Lesson Plan

Candidate Name: Kendra Morales

Grade level: 4th
Subject: Writing (Spanish)
Number of students: 6
Lesson time: 90 minutes
Lesson Goals
Central Focus: The students will study the different types of sentences, specifically simple and compound
sentences. The students will also independently practice the writing process that they have learned throughout
the school year.

Standards Addressed:
4.11.B The student is expected to: develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii)
developing an engaging idea with relevant details.
4.12.A The student is expected to: compose literary texts such as personal narratives and poetry using genre
characteristics and craft.

Learning Objectives
We Will: We will a analyze the different characteristics between a compound sentence and simple sentence.

I Will: I will differentiate between a simple and compound sentence.

Using Knowledge of Students to Plan Effective Instruction

Grouping Strategies:
The whole classroom will be divided into two groups: one group of 6 students and the other group of 17
students. During reading and writing one group works in English and the other one in Spanish. Today we will
be mainly working with the Spanish group, which is composed of 6 LEP students, some students also are
SPED or 504. During these two subject areas, both groups do the same activities if it follows the rules that
each language has.

Lesson Considerations
Materials:
 Computers
 Google Meets
 Google classroom
 Writing notebook
 Nearpod “Lección de escritura”
 Nearpod “Lluvia de ideas”
 Headphones

Prior Academic Learning and Prerequisite Skills:

This lesson will be divided into two parts. The first part is a lesson about a writing skill, which is about
simple and compound sentences. Then in the second part they will work on their composition. For the first
section the students will have prior knowledge of what is a simple sentence, now we will only do a quick
review of it following with the idea of a compound sentence. Lastly, for the composition, the students already
have knowledge of the writing process they must follow when doing a composition and today they will
follow it independently.
Lesson Outline: Procedures
Time POD:
10min To start the lesson, we first do our problem of the day. This problem come from a revise and
edit STAAR based passage.

Time Writing skill lesson:

30min For the writing skill lesson, we will be learning about simple and compound sentences. We
will start with a quick review of simple sentences which we will have already seen on
Monday and then we will start the lesson of compound sentences which includes two practice
activities and an informal assessment:

Time Composition:
35-40 min 1. Now we will work on our composition of the week which we started on Monday. The
students must write about a special place. Today we will specifically focus on two
writing steps which is the organization map and the rough draft.
 2. The teacher will meet with the students individually to check their progress. If the
students are done with their two steps, then they will work on Education Galaxy while
the teacher talks to everyone independently.

Evidence and Formative Assessment of Student Learning (informal and formal)

Informal Assessment
Strategy #1: (5-8min) Student feedback:
In the last practice activity of the writing The students will receive immediate feedback as we will
skill, the students will have to classify some discuss the answers as a group and discuss why the sentence is
sentences into simple or compound. This a simple or compound sentence. This will help the students
would demonstrate to the teacher if the understand where they could have messed up while classifying
students understood the difference between or labeling the sentences.
simple and compound sentences.

Strategy #2: (10-15) Student feedback:

While the students are working on their This will allow the teacher to see where each student stand and
composition, the teacher will move the help them in case they are stuck. The teacher will immediately
students to individual breakout rooms. In give feedback, helping students with ideas, leading their
these breakout rooms the teacher will ask thinking, organization, etc.
the students to show her their writing maps/
writing process. The teacher will then
follow with immediate feedback.