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A fragment is a "piece" (or part) of a sentence because it is missing information to make it a complete sentence. Complete the below fragments turning them into a complete sentence. Each student is to complete this task in Canvas under the discussion titled 'Fragments and Food'. Bonus marks will be awarded for the most creative and topic appropriate answers.

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When measuring ingredients
by Erinn and Dave

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2.	Introduction to working in a kitchen (hygiene)

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2.	Introduction to working in a kitchen (hygiene)

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When entering the classroom at the beginning of each lesson

Erinn and Dave

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Drawing from your understanding of our learning, use the following fragments to create complete sentences.

1. a special bonded agreement
2. Old Testament covenants
3. The Bible recounts several instances

(Hannah, Grant and Greg)

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Yr 9: Three foundational beliefs (Incarnation, Resurrection, Ascension) 

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Yr 9: Three foundational beliefs (Incarnation, Resurrection, Ascension) 

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Below are three sentence fragments, correct them by turning them into sentences.

1. the fundamental dignity of every human
2. fully divine and fully human
3. God as Trinity

Tom and Leesa

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Explain why the following are only fragments of sentences.  Then add a few words to each to make them full, complete, grammatically correct sentences.

1. because he was so scared
2.when they moved from Berlin
3.to solve Germany's problems
4.during WW2 in Germany
5.that Mother knew what was happening
6.super quick and exciting
7.because she was annoying
8.which was too much really
9.James
10.which was a horrible time

Leanne Herron

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Music Revision Scramble Fragment Activity

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Music Revision Scramble Fragment Activity

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1. As a class listen to the piece of music.
2. As a class analyse the features:
- "The rhythm is repetitive."
- "The melody has a smooth contour."
3. As a class write sentences that describe the features.
4. Between lessons, the teacher breaks the sentences into subjects and predicates.
5. In the next lesson, individual students reassemble the subjects with their predicates:
- "The rhythm..."
- "The melody..."
By Performing Arts

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By Sarah Grimes and Ping Zhou

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At the end of a lesson on microscopes, students will create a summary by using the sentence fragments. These responses can be viewed or shared as a check for understanding.

1. microscopes are used
2. field of view
3. too small to see

Anticipated response
1. Microscopes are used to see objects that can not be seen by the naked eye.
2. The area visible through a microscope is called the field of view.
3. Without magnification, individual cells are too small to see.

Allen and Mel

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Year 4 - We can make up a PowerPoint with different sentence fragments. The boys can then use each fragment in a sentence on their whiteboard to practice informally.
eg. Marist boys are - Marist boys are kind and considerate.

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Physical Theatre word scramble - Fragment activity

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Physical Theatre word scramble - Fragment activity

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1. As a class write fragments/sentences based on theatre terms.
2. Write each word on a piece of paper and have students hold each word.
3. Scramble the words
4. Have students place them back in order
Ness & Maggie

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2x = 6
write a sentence to describe the equation

6x + 4x + b = 24
Group like terms and write a sentence to describe the simultaneous equation.

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Genre study - Horror

1. Activity: Verbal fragments
- Provide fragments regarding key vocabulary. Students to correct.

2. Sentence or Fragment?

1. ________ the old man's eye
2. ________ tries to convince the reader than he is not insane
3. ________ the narrator conceals all evidence of his crime
4. ________ the narrator's guilty conscious

3. Underline the fragments (Fix the error and then correct the fragment)

in the horror genre suspense related to some danger or threat, psychotic characters, and gruesome and macabre themes are used to elicit strong emotional responses from the audience; these include fear, shock, alarm and even tears. the horror genre. horror can be any form such as fictional short stories, poetry, films and novels.

Gerry

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At the end of each Year 6 note-taking research lesson, we will post a fragment on the board and provide students with a post it note. E.g. Prime Minister Edumund Barton. They need to turn the fragment into a sentence using their research notes. Teacher to model and share exemplars.

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Each fragment and sentence are presented orally by the teacher and repeated by students.

Followed by Mini whiteboard activity hearing sentence and translating into English.
Entrance ticket- each student writes down the French sentence that they remember and translate it into English

From Kate and Gaelle
Comment is our fragment 1

Comment ça va?
Comment tu t'appelles?
Comment ça s'écrit?

Vous is our fragment 2

Levez-vous!
Asseyez-vous!
Taisez-vous!

Je suis en retard.
Je suis désolé.
Je suis fatigué.
.

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Students to finish the following sentence/s:

“Great man of God …”

“Is the consistent pulse in music …”
“Pitch is …”
Lenore

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1.       It is important to practice safe hygiene in the kitchen

Erinn and Dave

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1. Review the meaning of grammatical "subject".
2. Provide a sentence with the subject missing but the predicate written out.
3. Ask students to provide the correct subject to complete the sentence.
Could be flipped the other way (ie: subject provided, predicate not).
By Performing Arts

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1. Within intervention programs or in class support choose three of the following fragments:
I found
my pet
today I
is played
listen to
Marist College
walked by
I am
welcomed her
not late

- using these fragments "tell us about yourself"
1. Verbally
2. Write your sentence on a whiteboard.
3. Edit - check for capitals, fullstops
4. Share with a classmate

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They were united by the common denominator in the fight to build a better sentence.

The professional development appears to the lowest common denominator.

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Students are to choose from the following subject and predicates to create a sentence:

Subjects
Duration
Pitch
Rhythm
Musical Cultures

Predicates
the organisation of long and short sounds
the highness or lowness of sounds
a pattern of long and short sounds
develop amongst people who share similar beliefs, values or aspirations.

The whole Team

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IT Fragment exercise

IT Networking

Task: Complete the following sentence fragments.

