Day 1: Understanding Simple Sentences

Learning Objectives

• CCSS.ELA-LITERACY.L.3.1.A: Produce simple, compound, and complex sentences.
• CCSS.ELA-LITERACY.L.3.1.D: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

I Can Statement

I can identify and write simple sentences with a subject and predicate.

Success Criteria

• I can explain what a simple sentence is.
• I can identify the subject and predicate in a simple sentence.
• I can write my own simple sentences.

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Materials

• Whiteboard and markers
• Sentence strips with simple sentences
• Chart paper with sentence parts labeled ("Subject" and "Predicate")
• Worksheets for sentence creation
• Small sentence construction cards (word cards)

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Lesson Steps (20 Minutes)

1. I Do (7 minutes)

• Introduce what a simple sentence is: a sentence with one subject and one predicate.
• Write a sentence on the board: "The dog runs." Demonstrate identifying the subject (“The dog”) and the predicate (“runs”).
• Model writing two more simple sentences aloud, breaking them into subject and predicate.
• Use sentence strips and label each part with chart paper.

2. We Do (7 minutes)

• As a class, read simple sentences from sentence strips together.
• Invite students to help identify the subject and predicate for each. Write some suggested sentences on the board.
• Use sentence construction cards to build simple sentences together. Shuffle cards and pick words to form subject and predicate. Discuss why the sentences work.

3. You Do (6 minutes)

• Provide each student with a worksheet to create three simple sentences.
• Encourage them to underline the subject once and circle the predicate once.
• Assist as needed, especially for students who need extra support.

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Differentiation

• For diverse learners: Provide sentence frames (“The ___ runs.”), visuals depicting sentence parts, and allow use of word banks.
• For advanced learners: Challenge students to write simple sentences using adjectives and adverbs, increasing sentence complexity while keeping it simple.

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Extension Activity

• Students create a short comic strip using only simple sentences to describe actions or dialogue between characters.

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Day 2: Exploring Compound Sentences

Learning Objectives

• CCSS.ELA-LITERACY.L.3.1.A: Produce simple, compound, and complex sentences.
• CCSS.ELA-LITERACY.L.3.2.C: Use coordinating conjunctions (for, and, nor, but, or, yet, so) to connect words, phrases, and clauses.

I Can Statement

I can combine simple sentences to make compound sentences using coordinating conjunctions.

Success Criteria

• I can explain what a compound sentence is.
• I can use the correct coordinating conjunctions (FANBOYS) to join sentences.
• I can write my own compound sentences using conjunctions.

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Materials

• Whiteboard and markers
• Sentence strips with simple sentences
• FANBOYS acronym poster
• Worksheet for compound sentence creation
• Conjunction cards for hands-on activity

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Lesson Steps (20 Minutes)

1. I Do (7 minutes)

• Review simple sentences briefly.
• Introduce the concept of compound sentences: joining two simple sentences with a conjunction (and, but, or, so, etc.).
• Show FANBOYS poster and briefly explain each conjunction.
• Model combining two simple sentences: “I like apples. I like oranges.” to “I like apples and oranges.”
• Write and underline conjunctions in the examples.

2. We Do (7 minutes)

• Use sentence strips that have two simple sentences each.
• As a class, pick two sentences and decide which conjunction fits best to join them.
• Construct compound sentences together on the board.
• Use conjunction cards with sentence strips students hold and physically “connect” by choosing the right card.

3. You Do (6 minutes)

• Students receive worksheets with pairs of simple sentences.
• They write compound sentences joining them with the correct conjunction.
• Circulate to give feedback and support.

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Differentiation

• For diverse learners: Provide a word bank of conjunctions and sentence starters; allow verbal explanation before written work.
• For advanced learners: Have students write compound sentences with different conjunctions and explain why they chose each conjunction.

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Extension Activity

• Students write a short story or paragraph using at least five compound sentences with different conjunctions, then share it with the class.

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Teacher's Notes

• Keep the tone positive and encourage student participation.
• Use manipulatives (sentence and conjunction cards) for tactile learners.
• Celebrate every correct sentence to boost confidence in young writers.
• Monitor the classroom closely to provide immediate, corrective feedback.