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 Lesson plans for the week. Monday (Kinds of Sentences)
Have the students take out their English textbooks and turn to page 33. Have the students sit quietly for about 3 minutes examining the picture of a man climbing the ice. Next ask a few volunteers to tell the class what they thing is going on in the picture. Make sure to have the students raise their hands and not just blurt out their opinions.
After about 10 minutes ask the students the following questions and write their responses on the board.
What are some dangers in ice climbing?
Do you think ice climbing is exciting? Why?
What do you think the ice climber is feeling as he climbs?
What do you think is on his mind?
After going through the questions have the students read the small caption above the picture and point out the end punctuation on each sentence. Then explain to the students that they are going to learn about 4 different types of sentences in today’s lesson.
Objective of today’s lesson:
Understand the 4 different types of sentences and their correct punctuations.
Instruction: (Walk around the class during the following activities observing & assessing that each student understands what to do)
Read the definitions of all 4 sentences in the textbook along with their examples aloud with the class on page 34. If the textbooks are not available or if a student didn’t bring one, have them look up the definitions on the internet at dictionary.com. The definitions are down below:
Declarative sentence:
Makes statements and ends with periods.
Interrogative sentence:
Ask questions and ends with a question mark.
Imperative sentence:
Makes commands or request and ends with periods.
Exclamatory sentence:
Express strong feelings and ends with and exclamation point.
Have the students take out a piece of paper and create 5 declarative, 5 interrogative, 5 imperative, and 5 exclamatory sentences.
Next split the class into groups of four to make up a team of people reporting news events. Have one student in the group be a reporter and the other three people are witnesses. One person needs to answer the reporter in only declarative sentences and another only in imperative sentences. The reporter can only use interrogative sentences and the last person can only answer in exclamatory sentences.
Closing:
Ten minutes before class ends have the students sit down quietly and take out a piece of paper. Go through the definitions of the four different sentences briefly aloud in front of class. Then display the following paragraph on the overhead projector.
Can you hear that? The rock band Blink 182 is playing a concert at the soccer stadium. The music is so loud I cannot hear myself think! Please somebody turn down that sound.
Have the students copy this paragraph on their paper. Above each sentence have the student label what type of sentence it is and turn in the paper before they leave for the next class. Also have them turn in the paper with their 20 sentences.
Tuesday (Subjects & Predicates)
Have the students sit down quietly at their desk and take out a piece of paper. Write the following sentences on the board.
The cook in the Cuban restaurant next door smiled as he chopped the vegetables.
Have the students copy this sentence on their papers. Then ask the students to tell you what the cook is doing? Next ask them who or what smiled? After you get a few responses write these two words on the board in separate columns complete predicate & complete subject.
Objective of today’s lesson:
Understand and identify complete subjects & predicates.
Instruction: (Walk around the class during the following activities observing & assessing that each student understands what to do)
Write the definition of what a complete subject & complete predicate is on the board. The definitions are as follows:
Complete subject-tells whom or what the sentence is about.
Complete predicate-tells what the subject is, does, has, or feels.
Have the students read these definitions aloud with you two times. Next have the students write down these definitions. Have the students do a few practice sentences with you aloud. Read the following sentences and have the students copy them down.
Girls swim.
The girls swim every afternoon.
All five of the girls swim in the afternoon.
The first drops fell at dusk.
Many plants began recovery.
A steady rain fell for almost two days.
Next have the students draw a vertical line between the complete predicate and the complete subject. Walk around the room to check and see if the students are dividing the sentences correctly. The students can whisper to their neighbor for help if needed.
Last have the students rewrite the following passage:
Last week’s long awaited rain breathed new life into Calexico. If brought taller cornstalks and healthier tomato plants. Squash vines grew thick and strong. Some of the town’s apple trees began to produce fruit. The local reservoir is full once more. All you gardeners can rejoice! Temporary restrictions on watering lawns and flower beds have been lifted. Our roses and weeds will thrive again.
Instruct the students to draw a line between the complete subject and complete predicate in each of the eight sentences.
Closing:
Ten minutes before class ends go through the definitions of what a complete predicate and complete subject are. Have the students put away their books and take out a piece of paper. Have the students write ten sentences they can think of with a predicate & subject. Then have the students draw a line between the subjects & predicates in each of the sentences and hand it in as they leave class.
Wednesday (Vocabulary)
Pass out the worksheet with a list of 8 vocabulary words to each student. Have the students write down what they think each word means.
Objective of today’s lesson:
Learn how to use 8 new vocabulary words correctly.
Instructions: (Walk around the class during the following activities observing & assessing that each student understands what to do)
Have the students look up the words in the dictionary and write down the definitions in their own words. At this time the students can also ask the teacher for help if they cannot understand some of the definitions in the dictionary. They can also ask a neighbor to help them. This is a class activity that the students can do with light talking while working.
