What’s This? An exciting unit on
Sentence Types!
ELED 3151 P61:Teaching of Language Arts and
Writing
4/9/2012
Leah Finger
Table of Contents
UNIT PLAN
ORGANIZER
Candidate’s Name: Leah Finger
Mentoring Teacher’s Name: Mrs. Brakebill
Grade Level : 3rd
Semester: Spring
Year: 2012
Unit Title: What’s This? An exciting unit on Sentence Types!
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure
Check For Understanding: 0301.1.13 Recognize sentence types—statements, questions, commands, and exclamations—and
apply appropriate end marks when writing and vocal intonation when speaking.
SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.
Assessment tools:
Pre-assessments:
Introduction- Sentence Match ups
Post-assessments:
Declarative/imperative- Students will identify declarative sentences in an excerpt from The Journey of the Noble Gnarble. The teacher will use a rubric
to grade this assessment.
Interrogative- Students will create two interrogative sentences based on an article. One question will have a yes or no answer and the other question will
have a more explanatory answer. The teacher will use a rubric to formally grade this activity.
Exclamatory- Students will effectively use different types of sentences to create a play. The teacher will collect papers and formally assess them for
correct punctuation and for using consistent sentence styles throughout.
Cumulative -Add punctuation & label sentences.
Vocabulary to be taught:
Interrogative sentence- The kind of sentence that asks a question and uses a question mark.
Exclamatory sentence- A sentence that show strong emotion and ends with an exclamation point.
Declarative sentence- A sentence that simply states something and ends with a period.
Imperative sentence- A command sentence that ends with a period.
Child-related Web sites:
Teacher-related Web sites:
Sentence Types Quiz:
http://www.quia.com/pop/35934.html?AP_rand=1634612053
Clarify & identifyhttp://www.rhlschool.com/eng2n19.htm
4 Types game-
Wham gamehttp://www.k12reader.com/wham-a-fun-game-for-learning-about-exclamatorysentences/
Questions Onlyhttp://www.k12reader.com/%E2%80%9Cquestions-only%E2%80%9D%E2%80%93-a-fun-reading-game-for-teaching-interrogative-sentences/
Declarative & Imperative lesson planhttp://classroom.jcschools.net/coleytech/dynamic_curriculum/Language/typesofsentences3gradelp.pdf
http://www.edontheweb.com/the_ed_files_flash.asp?ModuleID=127&MovieName=Edontheweb3.swf
Sentence Clubhousehttp://www.harcourtschool.com/activity/clubhouse/index_pre.html
Trade books:
Other textbooks or media:
Brainpop Jr. activitieshttp://www.brainpopjr.com/readingandwriting/sentence/typesofsentences/
What Do You Do With a Tail Like This?-Steve
Jenkins & Robin Page
The Journey of the Noble Gnarble.- Daniel Errico
Supplies needed:
Declarative & Imperative Sentences:
Excerpt - The Journey of the Noble Gnarble
A list of possible sentence choices for “Simon Says”
Teacher watch or clock
Video:
http://www.brainpop.com/english/grammar/typesofsentences/
Interrogative Sentences:
Book- What Do You Do With a Tail Like This?
Teacher watch or clock
Notecards
Article
Exclamatory Sentences:
Teacher watch or clock
Audio or lyrics for “If You’re Happy and You Know It”
BINGO Cards & corresponding sentences
A list of sentences used for expressing emotions.
Links to other content areas:
Science- The book, What Do You Do With a Tail
Like This? can be incorporated into teaching Life
Science.
Music- The class can sing “If You’re Happy and
You Know It” and other songs with emotion.
Art- Students can illustrate a story using the 4 types
of sentences.
Health/PE- Students will be active while playing
Simon Says.
Technology- Students watch a video about the
sentence types. They can also play online games and
take quizzes.
