Lesson plan

What Kind of Sentence Is That?

How much fun can you have reviewing the four kinds of sentences? You’re about to find out! This lesson culminates with a classroom game that doubles as a group review of declarative, exclamatory, interrogative, and imperative sentences.
GradeSubjectView aligned standards

Students will be able to identify and create each of the four kinds of sentences.

(5 minutes)
  • Write the names of each kind of sentence on the board.
  • Ask students what they remember from previous grades about the four kinds of sentences.
  • Give an example of each without telling them what kind it is and see if they can guess.
  • Ask students, "If you were a kind of sentence, what kind would you be?" Have students turn to a neighbour to share what sentence they chose and why.
(5 minutes)

Review the four kinds of sentences providing mnemonic devices to help them remember, such as:

  • An interrogation means to ask someone lots of questions, hence an InterrogativeSentence is a question.
  • You might say it is imperative that you clean your room, hence a command is an Imperative.
  • In the old days, when someone wanted to make a statement they might say, “I do declare, there is a fly in our tea.” A statement is called a Declarative.
  • When you exclaim something, you say it with emphasis, hence it is an ExclamatorySentence ending in an exclamation point.
(10 minutes)
  • Distribute Sentence Mix UpWorksheet.
  • Review the instructions for the activity.
  • Do a practise round with a few volunteers to model the gameplay.
(30 minutes)
  • Divide students into small groups of three to five.
  • Distribute dice, dry erase boards, and erasers.
  • Give students about 30 minutes to play the game.


  • Provide more examples of each kind of sentence on the board for easy reference.


  • Have students make a prediction about what kinds of sentences are most commonly used in novels.
  • Go through a page in a book they are reading and tally the kinds of sentences they find.
  • Compare their results with their predictions.
(5 minutes)
  • Have students put heads down on their desks.
  • Read a sentence and have students think about what kind of sentence it is.
  • Announce each kind of sentence slowly, having students raise their hand when they hear the correct kind of sentence.
  • Use this feedback to decide if you need to review any of the kinds of sentences.
(5 minutes)
  • Share stories that the groups created.

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