Parts of Speech and Sentence Structure

Lesson Plan: Parts of Speech and Sentence Structure

Grade Level: Grade 5

Subject: English

Duration: 2 Weeks (10 class periods, 45 minutes each)

CBSE Alignment:

  • Textbook Reference: NCERT "Marigold" Class 5 (grammar integrated across units, e.g., Unit 3: "The Talkative Barber" or Unit 7: "Gulliver’s Travels").
  • Learning Outcomes: Identify and use parts of speech correctly; construct simple, complete sentences with subject and predicate.

Objectives:

By the end of the two weeks, students will be able to:

  1. Identify and define the eight parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, interjections).
  2. Use each part of speech appropriately in sentences.
  3. Distinguish between subject and predicate in a sentence.
  4. Construct simple sentences with correct structure (subject + predicate).
  5. Analyze sentences to label parts of speech and structure.
  6. Apply grammar skills in writing short paragraphs or dialogues.

Materials Needed:

  • Flashcards with parts of speech (e.g., "noun," "verb") and examples (e.g., "dog," "run")
  • Whiteboard/markers or blackboard/chalk
  • Worksheets for identification, matching, and sentence-building
  • Colored paper, markers, and scissors for crafts
  • Short story or poem from "Marigold" (e.g., "The Talkative Barber")
  • Sentence strips (cut paper with words/phrases)
  • Chart paper for group activities
  • Optional: audio of a short dialogue or video on parts of speech

Week 1: Introduction to Parts of Speech

Day 1: Nouns and Pronouns

Objective: Identify and use nouns and pronouns.
Activities:

  1. Warm-Up (5 min): Ask: "What’s in this room?" List responses (e.g., desk, chair).
  2. Direct Instruction (15 min):
    • Define: "Nouns name people, places, things, or ideas (e.g., boy, school, book, happiness)."
    • Define: "Pronouns replace nouns (e.g., he, she, it, they)."
    • Examples: "The boy runs. He runs." Write on board.
  3. Activity (20 min): Noun Hunt
    • Students list 5 nouns from the classroom (e.g., "window"). Replace with pronouns (e.g., "It opens").
    • Write: "The cat sleeps. ___ sleeps." (Fill: "It").
  4. Wrap-Up (5 min): Ask: "What’s a noun you use daily? A pronoun?"
    Homework: Find 5 nouns at home and write a pronoun for each (e.g., "table – it").

Day 2: Verbs

Objective: Recognize and use verbs as action words.
Activities:

  1. Recap (5 min): Review nouns/pronouns: "What’s a noun from home?"
  2. Direct Instruction (15 min):
    • Define: "Verbs show action or being (e.g., run, jump, is, are)."
    • Examples: "She sings. The dog is happy." Underline verbs on board.
  3. Activity (20 min): Verb Charades
    • Students act out verbs (e.g., dance, eat). Peers guess and say: "You dance!"
    • Write: "I ___" (e.g., "I play").
  4. Wrap-Up (5 min): Ask: "What verb tells what you do now?" (e.g., "sit")
    Homework: Write 5 verbs you did today (e.g., "read, eat").

Day 3: Adjectives

Objective: Identify and use adjectives to describe nouns.
Activities:

  1. Recap (5 min): Quiz: "Is ‘cat’ a noun or verb? ‘Run’?"
  2. Direct Instruction (15 min):
    • Define: "Adjectives describe nouns (e.g., big, red, happy)."
    • Examples: "The tall boy jumps. A soft pillow falls." Circle adjectives.
  3. Activity (20 min): Adjective Match
    • Students pick a noun (e.g., "dog") and add an adjective (e.g., "brown dog").
    • Draw: "A ___ tree" (e.g., "green tree").
  4. Wrap-Up (5 min): Ask: "What’s an adjective for your friend?"
    Homework: Write 3 nouns with adjectives (e.g., "loud bell").

Day 4: Adverbs

Objective: Recognize and use adverbs to modify verbs.
Activities:

  1. Recap (5 min): Show: "Big dog." Ask: "What’s the adjective?"
  2. Direct Instruction (15 min):
    • Define: "Adverbs tell how, when, or where about verbs (e.g., quickly, now, here)."
    • Examples: "She runs quickly. He sings loudly." Underline adverbs.
  3. Activity (20 min): Adverb Action
    • Students act verbs with adverbs (e.g., "Walk slowly"). Peers say: "He walks slowly."
    • Write: "I ___ (verb) ___ (adverb)" (e.g., "I read quietly").
  4. Wrap-Up (5 min): Ask: "How do you talk—loudly or softly?"
    Homework: Write 3 sentences with verbs and adverbs (e.g., "She jumps high").

Day 5: Prepositions

Objective: Identify and use prepositions to show position or relation.
Activities:

  1. Recap (5 min): Review: "She runs quickly. What’s the adverb?"
  2. Direct Instruction (15 min):
    • Define: "Prepositions show where or when (e.g., on, under, in, after)."
    • Examples: "The book is on the table. He sits under the tree." Circle prepositions.
  3. Activity (20 min): Preposition Play
    • Students place an object (e.g., pencil) and say: "The pencil is ___ the desk" (e.g., "on").
    • Write: "The cat ___ the box" (e.g., "in").
  4. Wrap-Up (5 min): Ask: "Where’s your bag—under or beside?"
    Homework: Write 3 sentences with prepositions (e.g., "I play in the park").