1.     IT Networks work

2.     Is a consequence of Moore’s Law

3.     A message is broken into a number of parts

4.     IPv6 is a protocol

5.     A switch is different to a router

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Turn the following fragments into sentences:

1. growing up in a small australian town

2. a night of celebration

3. were known for his footy skills

4. the accident affects

Post your reply to this discussion board

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At the end of the first topic on describing motion the students will write a complete sentence incorporating the following sentence fragments:
1. distance travelled divided by time taken
2. the difference between scalar and vector quantities
3. used to measure speed
4. the area beneath a speed-time graph
Anticipated responses
1. Average speed can be calculated using the formula distance travelled divided by time taken
2. The difference between scalar and vector quantities is whether or not a direction is specified.
3. A speedometer is an instrument used to measure speed.
4. The area beneath a speed-time graph gives the total distance travelled.
by Karen, Kirsty and Tony

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Check for understanding prior to topic.

Frag- chronic adaptation -
Expected response: are changes of one or more body systems when a person sustains their exercise habit

Frag- Biomechanics-
Expected response:tells us how our muscles, bones, tendons, and ligaments work together to produce movement

Frag- Energy systems interplay
Expected response:depends upon a number of factors including the type of activity or sport

Richard, Glenn, Patrick and Simon

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Civics and Citizenship
Three fragments for lesson sequence on the making of laws
1. Through several stages
2. An act of Parliament
3. A majority in each chamber
Katie, Liz and Tammy

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Turn the following sentence fragments into full sentences.

- a glacier mummy from the copper age

- discovered accidentally by hikers in 1991

- subject of intensive research

Incorporate (use) the full sentences you create to form an introductory paragraph for your upcoming Otzi the Iceman Task.
Michael Stinziani
Tony Sullivan
Max Spencer

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Fragment sentences on the water cycle.
1. Evaporation is a process ...
2. ... water vapor changes into liquid form.
3. Precipitation occurs ...
4. Water runs along the ground ...
4. ... water soaks into the ground.
5. Transpiration draws up water ...

Andy, Mark & Matthew

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Match the fragments below to create meaningful sentences:

1. are field events

2. the fosbury flop

3. would be to foul in shot-put

4. shot put and discus

5. is a technique used in high jump

6. to throw

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1. Adding a negative number (Adding a negative number will decrease the value)
2. To get a negative number ( To get a negative number take a bigger number from a smaller number)
3. Increase the value (Taking away a  negative will increase the value)

Preface the activity by showing numeric examples which may be used to complete the sentences.

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1. Students watch a performance/listen to a performance.
2. Teachers asks students "Provide a fragment of a sentence that includes two adjectives to describe what you just saw/heard. Your answer will make sense if I start the sentence with 'The performance was...'"
3. Students provide anticipated responses: "boring and uninteresting"; "flowy and gentle"; "dark and moody"; "quick and snappy".
By Performing Arts

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The first three weeks will introduce students to scientific equipment, working safely and taking measurements in a science lab. The following fragments can be used
week 1:
1. Running in a lab
2. Eating in a lab
3. wearing goggles
4. leaving bags on the floor
week 2:
1. Opening the air hole
2. Be careful with hot equipment
3. The dirty flame
4. The blue flame
Week 3:
1. Weather is really hot
2. it's 25 degrees

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Strategies to use sentence fragments:
1. Use fragments as an introductory activity to test prior knowledge.
2. Use fragments as an exit ticket/check for understanding to summarise lesson content.

Expanded example - Fragment Exit Ticket

Mental Health lesson on depression and anxiety.

Complete the following three fragments as a Canvas Exit Ticket:

1. ....may lose interest in their hobbies. (A person with depression).
2. The physical symptoms of anxiety...
3. Depression can be caused by...

Other sentence examples for 7-10 HAPE:

Binge drinking.... can be detrimental to your health.
Mental health.... is one of the components of health.
Blood doping... is an illegal method to improve athlete performance.
....can lead to cardiovascular disease. (A sedentary lifestyle).

HAPE Department

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Year 10 - Week 2 Sentence Fragment Activity 

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Year 10 - Week 2 Sentence Fragment Activity 

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Turn the following fragments into sentences:

1. growing up in a small australian town

2. a night of celebration

3. were known for his footy skills

4. the accident affects

Post your reply to this discussion board.

Loretta & Phoebe

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year 8 design tech - design process fragment exercise

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year 8 design tech - design process fragment exercise

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Use the fragment bank to complete the exercise below

Design and make

Make from sheet metal

Time allowed 7 weeks.

Sheet metal clock

3D shaped or folded body

Provided clock mechanism

Design Brief

fragment | Expected answer
Design and make (what) | Design and make a sheet metal clock.

Constraints

fragment | Expected answer
Make from sheet metal (what?) | Sheet metal must make up the majority of the build material.
Time allowed 7 weeks. |
The time allowed to design and build the clock is 7 weeks.
Sheet metal clock  |
Use sheet metal to form a 3D clock body.

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Year 4 HASS: Vocabulary Lesson

·       Sentence fragments – build on these sentence fragments to make comparisons between being at their old and new school.

a) ‘At my old school I’ ….e.g. At my old school I was allowed to use the sport equipment responsibly.

b) ‘As a Marist boy’…e.g. As a Marist boy I must follow College rules.

c) ‘Wearing uniform’…e.g. At my old school wearing uniform was optional but at Marist it is compulsory.

Extension – choose one of your sentences to write neatly into your Handwriting Book.

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Sport & Society
"Sentence or Fragment Worksheet"
Boys read through 10 options and indicate if it is a sentence or fragment.
e.g. Sport influences society by...
Culture determines the importance of sport in society
Boys then turn fragments into sentences to demonstrate knowledge of the content

POC/WMC

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1. I found some lego in the holidays.
2. I took my pet turtle to the vet.
3. Today I started year 7.
4. Monopoly is played in my house.
5. It is important that I listen to my teachers.
6. I caught the bus to Marist College today.
7. On Sunday I walked by the tranquil lake.
8. I am twelve years old.
9. The class welcomed the new teacher with a round of applause.
10. I am not late, I was getting my phone out of my locker.

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Family Life
- founded schools for education
- did not return to school
- born at the start of the
- aunt helped to form

Establishment of the Order
- prayed the Memorare
- Presence and Love of Work are
- the Society of Mary

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You are to rewrite the sentence fragments below into complete full sentences.

