Sentence Practice to the Moon and Back!
Lesson 6 of 10
Objective: SWBAT identify parts of a sentence and reconstruct a sentence that makes sense. Student Objective: I can identify parts of a sentence and put those parts in the right order to make a project.
For this lesson, I call my students to the classroom rug for our daily literacy time. All month we have studied Eric Carle stories. I like to read this story, Papa, Please Get the Moon for Me! just before Father's Day. Before teaching this lesson, I took photos of all my students pretending to climb a ladder and had them printed. A parent volunteer cut them out for me.
Children, come meet me at the rug to share another one of our Author of the Month's stories. It is called Papa, Please Get the Moon for Me! Who is familiar with this story? The title has someone named Papa. Who would be a person named Papa? That's right--he could be a dad or a grandpa.
Have you ever asked your Papa or another important man in your life to get something for you? The girl in this story is asking her Papa to get her something unusual. By looking at the cover of this book and listening to the title, can you tell me what it is that she wants? Do you think it is possible for someone to get someone else the moon? Let's listen to the story to find out what happens.
Before introducing new material to my students, I like to draw on their own experiences and also review any material previously taught. I think review strengthens their ability to make connections and comprehend new information. Likewise, it is important to practice parts of sentence before doing the project so that the children understand why you are having them do this activity. Each portion is important in identifying the parts of a sentence. When the words are mixed up, the children can use clues like sentences begin with capital letters and an exclamation mark would be found at the end.
Who can tell me what Papa did to help out his little girl? Do you think this is something that could really happen or not? When we see something in a story that is not real, we give it a special name. If you remember what that name is, whisper it to a friend. When I count to three, you can tell me what you think. Ready? One--two--three! Fiction is right.
Now I want you to look at the board. I have written something there--Papa, please get the moon for me!
Let's read the words together, "Papa, please get the moon for me!" I am going to ask some of you to help me out. Because there is not enough jobs for everyone, I will be looking for students who are setting great examples for their classmates. Before we start, what can you tell me about those words--what do they form when you put them together in a line like that? They form a sentence, and sentences have some very important parts that we need to know about as we become writers. If you are ready, give me a thumbs up.
I am looking for someone who can find a capital letter and circle it. Charlotte found the letter P and it is a capital letter. What is one of the rules we know about capital letters? Names start with capital letters; all sentences begin with capital letters. Great!
How do all sentences end? True most sentences end with a period, but some sentences, especially if someone is excited ends like this. Kaleb found an exclamation mark.
After Papa, there is another punctuation mark. Who knows what that is called? Owen, it is a comma. Do you remember why we use a comma? We do use them when we make a list, but do we have a list on the board? Today's comma is for taking a breath or a pause before we read farther.
One more set of punctuation marks--these go together to let me know that someone is doing something. Maeve? Quotation marks tell us that someone is...talking. Very good.
We are going to be making a card for your fathers for Father's Day using the title of this story and the pictures that I took of you. Since not everyone has a dad who lives at their house, you could give the card to someone else who is special to you like a grandpa or an uncle or mom's boyfriend or a neighbor.
Each child was given a folded piece of dark blue paper, a gray circle, and a darker gray paper that had the words Papa, please get the moon for me! written out of order. That paper also had "Happy Father's Day!" and "Love, _____" written on them. The children were given the directions to first write their name on the blank beneath the word love. Then they were directed to cut out the "Happy Father's Day!" and "Love, _____" pieces and glue them inside the folded piece of blue paper.
Boys and girls, now that you have put those pieces inside of the card, we are going to work on the project on the outside cover. First, take the circle and give it a smiling face like the moon had in our story. Glue it on the top left corner of the outside of your card, like this (model).
Next, carefully cut on the lines of the gray paper. Do you see the long gray strips? These are going to be the sides of a ladder that reaches to our paper moon. You need to leave a little space in between so that the words can go across and look like the rungs of a ladder. Do you see my example?
Next , you will need to cut out all the extra pieces. These are the words of the sentence. The words are all mixed up and you must use the clues of how to write a sentence to help you to put the pieces in the right order. Let's think--How does a sentence begin? What do we find at the end of the sentence? What are we trying to make the sentence say? Right--Papa, please get the moon for me!
When your ladder is built on your paper, give your paper a shake test to make sure that every word has been sufficiently glued. Then you will show it and read it to me. After that I will give you your picture to glue, climbing up the ladder.
Some children will need an extra challenge, so they will be given a page entitled, "If I Had the Moon". These children will provide a written response and they can glue that to the inside of the card.