Teacher Name: Jarod Albers

UNK course: PTE 400

Grade level taught: 5^th grade

Topic of Lesson: Complete and Simple Predicates (Lang. Arts)

School: Meadowlark School-Kearney

Date of Lesson : 9/16/04

-SES: mostly middle class

-Gender: 13 boys and 11 girls

-Ethnic: 87.5% white, 8.3% Asian American, 4.2% African American

-Academic Proficiency: average to above average for 5^th grade level

-Exceptionalities: three “HAL” students

-Language background: 100% English speaking

-School mobility rate: 7%

-Students that are “option” to school: five students

Component #2 Objectives for learners (Standards)

- students will further their understanding of predicates and subjects, as they study complete and simple subjects.

NE standards: 

-In whole group setting students will get out their Spelling notebooks and turn to “Day one - Identifying” - Complete and Simple Predicates.

Anticipatory Set: “Today in Grammar lesson we are going to discuss Complete and simple predicates. Before we start that, do any of you remember what a subject is?” Responses. “Today we are going to discuss what the other part of the sentence is. The complete predicate is connected to the subject, in that it tell what the subject is or does.” Show the overhead

- Discuss what Complete and simple predicates are using vocabulary transparency.

- Work through some of the even examples in their spelling notebooks. Showing the students how to divide their subject and predicate. Circle the simple predicates in each sentence. Take questions until students seem to grasp concept.

-Hand out sentence strips for small group activity.

A) Students will be given a strip with either a complete subject or predicate on it. They will be instructed to find there “sentence mate” or the person whose subject goes with their predicate or vise versa.

B) Once they find their sentence mate they must identify their simple predicate. Students should be seated with their sentence mate and should wait quietly until called upon.

C) When they are called upon they will come forward and write their sentence on the board and circle their simple predicate.

D) Once each group is done or time has elapsed, collect sentence strips for a later date.

Students need: Spelling notebook

Teacher need: Vocab. Transparency, day 1 identify transparency, sentence strips, assessment wkst.

- Students will be assigned a wkst that should reinforce their learning of simple and complete predicates.

- Students will be asked to complete Practice questions #’s 6-24 even, write answers in cursive on line homework paper. Should be wrote so I can read it.