July 20, 2017
By Lily Jones

Lesson plan

Sentence Cafe

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GradeSubjectView aligned standards

Students will be able to use conjunctions, possessive pronouns, and articles in complete sentences.

(10 minutes)
  • Write the following words on the board: cat, green, man, funny, sat, dog, slept, green, and bed.
  • Ask, “Which of these words are nouns?” Call on a student to come up and circle all the Nouns.
  • Tell students that these type of nouns are called “Common nouns” because they name people, places, things, or ideas but aren’t the actual names of people, places, or things (those are called proper nouns). For example, “Ryan” is a proper noun while “boy” is a common noun.
  • Now repeat the circling process with VerbsAnd Adjectives, having students circle each type of word in different colors.
(10 minutes)
  • Say, “Let’s make a sentence using some of these words.”
  • Write “dog sat” on the board. Ask, “What is this sentence missing?”
  • Students will say “a” or “the.” Explain that these words are called articles. They are a special type of adjective that are always used with nouns. ArticlesAre determiners because give, or determine, information about nouns.
  • Now say, “What if we want to make this sentence longer? Let’s add some other words from our list.”
  • Write “The dog sat and slept” on the board. Ask students what word you added to the sentence.
  • Share that “and” is a conjunction. ConjunctionsConnect parts of sentences. Other common conjunctions are “but” and “if.”
  • Say, “What if I wanted to show that the dog was not just any dog, but my dog?” Ask students to share their ideas.
  • Write “My dog sat and slept” on the board. Share that you changed the article “the” to the possessive pronoun “my.” Explain that Possessive pronounsAre pronouns that show belonging. Common examples are mine, my, their, theirs, your, yours, his, her, hers, our, and ours.
(10 minutes)
  • Write six columns on the board and label them “common nouns,” “verbs,” “adjectives,” “possessive pronouns,” “conjunctions,” and “articles.”
  • List the following words under “possessive pronouns:” mine, my, their, theirs, your, yours, his, her, hers, our, and ours.
  • List the following words under “articles:” a, the.
  • List the following words under “conjunctions:” but, if, and.
  • Take student suggestions for adjectives, verbs, and common nouns and list them on the board.
  • Now tell students that they’re going to be a part of a Sentence Cafe! In the Sentence Cafe, students will create a menu of words from each category. They will write words on index cards (one per card), including all the possessive pronouns, conjunctions, and articles on the board. Students should write at least five common nouns, five verbs, and five adjectives of their choosing.
  • Model how to write words on cards and practise moving the words around to make sentences.
(20 minutes)
  • Have students work in pairs. Pass out index cards and paper to each pair.
    • Have them write down the words for their Sentence Cafe on index cards.
    • Once all the cards have been prepared, students should work together to form sentences.
    • Each partner should say the sentence out loud before writing the sentence on paper.
    • Then, have them read the sentence aloud to their partner to make sure the sentence is correct.
  • When students finish, they can work on one of the following worksheets: Parts of Speech Word Hunt, Take Me to the Park, A Day at the Zoo.


  • Have students create entire stories using their Sentence Cafes.


  • Give students sentence frames to work with, where they can put words from different parts of speech in the blanks.
(5 minutes)
  • Assess students’ understanding by noticing how they use the parts of speech to write complete sentences.
  • Listen that students are able to orally produce a complete sentence that incorporates the different part of speech.
(5 minutes)
  • Have students share their sentences orally with partners. Then, choose volunteers to share their complete sentences with the class.
  • Have listeners share what types of words they noticed in their peers’ sentences.

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