Who’s Doing What?
Topic(s)
Ø Recognizing the parts of a sentence
Ø Writing a complete sentence
Ø Creating a complete sentence to evaluate the parts of a sentence
TEKS
Ø Compose complete sentences in written texts and use the appropriate end punctuation.
Ø Read from a variety of genres for pleasure and to acquire information.
Bloom’s Taxonomy
Knowledge – to recall
Comprehension – to explain
Application – to use
Analysis – to break down
Synthesis - to bring it together
Evaluate – judge it
Materials Needed
Houston Chronicle (including the Comics section)
Student Activity Sheets for lesson
Scissors
Glue
Crayons
Pencil
Lesson Focus
Show the students a cartoon in The Houston Chronicle. Write a sentence on the chalkboard describing the action (predicate), but omitting the naming part (subject).
Example: ______walked the dog.
Ask a student to fill in the blank orally. Write his/her response in the blank.
Show another cartoon and write a sentence on the chalkboard telling the naming part, but omitting the action.
Example: The boy ______.
Again ask a student to tell the missing part. Write it in the blank.
Show all the children a third cartoon. This time on the chalkboard leave two blanks.
Example: ______.
Have the students fill in the naming part and the action part. Write the sentence on the chalkboard. Tell them they have written a complete sentence.
Explanation
Tell the students they will learn about the parts of a sentence and will be able to write a complete sentence. Explain that a sentence has two parts. The naming part names someone or something. The action part tells what someone does. Tell the children that a sentence must have both parts.
Write the following groups of sentence parts on the board:
Naming part Action part
A balloon barked loudly.
A dog read a story.
The milk floated away in the sky.
The teacher sailed across the ocean.
The ship spilled on the table.
Have the students tell which naming parts and which action parts go together to make the best sentences.
Guided Practice
Pass out copies of Student Activity Sheet 1. Tell the students they will look through the Houston Chronicle and find interesting sentences. They will cut out five sentences and glue them to Activity Sheet 1. Tell the children to circle the naming part of each sentence with a red crayon. Have them circle the action part of each sentence with a blue crayon. The teacher should walk around the classroom monitoring the students’ progress and assessing mastery.
Independent Practice
Have the children choose two cartoons from the Houston Chronicle Comics section. Tell the students they will write a complete sentence about each cartoon. They should begin with the naming part of their sentences telling who or what the cartoon names. They should end their sentences with the action part, telling what the person or thing is doing. Remind them to begin each sentence with a capital letter and end each sentence with a period.
Closure
Ask the students these follow-up questions:
1. What are the two parts of a sentence? (naming part and action part)
2. What does the naming part do?
(names someone or something)
3. What does the action part do?
(tells what someone or something does)
Extension
Using pictures from the Houston Chronicle, have the students compose “partner sentences.” The first child provides the sentence beginning (naming part) and the second child ends the sentence (action part). The sentence should tell about the picture. Students can use another picture and exchange the parts they compose.