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EDUC 565: Grammar Lesson Plan

Joshua Olmstead | Drexel University | Professor Beth Ulcay
November 16, 2021
Content Area: ELA/Grammar
Grade Level: 3rd
EL’s English language proficiency level: Level 4 Expanding

Title of Lesson Sentence Types: Statement, Question, Command

Standards CC.1.4.3.L Demonstrate a grade-appropriate command of the conventions

of standard English grammar, usage, capitalization, punctuation, and spell-
ing.
Standard - CC.1.3.3.A Determine the central message, lesson, or moral in
literary text; explain how it is conveyed in text.
Standard - CC.1.3.3.C Describe characters in a story and explain how their
actions contribute to the sequence of events.

Content Objective SWBAT classify sentences by sentence type in a graphic organizer, resolve
communication issues with the correct sentence type in writing or speech,
annotate sentence types in a short story, and discuss dialogue as it relates to
theme IOT demonstrate understanding of statement/declarative, question/
interrogative, and command/imperative sentences, as well as literary themes
and characters.

Language Objective SWBAT identify precise details differentiating sentence types; orally
present correct sentence types to resolve communication issues; identify
sentence types in a text; provide in writing concrete examples of sentence
types; and discuss dialogue as it relates to theme IOT demonstrate under-
standing of statement/declarative, question/interrogative, and command/im-
perative sentences, as well as literary themes and characters.

Intro/Content Delivery Once students are seated, I play “The Four Types of Sentences Song” mu-
sic video on the smart board. Following the music video, I turn on the
lights, and introduce today’s Focus Anchor outlining Statement, Question,
and Command sentence descriptions and examples. In think-pair-share
and whole group we discuss the following guiding questions:
• What are some different situations when making a statement, asking a
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question, or giving a command would be appropriate?

• Can you state your favorite super hero or real life hero?
• What’s a question and/or command you make to your favorite super
hero or real life hero?

Guided Practice I share a slide and corresponding worksheet with a 2-column/3-row

graphic organizer. The left column lists the three different sentence types,
with descriptions and sentence end marks. The right column features color
codes for each sentence type. Underneath the graphic organizer are eight
sentences without end marks. I explain that we are going to do the follow-
ing:
• Read each sentence
• Decide which type of sentence it is
• Add the end mark
• Color the sentence according to the color code
I model the first three examples, and then ask the class to complete the re-
maining five sentences.

For students who finish early, I extend the Guided Practice block by hand-
ing out a second worksheet with a 3-column/2-row graphic organizer listing
each sentence type, description, and end mark in the top row, and a blank
bottom row, followed by eight more sentences without end marks. The in-
structions are to read each sentence; decide which type of sentence it is; add
the correct punctuation; and write the completed sentence in the correct cat-
egory (or cut it out and place it in the correct category).

Group Practice Next, we play a fun game, in which I share images depicting various
scenarios on the smart board. Students break into two teams and earn points
for creating sentence types relevant to the images. (Teacher will decide
whether sentences are reasonably relevant.) Teams are awarded up to three
points for being able to produce all three sentence types per image, and a
bonus point for each sentence type with correct end marks. Max. 6 points
(including bonus points) per image. (Points will not be awarded for dupli-
cate sentence types, with or without correct punctuation.) Teams must send
three different volunteers for each sentence type per image. (If there are
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more than three volunteers for a single image, the teacher will select the
volunteers, ensuring a variety of participants.) Volunteers will elect to either
write their sentence on the board or say it out loud, specifying the sentence
type and punctuations.

Individual Practice Students will read Sir Thomas and the Dragon. Using the same color
code as the graphic organizer activity in our Guided Practice, students will
annotate the text by underlining statements in green, questions in blue, and
commands in red.

I will invite students who are struggling with the reading to a small group,
in which I read aloud the story to them. Instead of annotating the text, they
will be asked to raise 1 finger each time a character makes a statement;
raise 2 fingers each time a character asks a question, and raise 3 fingers
each time a character makes a command.

Closure/Assessment To close out the lesson and reinforce what we have learned, we will discuss
whole group how dialogue––including statements, questions, and com-
mands––help reveal aspects of the characters and themes in Sir Thomas
and the Dragon. Our guiding questions are as follows:
• What does Elberta’s command to Sir Thomas at the beginning of the
story reveal about Sir Thomas’ character?
• A theme of the story is people are often scared of what they don’t un-
derstand. How do Sir Thomas and the Dragon’s questions to each other
(lines 25-36) help us understand the theme?
• Sir Thomas and the Dragon are similar because they both act differently
than expected. What statement does the Dragon make to show Sir
Thomas he is friendly?

I will collect the annotated copies of Sir Thomas and the Dragon for assess-
ment purposes.
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Resources & Materials The Four Types of Sentences Song

https://youtu.be/0t-OBDZxWNQ
Sir Thomas and the Dragon
https://www.commonlit.org/en/texts/sir-thomas-and-the-dragon
Worksheets
Color pencils
Smart board