Page 1 of 17 Migrant Literacy Net Instructional Resources Lesson 11: Writing Standard:* Skill Area(s): X 1. Writing Process 2. Stylistic and Rhetorical Aspects 3. Grammatical and Mechanical Conventions 4. Gather and Use Information for Research Standard 3.2 Uses complete sentences in written compositions Target Grade Level: K-2 X 3-5 6-8 9-12 Writing Stage: X Emergent Developmental Outcome(s): Materials: Students will be able to identify complete sentences. Students will understand the parts that make up a complete sentence. Students will be able to write complete sentences. Pretest/Posttest Pencils, sticky notes, tape Complete Sentence Mini-Poster (included) Sentence Structures Mini-Poster (included) Sentence Starters Student Worksheets Complete and NOT Complete Sentence Strips (included) Dice Pattern (included, see instructions) Squares of colored construction paper (optional) Duration of Lesson: Four 45 minute lessons Procedures and Answer Key(s): See attached pages. Use oral and visual cues. Use teacher and peer modeling. Give examples and non-examples. Provide sentence structures. ELL Recommendations: Introduce vocabulary thematically. ELL students may need additional practice with regular and irregular past tense verbs. The ed ending is pronounced three different ways in English. Assessment: The teacher will read the directions to the students. Students will identify complete sentences and write a complete sentence. The pre- and posttest assessments are at the end of the lesson. *from the National Council of Teachers of English 2009 Educational Research & Training Corporation
Teacher Procedures : Day 1: 1. Give the pretest for this lesson using the Assessment Procedures given on the page 4. The teacher should rate the student s skill level subjectively using the 4-point rubric indicated. 25 minutes 2. Walk up to several students and say sentence fragments (see Example). Students will probably laugh or look at you funny. Tell students that for others to understand us we need to talk and write in complete sentences. Example: In the hall. Jumped. The book. Last night. 3. Show students the Complete Sentence Mini-Poster and the Sentence Structures Mini-Poster. Post these examples in the classroom for future reference. 4. Tell students that a complete sentence has a naming part and a telling part. Using the posters, explain the different ways these parts can be used in a sentence. 5. Write who, what, did, where, and when on chart paper. (Save this chart to use again with the lesson on Day 2.) 6. Divide students into two teams. Tell students that you are going to give a category to one team at a time and they are going to come up with as many words as they can for that category in one minute. Give several examples to begin each turn. Write down all of the words students suggest under the corresponding category using the suggested format of Day 1 Word Chart Example on page 7. 25 minutes Day 2: 1. Tell students that today we are going to use the words they thought of on Day 1 to make sentences. Post the chart paper of who, what, did, where, and when words which was created in the classroom on Day 1. 2. There are five different Sentence Starters Student Worksheets included in this lesson. Have students work in pairs. Copy and hand out a Sentence Starters Student Worksheet and a package of sticky notes to each pair of students. Model how to find different words from the chart to fill in each space. 30 minutes 3. Have pairs volunteer to read a sentence to the class. Ask students to cover up either the naming part or the telling part of their sentence with a sticky note and read their sentence again. Talk about how a sentence doesn t sound right if it is missing one of those parts. Have students remove the sticky note and read their complete sentence again. 15 minutes 2
Teacher Procedures (cont.) (cont.): Day 3: 1. Before teaching this lesson, copy both pages of Complete and NOT which is included in the Teacher Procedures of this lesson. Cut on the dotted lines to form sentence strips. Also create four word/phrase dice. Either write on wooden cubes or paper cubes which can be made using the Dice Pattern included in the Teacher Procedures. Die 1: The teacher, My friend, My mom, The fireman, A man, A girl Die 2: jumped, read, ate, sang, shouted, danced Die 3: in the park, in the hospital, in the cafeteria, in the street, in the bathroom Die 4: yesterday morning. yesterday afternoon. last night. last Saturday. last summer. last week. 2. Write and NOT on the board or on chart paper. Read one of the sentence strips at a time. Have student volunteers tape each sentence under the correct label. 3. Ask students what makes it a complete sentence (it has a naming part and a telling part) or what it is missing to be a complete sentence (it has a telling part but not a naming part OR it has a naming part but not a telling part). 15 minutes 4. Model for students how to roll the dice, put the dice in order, and write a sentence. Have students work in pairs to write silly sentences. 30 minutes NOTE: You may want to adjust the number of dice (two, three, or four) depending on the level of your students. If students need scaffolding for putting the dice in order, color code the dice and give students matching colored paper to roll them on. Day 4: 1. Have pairs of students volunteer to read a sentence to the class from the student worksheets they completed on Day 2. Have students cover up either the naming part or the telling part of their sentence with a sticky note and read their sentence again. Talk about how a sentence doesn t sound right without one of those parts. Have students remove the sticky note and read their complete sentence again. 15 minutes 2. Administer the posttest using the Assessment Procedures on the following page to determine the student s level of proficiency following the instruction of these skill(s). The teacher should rate the student s skill level subjectively using the 4-point rubric indicated. 30 minutes 3
