Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students watch a video segment about peacocks. Then, using a chart, they identify sentence types within a short paragraph and complete a sentence transformation worksheet.
Students express themselves more clearly in writing when they learn how to identify and write the four basic types of sentences. They are also able to place the appropriate punctuation at the end of a sentence, making the ideas they are expressing in their writing better understood by the reader.
(1-2) 50-minute periods
1. Check for prior knowledge by asking students to describe peacocks. Ask students which peacocks have the longest and most beautiful feathers, males or females. Write this question on the board, and take student responses.
2. Ask students what type of sentence is written on the board. Explain to students there are four different types of sentences: declarative, interrogative, imperative, and exclamatory. Also explain that each type has a purpose. Distribute the Sentence Identification Chart to each student, or write the following on the board or a transparency:
3. Provide students with an example of each type of sentence.
4. Next, tell students they are going to watch a video segment about peacocks. While watching, ask students to decide whether the peacock with the longest feathers is male or female. Also ask students to pay attention to the different types of sentences spoken by the narrator.
5. Play the video segment “Peacocks.” Take student answers and discuss.
6. Next, distribute the Sentence Identification Chart to each student (if you have not already done so). Write a sentence reflecting student answers. For example, "The peacock with the longest feathers is male." Using the chart, ask students to identify the sentence type: declarative, imperative, interrogative, or exclamatory. Ask students what clues they used to make their decision.
1. Tell students they are going to read a passage about peacocks. They will read each sentence and decide if it is declarative, interrogative, imperative, or exclamatory.
2. Distribute the Peacock Sentence Identification Worksheet to each student. Students use the Sentence Identification Chart to complete the handout.
3. Next, distribute the Sentence Transformation Worksheet. Students transform sentences from one type to another per instructions.
4. Use the Peacock Rubric to assess student skill acquisition.
For Students Who Need Additional Help: