sentence strips they should correct the fragments and the run-on’s.
4. Review this activity as a class. If there is disagreement over if a sentence is a fragment, run-on, or complete sentence have the class decide together the correct answer using what they already know about sentences.
….present new material?
1. Ask the students how they determined if a sentence was a fragment, complete sentence, or run-on. Lead the students to realize they looked for a subject and a predicate.
2. Discuss with the class the words subject and predicate. Have the students continue to refine their meanings until they match the appropriate definitions. Have the students build on each other’s answers until they have the complete definition – write the definitions of subject and predicate on the white board.
3. After defining the words subject and predicate as a class, guide the class to discuss their own definition for the words “sentence” and “fragment”. Have the students use their discussions as a class to refine the meanings of the words until they have an appropriate definition.
4. Look in the textbook and have the students look at the examples in the book of fragments and sentences (or alternative have your own samples ready to work with) – have the students work in their groups and decide if the sentences are fragments or complete sentences.
5. After going over the answers for the work in the Houghton-Mifflin textbook – have the students use their activexpressions to text up to the board different kinds or fragments and complete sentences. Have the students write a fragment with a predicate, a fragment with a subject, and complete sentences. If you don’t have texting devices have the students do these on a piece of paper at their desk and share their answers with the class.
· The lesson will be assessed by the answers with the activexpressions. If the students have a clear understanding of the material move on to assigning homework. Remediate where necessary.
…Enhance retention? (homework)
· Homework will be Houghton-Mifflin Grammar 5 WB p. 1 and 2
Test Questions from today’s objectives?
….know my objectives?
….actively engage with the new material?
…work together on a task?
…get feedback on their performance?
What went well and what needed improvement
This lesson was total revamped this year to include movement and activity. I think that this type of movement is necessary to student engagement (especially in grammar lessons). Having the students write thier own fragments was especailly helpful in this lesson. I find that students have a lot of difficulty finding fragments and this lesson addressed that difficult by having the students write fragments that were missing subjects and fragments that were missing predicates.
|lesson 1 what is a sentence Other||
|Warm up lesson one fragment runon or complete sentence Activity||
|Warm up lesson one fragment runon or complete sentence answer key Activity||