Introductory Activity for Unit:
Pre-assessment of the 4 sentence types. “Sentence match ups”
Culminating Activity for Unit:
Post-assessment of the 4 sentence types. Students will add punctuation marks and
label four different sentences. “Sentence Types Quiz”
Name: ____________________________________
Sentence Matchups
Directions: Draw a line from the name of the sentence to the
example sentence that matches it.
Imperative
The circus is coming!
Declarative
How did you do on your test?
Interrogative
It’s going to rain tomorrow.
Exclamatory
Close the door.
Sentence Types Quiz
Name: ________________________________
Put the appropriate punctuation in the blank & label whether it is
interrogative, declarative, exclamatory, or imperative.
Example: Today is Monday__.__
It is __declarative__.
1. I am going to school today_____
It is ____________.
2. Can we eat now___
It is ____________.
3. Hurry up or we will be late for school_____
It is ____________.
4. I can’t wait for my birthday tomorrow____
It is ____________.
Date of Lesson: April 09, 2012
Grade Level: 3
Subject: Declarative and imperative sentences
Number of Students: 20
Major Content: Language Arts
Unit Title: What’s This? An exciting unit on Sentence Types!
Lesson Plan One
Lesson Goal:
Objectives:
1. Students will identify imperative sentences while playing a version of “Simon Says.”
2. Be able to accurately use imperative sentences to give directions.
3. Students will identify declarative sentences in an excerpt from The Journey of the Noble
Gnarble.
Common Core Standards:
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard
English.
Language Arts Standards:
Content Standard: SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences
by recognizing appropriate end marks.
Learning Expectations:
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure
Check For Understanding: 0301.1.13 Recognize sentence types—statements, questions,
commands, and exclamations—and apply appropriate end marks when writing and vocal
intonation when speaking.
Required Prior Knowledge/Skills:
Students know that sentences can end with different types of punctuation and are used for
different purposes.
Bloom’s Taxonomy –
Remembering- In order to label the types of sentences they must remember the difference
between them.
Applying- The students must apply what they’ve learned in order to tell directions.
Analyzing- The student will need to be able to distinguish between the two types of sentences.
Multiple Intelligences –
Bodily-kinesthetic- The students will use their bodies while playing Simon Says.
Visual-spatial- The students will watch a video on sentence types.
Intrapersonal- The students will work on their own to classify sentence types.
Linguistic-Students will read a book excerpt.
Provisions for Individual Differences:
 If any student has a broken limb or a disability, then all motions used during “Simon
Says” would be changed to simple motions that the students can perform.
Materials:
Excerpt - The Journey of the Noble Gnarble
A list of possible sentence choices for “Simon Says”
Teacher watch or clock
Video: http://www.brainpop.com/english/grammar/typesofsentences/
Time:
The lesson will begin at 8:30 a.m.
Watching the video and discussing it will take 5 minutes.
Giving directions and playing Simon Says will take about 7 minutes.
I think that 8 minutes is enough time for the students to create directions.
It should take students around 5 minutes to label imperative and declarative sentences of the
book excerpt.
The review should take 5 minutes or less.
I estimate that the lesson will span approximately 30 minutes.
Set:
Attention Getter: Show students a Brain Pop Jr. video on the four different types of sentences.
Procedures:
1. She will inform her students that the purpose of today’s lesson is to learn about different
types of sentences.
2. The class will watch the video.
3. The teacher will ask the students to recall what they learned or heard during the video.
4. She will then tell her students that today they are going to focus on declarative and
imperative sentences.
First Step of the Tennessee Instructional Model
5. She will give the directions for a version of “Simon Says” to the students. In this
particular version she will be saying both declarative and imperative sentences. She will say
either “I went to the store” or “I want you to jump up and down.” The first sentence is a
declarative sentence and there is no motion that the students can do, so they will give her a
thumbs down to indicate that it is not an imperative sentence. When they hear the second
sentence they will jump up and down because it was a command.
6. The class will play the game for about five minutes or until the teacher feels like the class
has an understanding.
7. She will ask the class what they noticed about the two types of sentences.
Second Step of the Tennessee Instructional Model
1. The teacher will explain to the students that directions are also imperative sentences
because they tell you to do something.
2. Then she will explain to students that she wants to make a peanut butter and jelly
sandwich, but she doesn’t know how. So, she needs them to give her directions.
3. She will write the directions down on large paper as they give them to her.
4. Then she will ask students to look at the sentences and tell her any similarities that they
see between them. These should be that they all end in periods and are commands.
5. The teacher will hang the paper up in the room.
Third Step of the Tennessee Instructional Model
6. Each student will be given a short excerpt from the book The Journey of the Noble
Gnarble. Students will highlight the sentences that are declarative.
Closure (review): To close, the teacher will ask the students to show her fist-to-five how they
feel about the subject. She will also ask students to tell her any differences or similarities that
there are between declarative and imperative sentences.
Assessment:
Objective 1: Students will identify imperative sentences while playing a version of “Simon
Says.”
Assessment: The teacher will informally assess student participation during the game. She will
determine if students are doing motions in the appropriate places.
Objective 2: Be able to accurately use imperative sentences to give directions.
Assessment: The teacher will use a checklist to indicate those students that affectively give
imperative sentences. (She will continue using the checklist throughout the week to make sure
there is a class wide understanding of the topic.)
Objective 3: Students will identify declarative sentences in an excerpt from The Journey of the
Noble Gnarble.
Assessment: The teacher will collect the student’s papers and check to see that sentences are
properly labeled.
Supplemental Activities:

The students will each write their own directions for a topic that they choose. For
example, tying your shoes or making a grilled cheese.
Reflection: Make certain that you fully answer each question. A “no” or “yes” does not
adequately demonstrate a reflective nature.
Comment on whether or not students met the lesson objectives.
What went as planned? What went well? Why?
What did not go as planned? What did not go well? Why?
Were there any unexpected occurrences? If so, describe them.
What will you do differently the next time?
By implementing this lesson, what new insights about your own teaching did you learn?
Name: _______________________________________________________
The Journey of the Noble Gnarble
Directions: Highlight all declarative sentences in the story below.
So, the gnarble just kept swimming, and didn’t dare to stop, until he heard the
sound of a great big bubble POP!
He turned around to see that he was in a bit of trouble.
The sound he heard was that of a silver subbalubble.
The gnarble tried to hide somewhere that he could safely stay, but the subbalubble
saw him and was headed right his way.
“Oh mister subbalubble, please don’t eat me up for lunch. I’ll bring you a yummy
plant instead for you to sit and munch.”
“I’ve never seen a gnarble try to swim this high before. What is it, little fishy, that
you’re up here looking for?”
“If I could see the sky just once, I’d be a happy fish. To do one flip above the
waves would be my only wish.”
“Simon Says” Sentences
Declarative
Imperative
I like to walk.
I’m going to say goodbye.
I skip around the room.
I can move forward.
I see my friends.
Walk to the door.
Wave goodbye.
Jump up and down.
Take one step backwards.
Find your friends.
Date of Lesson: April 9, 2012
Grade Level: 3
Subject: Interrogative sentences
Number of Students: 20
Major Content: Language Arts
Unit Title: What’s This? An exciting unit on Sentence Types!
Lesson Plan Two
Lesson Goal: Students will appreciate the use of different styles of sentences.
Objectives: (Objectives can be measured.)
1. Students will recognize the different between interrogative and declarative sentences.
2. Students will speak only in questions related to a given scenario.
3. Students will read a short article and create their own questions about it.
Common Core Standards:
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard
English.
Language Arts Standards:
Content Standard: SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences
by recognizing appropriate end marks.
Learning Expectations:
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure
Check For Understanding: 0301.1.13 Recognize sentence types—statements, questions,
commands, and exclamations—and apply appropriate end marks when writing and vocal
intonation when speaking.