Week 2: More Parts of Speech and Sentence Structure

Day 6: Conjunctions

Objective: Use conjunctions to connect ideas.
Activities:

  1. Recap (5 min): Show: "The book is on the table." Ask: "What’s the preposition?"
  2. Direct Instruction (15 min):
    • Define: "Conjunctions join words or sentences (e.g., and, but, because)."
    • Examples: "I run and jump. She’s tired but happy." Underline conjunctions.
  3. Activity (20 min): Conjunction Combine
    • Students join sentences: "I like tea. I like coffee." → "I like tea and coffee."
    • Write: "I study ___ I want to learn" (e.g., "because").
  4. Wrap-Up (5 min): Ask: "Why do you like school—use ‘because’?"
    Homework: Write 3 sentences with conjunctions (e.g., "I read but I’m tired").

Day 7: Interjections

Objective: Recognize and use interjections for emotions.
Activities:

  1. Recap (5 min): Review: "I play and sing. What’s the conjunction?"
  2. Direct Instruction (15 min):
    • Define: "Interjections show feelings (e.g., Wow!, Ouch!, Hurray!)."
    • Examples: "Wow! That’s a big dog. Ouch! It hurts." Underline interjections.
  3. Activity (20 min): Emotion Game
    • Students act emotions (e.g., happy) and say: "Hurray! I won!" Peers guess the feeling.
    • Write: "___! The game is fun" (e.g., "Yay!").
  4. Wrap-Up (5 min): Ask: "What do you say when you’re surprised?"
    Homework: Write 3 sentences with interjections (e.g., "Oh! The rain stopped").

Day 8: Subject and Predicate

Objective: Understand sentence structure (subject + predicate).
Activities:

  1. Recap (5 min): Show: "Wow! She runs." Ask: "What’s the interjection?"
  2. Direct Instruction (15 min):
    • Define: "Every sentence has a subject (who/what) and predicate (what they do/are)."
    • Examples: "The dog (subject) barks loudly (predicate)." Split on board.
  3. Activity (20 min): Sentence Split
    • Students underline subject and circle predicate: "The tall boy jumps high."
    • Make own: "___ (subject) ___ (predicate)" (e.g., "The cat sleeps").
  4. Wrap-Up (5 min): Ask: "What’s the subject in ‘Birds fly’?"
    Homework: Write 3 sentences and underline subject, circle predicate (e.g., "The sun shines").

Day 9: Building Sentences

Objective: Construct complete sentences using parts of speech.
Activities:

  1. Recap (5 min): Review: "The dog barks. What’s the subject? Predicate?"
  2. Direct Instruction (15 min):
    • Say: "A good sentence has a subject, predicate, and makes sense."
    • Example: "The small puppy (subject) runs quickly in the park (predicate)." Label parts: adjective, verb, adverb, preposition.
  3. Activity (20 min): Sentence Craft
    • Students use word cards (e.g., "big," "cat," "jumps," "on") to build sentences. Write and label: "The big cat jumps on the wall."
    • Share with a partner.
  4. Wrap-Up (5 min): Ask: "What’s your favorite sentence today?"
    Homework: Write a 4-sentence story using at least 4 parts of speech (e.g., noun, verb, adjective, conjunction).

Day 10: Review and Application

Objective: Apply parts of speech and sentence structure in writing.
Activities:

  1. Warm-Up (5 min): Play "Parts of Speech Bingo" (call: "noun," students mark "dog").
  2. Review (15 min): Sentence Analysis
    • Use a "Marigold" story snippet (e.g., "The barber talks loudly"). Students label: noun (barber), verb (talks), adverb (loudly).
    • Split subject/predicate: "The barber (subject) talks loudly (predicate)."
  3. Activity (20 min): Dialogue Project
    • Students write a short dialogue (4-5 lines) between two characters (e.g., "Wow! The dog runs fast." "Yes, but it sleeps too!").
    • Label 2 parts of speech in each sentence.
  4. Wrap-Up (5 min): Share dialogues. Ask: "What did you learn about sentences?" Celebrate with a cheer.
    Homework: Write a 5-sentence paragraph about your day, underlining 1 part of speech in each (e.g., "I happily play").

Assessment:

  • Formative: Participation in games, activities, and discussions; accuracy in worksheets and homework.
  • Summative: Day 10 dialogue (scored out of 10: 4 for sentence structure, 4 for parts of speech use, 2 for creativity).
  • Observation: Ability to identify parts of speech and construct sentences during tasks.

Extensions:

  • Reading: Analyze a "Marigold" story for parts of speech (e.g., "Gulliver’s Travels").
  • Game: Create a "Sentence Scramble" with mixed word cards for peers to solve.
  • Writing: Write a letter using all parts of speech (e.g., to a friend).

Notes for Teachers:

  • Use examples from "Marigold" to connect to CBSE lessons.
  • Simplify for struggling learners (e.g., focus on 4 parts of speech first).
  • Encourage creativity in sentence-building to boost engagement.
  • Reinforce with repetition and real-life contexts (e.g., "The loud bell rings").