Question - What information is provided to us in the first 5 chapters of “Bravo Two Zero” and what is its purpose?

Responses -

1.      What happens in the war

2.       battle they lost

3.       his past

4.       Things about how they fought

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Students convert the three fragmented sentences below, editing for punctuation and capitalisation.

migration from the Countryside to growing Industrial cities

The british at the time, controlled a massive Empire

poor working conditions housing, and sanitation

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FRAGMENT SENTENCE ACTIVITY

11 ACCREDITED ENGLISH

Rewrite the following fragments into complete sentences.

African child soldiers

Australian songwriter Paul Kelly and FLYBZ

‘Child soldier’ released in 2014

Ishmael Bea personal perspective of child soldiers

Blood Diamond child soldiers

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Fragments Activity Earthquakes Maree and Pete

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Year 7 Art Fragment activity. Topic: Line

F: a line organic or geometric

S: A line can be described as either organic or geometric

F: line directions and feelings

S: Line, depending on its direction can express different ideas and feelings

F:similar lines directions repeated a feeling of movement

S:If similar lines and directions are repeated a number of times, a feeling of movement is achieved

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Year 7 Art Fragment Activity. Topic: Line

Learning Intention:  Check understanding of content and develop sentence skills.

Complete the introductory work for the art element LINE. Then use your understanding of this element to turn the following fragments into full sentences.

FRAGEMENT 1  : a line organic or geometric

S: A line can be described as either organic or geometric

FRAGMENT 2: line directions and feelings

S: Line, depending on its direction can express different ideas and feelings

FRAGMENT 3 :similar lines directions repeated a feeling of movement

S: If similar lines and directions are repeated a number of times, a feeling of movement is achieved

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9RE Fragmented Activity

Theme/Key Terms - The Incarnation, Resurrection and Ascension of Jesus are foundational beliefs of Christianity

Activity – the purpose of this activity is to examine the three fragmented sentences below and create a complex sentence which enhance the meaning of the key terms.

Instructions – you are to read the fragmented exemplar sentences below, one at a time, then create your own complex sentence. When this is complete you will be shown the correct version by your teacher.

1.     Fragmented - The Incarnation. Is about God becoming human.

Complex Sentence - The Incarnation, as a foundational belief of Christianity, teaches that Jesus is fully human and fully divine. (for teacher reference)

2.     Fragmented - The Resurrection. Was when Christ came back from the dead.

Complex Sentence - The resurrection of Jesus confirms his divinity and reveals God’s gift of eternal life to all. (for teacher reference)

3.     Fragmented - The Ascension. Surprised the early believers

Complex Sentence - The Catholic Church teaches that Jesus’ risen body, bearing the marks of crucifixion, ascended into heaven. (for teacher reference)

Peter M and Matt R

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Use these fragments to make complete sentences.

1.      is a representative democracy

2.    eligible people vote for candidates to carry out the business of

3.     practices—reflect British and North American traditions combined in a way that is uniquely Australian

4.    Australian democracy has at its heart

5.    The federation of Australia was the way that the six separate British colonies

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Identifying Fragments and Sentences:
___ an ordinary ten-year old
___ auggie wants to have lots of friends to hang out with him after school
___ he wishes he had a
___ he has a best friend called christopher

Tim and Michelle W

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Fragmented activity:
1.  Buongiorno ....
2. Ti chiami ....
3. Io sono ....

Activity format:
From the available vocabulary (page 15 textbook) complete sentences in Italian from the fragments provided.
Ex. Buongiorno ragazzi.
Buongiorno a tutti.
These can be completed orally or in writing.   Each student contributes one word in turn to build a sentence from the fragment provided by the teacher.
By Carlo Nasca and Louise Bal

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Physics Fragment Activity

Instructions:

Use these word fragments to form a true and complete sentence. Check your answer against your peer’s sitting next to you.

Example:

Fragment: Wavelength

Wavelength is the distance between two successive waves and is measured in metres.

1.      The Electromagnetic Spectrum includes

2.      Gamma rays are

3.      There are two types of waves

4.      The wave equation

Sam, Tim, Agbe

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Yr 8 Visual Arts Elements of Design

The Principles of Art applied to

Emphasis is created

Balance is the distribution

juxtaposition of opposing elements

regular or cyclic fashion creates interest.

The Principles of Art are rules applied to the elements of design that bring them together into one design.

Emphasis is created by visually reinforcing something we want the viewer to pay attention to.

Balance is the distribution of interest or visual weight in a work.

Contrast is the juxtaposition of opposing elements

Repetition of elements in regular or cyclic fashion creates interest.

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1. Tom reveals that his relationship with Daniel

2. playing rugby again this season

3. the truth about the boys

4. responsibility for the crime

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Year 7 D&T - Drawing convention line  - pencil line weights

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Year 7 D&T - Drawing convention line  - pencil line weights

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Observing plans, differing line weights refer to various conventions under AS. These also provide tonal difference for 3D-dimensional drawing/ rendering.

In creating plans and drawing as a communication tool, these need to be put into practice.

1. 3D tone can be achieved.
2. Why do pencils come in a range of tones?
3. Perspective can be created.
4. Drawing rules can be adhered to.
5. Color can be used to enhance.

Anticipated response.

1. 3D tones can be achieved by using differing shades and weights in conjunction with the direction of the pencil stroke.
2. Pencils come in a range of tones to allow for various representations of light on an object to create 3D representations. Line weights on plan drawings also distinguish between structural elements.
3. Perspective can be created by the use of various tones / weights of pencil to show depth and dimension.
4. There are AS drawing rules, and international standards. This allows interpretation to be achieved when communicating across a broad audience.
5. Color can be used to enhance the realism of an image; to give it life, dimension and a realistic communication of a 'products' material and composition.

Terry W, Anthony P and Terence P.

