Lesson Plan: Sentences and Non-Sentences

Grade Level: Primary 3 (8-9 years old)

Subject: English Language Arts

Duration: 45 minutes

Objectives: 1. Students will be able to differentiate between sentences and non-sentences. 2. Students will be able to identify the key components of a sentence. 3. Students will be able to construct their own sentences using appropriate punctuation.

Materials: - Whiteboard or chart paper - Markers - Sentence and non-sentence sorting cards (prepared in advance) - Video resources: - “What is a Sentence?” (https://www.youtube.com/watch?v=3X2hj9h6X7o) - “Sentences and Fragments” (https://www.youtube.com/watch?v=3X2hj9h6X7o) - Worksheet resources: - “Sentence or Not?” worksheet (https://www.teachstarter.com/us/teaching-resource/sentence-or-not-worksheet/) - “Sentence Construction” worksheet (https://www.teachstarter.com/us/teaching-resource/sentence-construction-worksheet/)

Introduction (5 minutes): 1. Greet the students and explain that today they will be learning about sentences and non-sentences. 2. Show the students a few examples of sentences and non-sentences written on the board or chart paper. 3. Ask the students if they can identify any differences between the examples.

Content Summary (5 minutes): 1. Explain that a sentence is a group of words that expresses a complete thought and begins with a capital letter and ends with punctuation. 2. Share that non-sentences are groups of words that do not express a complete thought or do not follow the rules of a sentence.

Lesson Outline:

I. Video Introduction (5 minutes): - Show the video “What is a Sentence?” (link provided above). - Pause the video at key points to discuss and reinforce the concepts being taught.

II. Sorting Activity (10 minutes): - Divide the class into small groups. - Distribute the sentence and non-sentence sorting cards. - Instruct the students to work together to sort the cards into two categories: sentences and non-sentences. - Monitor and provide guidance as needed.

III. Whole-Class Discussion (5 minutes): - Bring the students back together as a whole class. - Review the sorting activity and ask students to explain their reasoning for categorizing each card. - Clarify any misconceptions and reinforce the key components of a sentence.

IV. Worksheet Activity (10 minutes): - Distribute the “Sentence or Not?” worksheet (link provided above). - Instruct the students to complete the worksheet independently. - Circulate the classroom to provide assistance and answer any questions.

Questioning (5 minutes): 1. What is a sentence? 2. How can you identify a non-sentence? 3. What are the key components of a sentence? 4. Can you give an example of a sentence and a non-sentence?

Assessment (5 minutes): 1. Monitor students’ participation during the sorting activity and whole-class discussion. 2. Review completed worksheets to assess individual understanding.

Differentiation: 1. For students who need extra support, provide sentence starters or sentence frames to help them construct sentences. 2. For students who need an additional challenge, encourage them to create more complex sentences using conjunctions or descriptive language.

Plenary (5 minutes): 1. Show the video “Sentences and Fragments” (link provided above). 2. Discuss any new information or concepts introduced in the video. 3. Review the key components of a sentence and ask students to share one thing they learned today.

Note: Adapt the lesson plan as needed to suit the specific needs and abilities of your students.