Lesson Focus Learning Area / Strand Year Level Implementation Date

The development of simple English Year 1 30/01/24

sentence where students Duration
identify the components. 15 mins
Prior knowledge of learners
 Students learnt about nouns and verbs last year in prep.
 Full stop at the end and a capital at the start.

Lesson objective/s
By the end of this lesson, students should be able to:
 Construct a silly sentence with correct punctuation.
 Decode unfamiliar words using the matching pictures and phonic awareness.
 Identify nouns and verbs in a sentence.
 Understand what a noun and verb is and provide an example.
 Correct mistakes in sentences including incorrect positions of capital letters and full stops.

Links to Curriculum (identify relevant Strands and Content Descriptors)

AC9E1LA06

understand that a simple sentence consists of a single independent clause representing a single event or idea

AC9E1LA07

understand that words can represent people, places and things (nouns, including pronouns), happenings and
states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

AC9E1LY09

segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and
ends of words (phonological awareness)

Evidence of learning
 Students select the puzzle pieces to make a sentence. Students read the sentence aloud to check it
makes sense and starts with a capital letter and ends with a full stop.
 Students share the verbs and nouns in the sentence confidently.
 Correction of mistakes in sentences.
 The segmentation of words is supported with the sounds board.
 Extension- students write on a whiteboard a simple sentence on a particular topic. Students need to
segment words to spell, include appropriate capital letters and full stops.

Classroom Management Strategies

 Allow all students to share their sentence without interruption. To achieve this, I will ensure other students
are quiet and not interrupting the student sharing.
 Hands on knees when their puzzle is complete.
 Moving quicker learners to an extension activity sooner to ensure they are not disrupting others and
extending themselves.
 Outline the rules and expectations for the game at the start.
Resources
 ‘Silly Sentences’ game soured from the library.
 Whiteboard and whiteboard marker.
Differentiation strategies
Fast paced learners- once confidently constructing the simple sentences and identifying the nouns and verbs, ask
students to identify the adjectives. Students can also select a noun, verb or adjective from the puzzle to construct
their own simple sentence on the whiteboard.

Slow paced learners- students choose no more than four puzzle pieces in their sentence. The focus will be to
ensure they are still progressing in the game but spending not as long on one sentence.
Lesson Introduction Sit in a circle on the carpet in the learning area. There are three students in the small
 Introducing the topic group selected and are the highest achieving in English in the class (all B level
 Engagement of the students).
learners
Introduction
Aim of the game:
 We are going to play a game called ‘Silly Sentences’. As the name says, we are going
to make some crazy simple sentence.

Can anyone tell me what a simple sentence is? A short sentence with one idea.
The cat sat on the chair.
Have you heard of compound sentence? A sentence with two ideas that has a joining
word in the middle. The cat sat on the chair and purred.

The rules:
We are going to be careful when using the puzzle pieces. We are not going to break or
pull the pieces. We are going to share the pieces so if one of your friends have a piece
you want, use another one until they have returned it to the pile.
Read your sentence aloud before you return the pieces to the middle.

Lesson Body Place the puzzle in the middle of the group.

 Delivering the
content through Allow the students to select their own pieces and decode the sentences.
specific strategies
Support all children with the differentiation strategies.
Fast paced learners- once confidently constructing the simple sentences and identifying
the nouns and verbs, ask students to identify the adjectives. Students can also select a
noun, verb or adjective from the puzzle to construct their own simple sentence on the
whiteboard.

Slow paced learners- students choose no more than four puzzle pieces in their
sentence. The focus will be to ensure they are still progressing in the game but
spending not as long on one sentence.

Support all students segment and blend sounds. Refer to the sound chart at the back of
the classroom.

Questions:
 What word in this sentence is a verb? What is a verb? It is a doing word,
running, jumped, laughed.
 What word in this sentence is a noun? What is a noun? Something you can
touch, desk, chair, pencil, car.
 What word in this sentence is a adjective? What is an adjective? Describing
word, purple car, bright light, bubble bath.
 Does your sentence start with a capital letter and ends with a full stop?
 Does your sentence make sense? Read it aloud and find what doesn’t make
sense.
Allow the students to experiment and discover their own learning.
Lesson Conclusion After time goes off, ask students to pack up the area.
 Concluding activities
 Summarizing the To conclude the lesson, pick a verb, noun or adjective puzzle piece. Ask students to put
lesson a finger on their nose when they have thought of a sentence with the word in it. Students
share their sentence.
Extension- is your sentence a simple (one idea) or compound (two ideas with a
joining word).

Reward: sticker for hard work during the lesson and creative sentences that are
grammatically correct.

Evaluation / Reflection
In my lesson plan I didn’t include an example. In the lesson plan I definitely added one to make sure the students
understood the task as well as reiterating that the sentence needed a capital letter and full stop.

I was surprised how well the students could segment and identify tricky words. One word that I supported the was
‘ate’ as the bossy e was tricky.

R in the lesson completed the sentence a lot faster than the other two. This meant that after he showed me a few
sentence (all with the correct structure and made sense), I moved him onto the extension task. For this task
however, I selected a noun and a verb for him and he needed to start, add a word in between and an ending with
appropriate capital and full stop.

The students didn’t know what a simple or compound sentence is. I had to explain using my examples. Later in
the lesson I asked them whether their sentence was a simple or compound sentence (they could answer the
question correctly).
The students made some mistakes in the construction of their sentence as some of the pieces didn’t fit. This
meant that they had to add a noun or verb or other word. Many of them could read the sentence and could identify
what word they needed to add.

I didn’t give any rewards as we rushed to head to fruit break. I should have given the students one when they
transitioned to fruit break.

As this is my first lesson planning and teaching, I am still learning the students strengths and weaknesses, prior
knowledge they have on topic.