Lesson Plan Template LESSON TITLE: Sentence Types, Questions & Exclamatory Oct 9, Tues GRADE LEVEL: First

t Grade, age level six to eight years old OBJECTIVES (with active verbs): Given page GR19 from their Grammar book, first grade students will read a list of sentences and identify if the sentence is correct or not. Given page GR18 from their Grammar book, first grade students will read the sentence and will circle the correct punctuation mark that accompanies each sentence. Given a sentence, first grade students will identify if the sentence contains the correct punctuation mark at the end. Given a sentence, first grade students will demonstrate proper emotion based on the given punctuation mark. RF.1.1.a Recognize the distinguishing features of a sentence (e.g., Print Concepts first word, capitalization, ending punctuation). RF.1.2. Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). SUBJECT AREA: Grammar TIME ALLOCATION: 25 minutes

Common Core Standards:

Big Idea(s):

RF.1.3. Know and apply grade-level phonics and word analysis skills Phonics & Word in decoding words. Recognition Students will gain a greater understanding of question and exclamatory sentences. 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 their learning. 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 view any difficulties they may be facing. This will also allow the students to follow up the lesson with supervised practice, individually. SmartBoard Grammar Workbook, pg GR16 & GR17 Pencil English Journal

Grouping of Students & Rationale:

Materials:

Identify Academic & Related Content Language:

Prior Knowledge Needed: Student Profile (special characteristics) Modifications

Sentence Structure Grammar Punctuation Capitalization Period Exclamatory Question Asking Sentences Emotional Sentences Have some form of experience with written manuscript. Familiar with high frequency sight words. Basic grasp on the fundamentals of print. Students are very energetic and love to use the SmartBoard for lessons. Very intelligent and love to get actively engaged in lessons. State questions/definitions in a number of different ways. Allow extended wait time when I ask a question and expect a response.

Instructional Model & Rational(s): Direct Instruction PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, 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 from bbc.co.uk) where they will read a series of sentences and then will correctly identify the sentence that is a question. Students will then be given a list of sentences that contain punctuation marks. They are to read each sentence, demonstrating the proper emotion the 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 their Grammar book. Authentic ASSESSMENT [Name of Assessment Observe students' participation and conduct in large and small group Tool & discussions. TIME

Description; Identify as Authentic or Traditional/Sum mative or Formative:

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 responses given. (In the group) Observe students' ability to focus on a topic or task in a group situation. (In the group) Note students' participation in the oral expression of ideas. Monitor listening behaviors. (Do students take turns speaking? Do they ask for clarifications?)

Traditional Their worksheets. REFLECTION: -