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Session 17: Subject in a Sentence

Session Title

Understanding the Subject in a Sentence

Objective

  • Help students identify the subject in simple sentences.

  • Understand that the subject tells who or what the sentence is about.

  • Practice recognizing and using subjects through interactive and theatrical activities.

  • Promote confidence and teamwork through SEL-based learning.

Concept

Subject: The person, place, thing, or idea that the sentence is about. It usually comes before the verb.

Examples:


  • He plays football.

  • The book is on the table.

  • My friends are laughing.

  • The dog barked loudly.

  • We are going to school.

Material Required

  • Whiteboard and markers

  • Sentence flashcards

  • Word cards (subjects, verbs, objects)

  • Emotion/character props (hat, scarf, glasses)

  • Chart with sample sentences and subjects highlighted

  • Worksheet for practice

Methodology

  • Activity-based learning

  • Theatre and roleplay

  • SEL integration through character-based expression

  • Peer collaboration and reflection

Session Duration

 90 Minutes

Intro  Activity (25 minutes)

Objective:

Introduce the concept of the subject with examples, visuals, and student interaction.

Activity: “Who or What?” Game


Write simple sentences on the board one at a time. Ask:

“Who or what is this sentence about?”


The dog is barking. → Subject: The dog

She is singing. → Subject: She


Underline the subject in each sentence.

Let students come up and identify subjects using flashcards.

Use images to match to sentences:

(Picture of a cat) → “The cat is sleeping.” → Subject: The cat


SEL Element:

Use student names in sentences to make it personal:

“Aisha is reading.”

“Rahul is jumping.”

Encourage smiles and confidence when they see themselves in the learning.


Main Topic/ Activity


Activity 1: “Subject Detective” (25 minutes)

Objective:

Students work in teams to find the subject in mystery sentences.


Method:

  • Divide students into small groups.

  • Give each group a set of “mystery sentences” (some short, some long).

  • Students underline or circle the subject in each sentence.

Examples:


  • The girl is dancing.

  • The sun is shining.

  • They are playing cricket.

  • My mother cooks dinner.

Each group presents a few sentences, explaining their subject choice.


Activity 2: “Subject Theatre” (30 minutes)

Objective:

Use acting to bring subjects to life and show who the sentence is about.


Method:

  • One student plays the subject, another acts out the verb or complements the sentence.

  • The class guesses the full sentence based on the roleplay.

  • Example:

  • One student walks in like a cat, another says “is sleeping” → sentence: The cat is sleeping.

  • One acts like a teacher, another pretends to talk → The teacher is talking.


Examples for Skits:


  • The baby is crying.

  • The birds are flying.

  • The children are running.

  • The book is open.

  • My father is driving.


Wrap-Up & Reflection (10 minutes)


Instructions:

Ask students to explain what a subject is in their own words.

Give 3 new sentences and ask students to identify the subject aloud.


  • The stars are shining.

  • We are singing.

  • The car is moving.


Reflection Questions:

How did it feel to act out a subject?

Did working with your group help you understand better?

Which sentence or subject was the funniest or most fun?


Expected Learning  Outcome:

Knowledge building-

Students will understand the role of the subject in a sentence.

Skill Building-

  • Identifying subjects correctly in spoken and written sentences.

  • Working in teams and using body language and expressions for communication.


Review Questions/Assessment/Tasks 


Follow up Tasks

Write 5 simple sentences at home and underline the subject.


Ask them to write one sentence about each family member as a subject:


“My sister is dancing.”


“My father is cooking.”

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