Samantha McStraw

DIFF 590 70 hour Observation 1

Title: Subjects and Predicates in Simple Sentences (Unit 2 Lesson 6 Language: The
Comprehensive Literacy Curriculum)
Time: 20-40 minutes
Standards:

CCSS L.2.1f: Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action movie was
watched by the little boy).
Objectives:
- Students will compare and contrast subjects and predicates in simple sentences.
- Students will be able to determine the difference between subjects and predicates.

Assessment:
1. Subjects and Predicates findings sheet.
Materials:
- SMARTboard slides
- Subjects and Predicates activity
- Subjects and Predicates Recording sheet(Assessment)
- Language! Workbook page 3
Procedures:
1. Begin the lesson by asking students to recall what a subject is?
a. A subject is who or what in the sentence. It answers the question who
or what did it?
2. Ask students to recall what a predicate is?
a. A predicate describes the actions. The predicate contains the verb and
explains what the action is.
b. Explain to students: (Project explanation on the SMARTboard: slides 1
and 2; Students will turn to page H41 in their hard text books.)
i. For example: In the sentence, The man ran the subject is the
man and the predicate is ran. The predicate contains the
verb.
ii. Together they convey a complete thought by answering two
questions.
1. Ask students What are those two questions?
a. Students should respond with Who or what did it
and What did they do?
3. Explain to students that these two main parts create a complete thought or
sentence.
4. Ask students to turn to page 61 in their Language! workbooks. Students will
follow along with you as you give them a subject and predicate.
5. Provide students with several examples on the SMARTboard (slide 3)
a. Students will be called on to come to the smart board to match a
subject to a predicate. Then explain what the subject is and what the
predicate is. Do this at least 5 times.
b. While one student is at the SMARTboard, the other students will be
copying this down in their workbooks on page 61.

Samantha McStraw

DIFF 590 70 hour Observation 1

c. After students have completed this exercise we will write the sentences
on page 62 of their workbooks.
d. Now explain to students that they will be doing the same in groups of 4
(one group of 5). Using the random group generator on the
SMARTboard, assign students to groups.
i. Students will have about 10 minutes to complete the activity.
6. The activity:
a. Students will choose 5 slips from each envelope. In the envelopes are
subjects and predicates. Each student should choose 5 subjects and 5
predicates.
b. Students will match a subject and a predicate together to make a
complete sentence.
c. Students must work together to find the correct match. If the sentence
does not make sense it is not a match. There could be multiple
matches for one subject or predicate.
d. Once students have found their matches, they must record their 4
favorite subjects and predicates to share with the class (Assessment).
Closing:
- Students will share their findings with the class.
- Ask students to recall once more
o What is the subject in a sentence?
o What is the predicate in the sentence?

Samantha McStraw

DIFF 590 70 hour Observation 1

Samantha McStraw

DIFF 590 70 hour Observation 1