Required Prior Knowledge/Skills:
Students know that sentences can end with different types of punctuation.
Bloom’s Taxonomy –
Applying- Students will apply what they have learned by producing their own interrogative
sentences.
Creating- Students will create their own interrogative sentences.
Remembering-Students will need to remember what an interrogative is and what it sounds like
both during the game and while the teacher reads the story.
Analyzing- While the teacher reads the story the student will need to be able to determine the
difference between an interrogative sentence and a declarative sentence.
Multiple Intelligences –
Bodily-kinesthetic- The students will use body motions while picking out interrogative and
declarative sentences.
Interpersonal- Students will interact with their peers while playing the “speak only in
questions” game.
Intrapersonal- Students will work on their own to create their own interrogative sentences.
Linguistic- Students will orally create interrogative sentences that respond to other peer’s
sentences.
Provisions for Individual Differences:

For students that may have difficulty reading, I would read the article aloud.
Materials:
Book- What Do You Do With a Tail Like This?
Teacher watch or clock
Notecards
TN folktale:
Time:
The lesson will begin at 8:30 a.m.
I expect that explaining to the class what I would like for them to do while I’m reading the book
will take about 5 minutes.
Reading the book will take approximately ten minutes.
Giving directions for the following activity and having students line up will take about 10
minutes.
I’m expecting for the game to take about 10 minutes.
It should take about 7 minutes to brainstorm question words, create notecards, and use them to
identify sentences.
I am allotting 10 minutes to read the TN folktale and for students to create their own
interrogative sentences and turn them in.
I estimate that the lesson will span approximately 52 minutes.
Set:
Attention Getter: The teacher will direct the students to the carpeted area for a read aloud.
Procedures:
1. She will tell her students that this lesson is an extension of yesterday’s lesson on
declarative and imperative sentences. Today they will learn about interrogative sentences or
questions. They will briefly discuss what a question is: it wants to know something and requires
an answer. They will practice with the types of sentences that they have learned by reading the
book What Do You Do With a Tail Like This?
2. She will check for students’ understanding by having them interact with the book. Every
time that they hear an interrogative sentence in the story the students will try to contort their
bodies into the shape of a question mark and every time they hear a declarative sentence they
will create a circle or period with their arms.
3. After reading the book, the teacher will ask the students “how often do we use
interrogative sentences in real life?” “What if there was no other type of sentence and we could
only speak in questions?”
First Step of the Tennessee Instructional Model
4. She will explain the directions for a game that the class is going to play where they can
only speak using questions.
First, the students will line up equally into two lines. Then, the teacher will set up a
scenario that the students will have to act out, sort of like improv. The twist being that all
dialogue that students will use must be in the form of a question. For example (using the scenario
an alien crashed on Earth): Student 1: “How did I get here?” Student 2: “I don’t know how you
got here, what are you?” Etc. Then the teacher will set the timer for 5 minutes. The first person in
each line will come forward and add their sentence to the story. After the student has given their
sentence they go back to their seat or if they were unable to provide an interrogative sentence
they go back to the end of the line. The first team to have all of their members seated wins the
game.
5. The teacher will then ask the students what they thought of the experience. Was it easy to talk
only using questions? Did it make sense? Were they able to get their point across as well as with
other sentences?
Second Step of the Tennessee Instructional Model
7. After the game, the students will return to their seats. The teacher will share with the
students that they have been using one specific type of interrogative questions but there is
another type. Some questions do require a full sentence answer, for example, “when was
the last time you went to the zoo?” These questions typically begin with who, when,
where, what, why, how. The other type of question can be answered with: yes or no. For
example, do you like going to the zoo? The teacher will ask what words that yes or no
questions typically start with. These include: can, will, should, could, would, have, etc.
