Download - English Lesson Guide

Lesson Topic: Parts of the Sentence
Sub-Topics: Order of subjects and predicates
Complements
General Objectives: Students should be able to;
Develop the ability to use Standard English language correctly in Speech and Writing.
Instructional Material (s):
Power point Presentation
Teaching methods
 Discussion
 Explanation
 Simulation
Procedure
Date ___________Sessions 1&2
Objectives: students should be able to;



Identify subjects and predicates in inverted sentences
Reorder inverted sentences
Construct sentences that are inverted
Introductory Activity:
Students will listen a view commands such as Listen, Be careful, Come here. They will be asked to state
the whether these are sentences or not. Expected response: they are not sentences. They will then be
asked to identify the subject in each sentence. Expected response: there are no subjects in the
sentences. They will then be engaged in a discussion in which they will be told that these commands are
indeed sentences and they do have subjects which are understood.
Development Activities:
Step 1
The teacher will direct the command “please see me” to the class. Students will be asked to state who
the teacher is talking to; expected response: the class. They will then be asked to give a pronoun that
could replace “class” in the sentence; expected response: “you”. The teacher will then outline to
students that ‘you’ is the understood subject in the sentence.
Step 2
Students will discuss the information on commands and requests and copy the information to their
notebooks.
Step3
Students will be given strips of paper and asked to write down a question then return the paper to the
teacher. The teacher will select questions from the collection and write them on the white board.
Students will be asked to identify the simple subject and the simple predicate in each sentence. They
will be asked to state what they notice about the position of the subject and the predicate in each
question; expected response: the subject comes before the predicate. They will then be engaged in a
discussion based on their responses.
Step 4
Students will view inverted sentences written on the white board. They will be asked to identify the
subject and the predicate and to state the position of each. They will then be asked to reorder the
sentences and compare the position of the subject and predicate in the two sets of sentences. A
discussion will follow based on their responses.
Step 5
Students will be given sentences to identify the subject and predicate and state whether or not the
subject is understood.
Culminating Activity
Students will be asked to form sentences that are commands, requests, question, and inverted.
Date______________
Objectives: Students should be able to;


Identify direct objects in sentences
Complete sentences by adding direct objects
Introductory Activity:
Students will view a video clip in which different actions are being done. They will be asked to form
sentences based on the actions they see in the video clip. They will then be asked to identify the subject
and the predicate in the sentences. They will then be asked the question what or whom is receiving the
action in each sentence? A discussion will follow in which they are told that the answer to the question
is the direct object.
Developmental Activities
Step 1
Students will view the sentences “Estella sold her computer” and “Tamara watched the professor.” They
will be asked the questions whom? or what? is receiving the action in each sentence. A discussion will
follow based on their responses.
Step 2
Students will discuss the definition and examples of direct objects then copy it to their notebooks.
Step 3
Students and teacher will complete a worksheet in which they identify the direct objects.
Culminating Activity
Students will be given sentences with blank spaces. They will complete each sentence by adding a
suitable direct object.
Date_____________
Objectives: Students should be able to;


Identify the indirect objects in sentences
Complete sentences by placing suitable indirect objects
Introductory Activity:
Students will be asked to view the sentence “The owner gave us a discount”. They will then be asked to
identify the subject and the direct object. They will then be asked the question “to whom” was the
discount given? Expected response: us; they will then be engaged in a discussion in which they are told
that this is the indirect object.
Developmental Activities:
Step 1
Students will view sentences projected on the white board. Individual students will be called to the
white board to underline the indirect object in each sentence.
Step 2
Students will be given the definition and examples of indirect objects to discuss and copy to their
notebooks.
Step 3
Students and teacher will complete a worksheet by identifying indirect objects in sentences.
Culminating Activity
Students will complete a worksheet by placing suitable indirect objects in the blank spaces.
Date _____________
Objectives: students should be able to;


Identify object complements in sentences
Add object complements to sentences to make the meanings complete
Introductory Activity:
Students will be given strips of paper with sentences. They will read each sentence and identify the
direct and indirect objects used.
Developmental Activities
Step 1
Students will view the sentence “I named my dog Sally.” They will be asked the question “What did I
name my dog?” Expected response: Sally; they will then be engaged in a discussion in which they will be
told “Sally” is the object complement in the sentence
Step 2
Students will be given the definition and examples of object complements to discuss and copy to their
notebooks.
Step 3
In pairs, students will be asked to complete a worksheet by identifying the object complement.
Culminating Activity:
Students will be asked to complete a worksheet by placing an object complement in the blank spaces.
Date_______________
Objectives: Students should be able to;


