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7/30/2019 Sentence Types, Questions & Exclamatory
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Lesson Plan Template
LESSON TITLE: Sentence Types, Questions & Exclamatory Oct9, Tues
GRADE LEVEL: First Grade, age level six to eight years old
SUBJECT AREA: Grammar
TIME ALLOCATION: 25 minutes
OBJECTIVES
(with active
verbs):
Given page GR19 from theirGrammarbook, first grade students will read alist of sentences and identify if the sentence is correct or not.
Given page GR18 from theirGrammarbook, first grade students will read thesentence and will circle the correct punctuation mark that accompanies eachsentence.
Given a sentence, first grade students will identify if the sentence contains thecorrect punctuation mark at the end.
Given a sentence, first grade students will demonstrate proper emotion basedon the given punctuation mark.
Common Core
Standards:
RF.1.1.aPrint Concepts
RF.1.2.PhonologicalAwareness
RF.1.3.Phonics & WordRecognition
Recognize the distinguishing features of a sentence (e.g.,first word, capitalization, ending punctuation).
Demonstrate understanding of spoken words, syllables, andsounds (phonemes).
Know and apply grade-level phonics and word analysis skillsin decoding words.
Big Idea(s):Students will gain a greater understanding of question and exclamatorysentences.
Grouping of Students &
Rationale:
Whole class Provides practice so that that all students are presented with a series
of learning tasks to allow them to acquire and/or practice theirlearning.
The pace of instruction is such that all students can master it.
Allows all students to properly view the teacher
Provides for greater interaction between teacher and students.
Individual seat work
The teacher to easily assess how students work individually and viewany difficulties they may be facing. This will also allow the students tofollow up the lesson with supervised practice, individually.
Materials:
SmartBoard Grammar Workbook, pg GR16 & GR17
Pencil
English Journal
7/30/2019 Sentence Types, Questions & Exclamatory
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Identify Academic &
Related Content
Language:
Sentence Structure
Grammar
Punctuation
Capitalization
Period
Exclamatory
Question
Asking Sentences
Emotional Sentences
Prior Knowledge
Needed:
Have some form of experience with written manuscript.
Familiar with high frequency sight words.
Basic grasp on the fundamentals of print.
Student Profile (special
characteristics)
Students are very energetic and love to use the SmartBoard forlessons.
Very intelligent and love to get actively engaged in lessons.
Modifications
State questions/definitions in a number of different ways.
Allow extended wait time when I ask a question and expect aresponse.
Instructional Model & Rational(s): Direct Instruction
PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperativelearning, presentation teaching, guided inquiry, etc.)
PRE-ACTIVITY (advance organizer):
Students will review types of sentences and what makes a good sentence.
Transition: Student volunteers will be called.
ACTIVITY Students will be shown a slide that contains pictures and a series of sentences.
Volunteers will come up and circle the sentence that is asking something.
Post-ACTIVITY
Next, student volunteers will be called to participate in a game (Dragon Land frombbc.co.uk) where they will read a series of sentences and then will correctly identify thesentence that is a question. Students will then be given a list of sentences that containpunctuation marks. They are to read each sentence, demonstrating the proper emotionthe punctuation mark brings.
Transition: Students will be instructed to get their phonics book out and turn to page GR18.
They will also be told to put their name and number on the top of the page.
Closure:
Students will work on page GR18 in theirGrammarbook.
TIME
ASSESSMENT[Name of
AssessmentTool &
Authentic
Observe students' participation and conduct in large and small groupdiscussions.
7/30/2019 Sentence Types, Questions & Exclamatory
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Description;Identify as
Authentic orTraditional/Summative orFormative:
Note which students rarely or never ask questions.
Observing who is answering the question prompts I am providing.
Questioning the students about what they think and analyzing their responsesgiven.
(In the group) Observe students' ability to focus on a topic or task in a groupsituation.
(In the group) Note students' participation in the oral expression of ideas.
Monitor listening behaviors. (Do students take turns speaking? Do they ask forclarifications?)
Traditional
Their worksheets.
REFLECTION:-