Lesson Plan : Combined sentences

Teacher Name:
 Mary Moore
 Grade 2
 Language Arts

 Combining sentences with similar subjects and predicates
 Sentence structure, subjects, predicates, compound subjects, compound predicates.
 Students will be able to write more organized sentences of varying length in order to make student writing more fluent.
 TLW: write sentences with compound predicates and compound subjects.
 sentence strips, colored markers,
 Review subjects and predicates with students. Write sentences on the board, have the students identify subjects and predicates. Display a story with choppy sentences. Ask students their opinion of the story. Explain that by the end of the lesson today we will make the sotry better.
 Write Anna went to the park. Tom went to the park. Have students identify the subject and predicate of each sentence. Model for students that sentences with similar predicates can be combined. Write Tom and Ana went to the park. Circle the new subject, underline the predicate. Explain that this is a smoother way to share the same information. Write Susan likes video games. Todd likes video games. Have students explain how to combine the two sentences. Write The cat on the board twice. Have students add different predicates to make sentences. Explain that sentences with similar subjects can be combined too. Model combining the sentences. Write Claire is my sister. She plays the piano. Discuss who she refers to. Show students how to create a new sentence My sister, Claire, plays the piano.
 Have the following pairs of sentences written on sentence strips. The ball is red. The bat is red. Nick's skateboard is rolling down the hill. Nick's scooter is rolling down the hill. A firebird is a car. A mustang is a car. Bucky is my dog. He likes to play catch. Sarah is in my class. Khalil is in my class. Put students in groups of 3. Each group is given a pair of sentence strips. They then work together to combine the two sentences into one and write them on a new sentence strip. Assign students numbers 1, 2, and 3. 1 will read the sentence, 2 will identify subject and predicate, 3 will write the combined sentence once the group comes up with it. After all groups combine their sentences, pass the sentence strip pairs clockwise among the groups. This time 2 reads, 3 identifies subject and predicate, and 1 writes. Repeat until each group has combined all of the sentences.
 Students will be heterogenously grouped for the cooperative learing activity. Higher achieving students will provide support to lower achieving students. Worksheets will be individualized based on students abilities. IA will assist lower level students in reading and completing their worksheet.
Checking For Understanding:
 Bring students back together. Identify sentences in the story from the introduction that can be combined. Write a revised version of the story together.
 Read the first story with a robotic voice. Discuss how when we write with short choppy sentences our stories sound like they were written by robots. Read the second story together. Discuss which story students think sounds better.
Teacher Reflections:

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