ELL Recommendations: Use oral and visual cues. Use teacher and peer modeling. Give examples and non-examples. Provide sentence structures. Introduce vocabulary thematically. Teacher Procedures (cont.) ELL students may need additional practice with regular and irregular past tense verbs. The ed ending is pronounced three different ways in English. Assessment Procedures: The pre- and posttest assessments are at the end of the lesson. 1. Read the directions aloud to the students. 2. Depending on the reading level of the students, the teacher may need to read each sentence aloud to the students. Answer Key(s): Pretest/Posttest Assessment: The pre- and posttest assessments are at the end of the lesson. Grade students on their ability to identify and produce complete sentences. Remember that this is not a reading or spelling test. 4
Teacher Procedures (cont.) Complete Sentence Mini-Poster A complete sentence has a naming part telling part who did what what has where is are when 5
Teacher Procedures (cont.) Sentence Structures Mini-Poster who did where who did when who has have what who is are where what is are where 6
Teacher Procedures (cont.) Day 1 Word Chart Example Who I You He She The boys The girls The men The women Family: My mom My dad My brothers My sisters My cousins My aunts My uncles My grandma My grandpa Community workers: The teacher The fireman The librarian The principal The coach The doctor The dentist The nurse What Animals: The dog The cat The bird The fish School supplies: The book The pencil The ruler The crayons The scissors The glue Furniture: A desk A chair A bed A table A lamp A couch Food: The banana The hamburger The grapes The chips The pizza The milk The apple The orange The cake The ice cream Did: jumped walked talked danced sang swum read wrote cried ran cleaned Where: School places: In the library In the classroom In the hallway In the bathroom In the cafeteria In the office In the clinic Community places: In the park In the library In the store In the restaurant In the hospital In the school In the fire station When: Yesterday morning Yesterday afternoon Yesterday evening Last night Last week Last month Last year Last summer Last winter Last Saturday Last Sunday 7
Teacher Procedures (cont.) Complete and NOT Complete Sentence Strips My brother walked. Laughed. The librarian is in the library. My sister has a book. A table. In a restaurant. The women are in the store. I watched TV last night. Yesterday morning. The dog has a bone. 8
Teacher Procedures (cont.) Complete and NOT Complete Sentence Strips (cont.) On the floor. The pillow is on the bed. The boys. The principal talked. A banana. A girl shouted. Last summer. The apple is on the desk. On the shelf in the library. 9
Teacher Procedures (cont.) Dice Pattern Write the words/phrases on the pattern then cut out the object. Fold on solid inside lines and glue the tabs to form a cube. 10
Student Worksheet Student Worksheet #1 Sentence Starters Name Date: Directions: With a partner, make sentences using words from the Day 1 chart on the board. naming part telling part who did where who did where who did where who did where who did where who did where who did where 11
Student Worksheet Student Worksheet #2 Sentence Starters Name Date: Directions: With a partner, make sentences using words from the Day 1 chart on the board. naming part telling part who did when who did when who did when who did when who did when who did when who did when 12
Student Worksheet Student Worksheet #3 Sentence Starters Name Date: Directions: With a partner, make sentences using words from the Day 1 chart on the board. naming part telling part who has have what who has have what who has have what who has have what who has have what who has have what who has have what 13
Student Worksheet Student Worksheet #4 Sentence Starters Name Date: Directions: With a partner, make sentences using words from the Day 1 chart on the board. naming part telling part who is are where who is are where who is are where who is are where who is are where who is are where who is are where 14
Student Worksheet Student Worksheet #5 Sentence Starters Name Date: Directions: With a partner, make sentences using words from the Day 1 chart on the board. naming part telling part what is are where what is are where what is are where what is are where what is are where what is are where what is are where 15
Assessment Assessment PRETEST Name Date: Directions: Read each line. Decide if it is a complete sentence. Circle YES or NO. 1. My mom. YES NO 2. The book is in the library. YES NO 3. At the park. YES NO 4. On the table in the kitchen. YES NO 5. The boy has a basketball. YES NO 6. The clown. YES NO 7. A bug is on the sidewalk. YES NO 8. Miguel ate ice cream yesterday. YES NO 9. In the bathroom. YES NO 10. Laura talked. YES NO Write a complete sentence. ------------------------------------------------------------------------ Teacher Rating for Student Proficiency in this Skill (4 = advanced; 3 = proficient; 2 = partly proficient; 1 = unsatisfactory) 16
Assessment Assessment POSTTEST Name Date: Directions: Read each line. Decide if it is a complete sentence. Circle YES or NO. 1. My mom. YES NO 2. The book is in the library. YES NO 3. At the park. YES NO 4. On the table in the kitchen. YES NO 5. The boy has a basketball. YES NO 6. The clown. YES NO 7. A bug is on the sidewalk. YES NO 8. Miguel ate ice cream yesterday. YES NO 9. In the bathroom. YES NO 10. Laura talked. YES NO Write a complete sentence. ------------------------------------------------------------------------ Teacher Rating for Student Proficiency in this Skill (4 = advanced; 3 = proficient; 2 = partly proficient; 1 = unsatisfactory) 17