Cheri Maynard��������������������������������������������������� Mini-lesson Plan
RE 3150-439�������������������������������������������������������
Avoiding Sentence Fragments
Points/Objectives:
NC Competency Goal for Sixth Grade:� Goal 6.01
�Model an understanding of conventional written and spoken expression by...avoiding fragments and run-ons� (NC Competency Goal 6.01).� This goal will be reached as the students develop a clearer understanding of the roles of subjects and verbs in sentences, as well as what sentence fragments are and how to avoid writing them.
Materials Needed:� Handout: �Recognizing Fragments�
�������������������������������� Colored Construction Paper
�������������������������������� Handout: �Sentence Fragment Fun�
�������������������������������� Scissors
�������������������������������� Glue sticks
Review: (5 minutes)
Teacher:� �Who remembers what we talked about yesterday in class?�
Student:� �The things that make a sentence a sentence?�
Teacher:� �That�s
absolutely right!� So, what is one of the
things a group of words must have in order for them to be recognized as a
sentence?
Student: ��A subject!�
Teacher:� �Yes!� What do we mean by a subject?�
Student:� �A person, place, thing, or idea that is doing or being something.�
Teacher:� �Man!� You have a great memory!� That�s exactly right.� Would you please repeat that�this time a little louder for the whole class to hear?�
Student:� �The subject
in a sentence is a person, place, thing, or idea that is doing or being
something.�
Teacher:� �Great!� Now, what is the other element that all sentences must have in order to be a complete sentence?�
Student:� �A verb?�
Teacher:� �Is that your answer?�
Student:� �Yes.�
Teacher:� �Then, say it with conviction!�
Student:� �A verb!�
Teacher:� �Yes!� Excellent!� You are right!� Every sentence must have a verb.� Who remembers what a verb is?
Student:� �A verb is an action word.�
Teacher:� �Yes, that�s the condensed version.� To be more specific, a verb carries the idea of being or action in a sentence.� Now, give me some examples of complete sentences.�
Student:� �The dog ran away.�
Teacher:� �What is the subject?�
Student:� �Dog!�
Teacher:� �And the verb?�
Student:� �Ran.�
Teacher:� �Right!� Who can give me another sentence?�
Student:� �I am hungry!�
Teacher:� �Is that your sentence or are you trying to tell me something?�
Student:� �Both!�
Teacher:� �I�m hungry too�so, what is your subject?�
Student:� �I.�
Teacher:� �And what is your verb?�
Student:� �Am.�
Teacher:� �Perfect!�
Introduction/Purpose:� (2 minutes)
Teacher:� �If a sentence lacks the subject or verb, or cannot stand alone, the sentence is what we call a sentence fragment.� Sentence fragments cause confusion for the reader.� They keep the writer from delivering the message or feeling that is intended.� For this reason, it is important to be able to identify a sentence fragment and to avoid using them in your own writing.�
Guided Practice: (5
minutes)
Teacher:� �Each of you has been given a copy of the hand-out, Recognizing Fragments.� You may work with a partner as you look over the sentences on the worksheet and discuss which ones are complete sentences and which ones are sentence fragments.� After everyone has finished looking over the worksheet, we�ll go over each of the sentences and decide which ones are complete sentences�if any�and which are sentence fragments.�
(The teacher will allow the class about two minutes to look over the sentences.)
Teacher: ��Okay, who would like to try sentence number one?�
Student:� �Too many people.� That doesn�t even make sense!�
Teacher:� �You�re right!� It doesn�t make sense at all.� And that�s the best way to identify sentence fragments!� What can you do to this group of words to turn it into a complete sentence?�
Student:� �Too many people...ummmm...too many people don�t vote!�
Teacher:� �Great!� You�ve turned a sentence fragment into a complete sentence!� Who wants to try the next sentence?�
Student:� �The dog with the broken leg.� That�s a sentence fragment.�
Teacher:� �How do you know?�
Student:� �Because there is no verb.�
Teacher:� �Could you please give that sentence a verb?�
Student:� �The dog with the broken leg limped.�
Teacher:� �Very good!� Who found a complete sentence in this group of sentences?�
Student:� �Number three��Cats are sneaky.�
Teacher:� �That�s right!� Is that the only complete sentence in the bunch?�
(silence for more than 10 seconds)
Teacher:� �Someone please read sentence number eight.�
Student:� �I wish.�
Teacher:� �Is there a subject?�
Student:� �Yes, �I� is the subject.�
Teacher:� �Right.� Is there a verb?�
Student:� �Wish?�
Teacher:� �In this case, yes, �wish� IS a verb.� Just as you would say �I dream� or �I think,� �I wish� is a sentence.�
Independent Practice:� (13 minutes)
Teacher:� �Each of you will be given a sheet of colored construction paper, a copy of a handout called, �Sentence Fragment Fun��which is a list of sentence fragments�a pair of scissors, and a bottle of glue.� Look over each sentence fragment and change it into a complete sentence by using one of the possible endings included on the list.� Cut out each sentence fragment and each possible ending and put them together (using your glue) onto the construction paper to create complete sentences.� I want you to have fun with this activity!� Make your sentences as goofy as you can!�
(After everyone has finished putting their sentences together, the teacher will give each student an opportunity to read one of their sentences.� Many of the sentences will be alike.)
Closure: (1
minute)
Teacher:� �A sentence fragment is an easy mistake to make.� It is an equally easy mistake to identify and correct!� If a sentence does not include a subject and a verb, it does not pass the sentence test.� In order to write well, you must know how to identify and avoid using sentence fragments.