Education Standards
Lesson Plan
Printable Cards
Subject and Predicate Introduction
Overview
This lesson is intended for Emergent Bilinguals. The focus is an introduction to "subject and predicate" with an emphasis on agriculture vocabulary.
Subject and Predicate Introduction
LESSON DESCRIPTION
Finding the Subject and Predicate
Author of the Lesson: Becky Cuevas
Lesson Summary/Overview:
- Explain and identify: complete subjects and complete predicates.
- Using complete subjects and complete predicate to create complete sentences
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
- CCSS.ELA-LITERACY.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Content Objectives:
- Students will be able to find and explain the complete subject and complete predicate in a sentence.
- Extension: Students will be able to write sentences using subject and predicate.
Lesson ELP Standard:
- ELP 2: Participate in written exchanges
- ELP 10: Make accurate use of Standard English at their level
Language (ELP) Objectives:
- Students will be able to identify complete subjects and predicates in sentences.
- Students will be able to write coherent sentences with subject and predicate in present tense.
Supporting Academic Language
Language Functions:
- Exchange ideas and information
- Use grammar based terms
- Create simple sentences and identifying the complete subject and complete predicate
- Practice using images as supports for writing
Language Modalities:
- Oral: share ideas, share answers
- Written: Create sentences
- Comprehension: demonstrate understanding of complete sentences
- Listen: Teacher to student, student to student exchange of ideas and feedback
Vocabulary:
- subject (WHO)
- predicate (what who is DOING)
- complete subject
- complete predicate
Syntax or Sentence Structure(s):
- complete subjects and predicates in present tense
- complete subject - complete predicate: noun + verb
Discourse:
- Oral: instruction, directions, teacher-student communication, pair/group share
- Written: complete subjects, complete predicates, complete sentences
- Visual: diagram, examples
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
Understand that rules for English are different. Translations are not directly duplicated.
- Please note this lesson does not include any humans or human pronouns. With the agricultural vocabulary the goal for students is to feel confident with vocabulary that is recognizable. Thus lessening effective filters and helping to understand how sentences are made. The reason for this is because my students over the years have vocalized their sadness/feeling of belittling representation/miscommunication of how BIPOC should be seen. If you choose to use people please use caution and take time to understand the impact it may have on your students.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- Google Slide projected
- Anchor chart (for whole class or given individually)
- pencil
- colored copies of word and phrase cards
- color pencils or highlighters to help students differentiate
- paper to write on (blank paper might be better suited compared to lined paper)
Learning Supports
Socio-emotional supports:
- Safe learning environment established
- Instructor will provide guidance and touch base with students during peer/group/individual working times
- Instructor will remember the goal is not to get through the lesson but build a strong understanding of concepts.
Cultural & Linguistic Responsiveness:
- Students will use and see terms that are relevant to their community
- State and local agriculture based vocabulary
- Some terms offer the opportunity for translanguaging
Accessibility:
- All documents are compatible with Google Classroom
- Complete subject and complete predicates can be printed to create word walls or printed for independent practice
Instructional Supports
Differentiation:
- The target audience are Level 1 and 2 ELD students. Thus the emphasis on short sentences, colored images, and printable to help students make connections.
L1 Supports:
- Visuals in color
- Short sentences
- Examples to help students understand
L2 Development (by level):
- Visuals in color
- Pre written complete subjects and complete predicates
- Opportunities to practice
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 4 min
Teacher Does:
- Display Slide: What is a sentence?
- Direct students to: In our minds let us think of how we can describe or explain a sentence. Be ready to share. Any thought is worth sharing.
Students Do:
- Thinking of how to describe or explain what a sentence is. Ready to share with a partner or small group.
- Students share with a partner or in small groups.
Teacher Does:
- Observe: Walking around the room being available to help students develop their thoughts. Also, hearing for responses that can help lead students into the lesson.
- Ask students for their ideas and discuss them briefly.
- Extension: ask students to share what their partner or group shared.
- “_(person)__ shared with me/our group _(thought)__. “
- If students are displaying an understanding of nouns and verbs, ask them to define those terms.
Focused Instruction (Teacher-as-Model)
Time: 6 min
Teacher Does:
- Explain how a sentence is a group of words that expresses a complete thought.
- Explain parts of a sentence:
- Sentences are broken into two parts the subject and predicate
- We look for the subject (who) and the predicate (what “who” is doing).
- Project a sentence on the board: “The tractor tills the field.” Have students ponder the questions “who/what is the sentence about and what is the “who/what” doing?”
- Walking around looking for students in need
Students Do:
- Write the sentence on a piece of paper: The tractor tills the field.
- Ponder the question: WHO/WHAT is the sentence about and what is the who/what DOING?
- Write down guess
Teacher Does:
- Go through the slide with the students.
- Connect: WHO/What to subject and DOING to predicate
- Extension: WHO/What to noun and DOING to verb
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10 min
Teacher Does:
- Explain: WHO is called the subject of the sentences. DOING is called the predicate. Both are needed to express a complete thought. Explain the difference between simple and complete. Emphasize that practice will be with complete subjects and predicates.
- simple subject:
- Simple predicate:
- complete subject:
- complete predicate:
- Display anchor chart and go through examples
- The apples are ready to harvest.
- The corn stalks grow tall in the field.
Students Do:
- As a group or in pairs: Write each sentence given. Identify the complete subject and predicate for each sentence, by drawing a box around the complete subject and underline the complete predicate.
- 1. The sheeps live in flocks outside.
- 2. Cows produce milk and meat.
- 3. Oregon potatoes are harvested in the fall.
Teacher Does:
- Walk around the room to observe the students' answers.
- When time is up or students are done, review each sentence individually to ensure students understand.
- Quick check - check in with students before proceeding
Group Application (Student-to-Student Joint Responsibility)
Time: 10 min
Teacher Does:
Print, cut, and disperse the game cards to groups/pairs.
Directions:
- Identify and separate the complete subject cards from complete predicate cards.
- Using the complete subjects and predicates create sentences.
- teacher will walk around to help students or will pull small groups
- Once they are checked, write them on your paper.
Students Do:
Using the game cards students will work on constructing complete sentences.
Individual Learning (Independent Practice and Application)
Time: 7 min
Teacher Does:
- Handout worksheet
- Go over directions
- Walk around the room checking in with each group/pair/student
- Considering doing the first sentence together
Students Do:
- Complete the tasks in groups/pairs/individually
- verbal discussion
- ask clarifying questions
Closure
Time: 3 min
Teacher Does:
- Review concept of the day
- Today, we found the complete subject & complete predicate. Remind me what those are again?
Students Do:
- Have student volunteers explain their response.
ASSESSMENTS
Formative Assessment
Content: Exit Ticket
- Identify the complete subject and complete predicate
- Fill in the complete subject to go with the complete predicate given
- Fill in the complete predicate to go with the complete subject given
Language: English
Plans for Summative Assessments
Content: Anchor Chart
- students will create their own diagram:
- using their own sentence
- identifying complete and simple subject and predicate in a diagram format
- using pictures or definitions to help model understanding
Language: English
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
- Extension: identify simple subjects and simple predicates
- Introduce: articles, nouns, verbs