LEARNING-FOCUSED Lesson Plan

Plan for the concept, topic, or skill Not for the class period

Name
:

Huffman Academy

Topic:

Language Arts

Learning Goals for this Lesson

Standards: CCSS.ELA-LITERACY.L.4.1F; CCSS.ELA-LITERACY.L.4.1.B; ALEX.ELA.4.38.A;
ALEX.ELA.4.38.B;ALEX.ELA.4.38.F

Students Will Know:

How to recognize a simple
subject within the whole subject of a
sentence;
How to recognize a simple
predicate within the whole predicate of
a sentence;
How to recognize forms of be
as simple predicates;
How to correct fragments and
run-on sentences.

Lesson Essential Question:

Activating Strategy:

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Students Will Be Able To:

Produce complete
sentences, recognizing and
correcting inappropriate
fragments and run-ons.
Form and use the
progressive (e.g., I was
walking; I am walking; I will
be walking) verb tenses.
Create and recognize
complete sentences.
Recognize and correct
fragments and run-on
sentences.

Key vocabulary to preview and vocabulary strategy:

Subject, predicate, simple subject, simple

predicate, compound subject, compound
predicate, fragment, run-on, conjunction

Lesson Instruction
Learning Activity 1:
After the teacher writes the activating strategy sentence on the board and
asks students if it is a complete sentence, most students may think it is
not a complete sentence because it is short. Whether students respond
with yes or no, the teacher will ask students, What or who is this
sentence about? [A:dogs]. What does this sentence tell us about dogs?
[A: that they bark]. So, if we have a subject of the sentence... Here the
teacher will underline the subject of the sentence with a colored marker.
...and an action... Here the teacher will underline the predicate with a
different colored marker. ...then we have a complete sentence.

The teacher will then ask students what we call the parts of a sentence?
The teacher will then guide students through the creation of a graphic
organizer which students will create in their READING/LANGUAGE ARTS
JOURNALS called SUBJECTS AND PREDICATES.

Subject - Who or what in a sentences is completing the

action. [Starts the sentence]
Simple Subject - The main word or words in a subject;
who or what the sentence is about. (Does not include modifiers
[adjectives]).
Compound Subject - two or more simple subjects that
share a verb or verb phrase
Predicate - What the subject does or is in a sentence.
[Ends the sentence]
Simple Predicate - The specific action; a verb or verb
phrase in the predicate. [May sometimes include two words--a
form of to be and the action; EX: was eating. Tom was eating a
sandwich at lunch yesterday.]
Compound Predicate - two or more verbs or verb
phrases that share the same subject and are joined by a
conjunction [such as and, or, etc.]

The teacher will hand out the first Subjects and Predicates worksheet,
and then read through the explanation of subjects and predicates with the
students. Students should circle the words tells whom or what,
underline the words complete subject and simple subject; circle

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Graphic Organizer

tells what the subject is or does and underline complete predicate

and simple predicate, or verb. Lastly, students will underline
compound subject and compound predicate.

Assessment Prompt for LA 1:

Students will complete the worksheet on their own, and then we will
review the answers as a class. Students will paste this in their READING
JOURNALS in a new section titled SUBJECTS/PREDICATES - THREE
WAYS
Learning Activity 2:
The teacher will separate students in two groups: boys and girls. The
students will compete in at least two rounds of the RAGS TO RICHES
game, via Quia. https://www.quia.com/rr/36765.html

This game asks students to identify the simple subject and simple
predicate in different sentences.Correct answers in this review result in
points; the team with the highest points win.

Assessment Prompt for LA 2:

Students will complete the second worksheet on Subjects and Predicates.

Assignment

Learning Activity 3:

Students will complete

the pre-determined
assessment. The test
will be handed out,
completed, then taken
up and graded.

The teacher will review what was learned in the previous activity with the
class, first. Then, the teacher will ask students whether the following
sentences are complete or not:
1. My brother and I were.
2. We love to bake cookies are delicious.
Students need to explain their reasoning behind their responses before
the teacher moves on. Then, the teacher will ask students to create a new
section in their READING JOURNAL titled FRAGMENTS AND RUN
ONS

Fragment Sentence - A group of words that is written out

as a sentence but that lacks a subject or verb
Run-On Sentence - A sentence that has two or more
complete sentences in it that are not separated by a punctuation

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mark or conjunction.

Students will be separated into two groups (boys and girls) and compete
in a new RAGS TO RICHES game via Quia:
https://www.quia.com/rr/235542.html

Assessment Prompt for LA 3:

Students will complete the CORRECTING FRAGMENTS & RUN-ON
SENTENCES worksheet. The worksheet will be displayed on the
Promethean board and students will correct the sentences on their own
paper.

Summarizing Strategy:

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