2.5.4 Word Order Lesson Plan

Lesson Procedure:

1. Match-a-Sentence. After watching the movie We Planned the Trip (L2U5L4), have students take a sentence strip (see Preparation) out of the container. Explain to students that each phrase goes with one other phrase to create a complete sentence from the movie. The object of the game is to find the student holding the other phrase. When students find their match, instruct them to say the sentence aloud and then to identify another way to say the same sentence by putting the words in a different order. Provide an example, such as:
   
   Original sentence: Ben gave Moby his sweater.
   Alternative: Ben gave his sweater to Moby.
   
   When students are ready, have them arrange themselves to stand in order of the sequence of events in the movie. To facilitate discussion, put a bank of sequence expressions on the board, such as first, second, third, then, next, last, before that, after that. If they are not sure of the order, then show the movie again. Then have them share their original and alternative sentences, in the correct order. NOTE: The correct order is listed in the Preparation section of this lesson plan.
2. Build-a-Sentence Roundtable. To review the order of adjectives before doing this activity, cue up the Grammar section of the movie We Planned the Trip (L2U5L4), to the part titled “Word Order (Adjectives).” The order is as follows: opinion (example: interesting book) size (example: big dog) age (example: old man) shape (example: square table) color (example: blue eyes) origin (example: French cheese) material (example: metal box) purpose/qualifier (example: cookie tray) Divide the class into groups of 4-8 students, and distribute one of the Order of Adjectives Chart charts to each group. Each group chooses any five nouns to fill in the NOUN column. Then in a Roundtable activity, students pass the page around, each adding one adjective to the blank table, in any appropriate column. When they can't think of any more adjectives, then have each group read out their sentences using this structure: It’s a favorite, big old, blue, cotton sweater. Alternatively, give the same nouns to the class, to compare their finished sentences.
3. Wizards of Word Order. Distribute the color-coded word cards to students (see Preparation). Call up students with the same color cards to the front of the classroom. Challenge them to form a sentence by putting the words in the correct order.
   As an extra challenge, invite small groups to create and then cut up sentences that include adverbs of frequency, adjectives, time expressions, and/or prepositions of time. Have them swap their sentences with another small group and challenge each other to reconstruct the sentences with the words in the correct order.