Lesson Plan of Reading and Writing Sentences
Students` Learning Outcomes
- Read familiar words appearing on a variety of reading material such as food labels, advertisements, coins, currency notes, etc.
- Know that words in a sentence join to make sense in relation to each other.
- Rewrite sentences by replacing words in given sentences.
- Construct simple sentences of three/four to five/six words using correct capitalization, punctuation and spelling.
Information for Teachers
- A sentence is a meaningful set of words that tells us something. Sentences have different structures: simple or complex sentences etc.
- The simplest form of a sentence has a subject and a verb (SV). Subject is the noun (person/thing/place/animals) that does the action. Verb is the action word.
- For example:
- Saba sleeps.
- Ali jumps.
- Dogs bark.
- Amana is writing.
- Another simple sentence structure is SVO (Subject, Verb, and Object). Object is the thing on which the action is done.
- For example;
- I like cats.
- She eats rice.
- He plays cricket.
- Practice these simple sentences with students in different lessons. Encourage them to speak in complete sentences.
- While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.
Material / Resources
Writing board, chalk/marker, duster, pictures from newspapers/magazines, empty boxes and labels of different products (biscuits, chips, brochures)
- Write some jumbled up sentences on the board.
- For example:
- Apples like I
- Sleeping is she
- Cats milk like
- Jumps he
- Amir mangoes like
- Ask them:
- What do these words mean? (Read the words written on board (e.g. apples like i).
- Now ask one student to read.
- Ask them to arrange these words in sentences.
- Ask different students to make sentences.
- Ask different students to make sentences out of the jumbled up words.
- Write these sentences with correct capitalization and punctuation
- Write a few sentences on the board. Ensure the words are in the students` vocabulary. Read them once with proper stress and intonation, pausing after each sentence e.g.
- This is a fat cat.
- Eat your bun.
- This is his coat.
- Ask students to repeat each sentence after you.
- Remove one word from the sentence(remove a noun or a verb) and ask the students:
- Is the sentence complete? (The student may say: “no”, or “the sentence is not complete”. Help the students answer in complete sentences, if they answer in one word.
- Divide the class into pairs.
- Write a few simple sentences on the board. The sentences may be:
- Basra likes apples.
- Mani likes to read.
- Open your red book.
- I eat a banana.
- She has a green parrot.
- Give me a big pencil.
- This is your black goat.
- Ask the students to work in pairs and to re-write the sentences replacing the underlined words with new words.
- You can give the students a word bank, if needed.
- Ask the students to discuss the sentences and then write them in their notebooks.
- You can make the activity more interesting by asking students to replace nouns with pronouns (after they have done pronouns) or add/change the adjectives.
- Remind them to capitalize and punctuate the activities properly.
- Make a vocabulary bank of words that students are familiar with.
- Now tell the students to use those words in the sentences.
- Make sure that students know the meaning of these words so that they are able to make meaningful sentences.
- Read 3 sentences to the students, stressing how we stop when we reach the end of one sentence, take a breath and then go on to the next one.
- Tell them that we show this stop and breathe by putting a little dot, called a full stop (.).
- Write sentences on the board without capitalizing the first letter of the sentence and put a full stop at its end.
- Ask the students to read the text observing spaces, capitalization and spelling.
- Write some more sentences on the board without capital letters or full stops.
- Ask students to write these on their notebooks, using the capital letter at the beginning and adding the full stop at the end.
- Use texts to help students read simple sentences. Pick out and practice reading new word separately first so that students are able to read it in a sentence without breaking the rhythm of the sentence, e.g.
- Give the parrot a carrot.
- Practice reading the words in bold first before reading the sentence.
- Ask them to identify the capital letter and full stop in each sentence.
- Bring empty packets of biscuits, chips, juice, toffee etc. to class.
- Divide the students into groups.
- Give each group some packets/wrappers of toffee, juice, chips, soap, and shampoo (ask them to look for familiar words in the name of the product, ingredients, contact information.
- Ask the students to find familiar words and write them down in their copies.
- Now ask them to make small simple sentences using any five words out of the list of words they have written.
- For example:
- This soap was good.
- I love juice.
- I like biscuits.
- Ask students to capitalize first letter of the sentence, proper nouns (such as name of products etc.
- Give the students 15-20 minutes for the activity. The team that found the most words and makes the sentences wins.
- Ask the groups to exchange their work after the activity, with each other. Each group will check the other group`s work.
Sum up / Conclusion
- Write some sentences on the board, without capitalization and punctuation. Ask students to read the sentences aloud first;
- alina had a cat
- the cat played with a ball
- the ball got lost
- bilal has a new pink ball
- Ask the students: “What is wrong with these sentences.”
- Ask students to write the sentences with correct punctuation and capitalization on the board.
- Alina had a cat
- The cat played with a ball
- The ball got lost
- Bilal has a new pink ball
- Use the conclusion exercise to assess student progress.
- Ask the students to write simple sentences for homework. You may give them some words to use in sentences.
- Teacher is also required to involve the students in solving the problems given in the exercise at end of unit/chapter.
- Give direction of five sentences. Tell the students to write those sentences, correct them by adding the full stop and the capitalization.
- Show students a few sentences in their textbook/resource material. Ask them to identify the capital letter and full stop.
- Ask them where they are placed; at the beginning or at the end of a sentence.
- Ask them to underline ther capital letters and punctuation marks in their textbook.
- Continue to bring pictures from the newspaper/magazines or toys and interesting objects.
- Ask students to make sentences to describe them.