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Writing and Answering in Complete Statements: Lesson 2

Subject: Language Arts

Grade: 5


  • CCSS.ELA-LITERACY.L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.5.2.E - Spell grade-appropriate words correctly, consulting references as needed.
  • CCSS.ELA-LITERACY.L.5.3.A - Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


Essential Question: How do I compose a well written complete sentence to respond to a question?

Activating Strategy: As a group or with a partner, students stretch the following sentence:

Write "The computer broke." on the board for students to stretch.

Call on groups or pairs to share stretched sentence.

Teaching Strategy:

  • Give each student a copy of the guided notes handout for them to fill out as you work through the powerpoint
  • Work through powerpoint as students fill out guided notes
  • Complete half as guided practice and half as independent practice
  • Have students get with a partner and interview them with the Getting to Know You Handout, student must record answers in complete statements-remind them to use their guided notes to help guide them when constructing their response

Summarizing Strategy: Tell neighbor 2 things to remember when answering a question in a complete statement.

Homework/expanding the lesson (will be used in lesson #3 of this series): Have students take their newly gathered information and turn it into a paragraph to share with the entire class or in small groups.

Related Lessons:

Stretching Sentences - Lesson 1

Writing and Answering in Complete Statements: Lesson 2

Writing and Answering in Complete Statements: Lesson 3

Review of Complete Statements: Lesson 4

Written by Blair Dielman, Education World® Contributing Writer

Blair is an educator with extensive experience in creating and implementing engaging lessons for all subject areas.  These lesson included handouts, technology, and other forms of interactive learning.

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