Ashley Meadows Lesson: Imperative/Exclamatory Sentences Standard: CCSS.ELA-Literacy.CCRA.L.

1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Objective/Benchmark: The students will determine whether a sentence is imperative or exclamatory. I can tell if a sentence is imperative or exclamatory. Anticipatory Set: I will begin by passing out cards that have the different sentences types on them. I will then review declarative and interrogative sentences with the students. I will explain that there are two other types of sentences and begin our lesson. Input: A. Task Analysis Pass out cards to students Review declarative and interrogative sentence types Show definitions on chart paper and explain imperative and exclamatory sentences Write three examples of each one, telling the students whether the example is imperative or exclamatory Ask students to provide examples of each one Explain the cards to the students Give 10-15 sentences and have students raise cards depending on the sentence type Have students explain why each sentence is each type Pass out and explain the worksheet Demonstrate the first two responses Have students work independently on worksheet B. Thinking Levels C. Accommodations Remediation: The students who struggle with the lesson will be asked to complete as much as they can of the sheet on their own and will be provided assistance on where they struggle. Extensions: The students who finish the worksheet quickly can write a conversation between two people using the different sentence types trying to use at least three of each and label each one. Learning Styles: i. Interpersonal: Cooperative learning through discussion of sentence types and sharing of examples

ii. Linguistics: Creation of their own sentence examples iii. Kinesthetic: Movement of arms while participating in card raising activity iv. Intrapersonal: Independent work on worksheets D. Managing the Lesson Instructional Methods: i. Discuss their predictions about the words ii. Demonstrate their understanding with cards iii. Complete the worksheet: 1. Write their own examples of sentence types 2. Determine the among sentence types Engagement Strategies: i. Active Student Participation: The students will be participating by raising cards when read a sentence and explaining their answers. ii. Classroom Management Focus: The students will raise their hands before asking or answering questions. I will be drawing Popsicle sticks with their names on them to keep all students participating. Students who blurt out will be reminded to remain quiet. If the behavior continues, they will be given a behavior form. Materials: i. Sentence type cards ii. Worksheets iii. Pencils iv. Chart paper v. Document camera vi. Paper Modeling: I will model for the students by giving them examples of each type of sentence. I will also assist them in answering the first two questions on the worksheet. Check for Understanding: I will check for understanding while the students hold up the sentence type cards. I will also move around the room as they work on their worksheets. Guided Practice: I will begin the worksheet with the students and then gradually release the responsibility of the worksheet. Independent Practice: The students will work on the worksheet independently. Closure: When the students have completed the worksheet, I will review the types again. I will ask students to provide the examples they created and explain why it is which type. I will then collect the sheets and prepare them for their next lesson. Assessment: I will collect the worksheets and look over them for correctness. Students who have received an 85% or higher will have met the objective. Resources: Common Core State Standards