Brooke Walters

Professor Strode

Creative Dramatics

11 November 2008

“Whose Sentence Is It Anyway?”

Step One: Preplanning, selection of topic, etc.  Activity: Whose Sentence Is It Anyway?  Theme: Language arts activity  Source: http://www.lessonplanspage.com/LAWhoseSentenceIsItAnywa y-SentenceStructure25.htm  Skill levels: o Skill 1 Creativity: Students will need to be able to use their imagination and creativity to act out their sentences for the rest of the class. o Skill 2 Demonstrate Knowledge: Students will need to understand the basic structure of a sentence and be able to identify the subjects, adjectives, and verbs.  Drama/learning goals: o To learn how sentences are structured o To learn the relationships that subjects, verbs, and adjectives have to one another in a sentence Step Two: Presentation of materials  Strategies for introducing the activity and establishing the mood: . “Today we are going to be working with sentence structures. Can anyone tell me the three main parts that make up a sentence?” –subject, verb, and adjective . Relationship to current unit: This activity can be used when talking about sentences or when children are first learning how to create their own sentences. It can be adapted to be more difficult for older students as well. . Preparation and set-up of materials: Pieces of paper separated into three categories: subjects, verbs, and adjectives. A small area will need to be cleared so the students can pantomime their sentences. Step Three: Discussion . Instructions for playing: *Three bowls are set in front of students. One bowl has pieces of paper with different subjects on them. Another has pieces of paper with adjectives on them. The last bowl has pieces of paper with different verbs on them. *Each student will come up one at a time and pick a piece of paper from each bowl. The three pieces of paper will create a funny sentence for the student to pantomime for the class. The class will then try and guess the sentence is that the student is acting out. *After each sentence is guessed, another student will have a chance to act out a sentence. . Casting, volunteers, etc: *Students will take turns being the actor until everyone has gone. . Strategies for involvement: *Encourage and support all of the students *Help and coach students when they need help . Check understanding and clarity: *Ask if there are any questions Step Four: Playing the material . Instructions: Coach students who need help . Side coaching ideas: Suggestions on how to act out a part of the sentence. Maybe have the student break the sentence up when acting it out. . Your Participation: The instructor should be the side coach in this activity and help the students when they need help in acting out their sentence. Step Five: Evaluation and reflection . Questions to generate discussion and reflection: *What was easier, the actor or the guesser? *Was it difficult to act out the sentences? *What part of the sentence was most difficult to act out and why?