TeachingReadingasSenseMaking

Knowledge: identifying sentence structures; subjects and verbs;

articulating what makes sentences different from one another
1. Students will identify the correct kind of sentences in the examples provided.
2. Students will identify the subject and/or verb in a sentence.
3. Students will be able to explain the differences between sentence types.

DO:
1. Review simple, compound, complex, and compound complex sentences (5
min).
2. Pass out white boards and explain to students that they will be in teams and
will have to race to identify what type of sentence appears on the projector
screen. They may also have to identify the subject and/or the verb in the
sentence (2 min).
3. Practice by going through two examples as a group (2 min).
4. Start the game. Leave time in between each sentence for students to
explain why they chose the answer they chose (15min).
5. Have the students write down one thing they learned from the activity, one
thing they liked about the activity, and one question they still have about
sentence structure/verbs/subjects or one thing they didnt like about the activity
(3 min).
Instructional Resources/Materials
White boards
White board markers
Paper
Pencils
Projector screen
Music video with sentences
Lesson Accommodations (special needs and gifted)
If need be, Nate or I can work with one, or both, of the teams, giving
them extra help and talking through their answers with them.
CCSS
CCSS.ELALITERACY.L.8.6
Acquireanduseaccuratelygradeappropriategeneralacademicanddomain
specificwordsandphrases;gathervocabularyknowledgewhenconsideringaword
orphraseimportanttocomprehensionorexpression.
CCSS.ELALITERACY.W.8.3.C
Useavarietyoftransitionwords,phrases,andclausestoconveysequence,signal
shiftsfromonetimeframeorsettingtoanother,andshowtherelationshipsamong

experiencesandevents.

Essential Questions:
Students should consider these questions:

1. What differentiates a simple sentence from a compound, complex, or

compound complex sentence?
2. How do I identify the verb or the subject in a sentence?
3. How can knowing the difference between sentence structures help me in my
writing?
Assessment

Summative & Formative Assessments, Performance Task(s) & Other

Evidence i.e. Pre-assessments, Unit Tests, Quizzes, Essays, Exit Cards, etc.
1. Thegamewillprovidetheopportunitytoevaluateifthestudentsunderstandthedifferences
betweenthesentences.
2. Theslipswepassoutafterthegame,askingthemtoexplainwhattheylearned/iftheyhave
furtherquestions,willalsoprovideawayforustounderstandwhetherornottheyhavelearned
thematerial.
What will you do if students do not understand?
If students do not understand the activity, we will do the whole activity as a
class, going through each sentence and explaining why the sentence is the
kind of sentence that it is.
Extended Learning (Homework)
There will be no homework