Teach

er:

Jaime
Townl
ey
Subjec ELA
t area:

Date
:

2/1/1
6

Distric Northw
t:
est ISD

Scho
ol:

Grad
Gramm Less
4th Unit
UNT
Lesson
e
Title
ar Plan
on
Level
:

Title:

Justin
Element
ary
Fragme
nt,
Runon, or
Senten
ce?

Purpose and Lesson

Standard(s):

Understanding
goals(s):
Students will
understand
-fragments
-run-on sentences
-complete
sentences

(20) Oral and Written

Conventions/Convention
s. Students understand
the function of and use
the conventions of
academic language when
speaking and writing.
Students continue to
apply earlier standards
with greater complexity.
Students are expected to:
(B) Use the
complete subject
and the complete
predicate in a
sentence
Student
Assessme
Objective nt of
s:
Objective
s:
Students
-The
will be able students
to
will be
-Identify a
given a
fragment
worksheet
-Identify a
titled
run-on
Fragment,
sentence
Run-on, or
-Identify a
Sentence?
complete
that they
sentence
must
-Box the
complete
subject of
independe
a sentence ntly. They
and
must
underline
identify the
(squiggly)
subject by
the
boxing it
predicate
and
identify the
predicate
by
underlining

Essential Question(s):
-What must a sentence
have in order to be
complete?
-What is a subject?
-What is a predicate?
-What is the difference
between a fragment and
a run-on?

Lesson Steps/Activities including

Timeline & Grouping
Anticipatory Set (5 minutes, whole group)
1. Teacher will show students a
sentence and review what necessary
components must be included in a
complete sentence.
2. Teacher will review fragments and
run-ons and have the students turn
and talk with their tables about what
makes each sentence a fragment or
run-on. Do they both have a subject
and predicate? How are they
different?
Input and Modeling (5 minutes, whole
group)
1. Teacher will use sentences written
on the board and model how to
identify the subject by boxing it and
underlining the predicate by drawing
a squiggly line.
1
2. After identifying two or three
sentences that contained a subject a
predicate, the teacher will then show
a fragment and be unable to

Teach
er:

Teach
Jaime
er:
Townl
ey
Subjec Subjec
Subje
ELA
tctarea: t area:
area:

Date
Jaime 2/2/1
2/2/1
Dat
:Townle 6
6 e:
y
Gra
ELA
Gra
4th
4th
de
de
Leve
Lev
l:
el:

Distri
Distri
2/1/1
ct:
ct:
6

Distric
Northw
Northw Northwe
Scho
Scho Justin
Justin
Scho Justin
t:
est
est ISD
ISD st
ol:
ol:
ISD Elementar
Elementa
ol:
Element
yry
ary
Unit
Gramm
Gramm Gramm
Less
Less Homopho
MINTS,
Less Combini
Title
ar
ar
ar
on
on
nes
Capitalizat
on
ng
Title:
Title ionTitle: Sentenc
:
es