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Turn the following sentence fragment into full sentences:
Cardiovascular system is vitally important Respiratory system assists with breathing

Muscular system is important in exercise

Establish connections between the body systems listed below in response to short-term and long-term exercise and sport participation. Make connections between:

Cardiovascular and respiratory systems

Respiratory and muscular systems

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A fragment is a group of words that is not a grammatically complete sentence. Usually a fragment lacks a subject, verb, or both, it is a dependent clause that is not connected to an independent clause. While it may be punctuated to look like a complete sentence, a fragment cannot stand on its own.

Read Roland Barthes' essay 'Death of the Author' (1967) https://writing.upenn.edu/~taransky/Barthes.pdf
Demonstrate your understanding of Barthes' literary criticism and the relationship between an author and their text by turning the following fragments into complete sentences:
1. imposing an author on a text
2. the reader engages with them
3. the destruction of every voice
4. are given meaning
5. 'a tissue of quotations'

Carmelina

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Martin and Jane

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2(x+3)
...Men walked into a bar...
Complete the fragment to complete the above sentence.

E.g. Two men walked into a bar and each had a bag of lollies in their left hand and three lollies in their right hand.

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Year 4 - First day lesson activity in English. Frament is "What I know about Japan is...." Boys write the fragment piece with their own ending/idea on mini whiteboard and take turns to read out. Good chance to share ideas about already-learnt knowledge in a controlled, accurate and expressive sentence.
Year 6 - Activitiy in Japanese Term 1. "Let's go to Japan".  Fragment is "..... ni ikimasu" + I am going to ..........
Boys can use mini whiteboards or ex books to add their place they will go to (eg. temple, shop, city, mountains, hot spring, etc) and read aloud. Could also do in an oral activty where they say in Japanese "I'm going to PLACE" then next boy repeats their place then adds his own place as well "I'm going to PLACE and PLACE" etc. Good vocab memory activity that reinforces the fragment (grammatical pattern). :)

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Students are to complete the following sentences and identify them as fragments or sentences.

1. Timbre or tone ______ is

2. Do re __ fa __

3. What __ you do ____ a _______ sailor?

4. ____ is a compositional device that occurs when a rhythm or melody is performed over itself at a delayed starting point.

Thanks for the inspiration, English!
Lenore

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Question: Sentence or Fragment?

A phrase is a group of words that has either no subject or no predicate and no verb.

·       opening the gate (no subject)

·       the man at the counter (no predicate)

·       across the river (a modifier: neither a subject nor a predicate)

A clause is a group of words containing both a subject and a predicate.

Alfred did not want to marry.

Have a look at the below persuasive sentences. Identify if they are a Fragment (F) or a Sentence (S).

If it is a Fragment word is missing? Once identified convert into a Sentence:

Global Climate change for many years. (F/S)

_______________________________________________________

Security Cameras invasion of privacy. (F/S)

_______________________________________________________

Social Media is not ‘social’. (F/S)

_______________________________________________________

School Uniforms student’s choice. (F/S)

_______________________________________________________

Violent video games should banned. (F/S)

_______________________________________________________

Extension- For the Fragments, can you identify the word class of the missing word?

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All years - fragment: I know about music.
Students to expand fragment with details on what it is that they know about music.

Years 5 & 6 - fragment: Sounds good.
Students to expand fragment with details on what, how and why. Example to be given: The melody in this piece of music sounds good because it's played on the flute.

Activities utilising "Show-me boards," then sharing, examples of full sentences recorded on whiteboard.

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Declarative (statement) - A variable that you change is independent

Imperative (command) - In a fair test, only change one variable!

Interrogative (question) Why is it important to control the variable?

Exclamatory (exclamation) Investigations are fun!

Antony, Rohit and Naomi

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Sentence type exercise.

Determine what type of sentences are the following:
(Declarative, imperative, interrogative, exclamatory)

The water cycle is the path that all water follows as it moves around Earth.

The water cycle has different states

Liquid water is found in oceans, rivers, lakes.

Is liquid water found anywhere else

Yes, it can also be found underground

Solid ice is found in glaciers, snow, and at the North and South Poles.

Water vapour is a gas

Water vapour is found in Earth’s atmosphere

Andy, Mark & Matthew

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IT Networking

Task 1: Identify each sentence type.

Ethernet is the best!

Is IPv4 better than ipv6?

You can’t connect to multiple networks simultaneously

Don’t eat or drink in the computer lab’s.

Task 2: In relation to computer networking, create a sentence for each type of sentence.

-Declarative sentence (statement)

-Imperative sentence (command)

-Interrogative sentence (question)

-Exclamatory sentence (exclamation)

Sanjay and Ryan

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All sentences can be classified into one of the below categories:

1. Declarative (statement)

2. Imperative (command)

3. Interrogative (question)
4. Exclamatory (exclamation)

Here are some examples based on "The Story of Tom Brennan":

1. "The Story of Tom Brennan" is an example of contemporary literature. (statement)

2. Identify an example of a symbol in the novel. (command)

3. What is the significance of the title? (question)

4. Don't drink and drive like Daniel did! (exclamatory)

Write a sentence for each of the sentence types (so, 4 sentences in total) about "The Story of Tom Brennan" and post them here.

(Phoebe and Loretta)

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Statement: The five determinants of Health influence all individuals, and combine together to affect a person's health positively or negatively.
Command: Focus on a holistic approach to ensure a healthy lifestyle.
Question: What are the key determinants of health?
Exclamation: Wealthy people are healthier!

POC/WMC

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Year 4 HASS Sentence Types activity
Identifying different types of sentences – look at the different types of sentences by showing examples of each and then create your own (based on the ‘Belonging’ theme);

Statement – I belong to a family group. Student e.g. I belong to the Izzard family.

Question – What school community do you belong to? Student e.g. What street do you live on?

Exclamation – We am Marist! Student e.g. Go Dempsey!

Command – Do not run on the blacktop. Student e.g. Don’t call out in class.

