Transcript File
Stepping into a Sentence: Kinesthetic Sentence Diagramming Created by Dara Miller Today’s Goal: • We will understand the purpose of diagramming sentences and be able to correctly diagram a sentence. Essential Question • How can understanding sentence structure make us better writers? How is the human skeleton like writing? Brainstorm as many connections as possible in 1 minute. Brainstorm: How is a skeleton like writing? 5 49 39 2 10 2 3 4 5 6 7 8 9 1 00 00 10 Hours Minutes Seconds Why diagram? • A sentence (to be a sentence) at the very least must have a Subject (noun or pronoun) and a Predicate (verb). • A diagram arranges the parts of a sentence like a picture in order to show the relationship of words and groups of words within the sentence. • Understanding the relationships between words helps us build creative sentences and avoid errors. • We use this tool to become better writers. Let’s get started! • Step #1: • Look for the VERB in the sentence. • Ask the question, "What action is taking place, or what happened in the sentence?“ The VERB is placed on the right hand side of the base line. – Aunt Polly punished Tom for ditching school • Step #2 • Find the SUBJECT of the verb (the person or thing that performs the action). • Ask the question, "Who? or What?" before the verb. The SUBJECT is placed on the left hand side of the base line. – Aunt Polly punished Tom for ditching school. • Step #3 • Find the DIRECT OBJECT. (If there is one in the sentence, it is the person or thing that receives the action of the verb.) • Ask the question, "Whom? or What?" after the verb. The DIRECT OBJECT is placed on the base line to the right of the verb separated by a line that goes upward from the base line. – Aunt Polly punished Tom for ditching school. • Step #4 • Look for ARTICLES (a, an, the) or POSSESSIVES (my, your, his, hers, its, their, Joe’s, Maria’s, etc.)Ask the question, "Whose?" ARTICLES and POSSESSIVES are attached to the base line beneath the word they describe. – Tom’s friends were painting the fence for him. • Step #5 • Look for ADJECTIVES (words that describe or limit a noun or pronoun). Ask the questions, " Which one? How many? What kind? What size? What color? " ADJECTIVES are connected beneath the words they modify. – Becky Thatcher wore two long braids • Step #6 • Look for ADVERBS (words that modify verbs, adjectives or other adverbs). Ask the questions, "How? When? Where? How much? Why?" ADVERBS are connected beneath the words they modify. – Huck bravely saved the Widow Douglas • Step #7 • Look for PREPOSITIONAL PHRASES. PREPOSITIONAL PHRASES are connected beneath the line of the words they modify. – Huck overheard a conversation between two men. Practice Time! We read a book by Mark Twain in English class. Now, for the fun part… • Each group will have one sentence to diagram • Your goal is to create the diagram with your bodies • Meet with your group to diagram the sentence out on paper first, then discuss how you will display it physically • You have 5 minutes to plan – go! Now, for the fun part… • Each group will 10 minutes to create their diagram • Be prepared to present your group diagram to the class – each person should know what part of the sentence s/he is Now, for the fun part… • Group 1: Huck Finn was an adventurous young homeless boy. • Group 2:Tom was exploring the cave with Becky. • Group 3:The two of them were lost in the cave. Exit Slip • Go back to your bellringer from the beginning of class • Turn one of your answers into a complete sentence • Diagram the sentence you created Credits • Lesson plan created by Dara Miller, with resources from C.O. Burleson, http://drb.lifestreamcenter.net/Lesson s/TS/diagram.htm