TEACHERS NAME:

Grammar

Amanda Fee

LESSON TOPIC: Complete Sentences

GRADE: 2

SUBJECT:

UNIT TOPIC: Conventions of Writing

TIME FRAME: 30 minutes

NJCCCS INDICATOR(S):
Common Core State Standards: 2.L.1.f Coventions of Standard English
Demonstrate command and conventions of standard English grammar and usage when
writing or speaking.
f. Produce, expand, and rearrange complete simple and compound sentences.
PERFORMANCE OUTCOME: SWBAT determine if sentences are complete or

incomplete.
LIST OF STUDENT MATERIALS:

Complete and Incomplete Sentences worksheet (self-made)

Sentence Strips (purchased by me)
Sorting containers (purchased by me)
Pens and pencils

STEP-BY-STEP PROCEDURE:
Hook On the SMARTBoard, I will write holiday favorite my halloween is and have
students come to the board to unscramble the words to make a sentence. When
finished, I will ask students if what they wrote is a complete sentence. Based on
what they wrote, I will launch into a discussion of why it is or is not a complete
sentence. This will be dependent on whether or not students demonstrate proper
punctuation and capitalizations since there is a subject and predicate.
Content
For the teaching of the lesson, I will guide students through a SMARTExchange
presentation on complete sentences. This first reviews the parts of a complete
sentence before asking students to construct their own complete sentences and
determine if groups of words are complete sentences. Throughout the lesson,
students will be called up to the board to make groups of words into complete
sentences by adding one or more of the four components of a complete sentence
(capital letter, punctuation, subject and predicate).
This presentation can be viewed at http://exchange.smarttech.com/details.html?
id=757a5558-b061-4054-b8a5-c8c180d761e6
Slide 1: Students will share what they know about complete sentences.
Slide 2: I will review the four components of complete sentences:
capital letters, punctuation, subject and predicate.

 Slide 3: Students will determine if the groups of words are complete

sentences, which they are not. Students will then be asked how the
groups of words can be made into complete sentences.
Slide 4: Students will be asked what is missing from each line, either a
subject or a predicate. Four students will be selected to go to the board
to fill in the blanks with a the missing subject or predicate.
Slide 5: Students will determine if the groups of words are complete
sentences. If they are not complete sentences, fours students will be
asked to come to the board to make the groups of words into complete
sentences.
* This lesson incorporates multiple approaches because visual learners are
able to see the components of complete sentences listed in front of them as
well as how groups of words can be made into complete sentences. Auditory
learners will benefit from the discussion of complete sentences. Kinesthetic
learners will have the opportunity to get out of their seats to write on the
board. Each slide asks students about complete sentences through a different
approach to meet the needs of students who think in different ways.
Questions will be scaffolded from big-picture questions to higher levels of
thinking to accommodate both high and low-level learners.
Guided Practice
1. Students will each be given a sentence strip with a group of words written on
it. Each sentence strip will have a complete sentence or incomplete sentence
written on it.
2. One at a time, students will come to the front of the classroom and tell the
class whether their sentence strip is a complete or incomplete sentence on it as
well as why they think so.
3. The rest of the class will show a thumbs up or thumbs down to show if they
agree with their classmate who is presenting.
Independent Practice
1. Students will be given a Complete and Incomplete Sentences worksheet that
requires them to determine of groups of words are complete sentences or not. If
the words do not make a complete sentences, students will rewire the sentence to
make it complete. This will show that students understand the components of a
complete sentence.
2. The worksheet will be reviewed as a class.
However, students who are lower level learners will receive assistance from
myself and the classroom teachers as needed. In addition, students who are
high level learners may be asked to assist their seat buddy if necessary.
Closure Students will be asked to turn to their buddy and come up with one thing
that they have learned in todays lesson. They will then report out to the class after
being given 30 seconds to discuss with their buddy.