Whose Sentence is it Anyway?

The title of this lesson is Whose Sentence is it Anyway? It is based on the TV show Whose ocellus is it Anyway? and is a lesson designed to improve the language arts skills of the educatees. Under this lesson plan, the subjects, in this case the students, must be able to complete the sentence that is condition to them by the instructor. The goal of these learning exercises is to be able to improve the emphasized language arts strand reachd to the presentation of English spoken communication and sentences.An constituent(a) part in the learning of language arts has always been the collar of how certain words, when exercisingd in polar order and context, have different meanings and atomic number 18 able to convey a totally different message from what was originally intended. The key component of these exercises in learning the language arts lies in the pleasure value of such and also the group work that is involved, in an attempt to also encourage social interactions among the students.The main concept to be taught in these exercises involves the understanding of Basic English sentence structures and the use of punctuations in sentences. Incidental to these learning exercises is the necessity for the students to possess a basic understanding of the many uses of certain words of the English language. This lesson plan also helps students deal with different social situations and shows what the appropriate responses are to these situations by demonstrating the effects when a proper response is not stipulation as opposed to how effective communication can be when the proper response is provided.The structure of the lesson plan will follow the basic outline as reproduced within this report.Language Arts Activity Complete the Silly SentenceEmphasized Language Arts Strand PresentingI. The Basic ConceptsSentence structure and use of English vocabularyII. Behavioral ObjectivesThe students are expected to learn how to form complete and correct sentences.The studen ts are also expected to be able to relate and interpret how different subjects, verbs and adjectives relate to one another in completing sentences.III. MaterialsA container marked Feelings or Adjectives, which contains ten laminated cards with different feelings or adjectives indite on themA container marked Action with ten laminated cards with different actions written on themA container marked Person with ten laminated cards with different people or occupations written on themLaminated Complete Sentence cardsSmall dry erase board and dry erase markers.IV. Teaching/ education ProceduresA student is to be chosen as the pantomimer supporter of the group while another student is chosen to be the recorder. The Pantomime Presenter takes one of the laminated strips from each of the three labeled containers. The three strips drawn should form a whacky sentence that the Pantomime Presenter must attempt to let loose without the use of words. The other students must guess what the word s written on each card were and attempt to put these words together to form the silly sentence.Card subjects may be guessed one at a time such that when one card is guessed the recorder writes it on the board. The first student to properly guess all three card subjects together and thus forming a complete sentence receives a Complete Sentence card and becomes the next Pantomime Presenter. The previous Pantomime Presenter now becomes the recorder. The first student to collect five Complete Sentence cards is awarded with an activity pass which entitles student to five minutes extra center time.V. EvaluationThe teacher evaluates the students understanding by observing the game playing activity and by helping to clarify questions or problems when needed.