Possible Sentences
Ths Scarlet Pimpernel
PURPOSE OF THE STRATEGY
Possible Sentences is a strategy used for pre‐reading to build vocabulary
comprehension of difficult words used in the text. This strategy fosters the use of
predictive skills, as students will predict how the words might be used in the
novel. Students will be required to:
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•
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Define all of the terms.
Group the terms in related pairs.
Write sentences using these word pairs.
These "possible sentences" introduce the important skill of pre‐reading
prediction. Students then "check" their predictions by a close, careful reading of
the text selection.
DIRECTIONS
1. Prior to reading the novel, the teacher will list all significant vocabulary
words in a reading selection on the whiteboard.
2. Ask students to define the words and to pair the related words from the
list.
3. Require students, individually or with a partner, to write sentences using
each of the word pairs that they might expect to appear in the selection,
given its title and general subject area.
4. Select several students to write their "possible sentences" on the
whiteboard. Engage the students in a discussion of the appropriateness of
the word pairing and the "plausibility" of each sentence as a "possible
sentence" in the selection.
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5. Have students read the selection and test the accuracy of their predictions.
Sentences that are not accurate should be revised.
6. Poll the class for common accurate and inaccurate predictions. Discuss
possible explanations for the success or failure of these predictions.
7. Read a sentence from the novel containing the word to show possible
usage of the word.
ASSESSMENT
Students will be assessed by sharing their findings with the class during class
discussion. They will be expected to compare their results with other students
and revise their sentences if needed. Students will turn‐in their sentences at the
end of class for a participation grade.
NOTE :
This strategy originates from the following two sources:
1. D.W., & Moore, S.A. (1986). "Possible sentences." In Reading in the content
areas:
Improving classroom instruction. Dubuque, IA: Kendall/Hunt.
2. Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Reading and
learning
strategies for middle and high school students. Dubuque, IA:
Kendall/Hunt.
EXAMPLE: (on following page)
Name: ______________________________
Date: _______________________________
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Possible Sentences
Topic: ____________________________________
Look at the vocabulary words your teacher provided. As a group, define the words,
and then select pairs of related words from the list. Write your word pairs on the
lines below.
Write a sentence that might appear in the text you’re about to read for each of the
word pairs given what you know about the subject area and the title.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
After you read, come back and review your possible sentences. Sentences that are
not accurate should be revised.
List of Vocabulary words from The Scarlet Pimpernel to write on the white
board:
List of Words to write on Board:
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1. PERIL
2. OBSTINACY
3. TENTATIVELY
4. CANDELABRA
5. SHREWD
6. IMPLACABLE
7. DELUGED
8. CAPACIOUS
9. SUBLIME
10. FLIPPANCY
11. FUTILE
12. CONJECTURE
Contexts and References for words:
1. “But last night, after I ked him unwittingly into such deadly peril, it
suddenly fell from my eyes” (206).
2. “Pride had given way at last, obstinacy was gone: the will was
powerless” (172).
3. “Shall I find out if your ladyship’s coach is ready, “ he said at last,
tentatively” (152).
4. “She took a quick step backwards and knocked over the small
Sheraton table which was already top heavy, and which fell down
with a crash, together with the massive candelabra on it” (130).
5. “Chauvelin was then nearer forty than thirty---a clever, shrewdlooking personality, with a curious fox-like expression in the deep,
sunken eyes”(79).
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6. And, this band of young Englishmen had, to her own knowledge,
bearded the implacable and bloodthirsty tribunal of the revolution,
with the very walls of Paris itself” (41).
7. “For two days torrents of rain had deluged the south of England,
doing its level best to ruin what chances the apples and pears and
late plums had of becoming really fine, self-respecting fruit” (19).
8. “At last the Jew slowly put his hand in his breast pocket, and drew out
from its capacious depths a number of silver coins” (268).
9. “Her choice was made: had she done a vile action or one that was
sublime” (142)?
10.
“’It does seem simple, doesn’t it?’ she said with a final bitter
attempt at flippancy” (111).
11.
“She did not attempt to delude herself with any vain and futile
hopes” (201).
12.
“But she had not time to conjecture, for presently there was a
peremptory call at the door” (243).
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