Step 3

Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date:

Desiree Rasmussen Language Arts 1 grade
st 3/21/18

Standard:
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).

I . DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
What are students learning? Underline content type.

Students are learning to distinguish features of a sentence.

II. LEARNING OUTCOME (Objective):

Given a literary text, students will identify (level of cognition) features or parts of a sentence
(content) by showing the teacher the features of a sentence and constructing their own
sentences using these features. (proving behavior or activity)

DOK/Cognitive Rigor Level:

Level Two (Skill/Concept) and Level Three (Strategic Thinking)

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):

In terms of language, it demands that students know the major components that a sentence will
consist of. This includes identifying words, capitalization and punctuation. Additionally, it
demands that students should have to read and write. Students are going to read sentences
from a story and students are going to construct their own sentences. Therefore students need
to have writing skills.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson
would come before this lesson? What lesson would come after this lesson?

A les A lesson before can be about what are the parts of a sentence, such as what makes a sentence.
This can include capitalizing the first word of the sentence, adding an appropriate punctuation
at the end of the sentence and having basic sentence skills. An example of this might be “I like
cats.”
A les A lesson after can be about the type of words that are in a sentence such as nouns, personal
pronouns, verbs, adjectives and so on.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge

Student friendly objective: By the end of our lesson you should be proficient (level of
cognition) identifying features of a sentence content) by locating the features in a text
and/or constructing your own sentences applying these features (proving behavior or
activity)

Purpose: Why are students learning this? Why is it important?

Students are learning this standard because it allows students to recognize the main
features of a sentence. This is crucial in being better readers and writers. Students will
enhance their writing skills when they understand the composition of sentences that makes
the story they read.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Teacher will read a large book copy of “Why the Sun and the Moon Live in
the Sky” from the Mentor Read-Alouds, volume 2. Teacher will instruct students to
sit on the rug near the teacher where every student can see.

a. Teacher will use a pointer and point each word as he or she reads for students to
follow along. After each page, teacher can pause and ask questions to students that
pertains to sentence features. Example: What was the first word of a sentence you
see? Do you see any capitalized letters? Do you see any punctuation? Where can you
find the punctuation in a sentence? What kind of punctuation is it?

b. Students will sit and read along with the teacher or repeat after the teacher.
Students will answer teacher questions by being called on and coming up to the book.
Students can use pointer to point the answer out for the whole class to see.

Step #2: After the story, teacher will have students on the rug pair share. In the pair
share, teacher will instruct students to recall the story to their partner and tell their
partner what makes a sentence.

a. Teacher is listening and observing students pair share. Teacher will act as the
facilitator when needed in some students’ conversations.

b. Students should stay on topic when discussing what the teacher asked with their
partner. Students should be listening to their partner respectively and supporting
their partner. Students should recall the key events of the story and explain to
partner what a sentence composes of.

Step #3: Students will go back to their desk and open up their workbooks that
correlate with this story. The workbook will have a copy of the story and spaces for
 students to write. Teacher will instruct students to determine main features of a
sentence by circling Capitol letters, putting a star next to punctuation and
underlining names or nouns. Teacher can challenge students by having them
highlight verbs, depending on how quickly the class grasp this topic.

a. Teacher will walk around to ensure each student is correctly following directions
and understanding concepts. Teacher will provide assistance to students that need
additional help.

b. Students will be working in their notebooks and identifying these features with the
instructed markings.

Step #4: Teacher will then instruct students, in the writing space available, to write
their own sentences about something they like about the story or how the story
reminds them of something in their life. Teacher will remind students to be use all the
appropriate features in a sentence.

a. Teacher will walk around and assist students who need help. Teacher will also be
equitable and choose three random students that will present their sentences to the
class.

b. Students will work on their sentences and raise their hand if they need additional
help.

Step #5: Teacher will call out the three chosen students, one at a time, to present their
sentences.

a. Teacher will instruct these students to read aloud this sentences and teacher will
put students sentence on overhead for whole class to see.

b. Students that are not presenting are being respectiful and supportive of their
classmates that are presenting. Students that are presenting are doing their best to
practice presenting in a loud, clear voice. When these students’ sentences are shown
on the overhead, they can teach the class what are the distinguishable features in
their sentence.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students

working with teacher support on proving behavior or activity)
Students will demonstrate learning with the activity of constructing their own sentences and
making the story relatable to them. Students will also have the opportunity to teach and use
their own sentences.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.

Students need a text and a workbook that goes along with the text. The workbook or
 worksheet can allow students to underline and circle these print concepts.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

T Teacher will check for understanding by asking students questions pertaining to the lesson.
Teacher can also walk around and make observations of which students seem to need more
help.

S Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
TEACHER CAN HAVE STUDENTS PRESENT THEIR SENTENCES AND READ THEM ALOUD. TEACHER CAN
ALSO SHOW SENTENCES ON AN OVERHEAD AND HAVE STUDENTS TEACH. AT THE END, ASK FOR ANY
QUESTIONS STUDENTS MAY STILL HAVE.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS
(Content, Instruction, Practice): How can we provide equal access for all students?
(Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers?
(Modification)

Students who are struggling can receive a worksheet with examples and features of a
sentence highlighted. Students can receive a bank like a punctuation bank. High
achievers can start identifying more verbs and nouns in sentences and identifying
these in their own constructed sentences.

VII. HOMEWORK (if appropriate):

Worksheet with more practice in identifying key features of a sentence. Worksheets that show
sentences that are incorrect such as lack of punctuation or capitalization. Students have to fix
it.