Download Specific Objectives: The students will be able identify sentence

Lesson Plan Title: Sentence Patterns
Concept/Topic to Teach: Write and Identify Sentence Patterns
Standards Addressed: Write sentence patterns common to English construction.
Specific Objectives: The students will be able identify sentence patterns with 90% accuracy.
The students will be able to distinguish between the various patterns with 90% accuracy.
Required Materials: Glencoe Elements of Literature Course 2 Textbook, Microsoft PowerPoint, Magazines, Newspapers,
Printed Articles, Paper Pencil, White Board
Anticipatory Set (Lead-In): We are going to go on an a-Maze-ing journey guiding our way into sentence patterns!
Sentences can be written in varying structures, but before you can identify or construct a particular a particular
structure, you must be able to recognize elements in the sentence pattern. We have previously discussed the types
of sentences and now that we are familiar different types of sentences, we will now focus on tearing the
sentences apart as a means of identifying which pattern it follows. By the end of the lesson, the students will be
able to identify sentence patterns.
Step-By-Step Procedures for Teaching the Lesson: The teacher will begin by having the students turn to chapter 13 in
their textbook. The teacher will begin the lesson by showing the students four sentences containing one of the
four sentence patterns.
S  V: Bill Sneezed.
S V  Direct Object: I bought a jacket.
SVIndirect Object Direct Object: I bought Sam a jacket.
SLinking Verb Predicate Adjective: Ashley is loud.
SLinking Verb Predicate Nominative: Mr. Johnson is my neighbor.
The teacher will then explain to the students the steps they need in order to identify the appropriate pattern for the sentence. The teacher will
tell the students the following rules:
When finding the DO, ask what or whom after the verb. When finding the IO, ask to whom or for what to the DO. When finding the PA, locate
the linking verb, and if the predicate contains an adjective that is linked by the verb to the subject, then that is the PA. If it is a noun
in the predicate linked to the subject, then it is a PN. The teacher will then have the students to choose a partner and give them
various mediums to peruse. The students will have to identify ten sentences and identify the patterns they follow. They will be
required to find two of each type of sentence. The students will write the sentences on chart paper and will present them to the class.
The class will assist students in determining if they chose the correct pattern for the sentences they chose and helping them to
determine why their choice is incorrect and how they can make it better. The teacher will ask questions such as, but not limited to:
What types of verbs are needed for each pattern?
How can IO be distinguished from IO? Where is IO found in relation to DO? How can PA be distinguished from PN? The students will
complete practice assignment.
Guided Practice/Monitoring: Now that the students have been taught the background for understanding, the students
will be required to complete a PowerPoint presentation that requires them to create a review game such as
“Jeopardy” or “Who Wants to be a Millionaire?” The assignment must contain at least 20 review questions. The
assignment will be completed in groups of three.
Closure (Reflect Anticipatory Set): It is not too common where we often think about the sentence structure or patterns of sentences.
The concepts taught in this lesson can be used when writing papers and determining if ideas in the sentences correctly align. After
the lesson, the teacher will review the questions from the beginning of the lesson to orally discuss understanding: How can IO be
distinguished from IO? Where is IO found in relation to DO? How can PA be distinguished from PN? After review, students will be
encouraged to apply the concepts in this lesson every opportunity they have.
Assessment Based on Objectives:  : The students will be able identify sentence patterns with 90% accuracy.
The students will be able to distinguish between the various patterns with 90% accuracy.
Adaptations (For Students with Special Needs): Mark has Down syndrome and has not mastered the use of his motor
skills. Mark will be assisted by Mrs. Terry (his caretaker) in helping him to work with his group in creating the
PowerPoint. He will also use a keyboard made especially for him in order to type his portion of the project.
Extensions (For Advanced Students): These students will be required to write a paragraph combining the types of
sentences and passing them amongst themselves to edit their own assignment and that of their peers.
Possible Connections to Other Subjects: This lesson can be applied across the curriculum, especially when the subjects
have assignments that require them to write essays or particular research projects for that specific subject.
Reflection: This lesson went well. The students found it hard in trying to find the different portions in the sentence. They also had it hard
distinguishing the words for their correct part. All in all, I think the lesson went well. One area that would need improving is finding additional
ways to ensure that students get the concepts, because all students learn in different ways. A strength in this lesson was allowing the students to
create a PowerPoint to enforce the concept. That was extremely useful. A successful strategy was allowing the students to use various mediums
to locate sentences. The students were not aware that they would find various patterns in what they read. They were shocked to find that so
much of what they read contained patterns. The students were well knowledgeable of the content after the lesson, and at least 75% of the
students met the objective.
Sentence Pattern Presentation Rubric
Student Name:
.
________________________________________
CATEGORY
Content - Accuracy
4
All content throughout
the presentation is
accurate. There are no
factual errors.
Background
Background does not
detract from text or
other graphics. Choice
of background is
consistent from card to
card and is appropriate
for the topic.
Font formats (e.g.,
color, bold, italic) have
been carefully planned
to enhance readability
and content.
All buttons and links
work correctly.
Text - Font Choice &
Formatting
Buttons and Links
Work Correctly
Use of Graphics
Spelling and Grammar
Cooperation
3
Most of the content is
accurate but there is
one piece of
information that might
be inaccurate.
Background does not
detract from text or
other graphics. Choice
of background is
consistent from card to
card.
2
The content is
generally accurate, but
one piece of
information is clearly
flawed or inaccurate.
Background does not
detract from text or
other graphics.
1
Content is typically
confusing or contains
more than one factual
error.
Font formats have
been carefully planned
to enhance readability.
Font formatting makes
it very difficult to read
the material.
Most (99-90%) buttons
and links work
correctly
Font formatting has
been carefully planned
to complement the
content. It may be a
little hard to read.
Many (89-75%) of the
buttons and links work
correctly.
All graphics are
attractive (size and
colors) and support the
theme/content of the
presentation.
Presentation has no
misspellings or
grammatical errors.
A few graphics are not
attractive but all
support the
theme/content of the
presentation.
Presentation has 1-2
misspellings, but no
grammatical errors.
All graphics are
attractive but a few do
not seem to support
the theme/content of
the presentation.
Presentation has 1-2
grammatical errors but
no misspellings.
Several graphics are
unattractive AND
detract from the
content of the
presentation.
Presentation has more
than 2 grammatical
and/or spelling errors.
Group delegates tasks
and shares
responsibility
effectively all of the
time. Cooperation is
evident.
Group delegates tasks
and shares
responsibility
effectively most of the
time. Some evidence of
cooperation.
Group delegates tasks
and shares
responsibility
effectively some of the
time. Little evidence of
cooperation.
Group often is not
effective in delegating
tasks and/or sharing
responsibility. No
evidence of
cooperation.
Background makes it
difficult to see text or
competes with other
graphics on the page.
Fewer than 75% of the
buttons work correctly.
Narration: The first slide should contain names of
group members, due date, and class name.
Narration: The second slide should be used as
review slides to discuss the different sentence
patterns.
Narration: The third slide should consist of the
purpose of the PowerPoint and how its use will
benefit the learning of their peers.
Narration: The fourth slide should prepare the
students to get ready for the game. (Slide should
contain an animation that should encourage
students’ participation in activity.)
Narration: The fifth slide should contain an
animated countdown. (When being implemented,
the students can begin from this slide and give
time for the class to be divided in teams.)
Narration: From this slide throughout the end is
where the questions will be put into game show
format. (Must contain at least 20 questions)