Lessons in Sentence Analysis

We are following the progression of lessons provided in Mandala Classroom Resources's teacher packet Making Sense of Sentence Analysis ($55.00).

As was previously mentioned, I made our hands-on classroom materials.

In the Waldorf scope & sequence, this would be the grade 4 Grammar block.

Thursday, October 24

• work with Logical Analysis Form 1 using Chart I, Box I sentences
• practice asking the three questions
  What is the action?

  Who __________ ?

  What __________ ?

Friday, October 25

• review Logical Analysis Form 1, introduce the terms Subject and Predicate
• divide yesterday's sentences into Subject & Predicate by drawing a vertical line
• have students write their own sentences and then divide them into Subject & Predicate by drawing a vertical line
• complete Subjects & Predicates practice activity from TpT
• add Subject and Predicate to MLB

Monday, October 28

• complete Subjects & Predicates review activity from TpT
• look at Working Chart I and hands-on materials (large black circle, large red circle, medium black circle, two black arrows)
• review the three questions
  What is the action?

  Who __________ ?

  What __________ ?

• introduce the term Direct Object
• work with Logical Analysis Form 2 using Level A, Level B, Level C, and Level D sentences

Tuesday, October 29

• give students small individual copies of Working Chart I
• practice analyzing sentences by cutting sentences (Level C, D, or E) and placing the words on the correct symbols and coloring the chart

Thursday, October 31

• review the three questions and what the answers to them give us (Verb, Subject, Direct Object)
• add the three questions to MLB as an explanation of Direct Object
• add Working Chart I, with sample sentence, to MLB as illustration
• look at Working Chart II and hands-on materials (large black circle, large red circle, medium black circle, small black circle, three black arrows)
• add a fourth question to our list, introduce the term Indirect Object
• have students practice creating sentences which contain both Direct Objects and Indirect Objects

Friday, November 1

• review Working Chart II and the four questions
• give students small individual copies of Working Chart II
• practice analyzing sentences by cutting sentences (Chart II, Box II) and placing the words on the correct symbols and coloring the chart

Monday, November 4

• complete Direct Objects review activity from TpT
• review Working Chart II and the four questions
• add the fourth question to MLB as an explanation of Indirect Object
  (to whom? for whom? to what? for what?)
• add Working Chart II, with sample sentence, to MLB as illustration
• analyze the sentence "Ms. Renee baked her students Sun Bread," discuss the role of adjectives (they could describe Ms. Renee, the students, or the bread)
• look at Working Chart III and hands-on materials (large black circle, large red circle, medium black circle, small black circle, three black arrows, three blue triangles, three blue arrows)
• work with Chart III, Box III sentences (Level A, B, C, and D)
• taste the delicious and still-warm foods made today! Sun Bread (made by Lower Elementary students) and Crockpot Applesauce (made by Early Childhood students)

Tuesday, November 5

• complete Direct Objects & Indirect Objects practice activity from TpT
• review Working Chart III
• give students small individual copies of Working Chart III
• practice analyzing sentences by cutting sentences (Level D) and placing the words on the correct symbols and coloring the chart
• add the three attribute questions of Adjectives to MLB
  (which? how many? how much? what kind?)
• add Working Chart III, with sample sentence, to MLB as illustration

Thursday, November 7

• read and discuss List of Prepositions (PDF)
• complete Prepositions review activity from TpT

  For their Preposition Circus, they named their group The Amazing Crew. They had 45 minutes to prepare and were required to present a minimum of 10 prepositions in their acts. They did 11. They were:

  • throwing beanbags into a target
  • walking across a tightrope
  • sword fighting around the room
  • limboing under the rope
  • waving the ribbon in front of the cat
  • dancing about the room
  • riding on the horse
  • finding gold upon the stone
  • telling jokes to the audience
  • disappearing and reappearing next to the ringmaster
  • bowing with all the cast
• look at Working Chart IV and hands-on materials (large black circle, large red circle, medium black circle, small black circle, three black arrows, four small orange circles, four orange arrows)
• look at Working Chart V and hands-on materials (large black circle, large red circle, medium black circle, small black circle, three black arrows, three blue triangles, three blue arrows, four small orange circles, four orange arrows)

Friday, November 8

• review Working Charts IV and V
• give students small individual copies of Working Chart IV
• practice analyzing sentences by cutting sentences (Chart IV, Box IV) and placing the words on the correct symbols and coloring the chart
• add the four attribute questions of Adverbs to MLB
  (why? how? when? where?)
• add Working Chart IV, with sample sentence, to MLB as illustration
• give students small individual copies of Working Chart V
• practice analyzing sentences by cutting sentences (Chart V, Box V) and placing the words on the correct symbols and coloring the chart
• add Working Chart V, with sample sentence, to MLB as illustration
• finish MLBs by numbering pages, adding table of contents, adding front and back covers