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Unit: Novel Study & Essay writing 2013 Lesson Objectives & Specific Learning Outcomes: SWBAT (Students

will be able to):

Date: September 5,

COGNITIVE 1. Students will understand that sentences can be broken down into meaningful parts. 2. Students will know the difference between subject and predicate AFFECTIVE PERFORMATIVE 3. Students will identify sentence subjects and predicates SOLS: 6.8a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure Materials Needed: Sentences worksheet (Honors & standard) Computer & projector to play the following video: Procedures/Instructional Strategies: I. Bridge [ 3-5 min] Why learn about sentence structure? Last week, we talked a little bit about the difference between sentences and nonsentences. We discussed complete versus incomplete sentences, and we also looked at breaking down run-on sentences. Today, we are going to look at the inside structure of sentences. We are going to start breaking sentences down into smaller parts. Heres how this activity relates to the writing you are doing in this class. II. Steps [10-15 min] 1) Writing an essay is like building a house. Write on the board: Writing an essay is like building a house. I have a simile that I like to use to discuss writing - it applies especially well to writing essays. Writing an essay is like building a house. Lets think about houses for a minute - what do most houses (or just places where people live) have?

Aiming for the following parts: doors (front vs. inside), rooms, appliances & furniture, building materials, decorations Houses are made up of a lot of different parts. All of these parts - the shapes of the rooms, the decorations on the walls, the appliances inside them - work together to make the house a good place to live. If one of these parts isnt working - say, you have a room thats closed off and has no entryway, just walls, you notice as you walk around inside the house. When people are building houses, they have to think carefully about planning what they are going to build before they actually bring out the trucks and the bricks and the pipes. They have to have a plan to know how they are going to build the house. Each house is different. Each room is different, right? What are all the different kinds of rooms that you can have in a house? (looking for: bathroom, living room, kitchen, basement, bedroom) Would it be weird to have a bathtub sitting out in the middle of the living room? Or a bed in the middle of the kitchen? Each room has a different purpose. When you are writing an essay, each paragraph has a different purpose, just like each room of the house. Inside the rooms, there are things, right? 2) Sentence = appliance or useful piece of furniture (room wouldnt be complete without it) Each sentence in your paragraph is like a piece of furniture of an appliance in your room. The room would be empty without these things. You dont want to have so many pieces of furniture in your room that you cant really move around. You also dont want to have nothing in your room - or an appliance in a room where it doesnt belong (like a bed in the kitchen). As a writer, part of your job is to make sure that each sentence works. This is a lot like how a builder needs to make sure that each appliance works. It needs to function - for example, if youre putting a shower in a bathroom, you want there to be hot and cold water flowing through the pipes. Today, were going to talk about basic structures of sentences. Sentences can be broken down into 2 parts - the subject and the predicate. The subject is the actor of the sentence. The predicate is the action. 3) Subject vs. Predicate Class will watch the video Mr. Morton (Schoolhouse Rock): Now, Id like for you to fill out this worksheet. (Two worksheets - one for Standardj & a different one for Honors) We will fill out the first response together to model. I will allow them to work with other students at their table or close to where they are sitting. (Rationale: many of them enjoy cooperative work - I will leave this as an option for the students who prefer working alone.) After they work, I will go over the answers on the board. III. Closure [2 min] Transition to reading

Now, Id like for you all to pass in your papers. Dont worry if you didnt get everything exactly right. I am just looking to see that you put in effort. We will continue to talk about the parts of sentences in the future. We are going to move on and get back to our novel studies.

Methods of Evaluation: (for evaluating the specific objectives listed above) Subject-Predicate worksheets In retrospect: (reflective notes following my instruction) Materials Appendix: This first handout is for Standard and Collab.

Subject & Predicate

Every sentence has a subject (actor) and predicate (action)

Underline the subject of the sentence, and circle the predicate. Example: Mr. Morton grew flowers. 1. Mr. Morton opened the door. 2. Mr. Morton ate cheesecake. 3. Mr. Morton whistled along with the song. 4. The dog caught the ball. 5. The old lady walked across the street. 6. The student made a paper airplane. 7. The virus infected Johnny, making him sick. Challenge! Write your own sentence, and identify the subject & predicate.

This second handout is for Honors.

Subject & Predicate

Every sentence has a subject (actor) and a predicate (action). For each of the following sentences, draw a line to separate these two parts.

Example: Mr. Morton grew flowers for Pearl. 1. Pearl liked the flowers that Mr. Morton grew for her. 2. She put them in a vase. 3. Then, she decided to write her a thank-you note. 4. She was so happy when Mr. Morton got her note! 5. Mr. Morton was nervous when he knocked on Pearls door. 6. Then, he decided to sit down in her rocking chair. 7. When Pearl opened up the door, he ran! 8. The Mortons lived happily ever after. Part II: Write two of your own sentences, and draw a line to separate the subject and the predicate. 1. 2.