GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: BROOKE SWARTZ DATE: 12/1/2021

COURSE: INTEGRATING THE ARTS GRADE LEVEL: FIRST GRADE

1. TOPIC/GENERAL GOAL:
 WRITING- I CAN, YOU CAN, WE CAN WRITE SENTENCES!
STUDENTS BEING ABLE TO CONSTRUCT A SIMPLE SENTENCE INCLUDING SUBJECTS AND PREDICATES

2. REFERENCE TO PA OR COMMON CORE STANDARDS:

 STANDARD 1.4: TYPES OF WRITING
 STANDARD 1.5: QUALITY OF WRITING
 STANDARD 1.6: SPEAKING AND LISTENING

3. ESSENTIAL QUESTIONS -
 WHAT MAKES CLEAR AND EFFECTIVE WRITING?
 WHY DO WRITERS WRITE?
 WHO IS THE AUDIENCE?
 WHAT WILL WORK BEST FOR THE AUDIENCE?
 WHERE CAN ONE FIND INFORMATION TO ANSWER QUESTIONS?

4. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS FROM BLOOM’S
TAXONOMY (THE STUDENT WILL BE ABLE TO: TSWBAT)

 KNOWLEDGE: SHOW/STATE
 TO REMEMBER INFORMATION AND RECALLING IT AFTER LEARNING
WE WILL LEARN THE SENTENCES ALL TOGETHER, THEN BEING ABLE TO CALL ON SOMEONE AND THEM
RESPOND BACK WITH THE INFORMATION THEY KNOW. WHEN THEY’RE CALLED ON THEY WILL REITERATE
THEIR MADE SENTENCE

 APPLY/ APPLICATION: CONSTRUCT/ APPLY

 THE STUDENT WILL BE ABLE TO APPLY WHAT THEY LEARNED AND CONSTRUCT THEIR OWN
SENTENCES WITH THE BLOCK/ OTHER FORMS (DEPENDING UPON CHILD)

A. TRANSFER: (TSWBAT INDEPENDENTLY TRANSFER THEIR LEARNING TO ____)

 B. MEANING: (TSW UNDERSTAND THAT ________ )
C. ACQUISITION: (TSW KNOW ________)
D. ACQUISITION: (TSWB SKILLED AT __________)

5. ASSESSMENT/EVALUATION
WHAT ARE YOU GOING TO ASSESS?
 THE ABILITY TO MAKE A SENTENCE PROPERLY AFTER A LESSON

HOW ARE YOU GOING TO ASSESS?

 I’M GOING TO HAVE THE STUDENTS COMPILE THEIR OWN SENTENCES AND READ THEM ALOUD
TO THE CLASS WITHOUT TEACHERS ASSISTANCE
 FOR THE IEP STUDENTS- THEY’LL GET MORE HELP, TIME OR A DIFFERENT ASSIGNMENT IN
ANOTHER ROOM.
O A SENTENCE ALREADY MADE AND THEY LABEL THE PARTS (SUBJECT AND PREDICATE)

EXPECTED LEVEL OF MASTERY.

 85%-90%

WHAT WILL DO TO RE-TEACH STUDENTS WHO DIDN’T MEET EXPECTATIONS?

 IMPLEMENT A DIFFERENT KIND OF LEARNING WITH BLOCKS
O PUTTING THE STUDENTS IN GROUPS OF TWO
O PUTTING WORDS ON BLOCKS
O ALLOWING THE PAIRS CREATE SENTENCES TOGETHER

(**ASSESSMENTS MUST MATCH THE OBJECTIVES (IF YOU HAVE THREE OBJECTIVES YOU WILL HAVE
THREE ASSESSMENTS)

6. MATERIALS/PREPARATION
 MARKERS
 STRIPS OF PAPER
 LINED PAPER

7. KEY TERMINOLOGY
 SENTENCE
 SUBJECT
 PERIOD
 PREDICATE
 CAPITAL LETTERS

8. A. INTRODUCTION (ACTIVATE SCHEMATA, CONNECT TO PRIOR LEARNING)

  HAVE THE STUDENTS REPEAT AFTER YOU... “I CAN...YOU… CAN…WE CAN WRITE SENTENCES
 TELL THE STUDENTS WERE LEARNING ABOUT DIFFERENT PARTS OF A SENTENCE, THEN WERE
GOING TO MAKE OUR OWN SENTENCES

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES, DETAILED STEP-BY-STEP THAT SOMEONE ELSE