Constantly walk through the class checking students papers & work making sure they using the words correctly and have a clear understanding of what each word means.
After that have the student draw a picture describing each word. Let the students use the color pencils in the room on the counter. Make sure each student understands that every picture must be colored.
Lastly have the students write a paragraph about each word, using the word correctly in the paragraphs. Explain to the students that each paragraph must be at least five sentences long.
Closing:
Ten minutes before class ends ask a few students to read one of the definitions they have written down aloud for the class. Correct any mistake a student may have made. Make sure you get definitions for all eight words. Have the students turn the paragraphs in as they leave for the next class.
Thursday (Vocabulary)
Have the students sit quietly at their desk. Group the students into groups of four by using the attendance roster. (Write the groups down on paper make sure the students are sitting quietly) Go down alphabetically every fifth student starts a new group. If the last group has more than four students split the group in half, if it has less the four students, let the group work together anyway.
Objective of today’s lesson:
Review vocabulary words from previous day.
Instructions: (Walk around the class during the following activities observing & assessing that each student understands what to do)
After dividing the groups on paper instruct the students that they will be divided into groups and must do skit in-front of class.
Explain the rules:
Each group must NOT use any words in their skits that have a W in it.
Each student must use at least three complete sentences while acting in the skit.
Each group must use all eight vocabulary words correctly and in the right context.
Also each student must act during the skit and all lines must be memorized.
Students are allowed to use props if needed.
Give the students 20 minutes to practice their skits. Now divide them up according to your list and let them practice.
Note: This activity should take up the whole class period, if not once all the groups have gone instruct the students to read their AR books until the bell rings.
Closing:
This is a fun activity for the students and there is nothing for them to turn in. If you saw a group who did not use a vocabulary word in the right context, point that out about 5 minutes before class ends and explain to the class the correct way to use the word or words.
Friday (Fragments & Run-ons)
Have the students sit quietly at their desk. Write the following sentences on the board.
Along the side of the canoe. We tipped the canoe, I sat down quickly, it righted itself.
Have the students read it to themselves quietly them read it aloud a few times with them. Next ask a few students what they think is wrong with these sentences? Write their responses on the board.
Object of today’s lesson:
Correct & identify run-on & fragment sentences.
Instructions: (Walk around the class during the following activities observing & assessing that each student understands what to do)
Write the word fragment on the board. Next write the definition as follows:
A fragment sentence does not contain both a subject and a predicate. It also does not express a complete thought.
Read the definition with the students aloud. Next have the students write the definition down on a piece of paper.
Next write on the board a few examples as follows:
Canoed on the ocean.
Although it was an important means of transportation.
But it is also a lot of fun.
While they floated down the rapids.
Have the students read the sentences aloud with you and then ask them to identify which group of words are sentences and which are fragments.
Next write the word run-on on the board. Next write the definition as follows:
A run-on sentence is two or more sentences that run together.
Read the definition with the students aloud. Next have the students write the definition down on a piece of paper.
Next write on the board a few examples as follows:
Later Miss Henie became an actress, she skated many films.
She made more than ten films she died in 1969.
Sonja Henie won medals for figure skating in the Winter Olympics of 1928, 1932, and 1936.
Have the students read the sentences aloud with you and then ask them to identify which group of words are sentences and which are run-ons.
Next have the students rewrite the following passage correcting the five sentence mistakes.
Many rivers are excellent for beginning rafters, there are also certain rivers. Where the sport can be quite dangerous. For the rapids are long and swift. For example, beginners need a guide on Maine’s Penobscot River. The guide can steer the raft from the back. And five orders to other people paddling. Paddlers should stay low in the raft. Because the swift water can easily tip a raft over. Just remember the five commands: “Right paddle,” “Left paddle,” ”Back paddle,” “Front paddle,” and “Jump!”
Closing:
Fifteen minutes before class ends have the students write a short letter to a friend describing an adventurous trip. Next have the student exchange their paper with a partner to read aloud and checking for fragments or run-ons. Before you let the class go for the day ask for a few volunteers to give you tell you what a run-on sentence is and what a fragment sentence is.
History Week Two
Monday Section One Quiz over pages7-9 Tuesday Go through section two objectives, vocabulary, and taking notes table on page 12 Read section two (Prehistory) pages12-15 Wednesday Read pages 16 & 17 and have students answer questions 1 & 2 in the Assessment section 2 on page 17 Thursday Students need to do mini-project on pages 18 & 19 (Focus on Hunter-Gatherers) Friday Section 3 Quiz over pages 12-19 |
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601 E 1st St • Calexico, CA, 92231-3022 • 760-357-3711 | |
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