Lesson Plan of Reading and Writing Sentences

Lesson Plan of Reading and Writing Sentences

Subject English

Grade II

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:

1. 1. 1. 1. 1. 1. Saba sleeps.
               2. Ali jumps.
               3. Dogs bark.
               4. 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;

1. 1. 1. 1. 1. 1. I like cats.
               2. She eats rice.
               3. 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)

Introduction

• 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

Development

Activity 1

• 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.

Activity 2

• Divide the class into pairs.
• Write a few simple sentences on the board. The sentences may be:

1. 1. 1. Basra likes apples.
      2. Mani likes to read.
      3. Open your red book.
      4. I eat a banana.
      5. She has a green parrot.
      6. Give me a big pencil.
      7. 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.

Activity 3

• 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.

Activity 4

• 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.

Activity 5

• 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.

Activity 6

• 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;

1. 1. 1. alina had a cat
      2. the cat played with a ball
      3. the ball got lost
      4. 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.

Answer Key:

1. 1. 5. Alina had a cat
      6. The cat played with a ball
      7. The ball got lost
      8. Bilal has a new pink ball

Assessment

• 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.

Follow up

• 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.