Instructional Lesson Plan - 323 students use this one!!!

Interns Name

Kira Salinas Sydney Gennuso Heidi Duvall

Subject Language Arts

Grade 1st

Class Size 13

Date / Time 4/16/13

School Towson

Mentor Initials EW

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 10.) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Lesson Objective Students will be able to write about their daily routines--morning, school, afternoon, and evening. Students will be able to use capitals and lowercase letters. Students will be able to use a period at the end of a sentence. Students will share their routine with the rest of the class. Formative Assessment (planned for use in this lesson) Before the worksheet is collected, they will present their routines in the author's chair. Students will be graded on their use of capital and lowercase letters. They will also be graded on their use of periods at the end of a sentence.

II. Instructional Decision-Making What knowledge of students influences my instructional

decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics Students like to talk about themselves. Students are able to write and color. Students at this stage need positive reinforcement.

Students will have an opportunity to write about their routines and draw a picture of each routine throughout the day. Students will share their writing with the class in the author's chair. Students will receive positive reinforcement from Marisa and/ or Heidi. Despite that students are struggling with punctuation, they are able to write sentences about their experiences. They are also able to verbally share their work in the author's chair.

Knowledge of Academic Readiness (based on pre-assessment) Students wrote about their weekend in a previous assignment. They are struggling with

punctuation and capitalization.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) One student works at below grade level. One student works above grade level The rest of the students work at grade level One student has partial hearing loss. One student has impaired vision

For the student that works below grade level, can draw a picture for each section. She will also be encouraged to write at least one sentence for one section. The student above grade level will write two sentences for each routine. The rest of the class will write one sentence for each routine. The student with partial hearing loss will have preferential seating. Heidi or Marisa will repeat instructions, if needed. The student with impaired vision will have a worksheet with larger font--for instructions. The student will also have preferential seating.

Knowledge of Interests and other Motivational Factors Students enjoy talking about themselves. Students also enjoy creating pictures about their day.

Students will have an opportunity to share their routines with the class. They will be given a chance to draw and color a picture of each routines.

Multicultural Considerations / Equity Measures

Implications for this Lesson

This class is very diverse. Some students have their mom's take them to school. Some students have their dad's take them to school. Sometimes both parents take them to school. Sometime grandparents take the student school. The family structure in this class varies.

While brainstorming ideas, we will discuss how everyone has a different morning routine. Yet, some of us have similar morning routines. We will talk about family dynamic.

Academic Language Demands

Scaffolds to support language development in this lesson

Capital Period Lowercase

When we call students down to the carpet, we will ask students if they know the definitions of the following words: capital letter, lowercase letter, and period.

If the students are unclear about the definitions, Marisa will explain the definition. We will both demonstrate sentences with periods, capital and lowercase letters.
III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner? Instructional Materials and Technologies

Colored Pencils Pencils Worksheets White board/marker Handout

Management Considerations (Procedures, Transitions, Materials, Behavior) Students will be called down to the carpet in groups. They will be asked to raise their hand when contributing ideas. Students with vision and/or hearing problems will be seated closest to the board.

Instructional Sequence Planned Beginning

Warm-up Motivation Bridge

Approximate Time

Procedure Introduction: Have a class discussion about some things we all do throughout the day (wake up, brush teeth, eat breakfast, go to school, etc). Students will try to guess the assignment for the day with the aid of a wordle. Students will work together as a community of learners to figure out the lesson.

1.) What are some activities we do in the morning? 2.) Who takes you to school in the morning? 3.) What do you do in the afternoon? 4.) Does anyone have a mommy or daddy who reads to them

at night? Students will view a video from the website Brainpop. The video features a game show which asks the robot contestants about the rules of capitalization. http://www.brainpop.com/english/grammar/capitalization/previ ew.weml 5) Marisa and Heidi will be writing ideas on the board making sure to write in complete sentences. 6.) This will model the correct way to write a sentence (capital letter, period at end). Instead of capital letters and punctuation on the board, these examples will be written on the promethean flip chart to give students a visual. At the end of the lesson, the examples will be left on the promethean board to help students to remember the rules of capitalization. Modeling 1.) Using the model sentences on the board, we will discuss the conventions of the sentences. 2.) ie: I brush my teeth, get dressed, and eat breakfast in the morning. 3.) Why is the first letter capitalized? Do we always capitalize the first letter of each sentence? 4.) Why are there commas? 5.) What is at the end of the sentence? 6.) Model a sentence on the board that is incorrect/incomplete. ie: my brother and I eat a snack after school What needs to be changed and/or added? Students will be given the opportunity to play a game with the promethean board. Students will have to come up to the front of the board and move the letters to the correct place in the sentence. They will also have to explain why the word has a upper or lowercase letter with the help of their peers and the teacher. 7.) Give directions for handout: each student will receive a worksheet and draw a picture and write a correct and complete sentence to describe what they do during that time of day. There will also be a flip chart to help students to remember the capitalization rules, at the end of the lesson. It will also contain examples of sentences previously discussed in the beginning of the lesson. Transition--Students go back to their desks. We will conference with students to answer any questions about spelling, or punctuation. We also will meet with students to give directions--Elizabeth, I would like you to write one sentences today. Jason, I would like you to work on your pictures and try to write a sentence. After students sit

Development of the New Learning

(Clearly explain instructional activities in sequence.)

down, each student will get 3 different colored pencils. 8.) Students work at their desks, while Marisa and Heidi conference with each student. 9.) Students will turn over their paper, when they are finished. Students will be called on to present their sentences, and pictures with the rest of the class. Explain that students who feel comfortable with writing complete sentences can include more than one sentence for each box. For struggling students, later in the day, we will review capital and lowercase letters in small groups--while other students are working. Planned Ending (Closure)

Enrichment or Remediation
(As appropriate to lesson)

Independent Practice 1.) Students will be given a homework assignment to write a sentence about recess and a picture.

Summary Homework

Closure 1.) Students will raise their hand and volunteer to share some of their sentences aloud to the class. 2.) Marisa and Heidi will collect the worksheets to be graded.