The teacher will then give directions for the next activity.
a. Take the notecard that you have been given and write on one side “who, when,
where, why, how, what” and color that side orange. Then on the other side write
all the words that yes or no questions start with and color it green.
b. Then the teacher will explain that she will be reading off questions and when you
know what type of question it is to raise up your notecard with the side that
applies facing her.
c. After about three minutes of reading the questions she will stop to review with the
class what they just learned.
d. The teacher will ask the students to slip their notecards into their desks. Then she
will ask them to tell her what words yes or no questions can start with. Then she
will ask “what are other words that questions can start with?”
Third Step of the Tennessee Instructional Model
8. Each student will be given a copy of a TN folktale, which the teacher will read aloud for
the class. The students will think about the information in the article and produce two
questions to go along with it. The questions can be either something additional that they
wonder about the information or the answer can be in the article. One question needs to
have a yes or no answer and the other question needs to have a more elaborate answer.
Closure (review): The teacher will ask her students to put their questions in the tray on their
way back to the carpet.
To sum up the lesson, she will ask the students to share one thing that they learned today.
Hopefully the students will cover everything that she had taught for the day and if not then she
will fill in the leftover spaces.
Assessment:
Objective 1: Students will use hand motions to identify interrogative and declarative sentences.
Assessment: The teacher will informally assess student participation during the read aloud. The
teacher will take notes and note if there is any confusion.
Objective 2: Students will formulate questions based on a given scenario.
Assessment: The teacher will use a checklist to be sure that each child generates an interrogative
sentence.
Objective 3: Students will create two interrogative sentences based on a TN folktale. One
question will have a yes or no answer and the other question will have a more elaborate answer.
Assessment: The teacher will collect the students’ papers and formally grade them.
Supplemental Activities:

Students can write a short story where they have to incorporate the three types of
sentences that they have learned (declarative, imperative, and interrogative)
throughout the story.
Reflection: Make certain that you fully answer each question. A “no” or “yes” does not
adequately demonstrate a reflective nature.
Comment on whether or not students met the lesson objectives.
What went as planned? What went well? Why?
What did not go as planned? What did not go well? Why?
Were there any unexpected occurrences? If so, describe them.
What will you do differently the next time?
By implementing this lesson, what new insights about your own teaching did you learn?
Davy Crockett and the Frozen Dawn
A Tennessee Tall Tale
retold by S.E. Schlosser
One winter, it was so cold that the dawn froze solid. The sun got caught between two
ice blocks, and the earth iced up so much that it couldn't turn. The first rays of sunlight
froze halfway over the mountain tops. They looked like yellow icicles dripping towards
the ground.
Now Davy Crockett was headed home after a successful night hunting when the dawn
froze up so solid. Being a smart man, he knew he had to do something quick or the
earth was a goner. He had a freshly killed bear on his back, so he whipped it off,
climbed right up on those rays of sunlight and began beating the hot bear carcass
against the ice blocks which were squashing the sun. Soon a gush of hot oil burst out of
the bear and it melted the ice. Davy gave the sun a good hard kick to get it started, and
the sun's heat unfroze the earth and started it spinning again. So Davy lit his pipe on the
sun, shouldered the bear, slid himself down the sun rays before they melted and took a
bit of sunrise home in his pocket.
Directions: After reading the story, brainstorm things you would like to
know about it. Then write two interrogative (question) sentences. One
sentence needs to have either a yes or no answer. The second question
needs to have an explanatory answer.
Question 1:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Question 2:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Folktale Questions
1 point
2 points
Punctuation
1 sentence ends in the appropriate
punctuation.
Both sentences end with the
appropriate punctuation.
Questions
The sentences require the same
type of answer.
The sentences require the
appropriate answer styles.
CATEGORY
Date of Lesson: April 09, 2012
Grade Level: 3
Subject: Exclamatory sentences
Number of Students: 20
Major Content: Language Arts
Unit Title: What’s This? An exciting unit on Sentence Types!
Lesson Plan Three
Lesson Goal: Students will want to differentiate their sentence styles and improve their
writing.
Objectives:
1. Students will demonstrate appropriate expression and emotion.
2. Students will effectively use different types of sentences.
3. Students will match punctuation with sentences.
Common Core Standards:
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard
English.
Language Arts Standards:
Content Standard: SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences
by recognizing appropriate end marks.
Learning Expectations:
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure
Check For Understanding: 0301.1.13 Recognize sentence types—statements, questions,
commands, and exclamations—and apply appropriate end marks when writing and vocal
intonation when speaking.
Required Prior Knowledge/Skills:
Students know that sentences can end with different types of punctuation.
Bloom’s Taxonomy -
Creating- The students will create their own play scripts.
Analyzing- The students need to be able to tell the difference between the different styles of
sentences.
Applying- The student will need to use the different styles of sentences that they have learned to
create a play script.
Remembering- The students will need to remember what each sentence type sounds like and the
punctuation that accompanies it during the BINGO game.
Multiple Intelligences –
Musical- students will listen to a song at the beginning of the lesson that related to the subject.
Interpersonal-Students will work in groups to create mystery plays.
Linguistic- Students will practice speaking sentences with expression.
Bodily-kinesthetic- The students will repeat sentences while making facial expressions and
using emotion to relay the feeling behind the sentence.
Provisions for Individual Differences:
 For students with vision disabilities I will create BINGO cards with larger print.
 Students will be put into groups with mixed learning levels so that students can help each
other while writing the script.
Materials:
Teacher watch or clock
Audio or lyrics for “If You’re Happy and You Know It”
BINGO Cards & corresponding sentences
A list of sentences used for expressing emotions.
Time:
The lesson will begin at 8:30 a.m.
It should only take 2 minutes or less to listen to or sing, “If You’re Happy and You Know It.”
Introducing and discussing the lesson will take about 3 minutes.
Practicing sentences aloud while using emotion and expression will take approximately 5
minutes.
Giving directions, allowing students to have time to create their plays, and allowing students to
read their plays should take about 20 minutes.
Playing BINGO should take around 7 minutes.
Reviewing and sharing with a “buddy” should take 2 to 3 minutes.
This lesson will take around 40 minutes to complete.
Set:
Attention Getter: The teacher will play or sing the song “If You’re Happy and You Know It.”
Procedures:
1. She will share with her students that the purpose of the lesson is to understand why
exclamation points are used and how you should read sentences that have them.
2. Referring to the song, she will ask her students “How can you tell when someone is
happy?” She is looking for answers like: by their expressions, by the tone in their voice, the way
that they speak, etc.
3. The teacher will ask students, “How do you express happiness and other feelings in your
writing?” The answer is by using an exclamation point.
First Step of the Tennessee Instructional Model
5. She will ask students how it sounds when she says “I’m happy,” while saying it in a
boring monotone voice. Then she will ask students how she should have said it.
6. The teacher will explain that they’re going to practice, as a class, saying sentences out
loud with proper emotion and expression.
9. The teacher will give the students a sentence with emotion and have them repeat it after
her showing the appropriate expression and emotion to go along with it.
10. The teacher will explain to students that the purpose of an exclamation point is to help
transfer all of that expression and emotion onto paper.
Second Step of the Tennessee Instructional Model
11. The teacher will explain to the students that they are now going to write a play that will
be a mystery to practice using the four different types of sentences that they now know.
12. The teacher will give directions for how she wants the play written.
a. Each play will have four characters. Each character will have their own specific
sentence type that they speak in. For example, one character may only speak in
questions or only in commands. All four types of sentences must be used in the
play.
13. The teacher will split the class up into even groups so that they can work together.
14. The teacher will have each group read or act out their plays for the class.
15. The teacher will collect the group plays and grade them based on proper punctuation and
that each character stayed true to their sentence style.