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Physics Sentence Type Activity

Instructions:

All sentences can be classified into one of the below categories:

1.      Declarative sentence (statement)

2.      Imperative sentence (command)

3.      Interrogative sentence (question)

4.      Exclamatory sentence (exclamation)

Read page 259 (Edition 2) – Science as a Human Endeavour Making Light out of Gravity

From the passage find one example for each of the types of sentences:

1.      Declarative sentence (statement)

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

2.      Imperative sentence (command)

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

3.      Exclamatory sentence (exclamation)

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

Imagine you are a reporter, what interrogative sentence could you ask the scientists who invented the GravityLight bag?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

Sam, Tim and Agbe

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There is 3 styles of levers (statement)

Levers can create a Mechanical advantage (Statement)

Describes What happens when you change the fulcrum in a level system (command)

Can levers cause a disadvantage (Question)

Get in the hole! (tiger woods) levers in golf

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Fragmented sentences Activity:

Energy systems are broken down into 3 types

Describe the Aerobic system during a cross country.

Is the Aerobic energy system an effective energy source?

Olympians are freaks.
Mead

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Year 8 - sentence types - cells and microscopes

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Year 8 - sentence types - cells and microscopes

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Four Basic Sentence Styles

All sentences can be classified into the following categories:

1. Declarative sentence (statement)

2. Imperative sentence (command)

3. Interrogative sentence (question)

4. Exclamatory sentence (exclamation)

Part A: Identifying

Identify each type of sentence in the following sentences.

1. Use the handle when carrying the microscope.

1. You didn’t use the handle to carry the microscope!

1. Did you use the handle to carry the microscope?

1. A handle is used for carrying microscopes.

Part B: Writing

For the topic ‘cells’, create a sentence for each type of sentence:

Declarative sentence (statement)

Imperative sentence (command)

Interrogative sentence (question)

Exclamatory sentence (exclamation)

Anticipated responses:

Part A

1. Use the handle when carrying the microscope. (Imperative - Command)

1. You didn’t use the handle to carry the microscope! (Exclamatory - Exclamation)

1. Did you use the handle to carry the microscope? (Interrogative - Question)

1. A handle is used for carrying microscopes. (Declarative - Statement)

Part B

Declarative sentence (statement)

Animal and plant cells have different features.

Imperative sentence (command)

Use the features present to identify this type of cell.

Interrogative sentence (question)

How do cells form organs?

Exclamatory sentence (exclamation)

Cells are the building blocks of life!

Allen and Mel

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Topic: You are to select a Literary Lens to view Chapter 7 & 8

Year 12 Accredited - Bravo Two Zero

Directions: Write a sentence of each type about the given topic.

Chapter 7 & 8 - Literary Lens

EXAMPLES -

Statement: These chapters can be viewed differently through a feminist lens.

Question: How does this lens impact the audience’s view of the characters?

Exclamation: I can’t believe that there are no minority groups in the SAS!

Command: You must view all texts from different viewpoints!
Leigh

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11 ACCREDITED ENGLISH TOPHAMTopic: BLOOD DIAMOND 4 TYPES OF SENTENCESThere are 4 types of sentences.DeclarativeImperativeInterrogativeExclamatory There are 3 punctuation marks to end a sentence. Full stop.Exclamation mark!Question mark?Using different types of sentences and punctuation allows students to express a variety of thoughts and emotions.A DECLARATIVE SENTENCE makes a statement or expresses an opinion.Examples “I want to be a better cook” (makes a statement)“Levi is an outstanding cook”(expresses an opinion)An IMPERATIVE SENTENCE makes a command or makes a request.Examples“Everbody stand to the left, please”“Get out right now!”An INTERROGATIVE SENTENCE asks a question. It often starts with who, what, where, when, wh, how or do. It ends with a question mark.Examples“When are we going out to dinner?”“What does the weather look like for tomorrow?”An EXCLAMATORY SENTENCE expresses great emotion.This could include surprise, excitement, happiness and anger.It ends with an exclamation mark.Examples“ I got an A for Maths!”“ This is the best day ever!”EXERCISEClassify these sentences into one of the 4 types.Katy Perry is the greatest artist alive.Where is your shirt?Who ate all the pies?Life is good!Take the third left turn.This is a terrible day!Avocados taste disgusting when cookedWho is driving us to town?That hurt so much!Could you all put your bins out tonight?Wear a hat tomorrow.Cheese is tastier than yoghurt.Directions: Write a sentence of each type about Blood Diamonds.Statement:___________________________________________________________________________________________________________________________________Question:____________________________________________________________________________________________________________________________________Exclamation:_________________________________________________________________________________________________________________________________Command:___________________________________________________________________________________________________________________________________

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11 ACCREDITED ENGLISH TOPHAMTopic: BLOOD DIAMOND 4 TYPES OF SENTENCESThere are 4 types of sentences.DeclarativeImperativeInterrogativeExclamatory There are 3 punctuation marks to end a sentence. Full stop.Exclamation mark!Question mark?Using different types of sentences and punctuation allows students to express a variety of thoughts and emotions.A DECLARATIVE SENTENCE makes a statement or expresses an opinion.Examples “I want to be a better cook” (makes a statement)“Levi is an outstanding cook”(expresses an opinion)An IMPERATIVE SENTENCE makes a command or makes a request.Examples“Everbody stand to the left, please”“Get out right now!”An INTERROGATIVE SENTENCE asks a question. It often starts with who, what, where, when, wh, how or do. It ends with a question mark.Examples“When are we going out to dinner?”“What does the weather look like for tomorrow?”An EXCLAMATORY SENTENCE expresses great emotion.This could include surprise, excitement, happiness and anger.It ends with an exclamation mark.Examples“ I got an A for Maths!”“ This is the best day ever!”EXERCISEClassify these sentences into one of the 4 types.Katy Perry is the greatest artist alive.Where is your shirt?Who ate all the pies?Life is good!Take the third left turn.This is a terrible day!Avocados taste disgusting when cookedWho is driving us to town?That hurt so much!Could you all put your bins out tonight?Wear a hat tomorrow.Cheese is tastier than yoghurt.Directions: Write a sentence of each type about Blood Diamonds.Statement:___________________________________________________________________________________________________________________________________Question:____________________________________________________________________________________________________________________________________Exclamation:_________________________________________________________________________________________________________________________________Command:___________________________________________________________________________________________________________________________________

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Civics and Citizenship Unit
Sentence Type Activity
1. Teacher provides the command statement - Create a question to ask an adult about democracy.
Anticipated response: What is democracy?
2. Write a statement explaining the adult's view.
Anticipated response: Democracy is of the people, for the people and by the people.
3. Make a slogan about your feelings about democracy in 2022.
Anticipated response: Democracy is broken!
Katie, Liz and Tammy

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Tales of a Fourth Grade Nothing - Sentences

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Tales of a Fourth Grade Nothing - Sentences

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Sentence types worksheet

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Democracy - Al and Jono

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Activity 1: Identify each sentence type.

