Lesson Planning Template

Lesson Title:_______________________________ Grade:_______

Learning Target: The student will be able to identify the relationship between parts of speech in a
sentence structure and visually represent sentences in a sentence diagram.

Grade Level Guide: OH, 7th-8th, Language Arts

Content Curriculum Focal State Standards Interdisciplinary Connections

Points (ie: NCTM, IRA,…)
IRA:
5. Students employ a wide
range of strategies as they
write and use different writing
process elements appropriately
to communicate with different
audiences for a variety of
purposes.
W.7.4 Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
e. Recognize variations from
standard English in their own and
others’ writing and speaking, and
identify and use strategies to
improve expression in conventional
language
RST.6-8.4 Determine the meaning
of symbols, key terms, and other
domain-specific words and phrases
as they are used in a specific
scientific or technical context
relevant to grades 6–8 texts and
topics.
Sentence diagramming is a
useful skill for improving
grammar and sentence
structures. Although this
writing tool is traditionally
taught in language arts
classrooms, the technique is
valuable across curriculum.
Between 6th-8th grade, students
are beginning to construct
essays and paragraph responses
in social studies, English,
science, and other academic
classes.
Additionally, this lesson could
even be adapted when learning
a second language. Comparing
the diagramming rules between
English and Spanish can even
assist in understanding
language structure.

RST.6-8.3 Follow precisely a

multistep procedure when carrying
out experiments, taking
measurements, or performing
technical tasks.

Academic Language: Sentence diagramming, adverb, adjective, linking verb, action verb, subject
complement, direct object, indirect object, compound subject, compound predicate, articles, modifiers,
and imperative statements.
Students’ Needs: Students will have been undergoing a grammar unit regarding the various parts of
speech, sentence structures, and punctuation rules. As such this lesson will review some of the key parts
of speech relevant to sentence diagramming, before conducting the learning activity.

English Language Learners Special Needs (can be a group such as “struggling

readers” or individuals)

 Sentence diagramming  Students will dyslexia can analyze the

provides a visual aid for structure of a sentence to avoid grammar
English grammar structures. errors.
 Struggling readers can better distinguish
between sentence fragments, subject verb
agreement, and other grammatical
difficulties by practicing these grammar
techniques and “tests.”

Materials: Big Book, notebooks, worksheets, and pencils. Optional/supplemental: highlighters,

chalk/whiteboard.

Language Function: This lesson focuses on the mastery of academic language related grammar and
writing skills. Students are at an age where they are beginning to delve into the formal writing process.
As such, this lesson moves beyond rote memorization and encourages students to actively engage with
parts of speech to understand the technical mechanics and terminology behind grammar.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before: Prior to conducting the activity, there will be review of different parts of speech and
examples of sentence structures within the big book. Should students have any questions or are
struggling to understand, the teacher will create examples on a chalk/whiteboard to assist student
learning (utilizing the Grammar and Usage in the Classroom textbook). Depending on the class,
supplemental worksheets will be supplied to practice.

During: Once the general review is completed, students will be divided into teams for the game. The
teacher will place a sentence on the board that students must diagram in under three minutes. Students
are allowed to reference the big book to look at examples and rules. The objective is to reconstruct the
diagram in the back of the big book. The first team to create the diagram correctly receives a point.
Should none of the teams succeed, no points will be given, and the teacher will reveal the correct
diagram and why. This will continue until the sentences for the activity are complete.

After: Afterwards students have the opportunity to pose their own sentences that they would like to
diagram. Should the sentences supplied incorporate information not covered in the big book, the
teacher will provide additional instruction on the white/chalkboard.

Assessment:
 Type of Description of Modifications to the Evaluation Criteria- How good is
assessment assessment assessment so that all good enough to meet standards?
(formal or What will students students may (related to the learning objectives)
informal; do to show what demonstrate learning Include scoring guide, rubric or other
formative or they have learned? criteria
summative)
Students will create The game will be pair Students will utilize the resources of
their own sentence or group conducted the big book and worksheet to review
Informal diagrams through pending on the size of information.
assessment the group game the class. The primary grade will be for
activity and the Time limits for the completion and participation as this is a
individual graphic game will depend on review game.
organizer. the student response. If Students are expected to properly
the class is struggling create basic sentence diagrams and
to master the concepts identify the parts of speech that
a longer round will be comprise the sentence.
permitted.

Resources: Grammar and Usage in the Classroom by Mark Lester

Analyzing Teaching: To be completed after the lesson has been taught.

What worked?  The physical activity worked very well with

What didn’t? For whom? most of the students. Initially, the students were
not actively learning from the review pages and
examples. This passivity was partially due to the
location being a tutoring center instead of a
classroom. Most of the students were mentally
checked out for the day.
 However, when the activity began students were
actively referencing the factual material and
taking a more active role.
Adjustments Adjustments would depend on the background
What instructional changes do you need to make as knowledge of the class. This particular class knew very
you prepare for your next lesson? little about the parts of speech. I would have to recreate
a full grammar unit before introducing this activity.
Proposed Changes Whole class: I would print out a terms sheet with
If you could teach this lesson again to this group of examples for students to reference outside of class and
students what changes would you make to your during the activity.
instruction?

Groups of students: No changes

Individual students: I would have to construct a game

better suited for the student to
Justification These changes predominantly cater to the size of the
Why will these changes improve student learning? class, but also providing more resources for students to
What research/theory supports these changes? reference in and outside of class.