English lesson plan · 2nd grade (Year 3 in England) · 60 minutes
Who or what? Did what? (subject and predicate)
Grammar
CCSS L.2.1.FCCSS L.1.1.JEngland: Y2 GPS (sentences)England: Y3 GPS (subject)
Objective and success criteria
Students will: Who or what? Did what? (subject and predicate).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: What makes a sentence?
Leads to: Who or what does the pronoun point back to?; Simple or compound sentence?; Complete sentence or fragment?
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (What makes a sentence?). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which one is a complete sentence? • Played the swings • We played on the swings. • On the swings. • we played on (Played the swings / We played on the swings. / On the swings. / we played on) → We played on the swings.Prompt: A sentence needs someone or something AND what they do.
- Which one is a complete sentence? • grandad grows • Grandad grows tomatoes. • Grandad tomatoes. • grows tomatoes (grandad grows / Grandad grows tomatoes. / Grandad tomatoes. / grows tomatoes) → Grandad grows tomatoes.Prompt: A sentence needs someone or something AND what they do.
- Which one is a complete sentence? • fed the ducks • omar fed • Omar the ducks. • Omar fed the ducks. (fed the ducks / omar fed / Omar the ducks. / Omar fed the ducks.) → Omar fed the ducks.Prompt: A sentence needs someone or something AND what they do.
Hook · 6 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Who or what? Did what? (subject and predicate). Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which part is the SUBJECT (who or what the sentence is about)? Grandma and Grandpa grow tomatoes.
- Step 1: The subject is who or what the sentence is about. The predicate tells what the subject does or is.
- Step 2: So the answer is: Grandma and Grandpa
- Answer: Grandma and Grandpa
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which part is the SUBJECT (who or what the sentence is about)? Grandma and Grandpa grow tomatoes. (and Grandpa grow / Grandma and / grow tomatoes / Grandma and Grandpa) → Grandma and GrandpaPrompt: Ask: who or what did something?
- Which part is the PREDICATE (what the subject does)? The bees buzzed around the flowers. (around the / buzzed around the flowers. / bees buzzed / The bees) → buzzed around the flowers.Prompt: Find the subject first: who or what?
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which part is the SUBJECT (who or what the sentence is about)? Three red balloons floated into the sky. (Three red / balloons floated / into the sky / Three red balloons) → Three red balloonsPrompt: Ask: who or what did something?
- Which part is the PREDICATE (what the subject does)? Our class went on a trip to the museum. (went on a trip to the museum. / Our class / class went / to the museum on) → went on a trip to the museum.Prompt: Find the subject first: who or what?
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: What makes a sentence?.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Who or what does the pronoun point back to?; Simple or compound sentence?; Complete sentence or fragment?.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder