SETON HILL UNIVERSITY

Grammar: Subject/Predicate Lesson 1

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D

DETAILS
Emily Maeder
Language Arts- Reading
6
50 min
E06.C.1.2.4: Use precise language and domainspecific vocabulary to inform about or explain the topic.
E06.D.1.1.6: Produce complete sentences, recognizing
and correcting inappropriate fragments and run-on
sentences.
E06.D.1.2.1: Use punctuation (e.g., commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
E06.D.1.2.2: Spell correctly.
Informal Evaluation
Complete sentences worksheet
Homework: Subject/Predicate
Observation
Question and answer

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

CK

I can determine the difference between the subject and

the predicate parts of a sentence.
I can collaborate effectively with my group
I can use my knowledge of subjects and predicates to
create personal study tools for this subject.
I can reflect on my work by correcting my answers and
determining my own strengths and opportunities for
improvement.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The lesson will begin by passing out the quizzes the last
section of grammar, the four different types of
sentences.
The instructor will go over the quiz with the students,
giving them the opportunity to correct their answers.
Hook/Lead-In/Anticipatory Set
Pass out to each table two envelopes, one containing
complete subjects and one containing complete
predicates (on color coded paper)

CK

Explicit
Instructions
Big Ideas
Essential
Questions

The instructor will also pass out the Completing the

Sentence worksheets for each student.
Students will be asked to take out one paper from each
envelope and read it to their table.
Big Idea Statement
Understanding the different parts of sentences is
essential to constructing, deconstructing, and critiquing
your writing and the writing of all authors. Through this
skill, we can dissect our words to ensure we have
communicated our ideas to their fullest and developed a
personal style.
Essential Questions
Why is it important to know the different parts of a
sentence?
What is the difference between the subject and
predicate of the sentence?

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Key Vocabulary
Subject, predicate
Pre-Assessment of Students
The entrance ticket will be used to assess student
understanding and engagement with the text.
Modeling of the Concept
On the document reader, the instructor will have a copy
of the Completing the Sentence worksheet.
The instructor will pick one group of students to read a
subject card, and another to read a predicate card.
Write the subject in the first box on the left side of the
worksheet, and the predicate on the right side.
Transition
Have students place quizzes (and possibly reflections)
into the grammar section of their language arts binders.
Inform students that they will be filling in the sheets as
modeled on the document reader, filling in cards of one
color on the left side of the sheet and cards of the other
color on the right side to make complete sentences.
Tell students that they will be able to work with their
group, taking turns reading the cards in each envelope
to put together sentences that they find
interesting/funny/exciting.
Providing the Independent Practice
Students will use the strips of paper in each envelope to
create complete sentences and fill out the worksheet.
Instructor will monitor and offer support when needed.
After 10 minutes, stop students in their work. Ask them

to share sentences from their worksheet.

Students will vote on the best sentence, the one they
like the best.
Winners of best sentence will receive a small external
reward.

Guiding the Practice

Ask students to read the left column down and then the
right column down from top to bottom.
Ask students: What is the difference between the words
in the first column and the words in the second column?
What do the words down column one have in common?
Column two? Why do you think we separate sentences
into these two columns? Why do the words in column
one need the words in column two? What do the two
phrases make when put together?
Ask if anyone knows what the sentence parts in column
one and column two are called.
As you give the answer to column one and two names,
write complete subject on the left side of the
worksheet, and complete predicate on the right side of
the worksheet.
Have students write complete subject and complete
predicate on either side of their worksheet.
Inform students that we will be working on separating
the subject from the predicate and identifying the two
main different parts of a sentence.
Transition
Pass out two notecards to each student of two different
colors.
Have students place the worksheet from todays activity
into the grammar section of their language arts binder.
Inform students that as we learn new things in grammar,
we are going to make notecards as a study tool.
Adaptations/Accommodations for Students with Special Needs
The instructor will provide high and low level subject
predicate options for each table during Completing
Sentences activity
The instructor will provide explicit written and oral
instructions for activities.
Students will be grouped with peer mentors to assist in
instruction
Materials
(reading,
technology,
equipment,

Pencils
Envelopes
Subject/predicate cards
Notecards

supplies, etc.)

Closure

Document reader
Completing Sentences Worksheet
Homework: Subject/Predicate

Summary & Review of the Learning

Have students all prepare to write on the same color
notecard.
On the document viewer, write Complete Subject at
the top of a notecard.
Underneath, write the definition of complete subject
and a sample sentence with the complete subject
circled.
Repeat activity with Complete Predicate, ensuring that
students write title, definition, and sample sentence on
their notecards identically.
Put up 3-5 sample sentences on the document viewer
with part of the sentence underlined, ensuring students
know which notecard represents subject and predicate.
Probe for answers as to why students held up the card
they chose for subject and predicate.
Pass out homework: Subject/Predicate worksheet.
If time, inform students that they will be able to work on
their homework sheet in class with a partner only.
Homework/Assignments
Complete Subject/Predicate homework sheets.

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Name_______________________________________
Date______________________
Period_________________

Creating Sentences
Directions:

1. Find the person who has the other half of your sentence. Hint: look for key words
that are similar between the two cards.
2. Write down the part of a sentence from the pink cards in the left column and the
part of a sentence from the blue cards in the right column.
3. The left and right box in a row should make a sentence when read together.
4. When you return to your group, share sentences and write your group members
sentences down on your paper.

Pink Card Column

Blue Card Column

Name___________________________________
Period________

Date________________________

Identify Whether the Underlined Phrase is the

Complete Subject or Complete Predicate of the
Sentence:
My fluffy cat ate everything in the refrigerator.

The garbage can is filled with trash.

Too many ducks walk around the park these days.

Really buttery popcorn is the greatest thing in the world!

I need to wash my dishes.

My flip-flop has a nail stuck in it.