Overview

This 70-minute lesson introduces 5th grade Inuit students in Nunavut to simple sentence structure. Using clear, accessible language aligned with the Ontario Curriculum for Language (Grade 5), students will learn to identify and create simple sentences, focusing on subject-verb-object structure, using words familiar to them. This lesson is designed with differentiated strategies for students with reading levels at Grade 3 and includes cultural relevance and engaging activities.

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Curriculum Expectations (Ontario Language, Grade 5)

Reading

• 1.2: Use knowledge of words and vocabulary strategies to read and understand texts.

Writing

• 3.1: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
• 3.3: Use knowledge of sentence structure and grammar to write clear sentences.

Oral Communication

• 1.3: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

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Learning Goals

• Understand what a simple sentence is.
• Identify the parts of a simple sentence: subject, verb, and object.
• Create own simple sentences about familiar topics.

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I Can Statements

• I can tell what a sentence is.
• I can find the subject and verb in a sentence.
• I can write my own simple sentences that make sense.
• I can say my sentences out loud clearly.

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Success Criteria

• I can point out the subject and verb in simple sentences.
• I can write simple sentences with 3 words or more.
• I can share my sentences with a partner without help.
• I can listen and help others when they read their sentences.

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Materials

• Whiteboard and markers
• Sentence cards (with simple sentences and pictures)
• Picture prompts (animals, places, actions)
• Sentence building strips with words (subjects, verbs, objects)
• Paper and pencils
• Audio recorder or smartphone for oral practice (optional)

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Lesson Breakdown

1. Warm-up and Introduction (10 minutes)

• Greet the students in English and Inuktitut to build rapport.
• Ask: “What is a sentence? Can you say a sentence?”
• Using the whiteboard, show a simple sentence related to their environment e.g., “The fox runs.”
• Break down the sentence on the board: underline the subject (fox), verb (runs).
• Use simple language to explain subject = who/what the sentence is about, verb = what they do.

Differentiation: Use picture cards with the sentence to support visual learners and oral explanation for students who need repetition.

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2. Guided Practice: Finding Parts of the Sentence (15 minutes)

• Divide class into pairs and give each pair sentence cards with pictures (e.g., “The dog barks”, “A seal swims”).
• Students take turns identifying the subject and the verb in each sentence, saying aloud “The dog (subject) barks (verb).”
• Teacher circulates to support and give immediate feedback.

Differentiation: For students needing extra support, use sentence cards with images showing subject and action labelled to scaffold understanding.

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3. Interactive Activity: Sentence Building (20 minutes)

• Provide sets of word strips: subjects, verbs, and objects (animals, people, actions).
• Students work in small groups to build simple sentences by choosing one strip from each category.
• Groups write their sentences on paper and illustrate them.
• Choose 3-4 groups to share their sentences orally with the class.

Differentiation: Support ESL or lower reading level students by pre-selecting words or pairing with stronger readers.

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4. Independent Writing (15 minutes)

• Students write 3 simple sentences about Inuit life or nature, using the sentence strips or their own words.
• Ask them to underline the subject and verb in each sentence.
• Encourage students with different abilities to write or draw and label simpler sentences.

Differentiation: Students who need further support can dictate their sentences to the teacher or a peer to write for them.

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5. Sharing and Reflection (10 minutes)

• Students share one sentence with a partner or the whole class.
• Teacher guides discussion: “How did you find the subject and verb? Was it easy or hard to write sentences about your home?”
• Review “I Can” statements on the board and ask students to show thumbs up/down for each.

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Assessment

• Observation of students’ ability to identify subject and verb during activities.
• Review of written sentences for correct simple sentence structure (subject + verb).
• Oral sharing to assess clarity and confidence in speaking simple sentences.

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Notes and Tips for Teachers

• Use culturally relevant examples and vocabulary related to Inuit life to make content relatable.
• Keep sentences short and clear to match students’ reading level.
• Use oral language often to build confidence and support learners who struggle with writing.
• Incorporate movement (e.g., acting out verbs) to engage kinaesthetic learners.
• Celebrate all attempts and successes to build a positive learning environment.

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End of Plan