Identify subject complements in sentences
Complete sentences by using subject complements or object complements
Introductory Activity:
Students will be given sentences orally. They will be asked to identify the direct objects and the object
complements in each sentence.
Developmental Activities:
Step 1
Students will be given the sentence “He is my favorite singer.” They will be asked to identify the linking
verb in the sentence and to state the two things being linked. A discussion will follow based on students’
responses.
Step 2
Students will discuss the definition and examples of subject complements then copy the information to
their notebooks.
Step 3
Students and teacher will complete a worksheet by identifying the object complement in the sentences.
Culminating Activity
Students will complete a paragraph by identifying and labeling the direct objects, indirect objects, object
complements, and subject complements.
Lesson Topic: Parts of the Sentence
Sub-Topics: Simple Subjects and simple Predicate
Complete Subjects and Complete Predicate
Compound Subjects and Compound Predicates
General Objectives: Students should be able to;
Develop the ability to use Standard English language correctly in Speech and Writing.
Summary of Content:
Sentence: A group of words that expresses a complete thought. Every sentence contains a subject and a
predicate.
1.
Subject: the noun or noun phrase that tells whom or what the sentence addresses.
—Roger decided to save more money.
—Almost all cats dislike water.
o
Full or complete subject: the subject and all the words that modify it.
—Patrick Henry’s dream of freedom for all citizens compelled him to make his famous declaration.
o Simple subject: the main noun of the complete subject.
—Patrick Henry’s dream of freedom for all citizens compelled him to make his famous declaration.
o Compound subject: a complete subject with multiple simple subjects.
—Miguel and the young boy became friends.
2. Predicate: a verb or verb phrase telling what the subject does or is.
o Full or complete predicate: the verb of the sentence and all the words that modify it.
—The old dog climbs slowly up the stairs.
o Simple predicate: the main verb in the full predicate that indicates the action or state of being of the
simple subject.
—The old dog climbs slowly up the stairs.
o Compound predicate: a complete predicate with multiple verbs.
—He thought of his lover and missed her dearly.
—The goose was looking straight ahead and running for the pond.
3. Clause: a part of a sentence that contains its own subject and predicate.
o Independent clause: a clause that could function as its own sentence.
—When the Mets are playing, the stadium is full.
1. Dependent clause: a clause that cannot function as its own sentence.
o . A dependent clause relies on an independent clause to complete its meaning.
 A dependent clause can function as a noun,
—I realized that I owed Patrick fifty dollars.

as an adverb,
—When the Mets are playing, the stadium is full.

or as an adjective.
—The beef that I ate for dinner made me queasy.
Teaching methods
 Discussion
 Explanation
 Simulation
Procedure
Date: 21/o1/13 Sessions 1&2
Objectives: students should be able to;


Define a sentence in their own words
Identify the subject and predicate in given sentences
Introductory Activity:
Students will listen to a story while they read from handouts. They will then be asked questions,
beginning with what or who, based on the story. They will then be engaged in a discussion in which they
are told that the parts of the sentences that answer to these questions are called the subjects.
Developmental Activities
Step 1
Students will be asked to state what a sentence is based on prior knowledge from previous grades. They
will be asked to give examples of sentences and to state what or who the sentence is about.
Step 2
Students will view a powerpoint presentation depicting simple subjects and simple predicates. They will
Read and discuss information about subjects and predicates then copy the information to their
notebooks.
Step 3
From the powerpoint presentation students will view sentences. They will be asked to find the subject
and the predicate in each sentence.
Example
Can you find the simple subject in each sentence below?
1.
2.
3.
4.
My little brother broke his finger.
His Uncle Bob asked for directions.
Those soldiers carried guns.
Our babysitter arrived late.
Can you find the simple predicate in each sentence below?
1.
2.
3.
4.
My little brother broke his finger.
His Uncle Bob asked for directions.
Those soldiers carried guns.
Our babysitter arrived late.
Step 4
Students will be given a worksheet to complete by identifying the simple subjects and the simple
predicates.
Examples:
Underline the simple subject in each sentence.
1. Three ships landed on the virginia coast.
2. The settlers founded a colony there.
3. The people named the colony after King James.
4. Women arrived in Jamestown after the men.
5. Many colonists died during the first year.
Underline the simple predicate in each sentence.
1. The new baby has my old room.
2. We decorated the room with wallpaper.
3. A toy hangs over the crib.
4. The baby plays most of the day.
5. My mother sings to him at night.
Date: 22/01/13
Objectives: Students should be able to;


Identify complete subjects in sentences
Construct sentences with complete subjects
Introductory Activity:
Students will play a game called Rags to Riches. In this game, the class will be divided into two groups
that will compete against each other. The groups will view sentences alternately and asked to choose
the subject or predicate. Each correct answer will be awarded a sum of money. The group with the most
money wins the task.
Developmental Activities
Step 1
Students will be asked to view sentences written on the white board. They will be asked to identify the
simple subject in each sentence and underline it. Students will then be asked to identify the words
surrounding the subject that is modifying it. They will be engaged in a discussion in which they are told
that these words help to make the subject complete.
Step 2
Students will view the continuation of the power point presentation, depicting complete subjects. They
will read and discuss the information and examples then transfer it to their notebooks.
Step 3
Students will listen to sentences being read. They will be asked to identify the complete subject in each
sentence.
Step 4
Students will be asked to write two sentences containing a complete subject. Selected students will be
asked to read one of their sentences. The rest of the class will be asked to identify the complete subjects
in the sentences.
Culminating Activity:
Students will be given sentences to identify the complete subjects.
Examples:
1. All the children in the class study math.
A: math
B: study
C: All the children in the class
2. My naughty puppy chewed on my shoes.
A: chewed
B: my shoes
C: My naughty puppy
D: shoes
Date: 24/01/13
Objectives: Students should be able to;


