Classroom Activities
Sentence types to be supported through:
Morning message each day
Interactive Writing
Visual Aids
Activity One: Outside the Panel / Readers’ Response
Materials: Don’t Let the Pigeon Drive the Bus, plain paper 8 ½” x 11” (copy or construction paper), crayons or markers, chart paper
Read the story aloud with expression, for introducing differences in sentence types (in Activity Two). The first and last pages are the only ones with a second character – the bus driver. Ask students to share who they think Pigeon might be talking to when he is the only one we see throughout the story. Keep a list of the suggestions from the students as a reference for the activity. Have students draw and label who they think might be listening to the Pigeon. They may add a speech bubble response if they would like.
Materials: I Am Invited to a Party!, plain paper or construction paper, markers, crayons
Elephant and Piggie are preparing to attend a party but decide to dress for three different types of parties. Ask students if they have ever been to a party or know anything about different kinds of parties. Record responses on chart paper for future reference. Read aloud, again using expression for the introduction of differences in sentence types. Students will decide which type(s) of party they would like to attend, draw a picture of themselves dressed in the appropriate outfit, ready to go. Students can write a sentence about the party they are attending or dictate their response for the teacher to write.
Activity Two: Speech Bubbles
Understanding and sorting sentences from both series by type
Materials: Chart paper, markers, sentences prewritten on sentence strips for the chart.
On chart paper (or Smart board), create the following chart with the headings and descriptions. Hold sentence strips up, read the sentence aloud, and identify the punctuation. Students will determine the type of sentence and place it in the box.
|
Statement This is a telling sentence. It ends with a period. Sam walked his dog. The dog ate the treat. The dog’s name is Pal. |
Exclamation This is a sentence that shows excitement. It ends with an exclamation point. We are going to get ice cream! My ice cream fell! This ice cream is so yummy! |
|
Command This is a sentence that tells us to do something. It ends with a period or an exclamation point. Get your coat on now! Please tie your shoes. Put your shoes away! |
Question This is a sentence that asks us something. It ends with a question mark. Did you see that cat? How old is your pet cat? Do all cats like milk? |
Figure 2: Sentence Types for Sorting
The students will do the same activity with the speech bubbles from Don’t Let the Pigeon Drive the Bus. Reread the story and have the students decide where to place the pigeon’s (and the bus driver’s) sentences. They are as follows:
|
S |
I’m the bus driver. |
|
C |
Don’t let the pigeon drive the bus! |
|
S |
I thought he’d never leave. |
|
Q |
Hey, can I drive the bus? |
|
Q |
Please? |
|
S |
I’ll be careful. |
|
S |
I tell you what: I’ll just steer. |
|
E |
My cousin Herb drives a bus almost every day! |
|
Q |
No? |
|
E |
I never get to do anything! |
|
S |
Hey, I’ve got an idea. |
|
E |
Let’s play ‘Drive the Bus’! |
|
E |
I’ll go first! |
|
E |
Just once around the block! |
|
E |
I’ll be your best friend! |
|
Q |
How about I give you five bucks? |
|
E |
No fair! |
|
S |
I bet your mom would let me. |
|
Q |
What’s the big deal? |
|
E |
It’s just a bus! |
|
E |
I have dreams you know! |
|
E |
LET ME DRIVE THE BUS! |
|
Q |
You didn’t let the pigeon drive the bus, did you? |
Figure 3: Sentence Types in the story Don’t Let the Pigeon Drive the Bus
Discuss why there are more of some types than others. Vocabulary for discussion: frustration, excitement, anger, sadness, curious, charm, convincing. Add these and others to a chart for use throughout this unit and future work.
Activity Three: Collaborating in teams, writing their sentences in each style.
Materials: sentence strips or plain paper, markers, a pocket chart for sentence strips, or an alternate method for sorting sentences, labeled with sentence types
Review types of sentences and use some examples from the chart in Activity Two. Create teams of two. Teams will create one sentence of each type and place it in the appropriate section of the pocket chart. Once teams are finished, they can read their sentences to the class.
Activity Four: The final project is two class books.
Materials: cardstock paper, pencils, markers, prepared speech bubble cutouts, yarn or string for binding
The class will brainstorm a storyline about Pigeon about an activity the Pigeon would like to do and probably should not: suggestions – do the grocery shopping, build a house, babysit.
The class will brainstorm an activity for Elephant and Piggie. Suggestions – Let’s Make a Cake, Can We Grow a Garden?
All students contribute one page to each of the class stories: what they think should go in the Pigeon’s speech bubble and how Elephant and Piggie should talk as friends.
Activity Five: Lunch Doodles with Mo Willems
Materials: plain paper, markers, crayons
Locate Lunch Doodles with Mo Willems on YouTube. He explains his work and guides students through some drawing. This was recorded in his studio for the Kennedy Center during the pandemic, so there is some reference to them being at home. Students will need several sheets of paper for his lessons.
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