Subject and Predicate Lesson Plan

Lesson Plan Format:
Teacher: Brieanna Caillot Grade Level: 3rd
I. Content and Standards:

a. CC.1.4.3.L Demonstrate a grade- appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
II. Prerequisites: Students should be able to read on grade level, and write in complete
sentences. Students should be able to identify what a noun, verb and adjective are
as well.
III. Instructional Objective: After reading through a message for Message tine plus,
students will be able to identify the subject and predicate of four sentences are, as
well as identifying the subject and predicate of a sentence written by a peer.
IV. Instructional Procedures:
a. Before: before reading the message, review what a subject is and what a
predicate is. Go over the idea that each complete sentence has a subject and a
predicate. The subject is who or what the sentence is about, the predicate is what
the subject is or what they are doing.
b. During: Call on a student to read over the message entirely without stopping.
Then go sentence by sentence and have the class identify what the subject and
predicate are of each sentence. Here is the message below:
i. Next weekend my parents are coming to visit me from New York City.
When my parents come up they are going to take my sister and me to go
each lunch. I spoke with my sister on the phone and she said that she is
also excited. We both can’t wait to see our parents and spend some time
with them.
For the first two, complete them together as a class so that you can make sure that
the students have a better understanding about how to identify the two parts. For the
last two sentences, allow students to identify what the subject and the predicate are
on their own by writing it down on their individual white boards. Come back together
once you notice majority of the students have gotten their answers and go over them
together. Once that is complete, ask students to write their own sentence and identify
the subject and predicate.
c. After: In order to close out the lesson, have some students share their sentence
as well as identify their subject and predicate. In order to see how students are
feeling about identifying subject and predicate, ask them to hold their thumb up
(meaning I understand this and I feel confident) to the side (meaning I kind of
know it but I could use some more practice) and down (meaning I need more
help and I don’t understand it. For the students who have their thumb to the side
or down, ask them what they are confused about and review it as a class to close
out activity
V. Materials and Equipment:
a. Large white board and dry erase marker for teacher to write message, individual
white boards and markers for students to do their own practice
VI. Assessment/Evaluation: Students will be assessed using observation, as well as

which position they are holding their thumb at the end (holding it up, to the side or
down) There is also a quiz that will be given as an assessment at the end of the week
to have students show what they know
VII. VII. Differentiation: for B.F. , M.A, AND J.C.H. leave up the mtp with the subject and
predicate labeled that way they have an idea of what they are supposed to be writing
for their own sentences.
VIII. Technology: No technology is needed for this
IX. Self-Assessment I think that this lesson went well. The students were engaged, and
in my opinion, subject and predicate is hard to identify sometimes in a sentence
because it isn’t just one word, it is a phrase. So it was surprising how many of my
students felt comfortable with the topic. I enjoyed using the thumbs up, to the side or
down because it is a quick way for students to tell me if they are struggling and it
doesn’t disrupt the rest of the class. If I were to do this lesson over, I would probably
make the message longer by a sentence or two, and I would have had students
switch their sentences with a partner instead of identifying their subject and predicate
on their own because it would have been more challenging for them.

Subject and Predicate Lesson Plan

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Subject and Predicate Lesson Plan

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Lesson Plan Format:

Teacher: Brieanna Caillot Grade Level: 3rd

I. Content and Standards:

IV. Instructional Procedures:

VI. Assessment/Evaluation: Students will be assessed using observation, as well as

VIII. Technology: No technology is needed for this

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