Identify the complete predicates in sentences
Identify the different parts of sentences in a given paragraph
Introductory Activity:
Students will listen to sentences being read and identify the simple subject, simple predicate and
compound predicate in each.
Examples:
Tell whether the underlined words are a complete subject, complete predicate,
simple subject, or simple predicate.
1. The brown horse trotted to the barn
2. Three mice ran across the floor.
3. The dusty, old book sat on the top shelf.
4. The taxi driver stopped at the corner.
5. The laundry basket was full of socks.
Developmental Activities
Step 1
Students will view sentences on the white board. They will be asked to identify the simple predicate in
each sentence. They will then be asked to identify the words that complete the meaning of the
predicate. They will be engaged in a discussion in which they are told that those words are called the
complete predicate.
Step 2
Students will be given definition and examples of complete predicates to discuss and copy to their
notebooks.
Step 3
Students will view a table with two columns. One labelled subject and the other predicate. They will add
words to each predicate in order to make it complete.
Step 4
Students will be asked to write five sentences, each containing a complete predicate. They will read one
of the sentences to the class, who will identify the complete predicate used. A discussion will follow
based on this activity.
Culminating Activity
Students will be given a paragraph, with underlined parts, to complete by stating whether the parts
underlined are simple subjects, simple predicates, complete subjects or complete predicates.
Date: 28/01/13
Objectives: Students should be able to;


Identify compound subjects in sentences
Complete sentences by adding a compound subject
Introductory Activity:
Each student will be given a strip of paper with a noun or a verb. They will form a sentence, making a
complete subject or a complete predicate from the word given.
Developmental Activities:
Step 1
Students will view sentences written on the white board. They will be asked to identify the simple
subject in each sentence. They will then be asked to add another subject to the sentence . The teacher
will write their responses on the white board and ask students to read the new sentences. They will then
be engaged in a discussion in which they will be told that these are called compound subjects.
Step 2
Students will discuss the definition and examples of compound subjects then copy the information to
their notebooks.
Step 3
Students will view a list of sentences with simple subjects. They will complete each sentence by forming
a compound subject from the simple subject given.
Culminating Activity
Students will be given sentences with blank spaces. They will be asked to complete each sentence by
adding a compound subject that makes sense in the sentence.
Date: 29/01/13
Objectives: students should be able to;


Identify compound predicates in sentences
Identify and label compound subjects and compound predicates in sentences.
Introductory Activity:
Individual students will be asked to give sentences that contain a compound subject. The rest of the
class will be asked to identify the compound subject used in each sentence.
Developmental Activities
Step 1
Students will view the sentence “Mary sat on the wall and ate her lunch”. They will be asked to identify
the subject in the sentence. They will then be asked to state what Mary is doing. Expected response:
sitting and having lunch. They will then be asked how many predicates are in the sentence. Expected
response: two. They will then be engaged in a discussion in which they are told that this is a compound
predicate.
Step 2
Students will discuss the definition and examples of compound predicate then copy the information to
their notebooks.
Step 3
Students and teacher will complete a worksheet by identifying compound predicates in sentences.
1. The traffic light flashed for a few minutes and then turned red.
2. The cars slowed and finally stopped.
3. Candace reached over and adjusted the radio.
4. The announcer reported on traffic conditions and advised drivers.
5. Several drivers heard the report and chose a different route.
Culminating Activity
Students will be given a handout to complete by identifying and labeling compound subjects and
predicates.
1. James mowed lawns and delivered papers over the summer.
________________________________________________________________________
2. Chris and his older sister helped their mother around the house.
________________________________________________________________________
3. He or she could tell you.
________________________________________________________________________
4. We went to the store and bought candy.
________________________________________________________________________
5. Jameka and Darneka are twins.
________________________________________________________________________
Date: 31/01/13
Objectives: students should be able to;


Identify and label the different parts of a sentence
Write a paragraph with sentences that have different parts
Introductory activities:
Students will be divided into two teams and engaged in a game of jeopardy. In this game students will
choose from the categories simple subjects and simple predicates, complete subjects and predicates,
and compound subjects and predicates. From the category chosen, they will be given a sentence to
complete. Cash is rewarded for each correct answer. The team with the most cash wins the task.
Developmental Activities:
Step 1
Students and teacher will complete a paragraph by identifying the different parts of sentences and
labeling them.
Step 2
Students will be placed into groups and given a list of subjects and predicates that they will use to form
sentences using simple, complete, or compound subjects and predicates.
Step 3
Each group will read their sentences aloud and the rest of the class will identify the different parts.
Culminating Activity:
Students will be asked to write a paragraph in which they have twelve sentences. four sentences must
have simple subjects and predicates; four must have complete subjects and predicates; four must have
compound subjects and predicates.