Unit
4th
UNTUnit
Lesson Plan
Title
Title

Purpose
Purpose
and Lesson
and Lesson
Standard(s):
Standard(s):Understanding
Understanding
Essential
Essential
Essential
Question(s):
Question(s):
Question(s):
goals(s):goals(s):
Students Students
will
will -What
-Whichwords
homophone
-How
in do
ouryou correctly
(21) Oral and
(22)
(20)Written
Oral and Written
Conventions/Handwritin
Conventions/Spelling.
Conventions/Convention
understand
understandwriting
would fit
must
combine
bestbe
in this
two complete
g, Capitalization,
Students
spell
s. Students
correctly.
and understand
-When
-The differences
to-How
use toof
combine
capitalized?
sentence?
sentences?
Punctuation.
Students
are
theexpected
Students
functionto:
of and
use
appropriate
homophones
two complete
to,
-What
-How can
is the
-How
you
purpose
self-check
can you
of tell if a
writespell
(C)
legibly
commonly
theand
conventions
useused of
capitalization
too, and sentences
two, in
correctly
capitalization
to make sure
sentence
in
you
our
are
is complete in
appropriateacademic
homophones
(e.g., there,
language
when
their
theyre,
writing.
their,
with aand
conjunction
writing?
using theorder
correct
to combine them
capitalization
they're,
their;
speaking
two,
and too,
and writing.
there, your,
-AAAWWUBIS
and
homophone
correctly?
in your
punctuationStudents
to)
conventions
continueyoure,
to
and
phrases
its and
writing? -How can you tell which
in their compositions.
apply earlier standards
its.
-FANBOYS
conjunction fits best
Students are
with
expected
greaterto:
complexity. conjunctions
when combining
(A)
Write
legibly
Students
by
are
expected
to:
Student
Assessme Lesson Steps/Activities sentences?
including
selecting
cursive
(B)
Use
script
the
complete
Objective nt of
Timeline & Grouping
or
subject
printing
and the
as complete
s: manuscript
Objective
Engage (10 minutes, whole group):
appropriate;
predicate
in
a
sentence;
Students
s:
Teacher will introduce students to the
(B) Use
capitalization
and -Students
will
be able
homophone lesson by engaging in a class
for:
(C)
Use
complete
simple
to
will be
discussion about the meanings of its and
(i)
Historical
andevents
compound
and sentences
-Complete
informally
its, theyre, their, and there, your and
documents;
with
correct
subject-verb
sentences
assessmen youre, and to, too, and two. Teacher will
(ii)
of
agreement.
books,
by Titles
placing
t by their
write the words and short definitions on
stories,
and
essays;
and
Student
Assessme
Steps/Activities
including
the correct ability to
board as Lesson
class discusses.
Teacher will
then
(iii) Languages,
races,
Objective
nt
of
Timeline
&
Grouping
homophon engage
model how to fill out their worksheet by
and nationalities
s:
Objective
e.
themselve
projecting a write/right homophone
Student
Assessme
Steps/Activities
including
s: Lesson
-Identify
s in group
worksheet
and going through
it together.
Objective
nt
of
Timeline
&
Grouping
Students
-The
Engage
(5
minutes,
whole
Teacher
the
discussion As the teacher reads the sentence, group):
the
s:
Objective
Engage
(5
minutes,
whole
group):
Teacher
will be
able students
sentences
meanings
and
students will
will review
hold upcomplete
a 1 if they
believe I and
Students
s:
will
show
a
Youtube
video
over
the
to
will
be
conjunctions.
Teacher
will
display
and
questionin should write write in the blank and
they two
will
be
able
-Students
acronym
MINTS
to
activate
prior
-Identify
informally
andbelieve
ask class
what would be
differences
g.
will hold sentences
up a 2 if they
I should
to
will
be
knowledge
about
students
understanding
AAAWWUBI
assessed
the
best
way
to
combine
the two
between
-Students
write right in the blank.
-Decipher
informally
of
capitalization
rules.
*Link
is
posted
S andwill also be
by their
sentences.
will explain
homophon
Explore (10
minutes,Teacher
small group):
Each combining
the
assessmen
under
Materials
FANBOYS
ability
to
sentences
activity
to
class
and set
es to, too,
assessed
group will be given a different homophone
acronym
t
by
their
Explore
(!0
minutes,
whole
group):
Teacher
a
participate
expectations.
and two,-Identify
by their
worksheet,
each with a different
MINTS
and
ability
to
will
display
a
capitalization
on a
the
complete
in
the
theyre,
groups
homophone. The
worksheetreview
contains
use
this
engage
ELMO
and
guide
students
through
the
first
sentence
combining
Explore
(10
minutes,
whole
their, and
completion
story with
missing
parts
in which
thegroup):
capitalizati
themselve
section
as
whole
group.
On
the next
sentences
Students
will be
given
a
strip
there, -Correctly
and
students
are
supposed
to
write
insentence
the
on
s
in
group
section
of
the
worksheet,
the
teacher
will
combine
activity.
with either aThe
complete
sentence
your, and
correctnes
correct homophone.
students
must or a
technique
discussion
only
write
on
input
given
by
the
students.
two
-The
conjunction
written
on
it.
They will then
youre, and s of their
engage and cooperate with their group
to
use
and
The
students
are
responsible
for
complete
students
around
the room which
to find two other
its and its.
homophon
membersmove
in order
to determine
correct sentences
questionin
deciphering
which
words
in
the
section
will
also
be
students
that
will
help
them
create a
e
homophone should be placed throughout
capitalizati
g.
need
to
be
capitalized
and
be
ready
to
with an
assessed
sentence.
worksheet.
the story.correctly
Teacher combined
will walk around
and Once the
on in their
-Studentsby their
give
a
rationale
for
their
answers.
Teacher
appropriate
students
think
they
have
found
their
facilitate learning.
writing. conjunction
will also be
will
obtain
input
from
at
least
one
person
answers
to (10
partners,
they
will check
work with
Explain
minutes,
whole
group):their
Each
informally
each
group
before
calling
on
a
second
the in
me
and
then
write
their
combined
group will elect a speaker that will come
2
assessedPLICKERS
student.
onatthe
board.
up to thesentence
ELMO one
a time
and read
by their questions
Explain
(5 minutes,
smallwith
group):
their story
or sentences
the Students
ability toat the
are
then
given
sentences
from
the class
end
Explain
minutes,
group): After all
homophone
that (5
they
placed.whole
The
use
worksheet
that
includes
a
noun
that
must
of the
sentences
have
been
written
on the
will check their work and determine if
they