This would be used for each genre studied and short story used.

Horror

1. Edgar Allan Poe is considered to be the master of horror.
2. Horror is scary!
3. Why is the opening scene in Scream so iconic?
4. Whatever you do, don't say "I'll be right back".

Science Fiction

Crime

Activity 2

Horror
For the short story "Click-clack the rattle-bag", create a sentence for each type of sentence.

- Declarative Sentence (statement)
- Imperative Sentence (command)
- Interrogative sentence (question)
- Exclamatory Sentence (exclamation)

Sci-fi
For the short story "There Will Come Soft Rains", create a sentence for each type of sentence.

- Declarative Sentence (statement)
- Imperative Sentence (command)
- Interrogative sentence (question)
- Exclamatory Sentence (exclamation)

Crime
For the short story "Lamb to the Slaughter", create a sentence for each type of sentence.

- Declarative Sentence (statement)
- Imperative Sentence (command)
- Interrogative sentence (question)
- Exclamatory Sentence (exclamation)

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Lesson one:

1.      Provide students samples of the following questions:

-        The speed of light is roughly 300,000km per second. (statement)

-        Could you please draw how light refracts through a prism. (command)

-        Is light visible? (question)

-        The Sun’s light takes 8 minutes to reach Earth! (exclamation)

Explain to students that there are different types of sentences.

2.      Discuss with students the following questions:

-        How could each of these sentence types be used in a science setting (developing a poster with examples for the next lesson).

-        What would be the most common sentence type used in a science setting? Why?

-        Why is it important to understand different sentence types in a science setting?

Lesson two:

1.      Questions students on each of the following sentence types. What are…? (revise student prior knowledge):

-        Statement

-        Command

-        Question

-        Exclamation

2.      Questions to prompt thinking and prior knowledge when exploring sentence types:

-        What is a… ?

-        What kind of statements/commands/questions/exclamations would we make in science?

-        Create display for each of the sentence types, providing students with a resource in the classroom they can draw on.

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At the end of the lesson with ticker timers:
Identify the sentence type:
1. Have you threaded the ticker tape under the carbon paper?
2. Turn the power pack on.
3. The ticker tape trace indicates indicates the motion of the object studied.
4. It is dangerous to connect the power pack to your braces!
Anticipated responses:
1. Interrogative
2. Imperative
3. Declarative
4. Exclamatory

For the topic "Ticker timers", create an example of each type of sentence.
1. Interrogative
What voltage should I use to run the ticker timer?
2. Imperative
Get a new carbon paper for the ticker timer.
3. Declarative
The ticker tape can be attached to any object.
4. Exclamatory
Ticker timer experiments are too noisy!

By Karen, Kirsty and Tony

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A. Drawing from the excerpt below, identify one example for each of the following sentence types:

1. Declarative sentence

2. Imperative sentence

3. Interrogative sentence

4. Exclamatory sentence

Exodus 32:9-14

9 The Lord said to Moses, “I have seen this people, how stiff-necked they are. 10 Now let me alone, so that my wrath may burn hot against them and I may consume them; and of you I will make a great nation.”

11 But Moses implored the Lord his God, and said, “O Lord, why does your wrath burn hot against your people, whom you brought out of the land of Egypt with great power and with a mighty hand? 12 Why should the Egyptians say, ‘It was with evil intent that he brought them out to kill them in the mountains, and to consume them from the face of the earth’? Turn from your fierce wrath; change your mind and do not bring disaster on your people. 13 Remember Abraham, Isaac, and Israel, your servants, how you swore to them by your own self, saying to them, ‘I will multiply your descendants like the stars of heaven, and all this land that I have promised I will give to your descendants, and they shall inherit it forever.’” 14 And the Lord changed his mind about the disaster that he planned to bring on his people.

B. Using your own words, create a sentence for each of the following sentence types that would be relevant to the covenant stories you have learnt.

1. Declarative sentence

2. Imperative sentence

3. Interrogative sentence

4. Exclamatory sentence

(Matt and Greg)

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9RE - The Resurrection account- sentence type activity

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9RE - The Resurrection account- sentence type activity

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But on the first day of the week, at early dawn, they came to the tomb, taking the spices that they had prepared. 2 They found the stone rolled away from the tomb, 3 but when they went in, they did not find the body. 4 While they were perplexed about this, suddenly two men in dazzling clothes stood beside them. 5 The women were terrified and bowed their faces to the ground, but the men said to them, “Why do you look for the living among the dead? He is not here, but has risen. 6 Remember how he told you, while he was still in Galilee, 7 that the Son of Man must be handed over to sinners, and be crucified, and on the third day rise again.” 8 Then they remembered his words, 9 and returning from the tomb, they told all this to the eleven and to all the rest. 10 Now it was Mary Magdalene, Joanna, Mary the mother of James, and the other women with them who told this to the apostles. 11 But these words seemed to them an idle tale, and they did not believe them. 12 But Peter got up and ran to the tomb; stooping and looking in, he saw the linen cloths by themselves; then he went home, amazed at what had happened.

