LESSON PLAN

EDU 280 Final

Kyrstin Dean
CSN Fall 2019 10 December 2018
 Types of Sentences – A Writing Unit
Concept/Topic To Teach:

 The topic(s) being taught are: Reading and Writing, Writing Process, Writing Styles

General Goals:

 To teach students about the different types of sentences.

Specific Objectives:

 Students will be able to differentiate the four different types of sentences: Imperative,

Exclamatory, Interrogative, and Declarative.

 Students will take detailed notes.

 Students will understand the different types of sentences.

 Students will complete their two assigned writing assignments.

 Students will be able to work together in groups to complete their posters.

Required Materials:

 Internet Access

 Computer

 S.M.A.R.T Board

 Writing Journals/Notebook

 Dry-Erase Markers

 Worksheets: “Write a Sentence” and “Sentence Types”

 Index Cards

 Pencils

 Colored Pencils

Anticipatory Set (Lead-In):

  The lesson will be led-in using a power point. Students will learn how to write and tell

the difference between the four different types of sentences and what their purpose is

through a power point before students are allowed to show their examples of the different

sentences. Students will be asked a series of questions throughout the power point to

ensure the teacher that they are listening and to see what they know prior to what is about

to be taught.

Step-By-Step Procedures:

 We will begin our lesson with a power point, which will include definitions/words

students will need to know and instructions for the students to follow.

 Students will then work by themselves to complete a series of writing assignments. These

assignments include a labeling/coloring worksheet and an interactive term, definition, and

picture foldable.

 Students will next receive an individual 5-page writing journal from their teacher they

will need to complete by the end of the assignment. The journal will consist of a one

detailed note page, two writing worksheets that relate to the lesson, a foldable, and a

coloring/labeling worksheet.

 Students will individually work on their writing journal. They will be required to take

detailed notes about the power-point. They are expected to complete the three writing

worksheets (“Write A Sentence,” “Sentence Types,” and a “Labeling/Coloring

Worksheet,”) and a foldable.

 Students will bring their journal to the teacher upon completion.

 To finish this lesson, students will work together with their tables to complete a poster

where they will come up with three examples of each sentence structure. Teacher will
 take volunteers to share some of their sentences with the class. Teacher will ask what

sentence structure they used and why it relates to that type of sentence.

Plan For Independent Practice:

 Students will individually complete their four writing activities included in their writing

journal provided by the teacher.

Closure (Reflect Anticipatory Set):

 Students will work together to complete a poster giving three examples of each sentence

structure.

Assessment Based On Objectives:

 Students will be tested on the four different sentence structures/styles.

Possible Connections To Other Subjects:

 Science Journals

 Math Word Problems

 Annotations

 How using different sentence structures helps write a detailed paper.

Student with special need:

 I have a student in my class who has a severe case of dyslexia. In order to make it easy

for him to understand the power point and the lesson being taught, I will print out a

version of the power point for him to use to follow along with and use as a reference and

then occasionally check in on him to see how he is following along and if instructions are

clear.