Lesson 1 Complete Sentences L.5.1 Fifth Grade

When Do I Teach What? There are two main ways to incorporate the mini-lessons: Teach the 30 lessons (PowerPoints) in sequence. Use the formative assessments at the beginning, middle, and end of the year. These are included. The first one may used to identify who needs help with specific skills. The second one may be used to progress monitor, and the third one may be used to evaluate student progress at the end of year. There will be a resource packet available which includes the three formative assessments.

Day 1 – Introduction A sentence is a group of words that tells a complete thought. A sentence begins with a capital letter and ends with a punctuation mark. Every sentence has two main parts: a subject that tells whom or what the sentence is about, and a predicate that tells what the subject does or is.

Day 1 – Introduction The cold Arctic lies in the most northern part of the world. The Arctic Ocean covers a large part of this treeless region. The water in the ocean is thick ice during most of the year. People live in this very cold climate. A few animals survive. Read the first sentence aloud and ask: Q – Which words tell whom or what the sentence is about? The cold Arctic or lies in the most northern part of the world? (The cold Arctic) Q – Which words tell what the subject does or is? (lies in the most northern part of the world) Draw one line under The cold Arctic and two lines under lies in the most northern part of the world. Then tell the students that The cold Artic is the subject of the sentence; it tells whom or what the sentence is about. Explain that lies in the most northern part of the world is the predicate; it tells what the Arctic does or is. Repeat the process for sentences 2 – 5.

Day 1 – Introduction The cold Arctic lies in the most northern part of the world. The Arctic Ocean covers a large part of this treeless region. The water in the ocean is thick ice during most of the year. People live in this very cold climate. A few animals survive. Point to the subject, The cold Arctic, in sentence 1. Ask the students which word tells exactly what the sentence is about – (Arctic) Draw a box around Arctic and explain that the most important word in a subjects is called the simple subject. The complete subject includes all of the words that tell whom or what the sentence is about. Point to the predicate in sentence 1, lies in the most northern part of the world. Ask the students which word tells what the Arctic does. (lies) Draw a box around the word lies and explain that the most important word in the predicate is called the simple predicate, and that the simple predicate is a verb. Then explain that the complete predicate includes all of the words that tell what the subject does or is. Invite a volunteer to the whiteboard to read each remaining sentence aloud, and identify the simple subject and the simple predicate. Then guide the students to draw a box around each one. *Use sentence 2 to point out that the simple subject may be more than one word when it is the name of something. *Use sentence 4 to point out that sometimes the complete subject and simple subject are the same. *Use sentence 5 to point out that the complete predicate and simple predicate can also be the same. *Note that each sentence begins with a capital letter and ends with a punctuation mark.

Day 1 - Introduction Bears and wolves live in the Arctic. Many seals and foxes also make their homes in this region. The animals adapt to their environment and survive the cold. For protection the fox’s dark summer coat turns white and blends in with the snow. Foxes hunt small mammals or capture birds for food. Many Arctic animals depend on the ice for survival and are at risk from climate change. Explain that a sentence may have a compound subject- two or more simple subjects that have the same predicate. Point out that the simple subjects in a compound subject can be joined by the conjunction, or connecting word, and or or. Read the first sentence aloud and ask: Q- Which two words tell whom or what the sentence is about? (Bears, wolves) Underline each simple subject, and circle the conjunction and. Repeat the process for sentence 2. Read sentence 3 aloud. Explain that a sentence may have a compound predicate- two or more simple predicates that are joined by the conjunction and or or. Ask: Q- Which two words tell what the animals do? (adapt; survive) Underline each simple predicate and circle the conjunction and. Repeat the process for sentences 4-6.

Day 2 – Guided Practice Reindeer, also known as caribou, live in the Arctic. A reindeer’s coat has two layers of fur and keeps the animal warm. These animals travel in groups for safety and run really fast. The creatures eat grass and munch on leaves in summer. 5. Bears and wolves hunt reindeer. Tell the students that they are going to identify complete and simple subjects and predicates, as well as compound subjects and predicates. Read the first sentence aloud and ask: Q- What is the complete subject of the sentence? (Reindeer, also known as caribou) What is the simple subject of the sentence? (Reindeer) Q- What is the complete predicate? (live in the Arctic) What is the simple predicate? (live) Invite a volunteer to underline the complete subject and circle the simple subject or subjects. Then ask the student to draw two lines under the complete predicate and circle the verb or verbs. Repeat the process for sentences 2-5. Have the students work in pairs to write a paragraph, using complete sentences. Ask them to include at least one sentence with a compound subject and one with a compound predicate. *If the students have difficulty thinking of a topic to write about, suggest that they write about a favorite animal.

Day 2 – Homework Refer to the OneDrive to access student copies of the homework page.

Day 3 – Invitation to Notice What do you notice? Her schoolteacher mother reads to her every night. One summer day she and her grandma were walking together in the woods. The other kids would crowd around her and watch her do her magic with crayons. Thank You, Mr. Falker by Patricia Polacco The next two slides incorporate Jeff Anderson’s Invitation to Notice/Imitate. These are just samples. Feel free to use your own mentor texts and sentences in order to meet the specific needs and interests of your own students. Ask students to closely examine the mentor sentences. What do you notice? What else? Again and again, listening to their responses, going where they go, making sure you hit on the craft and at least one key point about the patterns in the sentence (complete subject/predicate) and (simple subject/predicate) and (compound subject/predicate) . You don’t have to nor should you cover it all. The invitation to notice is a self-leveling activity in which kids notice what they notice, with slight nudges from time to time.

Day 3 – Invitation to Imitate Simple Sentence (Subject/Predicate) _______________________________________ Simple Sentence with a Compound Subject ___________ and ____________ ____________ Simple Sentence with a Compound Predicate _________ and __________________________ Students may want to change the conjunction or connecting word used as they imitate. Imitation allows kids to try an author’s style and see how they fit within their own style. If children do not know how to imitate, chunk model and unlock sentence patterns with them. --Deconstruct the sentence for its prominent features. --Show an imitation of your own (model) or a student’s (model) and connect back to the prominent features. --Show students how to insert their ideas and experiences and still imitate the structure or pattern. When students are invited to imitate sentences of effective writers, they learn a lot. The time we spend noticing what is strong about the model sentence pays off when kids imitate the punctuation and the writer’s craft contained in the sentence.

Day 4 – Writing Write a paragraph about whether you think a llama would make a good pet. Include five complete sentences, with one compound subject and one compound predicate.