At the beginning of every school year there is a certain
amount of time set aside for review and one of the concepts my students
generally dislike reviewing are the four types of sentence structure. Last year, there was a slideshow/lecture
followed by worksheets; even I will admit, it was not my favorite lesson. This is why, I believe that sentence
structure might best be taught in steps.
To begin, I would provide my students with a topic they would
enjoy, like food. By choosing a topic,
and not allowing an entire classroom of 12 year olds to pick their own topic, I
feel would be easier because there is no time spent on choosing their topic and
any conversation should revolve around that topic. For example, if the topic is food, there
shouldn’t be side conversation about the makeup tutorial they watched before
school. The steps for teaching would be
as follows:
Step One: Show students how to create a simple sentence and
then ask them to write their own simple sentence based on the topic
provided.
Step Two: Using my example, make my simple sentence into a
compound sentence. Since I’m modeling this
for my students, I can show them that a compound sentence is basically two simple
sentences combined with a conjunction.
It would also be the perfect time to play Conjunction Junction; even if
students don’t like Schoolhouse Rock, I have noticed that the song sticks. Students would then create a compound
sentence out of their simple sentence.
Step Three: Using the same topic, I would model how to create
a complex sentence. I would then ask
students to create their own complex sentence.
Step Four: Following the same format, I would model how to
create a compound-complex sentence by using my compound and complex sentences
to create a compound-complex sentence.
At this point, I might incorporate a Shmoop video for a little fun and further
explanation on compound-complex sentences, as well as a brief review of simple
and compound sentences. After, students
would create their own compound-complex sentences from their compound sentence.
After all of these steps have been completed students would
then use what they have learned to create examples of each type of sentence
without me modeling the process; this is where differentiation can be
used.
Advanced Learners: Rather than just having my students write
sentences, they can be tasked with writing a paragraph that incorporates each
type of sentence. It may be easy enough
to write the sentences, but what happens when you need to incorporate all four
types of sentences into one paragraph that flows? This will also require use of transition
words to ensure that sentences aren’t choppy.
Intermediate Learners: Students will create at least one
example of each type of sentence, but they cannot “re-use” their simple
sentence; each sentence must be based off of a new topic or subject, but they
can refer to notes. While it is helpful
to build upon the simple sentence, it is imperative that they learn how to
create various types of sentences without using this method.
Beginner Students: Students will create at least one example
of each type of sentence using the method outlined in the lesson. In addition, students can be given worksheets
that can assist in planning (i.e. contain images that they can write about, fill-in
the blanks, etc.), in order to create their own sentences.
While content and delivery may not require differentiation
for some students since modeling will be used throughout the entire lesson,
other student may still need assistance similar to what the beginner students
require in the assessment portion. This can be done by giving visuals that the
students can refer to when completing the sentences (i.e. a type of food, a person
eating food, etc.), to act as a prompt.
I know that reflecting back on the types of sentences, it
seems like an easy concept, but it is one I saw my students struggle with last
year and, while this isn’t a complex or complicated lesson, I believe that it could
help any learner, despite their learning level.
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