| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Writing simple sentences |
| What length (min) | 30 |
| What age group | Preschool / Nursery |
| Class size | 20 |
| What curriculum | English |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Writing Simple Sentences
Preschool / Nursery (Ages 3-5)
Mathematics (incorporating language learning)
20 students
This lesson aligns with the New Zealand National Curriculum for Early Childhood Education, particularly focusing on the development of language and literacy skills in a mathematics context.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Sentences | 5 | Explain what a sentence is with examples. Use visuals and engage students' excitement. |
| 2 | Identifying Simple Sentences | 5 | Display simple sentences on the whiteboard. Discuss the components (subject, verb, object). |
| 3 | Group Activity: Sentence Building | 10 | Split students into small groups. Provide them with word cards to create their own sentences. Encourage sharing their creations within the group. |
| 4 | Sharing and Feedback | 5 | Invite each group to exhibit their sentences on the board (without formal presentation). Students can give positive feedback to each other. |
| 5 | Recap and Closing | 5 | Summarize what was learned about sentences. Emphasize the importance of sentences in communication. Assign homework to reinforce learning. |
Students will be asked to create three simple sentences at home with the help of a family member. They can draw a picture to represent each sentence. The completed assignments will be collected in the next class without the need for individual presentations.
"Good morning, everyone! Today we are going to learn about something very special: sentences! Can anyone tell me what a sentence is? [Wait for responses.] That's right! A sentence is a group of words that tells us something. For example, 'I like apples.' [Point to the example on the board.] See how it starts with 'I,' then has the action 'like,' and ends with 'apples'? Let's get excited about sentences today!"
"Now, let's look at some simple sentences together. [Point to the sentences displayed on the whiteboard.] Can anyone read this one for me? [Encourage volunteers.] Great job! Now, what makes this a sentence? Does it have a subject, an action, and maybe an object? Exactly! A subject tells us who or what we are talking about, the action tells us what they are doing, and sometimes we have an object. Let's find the subject in the next sentence. Who can help me with that?"
"Wonderful job, everyone! Now, it's time for a fun activity. I’m going to split you into small groups. Each group will get a set of word cards. [Distribute word cards.] Your challenge is to work together to create your own sentences using these words. Remember, sentences are made up of a subject and an action, so try to follow that pattern! Once you've created your sentences, I want you to share them with your group. Ready? Go!"
"Okay, time's up! Now, let's come back together. I want each group to come to the board and share one of the sentences you created. [Call groups one by one to the board.] Great! After each group shares, let's give them a round of applause! [Lead applause.] If you liked the sentence, say something nice about it. What did you like? [Encourage positive feedback amongst peers.]"
"Fantastic work today, everyone! We've learned a lot about sentences and how to make them. Remember, sentences help us share our thoughts and ideas clearly with others. For your homework, I want you to create three simple sentences at home with the help of your family. You can even draw a picture for each sentence to show what it means. We will collect your homework in our next class. Thank you for being such amazing learners today!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A cheerful classroom setting} | - Introduction to sentences |
| - A sentence is a group of words | ||
| - Example: 'I like apples' | ||
| - Exciting exploration of sentences | ||
| 2 | {Image: Whiteboard with simple sentences} | - Identifying simple sentences |
| - Sentences have a subject, action, and sometimes an object | ||
| - Example of identifying subjects in sentences | ||
| 3 | {Image: Children working together} | - Group activity: Sentence building |
| - Small groups with word cards | ||
| - Challenge: Create sentences with a subject and action | ||
| 4 | {Image: Children sharing at the board} | - Sharing and feedback |
| - Groups share created sentences at the board | ||
| - Encourage applause and positive feedback | ||
| 5 | {Image: Homework with drawings} | - Recap and closing |
| - Review what we learned about sentences | ||
| - Homework: Create three simple sentences | ||
| - Draw pictures to represent each sentence |
Can you think of a subject that is not a person, and make a sentence using it? What would that sentence be?
In your own words, why do you think it’s important to have both a subject and a verb in a sentence?
If you could turn one of your sentences from today into a story, what would the next sentence be?
Can you invent a new action or verb and create a sentence using that action? How does it change the meaning of the sentence?
Looking at your group’s sentences, which element—subject, action, or object—was the most challenging to create? Why do you think that was?