Grade: 3rd

Duration: 15 minutes

Students: 9

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Common Core State Standards (CCSS) Alignment

CCSS.ELA-LITERACY.L.3.1.F

• Produce simple, compound, and complex sentences.
  CCSS.ELA-LITERACY.L.3.1.E
• Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
  CCSS.ELA-LITERACY.L.3.1.G
• Ensure subject-verb agreement.

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Learning Objectives

I can distinguish between simple and compound predicates in sentences.
I can identify the action(s) the subject is doing.

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Success Criteria

• Correctly identify a simple predicate in a sentence.
• Correctly identify a compound predicate in a sentence with two or more verbs/actions.
• Explain the difference between simple and compound predicates using examples.

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Materials Needed

• Whiteboard and markers
• Sentence strips prepared with simple and compound predicate examples
• Individual dry erase boards or paper and pencils for students
• Predicates sorting activity cards

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Lesson Breakdown

1. I Do (5 minutes) — Teacher Modeling

Objective: Demonstrate how to identify simple vs. compound predicates with clear examples.

• Begin by writing a simple sentence on the board:
  “The dog runs.”
  • Ask: "What is the dog doing?" Highlight runs as the simple predicate.
• Next, write a compound predicate sentence:
  “The dog runs and barks.”
  • Draw a line connecting both verbs runs and barks and explain this is a compound predicate (two actions).
• Use a visual analogy:
  • Simple predicate = one “action superhero”
  • Compound predicate = a “team of action superheroes” working together!
• Verbalize the distinction clearly:
  “A simple predicate has one action; a compound predicate has two or more actions joined by words like ‘and’ or ‘or.’”
• Check for understanding by asking quick yes/no or thumbs up/down questions.

2. We Do (5 minutes) — Guided Practice

Objective: Collaboratively identify simple and compound predicates using sentence strips.

• Distribute prepared sentence strips to pairs or small groups (e.g., 3 groups of 3).
• Example sentences on strips:
  • “The cat sleeps.”
  • “The cat sleeps and purrs.”
  • “She sings or dances.”
  • “He reads books.”
  • “He reads and writes stories.”
• As a class, come back together and invite each group to share their sentence and identify the predicate(s).
• Write their answers on the board. Discuss if needed to clarify.
• Use questioning prompts:
  “How many actions does the subject do? What are they?”

3. You Do (5 minutes) — Independent Practice and Assessment

Objective: Students independently identify simple and compound predicates.

• Give each student 3 simple sentences on their paper or dry erase boards; students will underline the predicate(s).
• Students will then label if the predicate is simple or compound.
• Circulate and provide mini-feedback for students needing support.

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Differentiation Strategies

• For Diverse Learners:

  • Provide visual cue cards with examples of action verbs.
  • Use sentence strips with pictures to reinforce understanding.
  • Allow verbal responses or gestures (pointing to predicates) for students uncomfortable with writing yet.

• For Students Needing Challenge:

  • Ask these students to create their own sentences with compound predicates using conjunctions other than “and” (e.g., “or,” “but”).
  • Encourage students to orally explain why their predicate is compound and what actions the subject is doing.

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Extension Activities

• Create a “Predicate Detective” game where students find and write down compound predicates from a short paragraph or story read aloud by the teacher.
• Use an interactive whiteboard app to drag and drop verbs to make simple or compound predicates, fostering technology engagement.

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Reflection and Closing (1 minute)

• Recap with:
  “What did we learn today about predicates?”
• Reinforce with an “I can” statement:
  “I can find and tell the difference between simple and compound predicates.”
• Give verbal praise and a quick thumbs up/down check for confidence before transitioning to the next activity.

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This lesson plan actively engages all students through the gradual release model (I Do, We Do, You Do), meets the relevant Common Core standards, caters to diverse learning styles, and invites extended learning opportunities to deepen understanding.