Author:
Lara Neiffer, Oregon Open Learning
Subject:
Language Education (ESL), English Language Arts
Material Type:
Assessment, Diagram/Illustration, Game, Homework/Assignment, Lesson, Lesson Plan
Level:
Middle School
Grade:
6, 7, 8
Tags:
  • 4 types of sentences
  • 4-types-of-sentences
  • ELP Level 1
  • ELP Level 2
  • ell
  • emergent bilingual
  • emergent-bilingual
  • farm
  • four types of sentences
  • four-types-of-sentences
  • game
  • google classroom
  • google-classroom
  • language development
  • language-development
  • ranch
  • License:
    Creative Commons Attribution No Derivatives
    Language:
    English

    Education Standards

    4 Types of Sentences

    4 Types of Sentences

    Overview

    Do you like eggs?  Learn how to identify and write the 4 Types of Sentences while exploring the topic of chickens & eggs from a local farm in Eastern Oregon. Visuals include a powerpoint presentation (excellent online resource to use with Google Classroom) Flowchart and Thinking Map. Two types of assessments are included ( one using a sentence frame ) and challenge those who need a little more by having them write a short story.

    Grades 6-8

    LESSON DESCRIPTION

    4 Types of Sentences

    Author of the Lesson: Lara Neiffer

    Lesson Summary/Overview: Students will be able to identify & write the four types of sentences.  

    LESSON GOALS AND OBJECTIVES

    Alignment and Objectives

    Content Standards: 

    6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation,  and spelling when writing.

    6.L.6 Acquire and use accurately grade-appropriate general academic and domain specific  words and phrases; gather vocabulary knowledge when considering a word or phrase  important to comprehension or expression.

    Content Objectives:  

    The student will be able to identify & write the four types of sentences: declarative, interrogative,  exclamatory, and imperative.

    ELP Standards:

    6-8 #1: construct meaning from oral presentations and literary and informational text through  grade-appropriate listening, reading, and viewing

    6-8 #2: participate in grade-appropriate oral and written exchanges of information, ideas, and  analyses, responding to peer, audience, or reader comments and questions

    6-8 #6: analyze and critique the arguments of others orally and in writing

    6-8 #7: adapt language choices to purpose, task, and audience when speaking and writing

    6-8 #8: determine the meaning of words and phrases in oral presentations and literary and  informational text

    6-8 #9: create clear and coherent grade-appropriate speech and text

    6-8 #10: make accurate use of standard English to communicate in grade appropriate speech  and writing  

    Language (ELP) Objectives:

    Student will be able to identify four types of sentences: declarative, interrogative, exclamatory  and imperative. Student will be able to write the four types of sentences.

    Supporting Academic Language

    ● Ask for and give information

    ● Write simple sentences in the target language

    ● Use correct grammar and punctuation in simple sentences

    ● Use a variety of language structures

    ● Read aloud and to self

    ● Comprehend instructions and ask questions for clarification

    Language Modalities:

    Visual: Powerpoint, graphic organizers 

    Auditory: Listening to instructions, peer reviews 

    Reading/Writing: Writing simple sentences, vocabulary 

    Vocabulary:

    ● Declarative

    ● Interrogative

    ● Exclamatory

    ● Imperative

    ● Punctuation words (period, question mark, exclamation)

    ● Predict

    ● Command

    ● Statement

    ● Use context clues

    Syntax or Sentence Structure(s): Simple sentences.

    Discourse:

    Verbal: Turn to your neighbor

    Written: Simple, complete sentences

    LESSON PREPARATION

    Considerations

    Prerequisite Knowledge and Skills: Students should have basic reading and writing skills.

    Instructional Materials

    Resources, Materials, and Technology required or recommended for the lesson:

    ● Access to the Powerpoint lesson and printed copies of the transcript (one for each  student) 

    ● Access to the quiz 

    ● Printed copies of:

    Thinking Map 

    Flowchart

    Match It Worksheets

    Roll the Dice Template

    Exit Ticket 

    Exit Ticket with Sentence Frames

    Self Reflection

    ● Writing materials (paper and pen/pencil) for each student 

    ● Teacher will put together the dice (see the ROLL THE DICE template) – tape & scissors  are needed ahead of time. Teacher will make the dice ahead of  time to ensure students will have enough time to play.

    Instructional Supports

    Differentiation: The Exit Ticket has two versions, one that is empty and one with sentence  structures.

    L1 Supports:  

    ● Provide students with their own copy of the Graphic Organizer THINKING MAP.

    ● Group students in strategic groups for activities.  

    ● Instructor guidance.

    ● Instructor provides sentence frames when necessary.

    L2 Development (by level):

    LESSON PROCEDURES

    Anticipatory Set/Motivation/Hook

    Time: 5 minutes

    Teacher Does/Students Do:

    Show the first slide in the Powerpoint ( image of chicken & eggs).

    • Have students share vocabulary words of what they see ( eggs, chickens, farm ). Ask students to share those vocabulary words in their home language.
    • Speak about how wonderful it would be to have food right outside your door and available anytime you are hungry. Have students share about their own personal experience with raising chickens. Call on a few students to share but or those students reluctant to share, have them draw their experience and label their picture.
    • Ask students if they like to eat eggs.
    • As you listen to their responses, write down their sentences on the whiteboard.  Ask how these sentences are different from each other. Is one asking a question?  Is one making a statement? Does one have a lot of emotion? Is one more of a  command?

