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Session 40: Sentence Making

Session Title

Sentence Making – Part 2 - Making Meaningful Sentences

Objective

  • Expand from basic to descriptive sentences.

  • Use adjectives and adverbs to make sentences richer.

  • Apply sentence rules in written and spoken form.

  • Foster creativity, self-expression, and collaboration.

Topics

  • Sentence structure: Subject + Verb + Object + Details

  • Adding adjectives and adverbs to make sentences interesting

  • Using proper punctuation and capital letters

    Examples:

  • Basic: The boy runs.

  • Expanded: The tall boy runs quickly.fast.

  • Basic: She eats mangoes.

  • Expanded: She happily eats sweet mangoes.

Material Required

  • Word cards (nouns, verbs, adjectives, adverbs)

  • Whiteboard and markers

  • Picture cards or prompt cards

  • Simple props (optional: scarf, toy, chair)

Methodology

  • Visual and verbal learninglearning.

  • Group-based creative expressionexpression.

  • TheaterTheatre integration for active learninglearning.

  • SEL focus: building confidence, empathy, teamworkteamwork.

Session Duration 

   90 Minutes

Introduction Activity (20 minutes)

Objective:

Review the previous session and introduce the concept of expanding sentences using describingdescriptive words.

Activity Steps:

  • Show examples on the board:

  • “The dog barks.” → The small dog barks loudly.

  • “She sings.” → She sings beautifully on stage.

Mini Group Activity:

  • Show a picture (e.g., a girl running in a park). Ask guiding questions:

  • Who? What doing? Where? How?

  • Create a descriptive sentence together:

  • “The little girl runs happily in the green park.”

Main Activity (65 minutes)

Sentence Building Cards (35 minutes)

Objective:

Support students in constructing detailed sentences using word prompts.

Instructions:

1.

  1. Divide the class into small groups.

    2. 2.

  2. Distribute colour-coded word cards:

    • Green = Subjects

    • Red = Verbs

    • Blue = Objects

    • Yellow = Adjectives / Adverbs

3.4. Each group builds sentences by combining different cards.

4.5. Groups read out their best sentences.

Examples:

  • “The big elephant walks slowly.”

  • “A happy boy eats a sweet apple.”

  • “The fast train moves quickly.”

Sentence Skit(30 minutes)

Objective:
Encourage students to perform and express their own sentences in short dramatised acts.

Instructions:

1. Provide each group with a picture or a prompt (e.g., “A boy is flying a kite”, “She is painting a picture”).

2. Groups must:

  • Form a descriptive sentence

  • Create a short act around it

  • Speak their sentence clearly during the skit

Example Prompt:

  • Picture: A girl eating ice cream

  • Sentence: “The happy girl eats a cold ice cream quickly.”

  • Skit: One student acts as the girl, others as family or friends

  • Time Limit per Group: 1–2 minutes

  • Simple Props: Toy, scarf, paper, etc.

Reflection Questions:

“Was it fun to act your sentence?”

“What did you like about your team’s sentence?”

Follow up task (2 minutes)

Ask each student to say or write one expanded sentence using an adjective or adverb.

Review Questions /Assessment/ Tasks (3 minutes)

Quick Recap:

What new words did you learn today?

How did you make your sentence more interesting?

Expected Learning  Outcome:

Knowledge building

  • Understand how to create longer, meaningful sentences

  • Learn the role of describing words in adding detail

Skill Building

  • Practice forming and speaking descriptive sentences

  • Collaborate creatively in groups

  • Gain confidence in public expression

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