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.”