    Focused Instruction (Teacher-as-Model)

    Time: 15 minutes

    o Project the second slide MAKE A PREDICTION. 

    o PRONOUNCE THE WORD. Say the word aloud and write it on the whiteboard.  Model thinking aloud by saying, "Hmm...I'm not sure how to pronounce  

    __________. State each word slowly. Have the students repeat after the  Teacher.  

    o RATE THE WORD. Have students hold up their fingers to show how well they  know the word. Hold up (1) finger if you can use the word in a sentence. Hold up  (2) fingers if you have seen/heard the word before but can’t us it in a sentence.  Hold up (3) fingers if the student has never seen the word before. 

    o Refer to the second slide on the Powerpoint MAKE A PREDICTION & explain that  these phrases are the 4 Types of Sentences and we will be learning about how to  identify them and how to write them today. 

    o Anchor it. Ask students to predict what these phrases mean. Begin by using the  first word on the MAKE A PREDICTION slide. Say out loud “Exclamatory. What  does that word remind you of? Say the word really slow E X C L A M A T O R Y.”  Guide students to think about the word EXCITING or EXCLAMATION POINT.  

    o Move on to the second word on the slide. Ask students to think about what this  slide reminds them of, state the word slowly “DECLARATIVE. Hmmmm…  declarative makes me think about the word DECLARE. Who knows what the  word declare means?” Call on a student who knows the word. If students do not  know the word declare explain to them it means “to tell or to make a  

    statement”.

    o Go through the next two words and ask if the students can make a prediction  about what IMPERATIVE and INTERROGATIVE can mean. INTERROGATIVE can be  anchored to INTERROGATE. 

    Guided Instruction (Teacher-to-Student Joint Responsibility) Time: 10 minutes

    Teacher projects the third slide 4 TYPES OF SENTENCES THINKING MAP for the students and  passes out this worksheet as well.

    Project the third slide THE 4 TYPES OF SENTENCES THINKING MAP & hand out their own  copy of this slide as well.

    Ask students to point to the first column of the THINKING MAP.  

    Define each word. Teacher models how to read down the column of the first word  “Declarative”. Tell 4 students they will be reading aloud each column so they know they  will be speaking to the class ahead of time. Call on the first student to read the first  column DECLARATIVE. The second student will read the INTERROGATIVE column. The  third student will read the IMPERATIVE column. The fourth student will read the  EXCLAMATORY column.

    The first student reads the first column DECLARATIVE. Teacher generates discussion of  the word by writing their own declarative sentences on a whiteboard.  

    The second student reads the second column INTERROGATIVE. Teacher generates  discussion of the word by writing their own interrogative sentences on a whiteboard.  The third student reads the third column IMPERATIVE. Teacher generates discussion of  the word by writing their own imperative sentences on a whiteboard.  

    The fourth student reads the fourth column EXCLAMATORY. Teacher generates  discussion of the word by writing their own exclamatory sentences on a whiteboard. Project the fourth slide THINK ABOUT IT FLOWCHART. Model by thinking aloud how to  follow the arrows.  

    Probe & Respond. Project the fifth slide LET’S PRACTICE. Explain to the students to  reference their handout if they are not sure what type of sentence it is. Read sentences  aloud and have students respond with the type of sentence.  

    Display the graphic organizer. Project the fourth slide THINK ABOUT IT FLOWCHART.  Model by thinking aloud how to follow the arrows.  

    Group Application (Student-to-Student Joint Responsibility) Time: 15 minutes

    5

    Teacher Does/Students Do:  

    ● Project the ROLL THE DICE worksheet so students know what we’ll be doing next. ● Place the students in strategic small groups based on academic level.

    ● Teacher will hand out dice to each group. ( Make dice ahead of time to ensure students  will have enough time to play).

    ● Students will roll the dice and give an example sentence for each word they roll. The  teacher will walk around observing and hand out sentence frames to those students  struggling.

    ● Take turns rolling the dice until all students have had a chance to play.

    Teacher rotates around the room assessing the students. If students are struggling, hand out the FLOWCHART map to help them complete the assignment.

    Individual Learning (Independent Practice and Application) Time: 10 minutes

    Teacher Does/Students Do:

    ● Ask students to go back to their seats.

    ● Hand out the MATCHING worksheet.

    ● Explain that they will complete the worksheet independently. If students are struggling  hand out the FLOWCHART map and sentence frame worksheets to help them complete  the assignment.

    ● Rotate around the room and give sentence frames as needed.

    Closure

    Time: 5 minutes

    Teacher Does/Students Do:

    • Hand out the exit ticket YOUR TURN.

    ● Teacher rotates around the room and provides cues when student does not provide an  answer (wait at least 3 seconds after asking question). The student will then provide an  answer.

    • When students are finished answering, have them fill out a self-reflection worksheet.

    ASSESSMENTS 

    Formative Assessment

    Content:

    Language:

    Ask students to turn in their YOUR TURN worksheets and use it as an Exit Ticket to see  how well students understood.

    • If students are ready for a bit more of a challenge, they could write a paragraph/short story using each type of sentence they wrote on their Exit Ticket.

    If students are struggling, use the Exit Ticket that contains the sentence starter and/or  the correct punctuation hint as well.

    Plans for Summative Assessments

    Content: Complete sentences.

    Language: