Sentence Review Game

Date: September 7th, 2011 Grade Level/Subject: 5th Grade Language Arts Approximate Time: 20-25 Minutes Prerequisite Knowledge: y From the previous days lesson, students should have a basic understanding of the differences between a sentence and a fragment. y Students should be able to identify the predicate and subject from a sentence. y Students should know how to participate appropriately in a class game/activity. Student Objectives: y Students will be able to correctly identify a sentence and fragment by holding up colored cards. y Students will be able to identify a missing predicate or subject by holding up colored cards. y Students will congratulate one another on successful participation in the class game. Illinois Standards: y CC.5.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. y CC.5.L.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Materials/Resources/Technology: y Whiteboard/Smart Board/Chalk Board y Projector with computer access y 1 plastic baggie per student (see attached) with: o 1 green card printed with sentence o 1 red card printed with fragment o 1 pink card printed with predicate o 1 yellow card printed with subject o 1 half-sheet paper with 6 lines and assignment directions y PowerPoint presentation of game questions and answers y 1 pencil/writing utensil per student Implementation Opening 1. Before the lesson begins, have the bags of student materials prepared. In addition, the PowerPoint should be opened and quickly and easily accessible. 2. Pass out a plastic bag to each student. Tell students not to open or touch the bags. Students should put bags in the corner of their desks out of the way. 3. Write two sentences on the board, one sentence and one fragment (Miss Weller teaches her students./Ask the students if someone can tell you which group of words was a

sentence and which is a fragment/incomplete sentence. After a student answers, ask the class why the fragment is not a complete sentence (i.e. is the subject or the predicate missing?) Remind students of what the predicate and subject are from a sentence. Procedure 1. Tell students they are now going to play a review game. They should open their bags and pull out all four cards. The white sentence sheet should remain in the plastic bag. Tell students that the red card is fragment, green is sentence, etc. Tell students that you are going to put up a group of words on the overhead screen and that they are to determine whether the group of words is a fragment or a sentence. 2. Put up the first group of words on the overhead screen. Without talking to their neighbors, students should determine whether the group of words is a sentence or fragment by holding up the corresponding card. When the students hold up the cards, scan the students responses to check for whole class understanding. When all students have responded, call on one or two students and ask, why did you chose [answer]? Then ask if the rest of the class agrees with this students response. 3. When the class has come to an agreed upon response, change the PowerPoint slide to the answer page. Students will probably celebrate their success. 4. If the answer was fragment, return to the group of words. Ask students if they think the predicate or the subject is missing from to make the group of words a complete sentence. 5. Without talking to their neighbors, students should determine whether the group of words is missing the subject or predicate by holding up the corresponding card. When the students hold up the cards, scan the students responses to check for whole class understanding. When all students have responded, call on one or two students and ask, why did you chose [answer]? Then ask if the rest of the class agrees with this students response. 6. When the class has come to an agreed upon response, change the PowerPoint slide to the answer page. Students will probably celebrate their success. 7. Continue this process until all groups of words have been displayed to and answered by the students. 8. When the game is complete, congratulate the students on their successes. Tell students to pull out the sheet of paper from their plastic bag. In exchange, the students should put the cards back in the plastic bag. Tell students that it will be their turn to write their own sentences and fragments. Students may be more encouraged to write if you tell them that you wrote the sentences yourself in the game. Tell students that they will be writing three sentences and three fragments. Remind students what details make a group of words a sentence (subject, predicate, capital letters, punctuation, etc.) Closing 1. Ask students if they have any questions about the game or the assignment. 2. If time allows, students may begin their assignment in class. If not, students should take home their assignment to complete for language arts homework. The homework will be due the next morning. Student Assessment: y Students will be informally assessed by looking at the colored cards students hold up for responses. y Students will be formally assessed through their written sentences. Students will be graded based on completion, following directions, quality, and correctness of work.