Macmillan Primary Integrated Studies for Jamaica

LESSON PLAN

TYPES OF SENTENCES

Reference

Gr3.T1.LP1

Type of Resource

Lesson plan / extension

Skill

Identifying different kinds of sentences and modifying sentence structure to

change a sentence from one kind to another

Prior knowledge

Students should be aware that different kinds of sentences have particular

uses in communication.

Resources

A board upon which to write up examples of sentences for class discussion.

A poster showing four kinds of sentence derived from a single theme would
provide students with a useful exemplar. For example on the theme of a
fruit that is poisonous:

Statement

That fruit is poisonous.

Question

Is that fruit poisonous?

Command

Dont eat that fruit because it is poisonous.

Exclamation

That fruit is poisonous!

MACMILLAN PUBLISHERS 2011

PHOTOCOPIABLE

WWW.MACMILLAN-CARIBBEAN.COM

Macmillan Primary Integrated Studies for Jamaica

LESSON PLAN

Introduction
Start the lesson by pointing out to the class that we use sentences to communicate information,
thoughts and feelings.

Write some examples of sentences on the board.

A verb is an action word.

An adjective is a describing word.

Is Kingston the capital of Jamaica?

Does the school open on Saturdays?

Dont eat your meal before you have washed your hands.

Dont forget to brush your teeth before you got to bed.

I have a new baby sister!

Uncle Joe has won the lottery!

Development of Lesson
Explain to students that although there are many things we might want to say, we can divide the
sentences we use into four different kinds on the basis of what the sentences do.

Focus on the first pair of sentences above.

MACMILLAN PUBLISHERS 2011

PHOTOCOPIABLE

WWW.MACMILLAN-CARIBBEAN.COM

Macmillan Primary Integrated Studies for Jamaica

LESSON PLAN

Ask students what these sentences are doing. If necessary, guide them to the idea that each of these
sentences is providing us with information of some kind. The first sentence explains what a verb is and
the second sentence describes what an adjective does.

Many of the sentences we use are statements they simply state a piece of information. Remind
students that these sentences begin with a capital letter and end with a full stop.

Focus on the second pair of sentences above.

Ask students what these sentences are doing. If necessary, guide them to the idea that each of these
sentences are not providing us with information as previously, but actually asking for information. The
first sentence asks about the capital of Jamaica and the second sentence asks about the opening of
school on Saturdays.

If we want to know something we ask a question questions ask for information. Point out to students
that these sentences start with a capital letter but the end with a question mark ?. If they see this mark
at the end of a sentence they know a question is being asked.

Focus on the third pair of sentences above.

Ask students what these sentences are doing. If necessary, guide them to the idea that each of these
sentences is telling or commanding someone to do something. The first sentence commands someone
to wash their hands before eating and the second sentence commands someone to brush their teeth
before they go to bed.

If we want to tell someone to do a particular thing then we use a command commands tell people
what to do. Command sentences start with a capital letter and end with a full stop just like statements.
To decide whether a sentence is a statement or a command you must read it and see what is says.

Focus on the fourth pair of sentences above.

MACMILLAN PUBLISHERS 2011

PHOTOCOPIABLE

WWW.MACMILLAN-CARIBBEAN.COM

Macmillan Primary Integrated Studies for Jamaica

LESSON PLAN

Ask students what these sentences are doing. If necessary, guide them to the idea that each of these
sentences is exclaiming something. The first sentence exclaims that I have a new baby sister and the
second sentence exclaims that Uncle Joe has won the lottery.

We use exclamations when we are excited or alarmed about something. Exclamations are the sort of
sentences that we might shout if we were saying them like Look out! or Ive won!.Remind students
that these sentences start with a capital letter but they end with an exclamation mark !. If they see this
mark at the end of a sentence they know it is an exclamation.

Exclamations are similar to statements but they carry more force and more emphasis.

Provide the class with a theme and ask each student to compose a sentence linked to this theme. For
example let the theme be the market. Show students an example of each kind of sentence to do with
the market to give them some ideas.

The market is a good place to buy fresh vegetables.

Is there a market next Thursday?

Dont go to the market without me.

Look out there is a handcart coming!

Each student should write out his/her sentence on the board and the class should decide what kind of
sentence it is.
Teaching Tips
Students should be encouraged to use different kinds of sentences in their writing but warn them
against using too many exclamations. An exclamation should create an impact for the reader. If too
many exclamations are used they cease to function as such.

MACMILLAN PUBLISHERS 2011

PHOTOCOPIABLE

WWW.MACMILLAN-CARIBBEAN.COM

Macmillan Primary Integrated Studies for Jamaica

LESSON PLAN

In reading, students should appreciate that the question mark and the exclamation mark will not be
seen by the listener so it is necessary to use the voice in order to imply a question, and, in particular,
an explanation.
Evaluation
The teacher should assess the level of understanding by looking at the sentences composed by the
students and listening to the comments made by the class when trying to classify them by kind.
Extension/Adaptation
Students could be asked to:

Classify given sentences into kinds, perhaps in a passage of text

Write sentences of different kinds, perhaps to write a short story

MACMILLAN PUBLISHERS 2011

PHOTOCOPIABLE

WWW.MACMILLAN-CARIBBEAN.COM