Parts of a Sentence Activities

Teaching parts of a sentence? Tricks and ideas for your grammar lesson plans.

Parts of a sentence activities: ideas for implementation. 

Everyone labels “parts of a sentence” differently. My older students recognize subject and predicate (they can draw a line to separate the two), so I don’t spend much time on that portion. When I reference parts of a sentence, I am referencing:

  • subject
  • verb
  • direct object
  • indirect object
  • object complement
  • predicate noun
  • predicate pronoun
  • predicate adjective
  • object of the preposition

I know some teachers use “predicate word” or “subject complement.” For ease as I write this, the above list is what I will reference.

Typically, teachers create a parts of a sentence lesson plan for younger students. We secondary teachers often need to review the concepts though. When I work through parts of a sentence activities, normally during the second quarter of school, I have built relationships with students and understand their strengths with grammar. Therefore, my presentation always differs. Overall, here is a peek at my teaching the parts of the sentence.

Teaching parts of a sentence is a prerequisite for larger grammar concepts, such as sentence structure. Read some tips on teaching subjects, verbs, and more. #GrammarLessons #MiddleSchoolELA

Parts of a sentence lesson plan: prior knowledge

First, I consider what my students know. Doing this allows me to encourage students with their understanding of our language. Students normally learn parts of a sentence in middle school.

Still, my freshmen do not have a firm grasp where we can continue to phrases and clauses. Higher level grammar hinges on students at least being able to identify a sentence’s subject and verb. (This free digital activity will help you gather data to see where to start your lessons.) Second, I plan my parts of a sentence lesson plan based off that data.

Third, I explain to students why we will use these terms. When students eliminate passive voice or create powerful verbs in their writing, they will need to identify the subject and verb. Students should find the subjects and verbs of their sentences so that they write complete sentences.

Fourth, I teach parts of a sentence after teaching parts of speech. When I have classes that do incredibly well on pretests, we will use these terms together. For instance, when we discuss nouns, we’ll also talk about predicate nouns and subjects. I don’t draw a hard line of grammar “units.” My students have heard these terms previously.

Methods with parts of a sentence activities

I remind students they know some of this; they have all drawn a line between the subject and predicate. Build off that prior knowledge into your parts of a sentence lesson plan. Here are some talking points for teaching the parts of the sentence.

Modeling

The bird tweeted.

Draw a line between “bird” and “tweeted.” I like to add phrases and modifiers to show students that the subject and verb are unchanging—AND that they can still identify the subject and verb.

The tiny bird in the tree tweeted a pretty song. 

I play around with that for a few minutes because I have found that the more I emphasize that students already understand this concept, the more willing they are to learn the rest.

Then, I teach prepositional phrases and objects of the preposition. I KNOW that this is probably not “parts of a sentence” material, but in my experience, this is the best time to introduce prepositional phrases. Subjects, verbs, direct objects… they will never be in prepositional phrases. It helps to reassure students of that.

I spend at least one class period emphasizing subjects and verbs AND eliminating prepositional phrases. The rest of the week (and probably the following week) will be spent with direct objects, indirect objects, and object complements. As you manipulate and study sentences, try to connect these parts to what students read and write.

Application

When students understand action verbs and their objects, I introduce linking verbs to cover predicate nouns, pronouns, and adjectives.

I start with a list of linking verbs: is, am, are, was, were, be, being, been. That list sing-songs itself, and I repeat it numerous times.

Next, I introduce other verbs that can be linking verbs: appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn. How do I teach these?

I act out the verbs. Yes, my students laugh at me and more than likely, make fun of me outside of class. I’m good with it! For instance… appear.

The desk appears clean.

Ok—show students a desk. The desk isn’t doing anything—the desk’s state of being is that it is clean. Name every object in the room and connect a predicate adjective to it. These objects just exist, and a predicate adjective describes them. Finally, act out a verb.

Mrs. Moss appeared on stage. 

Ta-da! I walk out on my “stage” (the classroom), showing students that I am appearing on my teaching stage. That is how you can differentiate between an action verb and a linking verb.

Want super-charged engagement? Ask students to give you verbs, and yep, act them out. They will remember that grammar lesson.

Finally, as we continue with action and linking verbs combined (and the other parts of a sentence), I keep acting out verbs so students can understand the differences.

Ask students to act out a linking verb! They can’t. More than likely, they will be acting out the predicate word, not the verb.

Hands-on grammar activities

If acting out grammar isn’t enough activity, try a few more interactive ideas. I love using stations with older students because I can focus on individual groups. Plus, the stations can target areas that need practice. For instance, I might use pre-made stations, but I also might add student writing, a coloring activity, or hands-on grammar.

What is hands-on grammar? I frequently use hands-on grammar or grammar manipulations. Simply print out words for students to practice sentence building. (You can also make batches of sticky notes.)  With your manipulations, be sure to have a variety of verbs, ones that take direct objects, indirect objects, and predicate words. As we study parts of a sentence, I begin working on parallelism and punctuation. Students enjoy manipulating and building goofy sentences. As students finish their sentences, take pictures and create a presentation of the class’s hard work.

Over the years, I’ve developed a variety of tools (for differentiation, variety, types of learners, and such) for teaching the parts of a sentence. The activities I described above are successful pieces of my parts of a sentence lesson plan and although some of them are a big unconventional, I do have success with them. You’ll find your own methods and twists on your own parts of a sentence lesson plan. Soon, you’ll love teaching parts of a sentence as I do.

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If you need more ideas for using  adverb worksheets and an engaging adverb lesson plan, check out Grammar Gurus. My private Facebook group provides an open space for teachers to discuss grammar.