13 Now on that same day two of them were going to a village called Emmaus, about seven miles from Jerusalem, 14 and talking with each other about all these things that had happened. 15 While they were talking and discussing, Jesus himself came near and went with them, 16 but their eyes were kept from recognizing him. 17 And he said to them, “What are you discussing with each other while you walk along?” They stood still, looking sad. 18 Then one of them, whose name was Cleopas, answered him, “Are you the only stranger in Jerusalem who does not know the things that have taken place there in these days?” 19 He asked them, “What things?” They replied, “The things about Jesus of Nazareth, who was a prophet mighty in deed and word before God and all the people, 20 and how our chief priests and leaders handed him over to be condemned to death and crucified him. 21 But we had hoped that he was the one to redeem Israel. Yes, and besides all this, it is now the third day since these things took place. 22 Moreover, some women of our group astounded us. They were at the tomb early this morning, 23 and when they did not find his body there, they came back and told us that they had indeed seen a vision of angels who said that he was alive. 24 Some of those who were with us went to the tomb and found it just as the women had said; but they did not see him.” 25 Then he said to them, “Oh, how foolish you are, and how slow of heart to believe all that the prophets have declared! 26 Was it not necessary that the Messiah should suffer these things and then enter into his glory?” 27 Then beginning with Moses and all the prophets, he interpreted to them the things about himself in all the scriptures.

28 As they came near the village to which they were going, he walked ahead as if he were going on. 29 But they urged him strongly, saying, “Stay with us, because it is almost evening and the day is now nearly over.” So he went in to stay with them. 30 When he was at the table with them, he took bread, blessed and broke it, and gave it to them. 31 Then their eyes were opened, and they recognized him; and he vanished from their sight. 32 They said to each other, “Were not our hearts burning within us while he was talking to us on the road, while he was opening the scriptures to us?” 33 That same hour they got up and returned to Jerusalem; and they found the eleven and their companions gathered together. 34 They were saying, “The Lord has risen indeed, and he has appeared to Simon!” 35 Then they told what had happened on the road, and how he had been made known to them in the breaking of the bread.

Activity:

Identify the four different types of sentences in the passage above by hi-lighting them according to the following colour scheme:

Declarative

Imperative

Interrogative

Exclamatory

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Stars and Cars Comprehension Activity -April Fools Day

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Stars and Cars Comprehension Activity -April Fools Day

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Look at and read a short passage on April Fools Day.
Highlight key words and discuss the multiple choice questions with your partner.
Review correct answers and look at the way the sentences are constructed.
Using the passage write a sentence of each type about April Fools Day.

Anticipated Responses:

Statement: April Fools Day is on the 1st of April.

Question: What was the best prank that you have played on someone for April Fools Day?

Command: Be careful not to get caught out on April Fools Day.

Exclamation: April Fools Day is the funniest day of the year!

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Test prior knowledge: Students turn to p.121 of workbook and write:

a.       A declarative sentence about their meaning of mental health.

b.       An interrogative question on stigma. (Have a friend attempt to answer).

c.       Develop an imperative question on resilience.

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This activity requires students to respond to the 'sentence type' constructed by the teacher. Each sentence links to hygiene practices and classroom rules.

Statement: You must wash your hands using the 20/20 rule.
Student eg. We always wash our hands in Food Tech using the 20/20 rule.

Question: Why is hygiene important?
Student eg. Why do we wash our hands?

Exclamation: Food Tech is great!
Student eg. We love Food Tech!

Command: Do not run in the kitchen.
Student response: Always follow practical instructions.

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Yr 8 Principles of Design Sentence Type Activity

Sentence Types for Principles of Art

Learning Intention: To learn about sentence types and how to use them when writing about the Art Elements

Statement: The most common type of sentence, a statement, fact or opinion.

Command: gives advice or instruction, expresses a request of command

Question: Asks a questions and always ends with a question mark

Exclamation: Expresses force or a strong emotion and ends with an exclamation mark!

Emphasis

Using this image as an example write a sentence which demonstrates each of the sentence types.

For example an Exclamation sentence could be

That red umbrella really stands out!

Statement

____________________________________________________________________________________________________________________________________________________________________

Command

____________________________________________________________________________________________________________________________________________________________________

Question

____________________________________________________________________________________________________________________________________________________________________

Exclamation

____________________________________________________________________________________________________________________________________________________________________
Leanne and Dixon

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Identify each sentence type:

Her grey sun-strained eyes looked back at me with 5 polite reciprocal curiosity out of a wan, charming, discontented face.

“Why candles?” objected Daisy, frowning.

“Do you always watch for the longest day of the year and then miss it?

In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars.

“Of course, of course! They’re fine!” and he added hol- 20 lowly, “ . . . old sport.”

“Please, Tom! I can’t stand this any more.”

Directions: Write a sentence of each type about the given topic. Topic: The East Egg

Statement:___________________________________________________________________

Question:____________________________________________________________________

Exclamation:_________________________________________________________________

Command:___________________________________________________________________

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Year 6 - Changing Interrogative sents (QUESTIONS) into Declarative sents (STATEMENTS)
Oral Activity: Q&A Bingo. Students choose 4 places and write down. Go around room and ask others "PLACE ni ikimasuka?" If other boy has that place , that boy answers in a statement "Hai, PLACE ni ikimasu" and ticks it off. Aim is to get all 4 marked off first.
Written activity: Same thing can be done in written form but teacher asks the questions and boys only write one statement. if teachers asks their place in the question, they stand/sit down/ leave room first if used as exit slip and read aloud their statement as they do so.
Comprehension Activity: Teacher reads in Japanese a variety of Statements and Questions mixed up - students either put hands on head (for a Q) or cross arms (for a S)

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Year 7 Art- Sentence Types for Elements of Art

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Year 7 Art- Sentence Types for Elements of Art

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Learning Intention: To learn about sentence types and how to use them when writing about the Art Elements

Types of sentences and examples:

Statement: The most common type of sentence, a statement, fact or opinion.

Example: Art is only made by people.

Command: Gives advice or instruction, expresses a request of command.

Example: Make a list of Art techniques.

Question: Asks a questions and always ends with a question mark.

Example: How does Art communicate ideas?

Exclamation: Expresses force or a strong emotion and ends with an exclamation mark!

Examples: Art is the best subject!

