Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Additional materials:
PowerPoint: Sentence type powerpoint
Worksheet: Sentence type worksheet

Date: 4/10/24 Teacher Name & CMT: Student teacher - Ryann Bahnline CMT - Allison Smith Class: 5th Grade
Humanities

Grade Level: 5 Unit Name/Topic: Types of sentences Lesson Number: 2 Length: 30-35 minutes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

English Language Conventions Write simple and compound sentences, using descriptive words and diff erent types of phrases for
added interest. Use correct punctuation (e.g., parentheses, commas) and prepositions in phrases that add information.
[Standard Indicators: 4.6.2, 4.6.3, 4.6.5]

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
- How to correctly write simple, compound, complex and compound
- Sentence variation helps differentiate their writing to make it complex sentences
more interesting - what type of conjunctions are used with each type of sentence
- Different types of sentences will help convey different amounts of - Where certain grammatical aspects go in a sentence
information
- Different conjunctions and grammar rules are used with each
sentence types
Questions to elicit deeper thinking or build upon the topic…

Resource for Backward Design:

https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_Whi - What is really being said by these statements?
tePaper0312.pdf - How does writing effect how we read?
- What is the difference or impact of different types of sentences?
- How do we identify different clauses? Why is there a difference?

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .

Students will be able to identify different forms of figurative language and their meaning
Students will be able to define terms such as Simile, Metaphor, Hyperbole and Onomatopoeia

SMART objectives are:

● Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
● Measureable: Numbers and quantities provide means of measurement and comparison
● Achievable: feasible and easy to put into action
● Realistic: Considers constraints such as resources, personnel, cost, and time frame
● Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

 Performance Task(s) tied to:
Students will show their learning by . . .
- Filling out the worksheet of different sentence examples and
definitions
- Working in small groups to craft their own sentences
Other Evidence
Formative:
- At the end of the lesson, students will be working in
small groups to come up with a specific type of sentence
that I assign them. We will go through them in class,
identifying the independent and dependent clauses as
well as the different conjunctions.

Evaluative Criteria:
Students success would look like. . .
- Understanding the different types of sentences and their function Summative (if any beyond the performance task):
- Correctly identifying examples of these sentences and their puzzle
pieces

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room or Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

- there will be a powerpoint giving the lesson materials

Specific Support and Who will provide that
and notes to the students
Why? What’s the intention
- students will not be using technology and will be taking
Needed (Special support?
notes on a worksheet
Education Support (support be provided? and/or
accommodations
and modifications):

- Students will all have access to a worksheet that has the

specific type of sentence
- if students have trouble reading the subtitles or hearing
the video or are feeling overstimulated by the content,
they can still participate and learn using the worksheet
and understand the content
- There is no additional support as it is built into
the lesson
- As always, if students need to step aside for any reason,
they may do so for their emotional well being

Intentional Co-Teaching or Grouping Strategies:

 ❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect to Rationale: (Based
& build in checks for understanding) prior knowledge & assets): on Research/theory)

10:00 Teacher will begin by going over the definitions and notes of Students will be following along in their packets and Demonstration by teacher
what each puzzle piece of sentence structure filling out the correct definitions as we go through the allows students to internalize
notes and digest information

10:25 After going through notes, teacher will assign each table one Students will work together with their table to give an Students will use eachother to
type of sentence to come up with an example (Simple, example of the sentence - 5-10 minutes to do this double check their
compound, complex, compound- complex) 5-10 minutes understanding and definitions

Teacher will also be going around the room helping students and Teacher will be an additional
answering questions resource to help students
creator examples

10:35 Teacher will go through each sentence example from students Students will answer the prompts from the teacher, Breaking down something the
and ask them what the dependent, independent clauses are as reading their sentence but also answering where each students have created will show
well as the types of conjunctions part is them that they are able to
correctly identify these things
and show the puzzle pieces that
go into different sentences

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the
result? How well did the class do collectively on meeting the objective at the level you expected? Were there any
patterns, collective misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in planning.
What will you do next? Why (research-based)? What do you anticipate the result to be?

I would say that this lesson went well. It was not as exciting as figurative language, as it was sentence structure and grammar. I thought that the
way that I tought was effective, as I went through each puzzle piece and then in all of my subsequent definitions of the types of sentences, I
would use those same puzzle pieces and reiterate all of the definitions. I think that the culminating activity at the end was effective as well. I
went around the room and gave each table a sticky note with a different type of sentence on it. I had each group write a sentence together and
then when I asked “Who wrote a simple sentence” the students would read those aloud and I would write it on the board. From there, I would
ask students to help me break it down and show me where independent and dependent clauses were in the sentence. I thought this was effective
because it had students working in small groups but also broke it down for the whole class to learn afterwards. I also took feedback from last
lesson and described why this is important to do. I did not see any big misconceptions or gaps in learning that developed into patterns and only
were in small bits here and there. I solved this by sitting down with each group and going over their sentence so that when they shared with the
class, everything was correct and students were happy with their result. I think next, similar to the first lesson I taught, it could be morphed into
a repetition of learning and in certain reading activities, we could explore the types of sentences and see how we can implicate it into the
students’ writing. It could also become a requirement in the writing and be something like “You need 5 compound sentences” or “Use at least 3
different types of sentences in this writing”. Overall, I think this was super effective and I am proud of how I was able to convey a conventionally
boring topic in a relatively engaging and effective way.