Professional Documents
Culture Documents
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
DETAILS
Emily Maeder
Language Arts- Reading
6
50 min
E06.C.1.2.4: Use precise language and domainspecific vocabulary to inform about or explain the topic.
E06.D.1.1.6: Produce complete sentences, recognizing
and correcting inappropriate fragments and run-on
sentences.
E06.D.1.2.1: Use punctuation (e.g., commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
E06.D.1.2.2: Spell correctly.
Informal Evaluation
Complete sentences worksheet
Homework: Subject/Predicate
Observation
Question and answer
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)
CK
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The lesson will begin by passing out the quizzes the last
section of grammar, the four different types of
sentences.
The instructor will go over the quiz with the students,
giving them the opportunity to correct their answers.
Hook/Lead-In/Anticipatory Set
Pass out to each table two envelopes, one containing
complete subjects and one containing complete
predicates (on color coded paper)
CK
Explicit
Instructions
Big Ideas
Essential
Questions
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications
Key Vocabulary
Subject, predicate
Pre-Assessment of Students
The entrance ticket will be used to assess student
understanding and engagement with the text.
Modeling of the Concept
On the document reader, the instructor will have a copy
of the Completing the Sentence worksheet.
The instructor will pick one group of students to read a
subject card, and another to read a predicate card.
Write the subject in the first box on the left side of the
worksheet, and the predicate on the right side.
Transition
Have students place quizzes (and possibly reflections)
into the grammar section of their language arts binders.
Inform students that they will be filling in the sheets as
modeled on the document reader, filling in cards of one
color on the left side of the sheet and cards of the other
color on the right side to make complete sentences.
Tell students that they will be able to work with their
group, taking turns reading the cards in each envelope
to put together sentences that they find
interesting/funny/exciting.
Providing the Independent Practice
Students will use the strips of paper in each envelope to
create complete sentences and fill out the worksheet.
Instructor will monitor and offer support when needed.
After 10 minutes, stop students in their work. Ask them
Pencils
Envelopes
Subject/predicate cards
Notecards
supplies, etc.)
Closure
Document reader
Completing Sentences Worksheet
Homework: Subject/Predicate
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?
Name_______________________________________
Date______________________
Period_________________
Creating Sentences
Directions:
1. Find the person who has the other half of your sentence. Hint: look for key words
that are similar between the two cards.
2. Write down the part of a sentence from the pink cards in the left column and the
part of a sentence from the blue cards in the right column.
3. The left and right box in a row should make a sentence when read together.
4. When you return to your group, share sentences and write your group members
sentences down on your paper.
Name___________________________________
Period________
Date________________________