September 6, 2017
By Maggie Knutson

Lesson plan

What Kind of Sentence Is That?

Download lesson plan
GradeSubjectView aligned standards

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

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.

Add to collection

Create new collection

Create new collection

New Collection


How likely are you to recommend to your friends and colleagues?

Not at all likely
Extremely likely

What could we do to improve

Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues.

What would make you love

What is your favorite part about