Comparison between lessons,
Sentence Structure 1 Understanding compound sentences (p. 91- 109)
Sentence Structure 4 Understanding compound sentences (p.121-124)
http://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Numeracy
-and-Literacy-in-Primary-School-Teaching.pdf
Sentence Structure 1 (p. 91- 109)
**Overview
What the student was learning?
To differentiate between simple and
compound sentences.
To be able to make the connection
that a compound sentence can be
split into simple sentences.
Introduction of conjunctions.
To be able to identify subjects, verbs
and conjunctions in compound
sentences.
How it was taught?
Sort the sentences packages between
simple and compound sentences.
Rewriting a compound sentence into
simple sentences.
Highlighting subjects, verbs and
conjunctions using different colours in
a compound sentences.
Ways that we know the student
has learnt?
Observation
Checklist/matrix
Negotiated criteria/rubric
Self-assessment
Peer assessment
Work samples
Learners Perspective
I feel that the lesson is very structured
and easy to follow. It is a good way to
introduce a new concept by adding to
what they know.
It will also be a good refresher to what
subjects, adjectives & verbs are and
how they are structured in a sentence.
However, this lesson should include
repetition of content for those who are
struggling to understand.
Nurul Huda Mohd Ridwan EDN5501
Sentence Structure 4 (p.121-124)
**Assessment
What the student was learning?
Apply their understandings of
compound sentences to writing.
Produce written texts that
demonstrate a strong understanding
of compound sentences.
Able to recognise compound
sentences.
To recognise and apply their
knowledge of compound sentences to
write interesting descriptive texts.
How it was taught?
Student is given three pictures from a
published story. Student will arrange
pictures per how they think the
sentences go. Student will then
create a short story using the pictures
as visual clues and prompts.
Ways that we know the student
has learnt?
Observation
Checklist/matrix
Negotiated criteria/rubric
Self-assessment
Peer assessment
Work samples
Learners Perspective
The lesson would be quite fun in my
perspective. It might not be so for
some students. However again, the
task is simple enough to complete
especially if the key concept of
compound sentences has been
grasped.
COMMON FEATURES
The two lessons are created to aid students to move away from run-on sentences
and use their knowledge of compound sentences into everyday writing.
Both the lessons encourage students to create compound sentences being
mindful of the correct sentence structure.
DIFFERENCES
Sentences Structure 1 is a lesson which is very guided, with whole class and
small group activities. This is understandable as it is introducing compound
sentences and what it makes up. Focus questions build on previous knowledge of
simple sentences and guide students to be confident to use compound
sentences.
Sentence Structure 4 assumes that students can create compound sentences on
their own and make their own short stories using visual clues. It is the concluding
lesson to the topic of sentence structure; Therefore, each student will attempt
the task with little guidance.
EXPANDING ON SENTENCE STRUCTURE 1
I really do love this lesson plan and how it guides the students to come up with
the correct conclusion on compound sentences. Due to the easy to follow steps,
I think I would be confident in carrying out this lesson.
To make it more connected to students, I would need to always ask relay the key
focus questions back to them and listen to their response and build on that,
instead of just giving them the answer.
The students may relate to the lesson if the sentence packaging contains
sentences that they are familiar with a mix of harder compound sentences to
avoid complacency.
When discussing adjectives, I would bring up an event that happened recently
that the whole class can relate to. (e.g. Remember when the animal farm came
to school; Remember the book we read recently). Get the students to
describe the event and point out the adjectives when a student use it. This can
also be expanded by asking for a synonym for the said adjective.
Before asking them to highlight subjects, verbs, conjunctions and adjectives,
allow them as a class to choose which each word be highlighted. Students will
feel a sense of responsibility and may be more inclined to attempt task.

Nurul Huda Mohd Ridwan EDN5501