COULD FOLLOW)
 TEACHING THE LESSON APPROX.
10-15 MINUTES
O BEFORE STARTING TEACH THE CHANT “I CAN…YOU CAN… WE CAN WRITE
SENTENCES!!!”
O WRITE THREE SENTENCES ON THE BOARD
O TAKE TIME TO READ THEM TO CLASS
O EMPHASIZE THE CAPITAL LETTERS AND PERIODS AT THE BEGINNING AND OF THE
SENTENCES
O THEN CALL ON DIFFERENT STUDENTS TO TELL YOU WHICH ARE WHICH
O THEN ASK THE STUDENTS WHAT THE SENTENCE IS ABOUT. TELL THEM THAT’S THE
SUBJECT OF THE SENTENCE. ONCE THE SUBJECT IS FOUND UNDERLINE THE REST OF THE
SENTENCE AND CALL THAT THE PREDICATE.
O THEN RECAP BEFORE MOVING ON. WHAT IS THE SUBJECT? WHAT IS THE PREDICATE?
WHICH LETTERS ARE CAPITALIZED? WHERE DOES THE PERIOD GO?
O IF THERE’S TROUBLE.. GO OVER IT AGAIN
 GUIDED PRACTICE APPROX.
15-20 MINUTES
O BEFORE STARTING REPEAT THE CHANT AGAIN “I CAN…. YOU CAN… WE CAN WRITE
SENTENCES!!!”
O TAKE TIME TO WRITE NEW SUBJECTS ON THE BOARD
 “THE ORANGE GOOSE”
 “MY DAD”
 “THE SHY TURTLE”
O THE LINED PAPER. HAVE THE STUDENTS FOLD IT IN HALF
O HAVE EACH STUDENT WRITE ONE OF THE PHRASES ON ONE HALF OF THE LINED PAPER
(TEACHERS CHOICE)
O ON THE SECOND HALF OF THE PAPER, AS A CLASS DECIDE ON A PREDICATE TO GO WITH
THE SUBJECT OF THE SENTENCE
 EX…. MY DAD WENT TO THE STORE.
O NOW PUT THE TWO PARTS (SUBJECT AND PREDICATE) TOGETHER AND READ ALOUD
O NOW EXPLAIN WHAT THE SENTENCE THEY MADE MEANS. GO OVER THE SUBJECT,
CAPITAL LETTER, PERIOD AND PREDICATE AGAIN
O AGAIN, ASK THE STUDENTS TO IDENTIFY
O REPEAT AS MANY TIMES AS NEEDED
 INDEPENDENT WORKING TIME APPROX. 10-
15 MINUTES
 O GIVE THE STUDENTS A STRIP OF PAPER AND A MARKER
O ALLOW THEM TO PICK THEIR OWN SUBJECT
O THEN THEIR OWN PREDICATE
O TEACHER CIRCULATE THE ROOM FOR ANY QUESTIONS OR DIFFICULTIES
O GO AROUND THE ROOM AND ALLOW EACH STUDENT TO SHARE THEIR SENTENCES

 REVIEW
APPROX. 5 MINUTES
O WRITE ANOTHER SENTENCE ON THE BOARD AND HAVE THE STUDENTS IDENTIFY THE
PARTS
 ASSESSMENT APPROX.
10 MINUTES
O HAVE THEM WRITE ANOTHER SENTENCE WITHOUT HELP AND READ THEM OUT LOUD.
O USE THE BLOCKS OR OTHER METHODS (DEPENDING UPON CHILD)
O THAT’LL DETERMINE WHETHER OR NOT THEY UNDERSTAND IT

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (*TAILORING INSTRUCTION TO MEET INDIVIDUAL

NEEDS*)

I. CONTENT: WE CAN WRITE SENTENCES

A. READING THE SENTENCE TO THE WHOLE CLASS
B. BRING LIFE EXAMPLES INTO THE LESSON
C. IDENTIFY THE PARTS OF THE SENTENCE

II. PROCESS: CONSIDERING LEARNING STYLES ARE DIFFERENT…

A. PROVIDE BLOCKS WITH WORDS ALREADY ON THEM
B. PROVIDE EXTRA WORKSHEETS
C. FOR THE KINESTHETIC LEARNERS- PROVIDE ONLINE ASSIGNMENTS

III. PRODUCT: THE OUTCOME OF THE LESSON

A. READING ALOUD OUR SENTENCES
B. ABLE TO PUT THE BLOCKS INTO THE SENTENCE FORM
C. MASTERY IN ALL AREAS OF LEARNING

IV. LEARNING ENVIRONMENT:

A. GROUP WORK
B. INDIVIDUAL WORK
C. WHOLE CLASS WORK

E. CLOSURE (SUMMARY)
  TODAY WE LEARNED ABOUT SIMPLE SENTENCES NEXT TIME WE’LL MAKE MORE COMPLEX
SENTENCES

9. MODIFICATIONS AND/OR ACCOMMODATIONS

A. STUDENTS WITH IEPS OR SPECIAL LEARNING NEEDS/CONSIDERATIONS LIKE A 504 PLAN?
 ACCOMMODATIONS/ MODIFICATIONS (IEP)
O TESTING IN A DIFFERENT ROOM WITH SOME MORE HELP
O WRITING OUT A SENTENCE FOR THEM AND LETTING THEM LABEL
O VARIATIONS IN TIME-ALLOWING MORE TIME
O TEACHING A DIFFERENT WAY/ USING DIFFERENT BOOKS OR WORKSHEETS

B. STUDENTS WHO ARE GIFTED

 ACCOMMODATIONS/MODIFICATIONS FOR GIFTED
O MAKE THEM ASSISTANTS FOR THE LESSON
O ASSIGN THEM EXTRA WORK
O HAVE THEM WORK AT A HIGHER LEVEL (MORE COMPLICATED WORKSHEETS OR
APPS)

10. INTERDISCIPLINARY CONNECTIONS (CONNECT WITH OTHER SUBJECTS AND/OR REAL-LIFE SCENARIOS)
 CONNECT THE SIMPLE SENTENCES WERE MAKING TO DIFFERENT BOOKS WE READ
O “WHOSE SHOES?” BY STEPHEN R. SWINBURNE
 WHILE READING POINT OUT SOME DIFFERENT SENTENCES AND ASK WHAT THE SUBJECT AND
PREDICATES ARE
 OR CONNECT IT TO THE MATH LESSON- POINT OUT THE DIFFERENT SENTENCES IN THE
MATH PROBLEMS

11. SELF-EVALUATION (WHAT WENT WELL, WHAT DO YOU NEED TO ADJUST FOR NEXT TIME, WHAT
UNEXPECTED CIRCUMSTANCES DID YOU ENCOUNTER, WHAT NEEDS TO BE COMPLETELY REVISED?)

**********The self-evaluation part will not be done for EDU251**********