Sentence Scramble II

Sentence Scramble II ? ? HE ? ? YESTERDAY DID ? WHAT SAY Learning Objective: The objective of these exercises is for students to learn how to correctly formulate a sentence and practice the parts of speech. Activity Summary: This purpose of this activity is to help students develop writing skills by developing sentence structure. The teacher will distribute the scrambled words of a sentence around the class. The card-holding students will come up to the front of the class and arrange themselves in the right order. Then the teacher will guide the class through the process of identifying each word’s part of speech. Subject: English: Sentence Structure, Syntactical Knowledge and Uses Activity Plan: • Choose one of the example sentences listed below. Write each word on a separate index card or sheet of paper. Make sure the writing is large enough so that all the seated students will be able to see the cards from the front of the room. • Distribute the index cards around the class to different students (1 student gets 1 card). • Tell the card-holding students to come up to the front and arrange themselves in the right order to make the sentence. • Have a seated student read the sentence aloud. • Ask the students, “What is the subject? Who or what is this sentence about?” When the students get the right answer, have the subject holder step forward. • Ask, “What is the predicate? What is the subject doing?” Have the predicate holder step forward. • If there is a direct object, ask “What is the direct object? What receives the action of the subject?” Have the d.o. holder step forward. • Ask, “Is there a helping verb in the sentence?” If there is, have the helping verb step forward and put his/her arm around action verb. • • • • • Ask, “Are there any subject modifiers (adjectives)?” If there are, have the modifier step behind subject. Ask, “Are there any predicate modifiers (adverbs)?” If there are, have the modifier steps behind predicate. Ask, “Are there any prepositional phrases?” If there are, call the phrase to step forward. Ask, “What is the object of the preposition?” Ask, “What does the prepositional phrase modify? Have the phrase step behind whatever it is modifying. Example Sentences: Below are some sentences that can be used (the correct answers are italicized): . men office the in are Five working Five men are working in the office. ? he yesterday did What say What did he say yesterday? ? late are they Why today Why are they late today? they did the party When at arrive ? When did they arrive at the party? . The the in running girls park are The girls are running in the park. this teacher is ? your Who year Who is your teacher this year? . glass table a the on is There There is a glass on the table. . Three house dogs into ran the Three dogs ran into the house. fast running is How he ? How fast is he running? . drinks night coffee He at never He never drinks coffee at night. . on He bus is the traveling He is traveling on the bus. Is ? open big the window Is the big window open? your ? Are they brothers Are they your brothers? . tired feels today She She feels tired today. the are ? Where students other Where are the other students? do them like ? Why you Why do you like them? you Do day study? every Do you study every day? her she name remember ? Does Does she remember her name? . is expensive The very picture The picture is very expensive. . base The ran to from first player base second The player ran from first base to second base. . threw center ball pitcher field the to from the Bob Bob threw the ball to the pitcher from center field. Game ! When batter the his hit a won team the homerun, When the batter hit a homerun, his team won the game! runs many score ? the did home team How How many runs did the home team score? . I the in inning last out struck of game The I struck out in the last inning of the game. Activity Scaling: The sentences can be modified to be easy or difficult. (Additional adjectives can be added to make the sentence more difficult.)