First Grade: theme 4

Three Phase Lesson Design

Title: Sentence DetectivesLesson #4 in a Series Standard: 1.1 Write and speak in complete, coherent sentences Objective: Students will be able to identify the two parts that comprise a complete sentence by separating the naming part in a sentence then underlining the action part. Connection: (1-2 minutes) (Orientation) We have been learning a lot about sentences. When you write sentences it is important that you include two parts in your sentence: the naming part that tells who or what did something and the action part that tells what action happened. Directed Instruction: (5-8 minutes) (Presentation/Teach) Using Teaching Chart #1, tell students how a sentence is made up of two parts: A sentence expresses a complete thought, which means it needs to have two parts, the naming part and the action part. The naming part includes a noun and the action part includes a verb. At this point, the teacher may refer to any previously taught and used teaching charts from Lessons 1-3. (e.g., the teaching chart that shows how a noun can be a person, place or thing) Point to the picture as you read Gracie is reading a book. Gracie is the naming part in this sentence and is reading a book is the action part. Gracie tells us who did something in the sentence and is reading a book is the action that happened in the sentence. Its what she did. Teacher Think Aloud: As I look at the sentence I can see some lines have been added to help me notice that BOTH parts are in this sentence. There is a line separating the naming part, Gracie, from the action part, is reading a book, and the action part in underlined. On this chart (Teaching Chart #2), there are six sentences. The first sentence says He jumped high. There is a line AFTER He, because He is the naming part and jumped high is the action part. That line after He separates the naming part from the action part. Jumped high, the action part is underlined. The second sentence also has lines to help me notice the two parts of the sentence. My sister waited. My sister is the naming part and waited is the action part. The first line separates the two parts and the second line underlines the action part. The next sentence has not been separated for me, so I will read it carefully then decide where it needs to be separated. Her family went on a trip. Well, I know that Her family is the part that tells me who did something, so thats the naming part and I put the line after the naming part. Went on a trip is the action part, so I am going to underline it. Follow the procedure with the remaining three sentences, adding in the red lines each time.

Engagement: (2 minutes) (Check for understanding of the objective, not practice or application: i.e. Think, Pair, Share). On my signal, turn to your partner and tell them which two parts we need to look for in a sentence. Make sure you both share and then raise your hand after you are both done sharing. At teachers signal, students respond (The naming part and the action part.) Closure: (1 minute) (Link and restate the objective of the lesson.) Today we learned that when you write a sentence, you need to include both parts-the naming part and the action part. The naming part tells who or what did something and the action part tells what action happened.

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First Grade: theme 4

Practice

Guided Practice ***Preparation: Make copies of the student practice sheet (Sentence Detectives) for each student. A transparency for the teacher to use would be ideal (or the use of a SmartBoard). Using the student practice sheet, remind students (as you refer to the teaching chart) that a sentence is made up of two parts, the naming part and the action part. Also, remind them that the teaching posters will remain up so they may refer to them as needed. Read the directions aloud to the students, pointing out the example provided

Example: Some cats are black.

Explain to them how they will need to be a sentence detectives as they read each sentence aloud and look for each part in the sentence. Allow time for the students to complete the nine items. Monitor student work and clarify any misunderstandings. If students are done with the first nine items, have them complete the two challenge items.

Closure
Today we learned that when you write sentences it is important that you include two parts in your sentence: the naming part that tells who or what did something and the action part that tells what action happened.

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First Grade: theme 4

Teaching Chart #1

A sentence that expresses a complete thought must have two parts: a naming part and an action part.

sentence

naming part = Gracie an action part = is reading a book.

Gracie is reading a book.

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First Grade: theme 4

Teaching Chart #2

He jumped high. My sister waited. Her family went on a trip. The teacher smiled. She is silly. Some cats are black.

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First Grade: theme 4

Name: _____________________

Sentence Detectives
Directions:
First, read each sentence. Next, draw a line separating the naming part from the action part. Finally, underline the action part.
Did you find each part of the sentence?

Example: Some cats are black.

1. Dot got the box. 2. The fox can dig, dig, dig. 3. My dad can cut the grass. 4. She can hit the ball. 5. Brad did a quick trick. 6. He can get the van. 7. The vet can help. 8. I can pet Big Ben. 9. Ned cannot jump. *Challenge Sentences10. Some fish can change colors. 11. One big rat can run.
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