I. Curricular Framework

Concept:

Construction

Essential Question:

How is constructing a sentence like making a sandwich?

Bridge:

Sandwich Sentences

Content:

Parts of Speech

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will "build" a submarine sandwich recognizing the importance of some ingredients over others.

Activity: Students bring in food items and paper products for submarine sandwiches. (Plan to eat lunch in the room.) Encourage students to build their sandwich using their favorite meats and as many condiments as they like.

Assessment: Involvement in activity.

2. Attend: Attending to the Connection

Objective: Students will discuss the relative importance of the sandwich ingredients.

Activity: Discuss the items chosen for sandwiches. Which items were most essential and which added flavor and taste? Are there several ways to make a good sandwich? Note that bread and meat was a part of almost everyone's sandwich and without these ingredients it would not be a submarine sandwich. The other items could have been left out, but made the sandwich taste better.

Assessment: Participation in discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will imagine sandwich parts as the parts of a sentence.

Activity: Guided imagery. (Sentence Builders) Students close their eyes and imagine themselves in the kitchen creating a sentence sandwich. The bottom half of the bun is the period. This is always found at the bottom (or end) of the sentence. The top of the bun is the capital letter, always found at the beginning of our sentence. Lift the top of the bun off of the bottom to make our sentence. Begin your sandwich with mustard, catsup or mayonnaise. You choose. Take whichever one you chose and write the word "the" on the inside of the top bun. Next we will choose two slices of meat. The first slice is "class." "Class is the meat or subject of the sentence. The second slice is "ate" or the predicate. Your sentence is now complete if you want to stop here: "The class ate." This conveys a complete thought, but let's add more to this sentence to improve it. Choose your favorite item to add to the sandwich (tomato, onion, lettuce). What did the class eat? . . . Sandwiches. Add this to the bottom of the sentence. It now says: The class ate sandwiches. Can we add more items to make it even more descriptive? What kind of sandwiches did the class eat? . . . Submarine. Add this to the sentence. "The class ate submarine sandwiches." Choose another item to tell what kind of sandwiches the class ate . . . Delicious. How did the class eat? . . . Slowly. "The class ate delicious submarine sandwiches slowly." You could continue to add items if you wanted more on the sandwich. You can make it as plain or as full as you'd like.

Assessment: Participation in activity.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students will identify the main ingredients of a good sentence and the lesser ingredients that make a sentence more descriptive.

Activity: Use textbook activities, transparencies, and the video, "Schoolhouse Rock Grammar" to teach basic parts of speech and sentence structure.

Assessment: Participation in discussions and attention to presentations.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will practice writing correct sentences, identifying simple subjects and simple predicates, and creating more descriptive sentences.

Activity: Pairs of students draw a "recipe" (topic) card from a deck of teacher made cards. Each card names a topic and lists several "ingredients" (questions) students are to consider when writing their sentence. They choose various colors of construction paper and markers to build a sentence in the shape of a submarine sandwich. Each part of the sandwich has a word in the sentence written on it. The top bun has the first word and is capitalized, and the bottom bun will have an ending punctuation mark (. or !). Use worksheets, quizzes, and creative writing activities to reinforce learning.

Assessment: Completion and competency on worksheets and quizzes.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students will write a creative story using complete sentences.

Activity: Students select one of the sandwich sentences displayed in the room as a story starter. Students apply their knowledge of sentence structure while writing their stories.

Assessment: Completion of task.

7. Refine: Refining the Extension

Objective: Students will refine their stories.

Activity: Students edit, rewrite, and make a final copy of their story.

Assessment: Completion and accuracy of project.

8. Perform: Creative Manifestation of Material Learned

Objective: Students will share project with the class.

Activity: Students read their stories to the class as class listens for correct sentence structure.

Assessment: Assessment of project.

Assessment, Phase Five,Performance, Creative Use of Material Learned: