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Language Unit: NP1 + V + NP2 (The girl threw the ball.)

This unit was written for elementary children, however, if you have older students who need to develop this concept, you can use a similar format with age-appropriate materials and activities. As you develop this sentence structure, use vocabulary that the children already know.

Review concepts of the nouns and verbs that will be used in the development of the sentence structure. Use noun phrases that include an and some only if the children have previously learned when an and some are required.

Teacher Demonstration/Modeling

  • Teacher and each child have bags with an object in each. 
  • Take object out of your bag and ask children: What do I have?
  • Children respond:  a flower.
  • Write noun phrase, a flower, on the board.
  • Write the English sentence on the board and show children what it means.  Hold a flower and say/sign I have a flower.  Relate the words and signs to the words on the board.
  • Ask a child:  What do you have in your bag?
  • Elicit a response which may be the noun phrase a book. 
  • Write the phrase on the board, point to it, and tell the child that this can be put into a sentence.
  • Write the sentence on the board:  I have a book and have the child read it.

Tell children what they will learn and why

  • Tell the children that they will learn this new English sentence (S-V-O  I have a book).  They can use the sentence to communicate with people; they will see the sentence in books, and they will be able to read and understand it.  They will also be able to write the sentence.

Guided Practice

If your students have some usable hearing, in all guided practice activities, encourage them to notices how the words/sentences look when lipreading and how they sound.  If appropriate, present lipreading and auditory discrimination activities using the words and sentences from the unit.

(Continue with the activity you started in the Teacher Demonstration section.)

  • Ask each child:  What do you have in your bag?
  • Follow steps similar to those in the Teacher Demonstration section gradually reducing teacher guidance and giving students more responsibility for completing the tasks.

Teacher Demonstration/Modeling

Review the work from the previous lesson.

  • Give each child a bag with an object in it.
  • One child (Emma) takes the object out of the bag.
  • Ask the other children: What does Emma have?
  • Write the sentence on the board: Emma has a pencil.
  • Students tell how the sentence is different from the ones on the board from the previous lesson (I have a book.)
    • Elicit responses: The sentence starts with a name and not I. This sentence uses has instead of have.
  • Explain to the children why the verb is different.

Guided Practice

If appropriate, incorporate lip reading and auditory discrimination activities into the activities during guided practice.

  • Another child (David) takes the object out of his bag. Ask the class: What does David have?
  • Elicit the response: David has a car.
  • Write the sentence on the board.
  • Children read (say/sign) the sentence with you.
  • Repeat the steps with each child.

Independent Practice

  • Give each child 2 pieces of drawing paper. On one paper, have them draw a picture of the object in their bag.
    • Each child writes a sentence under the picture (e.g., I have a book).
    • If necessary, refer to the sentences that you have written on the board. They can select the correct one and copy it.
  • On the other paper, have them select a friend and draw the object in his/her bag.
    • Each child writes the sentence under the picture (e.g., Tasha has a book).
    • Each child shows the picture and reads the sentence.
  • Repeat this activity as many times as necessary.
  • Collect and save their pictures.

Teacher Demonstration/Modeling

Review the work from the previous steps.

  • Use an interesting box with an object in it. Look in the box and say: I see something. What do you think I see?
  • Let the children guess and then tell them: I see a bird. Write the sentence on the board.
  • Discuss how it is similar to the sentences they learned yesterday (e.g., I have a flower).
  • Repeat these steps with different sentences one or two more times.

Guided Practice

  • Put a new object in the box and have a child come and see what it is.
  • Ask: What do you see?
  • Guide the child (by following one of the sentences you have written on the board) in making the response: I see a worm.
  • Write each sentence on the board.
  • Repeat the activity several times.

Teacher Demonstration/Modeling

Review their work on the targeted sentence structure.

  • Present the sentence structure using a name in the subject position, e.g., Emma sees a worm. Note the difference in the verbs used in the sentences previously and those used in this lesson (I see a worm and Emma sees a worm).
  • Continue, using procedures and activities similar to those used in previous teacher modeling sections, guided practice, and independent practice section.

Independent Application

Review previous work on sentence structure.

  • Give each child a piece of drawing paper. Have them draw a picture of their favorite animal; you draw a picture also.
  • Show the children your picture and say/sign: I drew a horse.
  • Write the sentence on the board.
  • Children show their pictures.
  • Ask each one: What did you draw?
  • The child may respond with a phrase for example: a dog. Confirm the response and ask the child how to write the English sentence. Write his/her response on the board: I drew a dog.
  • Have the children also give you the sentence using 3rd person (Ruben drew a dog).
  • Students write sentences about their pictures on the board.
    • Each child writes a sentence about his/her picture on the paper below the picture.
  • Collect and save their pictures.

Write directions on a piece of paper such as, Throw the beanbag. Kick the ball. Drink some water. Fold the papers and put them in a jar or a basket.

  • Child draws a paper out of the jar; reads it (with help, if necessary), and then performs the action.
  • Ask: What did you do? Child responds. If response is a phrase, confirm if correct and tell children you will write the English sentence: I threw the beanbag.
  • Explain the difference in the verb on the paper strip (throw) and the verb you wrote (threw).
  • Children give the sentence in 3rd person (Erika threw the beanbag).
  • Each child draws a paper out of the jar, performs the action, says/signs a sentence.
    • Child writes the sentence under the other sentences on the board so everyone can see the pattern of the structure.
    • Have one column for the sentences using the 1st person (I) and another for the sentences using the 3rd person.
  • Give each child two pieces of drawing paper.
    • On one paper, child draws a picture of the action he/she performed and writes/copies a sentence about the picture using 1st person.
    • On the other paper, each child selects a friend, draws of picture of the friend performing an action, and writes/copies a sentence at the bottom of the picture using 3rd person.
  • Give the children all of the other pictures they have drawn illustrating the targeted sentence structure. Let them make a book.
    • Children read their books to their reading partners or to the class.
    • Students take the books home to show and read to their families.
  • Incorporate the targeted structure into language experience stories and all other activities during the school day and emphasize its use.
  • Encourage children to use the targeted structure whenever appropriate throughout the day in speech/sign/writing.