TASK:

1. Look at the picture above and consider the art elements that have been used in this work.

2. Write a response for each type of sentence.

Jo, Marg and Brittney

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As part of a scaffolded notetaking unit, students will construct sentences based on keywords and key phrases. Present examples of the four different types of sentences and model identifying features that indicate that they are declarative, imperitive, interrogative or exclamatory. Discuss which type is most appropriate for the writing task (declarative). Model constructing a declarative sentence (or 3). As a class, construct a declarative sentence. Students then work in pairs to construct sentences.

Karen, Monica & Anne

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Sentence Types Activity

Focus on the four different types of sentences below and complete the activity underneath.

Declarative Sentence (statement): The most common type of sentence, a statement, fact or an opinion.

Example: Mary is nine years old. Her phone is missing.

Imperative (Command): Gives advice or instructions or expresses a requests or command.

Example: Describe the effects of many visitors to the Great Barrier Reef.

Interrogative (question): Asks a question and always ends with a question mark.

Example: Do you want to go home?

Exclamatory (exclamation): Expresses force or a strong emotion and ends with an exclamation point.

Example: What an exciting movie it was!

Activity:

Read the document titled "Another Way of Following Jesus." After reading the document, you are to come up with two different sentences under each of the four categories listed above related to the content from the document. These are to be written into your exercise book and then shared with the person next to you.

Worked Examples

Declarative - Jesus is the saviour of the world. We seek purpose in our lives based on his example.

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Sentence Types

Topic: The Power of Literature

All sentences can be classified into one of the below categories

1. Declarative sentence (statement)

2. Imperative sentence (command)

3. Interrogative sentence (question)

4. Exclamatory sentence (exclamation)

1.     Identify each sentence type:

a)    “I do believe something very magical can happen when you read a good book.” – JK Rowling

b)    Tell me about the power of literature.

c)    Literature has the power to change the world!

d)    Why do we read?

2.     Write your own sentences of each type about ‘the power of literature’.

a) declarative sentence -
b) imperative sentence -
c) interrogative sentence -
d) exclamatory sentence -

Carmelina

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By Sarah and Ping

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Imperative practice - Classroom Instructions (Autosaved)

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Use PPT to introduce classroom instructions ( Ecoutez, parlez, chantez, regardez, etc)
explain what an imperative verb form is and ask students to brainstorm when imperative sentences may be used.
Ask students to give examples in English first to clarify understanding.
Notice word order eg: asseyez vous
Expand from the vous to tu to nous register (You/You plural/let's)
Choral repetition
Miming instructions+ kinesthetic gestures
Games:

Jacques a dit (Simon says), with pupils, initially the more able ones, taking the part of Jacques.

Hypnotist game: in pairs one student 'hypnotises' the other and gives a series of commands which the other mimes.

Quizlet cards to reinforce imperatives

Entry/exit tickets on mini white boards (Write the English for the instructions you hear in French and vice versa)

Pupils create card displays for the French class in which there is an illustration of one command that they now know. (words/image)

Pupils make and display an alternative set of classroom rules.

Gaelle and Kate

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The investigation aim of the is to see which balls bounce the highest on surfaces .

The sand that were concrete, gravel and tested  grass surfaces were

The collated  was in a table data .

Answers:
The aim of the investigation is to see which surfaces balls bounce the highest on.

The surfaces that were tested were sand, concrete, gravel and grass.

The data was collated in a table.

Antony, Rohit, Naomi

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Trench Warfare - Gus & Matt

Basic sentence type – activities

·       Write a declarative sentence explaining what life was like in the trenches for typical soldier.

·       Respond to the interrogative sentence; why did the war develop into trench warfare?

·       Trench warfare was described by many soldiers as ‘Hell on Earth’, create an exclamatory sentence that best describes this experience.

·       Using your own research and knowledge reproduce an imperative sentence, that would have been used by Governments, to justify the war in 1914.

1.     Interminable boredom punctuated by moments of sheer terror

2.     The evolution of modern weapons, pitted against outdated field tactics resulted in an inevitable stalemate on the Western Front.

3.     I never knew that there were worse things than dying!

4.     The war shall be over by Xmas, for God and Country.

In the face of modern firepower, trenches were standard practice by the start of World War I.

The banked earth on the lip of the trench facing the enemy was called the parapet and had a fire step. The sides of the trench were often packed with sandbags, wooden frames and wire mesh. The floor of the trench was usually covered by wooden duckboards.

An individual unit's time in the front-line trench was usually brief; from as little as one day to as much as two weeks at a time before being relieved.

To allow a soldier to see out of the trench without exposing his head, a loophole could be built into the parapet. A loophole might simply be a gap in the sandbags, or it might be fitted with a steel plate. German snipers later used armour-piercing bullets that allowed them to penetrate loopholes

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All sentences can be classified into one of the following categories:

1. Declarative sentence (Statement): The most common type of sentence, a statement, fact or an opinion.

Example: History is everyone's favourite subject.

2. Imperative (Command): Gives advice or instructions or expresses a request or command.

Example: Never, ever be late for History class.

3. Interrogative (question): Asks a question and always ends with a question mark.

Example: Surely my History teacher is the best?

4. Exclamatory (exclamation): Expresses force or a strong emotion and ends with an exclamation point.

Example: I seriously love History!

Task 1

Your task is to identify each of the above sentence types in the following paragraph. Highlight each type of sentence with a different colour.

Ötzi’s role in society is still controversial. Do not leap to conclusions, as there is always more to discover. The copper axe clearly identifies him as a man of status. Was he a tribal leader? Since he was found on a main route along an alpine ridge, some claim he was a trader. But he didn’t have anything with him that could be identified as trading goods. Others have suggested that he was a shepherd. He was certainly a hunter, but this was a daily occupation of most people in the Alps at the time. Was he a shaman? There is no evidence of this. Was he a fugitive? The fact that he had repaired his equipment in a makeshift manner indicates that he hadn’t lived in a settlement for some time.

Task 2
Now, using your knowledge from our study of Otzi, write four of your own sentences about Otzi (one from each category).

Tony, Max and Michael S.