Sample Lesson Plan


      A.  October 23, 2008

      B.  30 minutes

      C.  Tracy Lentz

      D.  First through Fourth Grade Language Arts


A.   Students will learn how to distinguish between the different parts of a sentence. Students will be able to recognize and give examples of the different parts of speech.


A.   In “The Sentence Game”, each student will play an active role by becoming the different parts of a sentence to create their own sentence. For a three-part sentence that includes a noun, verb, and article, one student would represent the noun, one would represent the verb, and one would represent the article. As the students gain a better understanding of sentence diagrams throughout the activity, they can evaluate and create the sentence words they will play.


A.   Note cards with the following words written on them: noun, verb, article, adverb, adjective, and preposition. One word per sheet and printed on both sides.

B.    Strips of paper or popsicle sticks with the name of each student on them.


A.   This lesson should begin with an anticipatory activity. The activities will vary depending upon the knowledge level that the students’ have about sentence diagramming. If this topic has been discussed before, then start with a review of previous covered material. If this topic has not been discussed before, then start with an introductory sentence written on the chalkboard that contains simple sentence structure. Explain each part of the sentence (noun, verb, etc.) and then review the parts with the students to make certain they understand the basic sentence structure.


A.   After the anticipatory activity, explain to the students that they will be playing “The Sentence Game”. Display the note cards with the different parts of a sentence printed on them. Explain to them that each student will have the chance to play a different part of the sentence structure. Draw three to six popsicle sticks with their names written on them to determine which students will go first (the number of students chosen will depend on the knowledge level of the students). Give each chosen student a card with their part of a sentence written on it. As you hand the three to six children their cards, have them think of their own words to go along with their sentence parts (i.e. nouns are to think of a person, place, or thing, etc.). You can actively engage the students not chosen to think of their own words to go along with each part of the sentence. For the first few times the game is played, you can line the students up in the order the sentence is structured. Once they have done this a few times, allow the students to figure out the line order themselves. Once they have lined up, have each student say the word they have chosen to go along with their part. If they are unable to think of a word, they may ask students sitting in their seats for some help. After the words have been chosen and the sentence structured, write their sentence on the board. Review the different parts of the sentence and involved the students not yet picked to play a part. As you notice the students beginning to grasp the differentiations between the parts of a sentence, increase the difficulty level by adding new parts of a sentence (adverb, adjective, preposition).


A.   After the activity, reiterate the concept of sentence structure and the different parts. You may give each student a review sheet with several sentences to diagram. Review sheets should be designed by each individual teacher based on the age of the children and their knowledge level.


A.   During “The Sentence Game”, were the students able to correctly choose corresponding words to go along with their sentence parts? Were the students able to place the words and sentence parts in the correct order?

B.    On the review sheet, were the students able to differentiate between the different parts of the sentence diagram?

This lesson was developed by Shannon Wilkinson from the University of Idaho on February 21, 2003.

Anderson/Krathwohl Taxonomy:  The primary objective of this lesson is to have the students gain knowledge of classifications and categories by learning about the different parts of sentences such as, nouns, verbs, adjectives, etc. Another objective is to have the students be able to differentiate between different parts of a whole structure in order to focus on the bigger picture of the lesson. So the lesson is in the conceptual knowledge/analyze cell of the Anderson/Krathwohl Taxonomy.

Behavioral Objective/Assessment Link:  Since each student is required to complete a review sheet which contains different sentence diagrams that they will have to distinguish and complete, they will have to demonstrate their comprehension through the completion of this sheet. Their completion and accuracy on the given worksheet will provide the most valid assessment of the students’ understanding of the basic concepts of sentence structure.