Third Step of the Tennessee Instructional Model
16. Each student will be given a bingo card that is covered in punctuation (periods, question
marks, and exclamation points)
a. The teacher will read aloud different types of sentences and the students have to
decide what types of sentence it was and which punctuation belongs to that
sentence.
b. The teacher will also call out: declarative, imperative, interrogative, and
exclamatory, which will be mixed in with the sentences.
c. The class will play the game long enough for at least two students to get bingo.
Closure (review): The teacher will ask the students what the purpose of an exclamatory
sentence is. After a short recap discussion, she will ask the students to turn to their “buddy” and
tell them why we used exclamatory sentences.
Assessment:
Objective 1: Students will demonstrate appropriate expression and emotion.
Assessment: The teacher will informally assess students for participation.
Objective 2: Students will effectively use different types of sentences to create a play.
Assessment: The teacher will collect papers and formally assess them for correct punctuation
and for using consistent sentence styles throughout.
Objective 3: Students will match punctuation with sentences on a BINGO board.
Assessment: The teacher will walk around the room and informally assess the activity, making
notes if any student appears to be having trouble.
Supplemental Activities:


Students can write exclamatory sentences that show different emotions like happy, sad,
scared, etc.
They could write the script using only exclamatory sentences. Instead of each character
speaking in a specific type of sentence they could speak having only one emotion that
they could show.
Reflection: Make certain that you fully answer each question. A “no” or “yes” does not
adequately demonstrate a reflective nature.
Comment on whether or not students met the lesson objectives.
What went as planned? What went well? Why?
What did not go as planned? What did not go well? Why?
Were there any unexpected occurrences? If so, describe them.
What will you do differently the next time?
By implementing this lesson, what new insights about your own teaching did you learn?
B
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BINGO Sentences
Declarative
I sat on the couch.
Imperative
Hurry up!
I tied my shoe.
Shut the window.
I brought peanut
butter and jelly for
lunch.
Grab your pencil.
Interrogative
Exclamatory
Where did you go? Tomorrow is my
birthday!
Where did I put
I got new shoes!
my glasses?
What did you
I got a new puppy!
bring for lunch?
If You’re Happy and You Know It
If you're happy and you know it,
Clap your hands
(Clap hands twice)
If you're happy and you know it,
Clap your hands
(Clap hands twice)
If you're happy and you know it,
Then your face will surely show it
If you're happy and you know it,
Clap your hands.
(Clap hands twice)
If you're happy and you know it,
Tap your toe
(Tap toes twice)
If you're happy and you know it,
Tap your toe
(Tap toes twice)
If you're happy and you know it,
Then your face will surely show it
If you're happy and you know it,
Tap your toe.
(Tap toes twice)
If you're happy and you know it,
Nod your head
(Nod head)
If you're happy and you know it,
Nod your head
(Nod head)
If you're happy and you know it,
Then your face will surely show it
If you're happy and you know it,
Nod your head.
(Nod head)
If you're happy and you know it,
Clap your hands
(Clap hands twice)
If you're happy and you know it,
Clap your hands
(Clap hands twice)
If you're happy and you know it,
Then your face will surely show it
If you're happy and you know it,
Clap your hands.
(Clap hands twice)
If you're happy and you know it,
Then your face will surely show it
If you're happy and you know it,
Clap your hands.
(Clap hands twice)
Lyrics from: http://www.kididdles.com/lyrics/i007.h
Emotional Sentences
Happy- I was so happy when I got an A on my test!
Angry- I can’t believe you would betray me like that!
Excited- I’m going on vacation to Hawaii!
Frustration- I don’t want to clean my room!
Confusion- I can’t find my shoe!
Mystery Play
CATEGORY
1 point
2 points
3 points
Punctuation
25% of the sentences end 75% of the sentences end Every sentence ends with
with correct punctuation.
with correct punctuation.
correct punctuation.
4 characters
The play has 2 or less
characters.
The play has 3 characters. The play has 4 characters.
Sentence Usage
The play consists of 2 or
less sentence types.
The play consists of 3 out
of 4 sentence types.
The play uses all 4
sentence types.