Cristina Giansante- ESC 725

Mini Lesson #1
Grade 4, Age 9/10
Low/Intermediate English proficiency

Objectives: The students will:

Discuss and review what a Yes-No Question is
Discover what the Yes No Question Test (YNQT) is and how it helps determine
what is or is not a basic sentence.
Use Be and Modal families to create basic sentences that pass the YNQT

Materials:
What Landform Am I picture cards
Colored Index Cards
o Pink- Subject
o Yellow- Predicate
o Superman Stickers on Be/Modal yellow cards
o Chart paper
o Markers
o Activity Sheet
o Sentence Strips
Motivation:
Students will play What Landform Am I to get them in the question zone.
o Each student will get a chance to be the Landform and other students
have to guess what the animal is by asking questions. The Landform can
only say yes or no.
Procedure:
Inductive/Discovery Activity
Students will receive a set of index cards (2 people per group) and will be given
the opportunity to arrange the cards to make a sentence in a way that makes sense.
Subject, Predicate, and Be/Modals will all be on different colored cards. The
focus is that the teacher will guide them to use meaning to determine where to
place the cards properly.
First, Im going to give you a baggie with index cards. I want you to try and join these
words together to create a sentence that makes the most sense. Please keep in mind any
patterns you see! [Allow time for students to create sentences and play with words.]
Guiding Questions:
1. What is a basic sentence?
2. What is a subject? What is a predicate?
3. What patterns did we see? Why do all of our sentences follow this pattern?
Deductive Explanation
Lets recap what we just did. Did anyone see any patterns while creating their sentences?
All of our sentences started with a pink card and ended with a yellow card. This is
because our subject always comes first, followed by our predicate. A subject is a person
or thing who is being discussed. A predicate discusses the subject. Lets take a look at
our card with the sticker; were going to call these cards Super Words. These Super
Words help us determine if our sentences are correct! [As the teacher goes over the
pattern of SP and be/modal words, have the students pick up the card and say, This is
the subject. The subject comes first. This is the predicate. The predicate comes after the
subject. This is the super word. Super words help us with our YNQT.] If we shift the
Super Words card in front of the pink card, does it turn into a sentence? In our groups
lets try. [Allow students time to change charge structure.]
Practice/Scaffolding:
Okay! As we just saw, when we move our Super Words to the front of our sentences, it
turns our sentence into a question. This is called the Yes No Question Test! I am going to
give you and your partner an activity sheet with a few sentences and non-sentences on
them. I want you to circle the ones that are correct sentences and turn them into
questions. Don't forget to make sure these sentences pass our YNQT! Hand out activity
sheet and allow students to work with partner to find basic sentences.] Once you are
complete, try creating a basic sentence with the person next to you and put it on a
sentence strip. Make sure you can turn it into a question! [Teacher will provide support
to struggling students]
Modifications:
If the student(s) is having a difficult time remembering what a subject or predicate
is, they will be provided with a cheat sheet.
If the student(s) is having a difficult time identifying Be/Modal Super Words,
they will be provided with a cheat sheet.
Evaluation:
Students identification, understanding, and use of YNQT
Students completed YNQT activity sheet
Students sentence strip
Teacher observation


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