Sentence Structure Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Do you have students who need to improve their sentence-writing skills? Use this lesson plan to guide your instruction on how to write a super sentence. Students will watch a video to identify poor sentence structure, then work in groups to apply skills.

Learning Objectives

After this lesson, students will be able to:

  • explain why correct sentence structure is important
  • identify aspects of strong sentences
  • follow steps to improve sentence structure
  • write super sentences


1 hour


  • Short paragraphs with poorly-constructed sentences, one for each student group
  • Chart paper
  • Markers

Key Vocabulary

  • Modifier
  • Sentence fragment
  • Run-on sentence
  • Independent clause
  • Passive voice
  • Subordinate clause

Curriculum Standards

  • CCSS.ELA-Literacy.L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • CCSS.ELA-Literacy.L.9-10.1.b

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.


  • Prepare students for the topic by writing the following sentences on the board and asking them to compare/contrast with a seat partner.
    • I love only you.
    • Only I love you.
  • Listen in to students' conversations and discuss as a group.
  • Tell students they will be learning how to create clear sentences by focusing on sentence structure. Have students label their notebooks 'Sentence Structure,' then start the lesson How to Write Better by Improving Your Sentence Structure.
  • Pause at 00:40 and ask:
    • When and where have you seen poor sentence structure?
    • How does it feel to read sentences with poor structure? How does it impact understanding?
  • Resume the lesson. During this section, pause to allow students to take notes on modifiers, run-on sentences, and passive voice. Have students define terms and record examples of both poor and strong sentences.
  • Pause at 3:48 and ask students to review their notes and identify which structures they need help with. Share answers, then restart the lesson.
  • Pause at 5:04. Review and record the six tips in the lesson, then discuss:
    • How do transition words help with sentences structure?
    • Why is an active voice important?
    • What are some examples of active verbs?
    • Where do subordinate clauses go in sentences?
  • Play the Lesson Summary and ask students if they have any remaining questions.

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