FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name: Bret Roberts
Lesson Number: 1
Subject Area: Language Arts
Grade Level: First Grade
Date: March 1, 2016
End time: 10:00 a.m.

Start time: 9:30 a.m.

Cooperating Teachers Signature:

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Topic/Concept/Skill:
Handwriting, Sentence Structure
Related Standard:
Standard (RF.1.1) Demonstrate understanding of the organization and basic features of print.
Standard (RF.1.1a)- Recognize the distinguishing features of a sentence (e.g., first words,
capitalization, ending punctuation).
Background:
Students will use prior knowledge about sentence structure.
Main Objective of Instruction:
In order to recognize the distinguishing features of a sentence, TSWBAT, identify and explain
by circling the capital letter that begins each sentence and the correct punctuation mark that
concludes the sentence after independently writing each sentence I read out loud to them in
their handwriting notebooks within the time period of thirty minutes.
Teacher Materials/Resources:

Document Viewer Camera

Projector Screen
A notebook to write in
A writing utensil
Superkids Reading Book
Crayons
Coloring Page
Answer Key with sentences already written out
Spanish Translation of Sentences for ELLs
Scrambled Sentences Example

Scrambled Sentences Answer Key

Student Materials:

Individual Writing Notebooks

Writing Utensil, preferably a pencil
Crayons
Coloring Page (provided by teacher)
Scrambled Sentences (provided by me)

Anticipatory Set (Introductory Approach):

I will display the coloring page of the farm scene on the white board by using the document
viewer camera so that the students will notice it when they come back into the room from their
morning restroom break. The students will be excited that they get to color instead of being
disappointed that they have to write out sentences. The students will have read the Superkids
story for the week out of their reading books prior to my lesson.

Instructional Procedures (Whole Group):

1. While the students are taking their morning restroom break I will place the coloring page
of the farm scene underneath the document viewer camera (the attention grabber) after I
have turned it on and set it up. The coloring page will then be displayed on the projector
screen as the students walk back into the room from the restroom to get their attention.
2. I will stand in the front of the classroom and greet the students as they return from the
restroom break and get settled at their desks. The coloring page will be displayed on the
projector screen behind me. Once the students have all made it to their desks I will use an
attention grabber to settle them down and prepare them to learn. I will say, Macaroni and
cheese and the class will respond, Everybody freeze! (1 min)
3. Now that I have their attention I am ready to begin my lesson. First I will explain to them
that they will get to color the picture after they have completed their sentences and I have
checked their work. (1 min)
4. Then I will say, Please take out your writing notebooks. At this time I will also begin
walking over to the desk with the document viewer camera. Once I have made my way
over the document viewer camera, I will replace the coloring page with my own notebook
to write the sentences on. The action of displaying my paper for the class to see
incorporates the visual/spatial multiple intelligence into my lesson. (1 min)
5. Once they are ready, I will begin. I will read the first sentence that we will be writing,
Golly visited a farm. Then I will say, Write this sentence in your notebooks and
remember to start on the left side of your paper and use a capital letter at the beginning.
I will repeat the sentence a second time and give them a few minutes to start writing
before I begin writing the sentence myself (Wait time). (3 min)
6. Once they have had enough time to complete the first sentence and I have also written it
on my paper, we will move on to the second sentence. I will say, Now we will write the
second sentence. He chased the barn cats. I will repeat the sentence a second time and
give them a chance to write it. Once they have had enough time to write the second
sentence on their own, I will begin writing it on my paper so it will be displayed on the
screen for them to see. (3 min)

7. We will now begin working on the third sentence. I will say, He barked at the bugs in the
garden. I will repeat this sentence in chunks because it is longer than the first two and
they may have a hard time remembering all of it. I will first say, He barked at the bugs
then I will pause and say, in the garden. Then I will repeat the whole sentence for them
one more time, He barked at the bugs in the garden. I will then begin writing it on my
paper for them to see on the board. (3 min)
8. After the students and I have completed the third sentence we will move on to the fourth
and final sentence of the lesson. I will say, Are you guys ready for the last sentence? This
way I will now they are all still paying attention and it will also let them know that we are
almost finished. I will then read them the fourth sentence,
Then he had a short nap. I will pause for a few seconds to let them process this sentence
then I will read it one more time. I will then write the sentence on my paper for them to
look at. (3 min)
9. I will get up and walk around the room and glace over each students shoulder to see how
they are doing. Once it looks like everyone has their sentences written, I will then stand in
front of the room to explain the next part of the lesson. (4 min)
10.I will communicate clear expectations when I ask them to each take out two crayons of
their choice. The two crayons must be different colors. Then I will say, We are now going
to circle the capital letters at the beginning of our sentences, and the periods at the end of
our sentences. Use one color of crayon to circle the capitol letters, and the other color to
circle the periods. (1 min)
11.Once they have started circling I will walk back to the document viewer camera. I will
begin circling the items on my own paper, but first I will move it out of view of the camera
to make sure the kids arent just looking at my paper. Once I think everyone has had
enough time to finish their own papers, I will then put my paper in view of the camera so
they can see it on the board. (5 min)
12.Next, I will model enthusiasm when I explain to the students that in order to get a
coloring sheet I must first put a check mark on their paper and then they must complete
the scrambled sentence activity with a partner (interpersonal communication). The
coloring sheet is a reward or a kind of incentive for them to get their work done correctly. I
will walk around the room with a writing utensil to mark their papers with and the stack of
scrambled sentences in my hand. If the student has successfully completed their
sentences and correctly circled all the capital letters and periods, I will then hand them a
half sheet of paper that has words on it but no punctuation or capital letters. (5 min)
13.The students must think-pair-share with a partner to create sentences out of the words,
capitalize the correct letters and use the correct punctuation at the end of each sentence.
They can either rewrite the sentences correctly in their handwriting notebooks or they can
simply correct the sentences on the half sheet of paper. Once they have successfully done
this, I will then hand them their coloring sheet. (5 min)

Provisions for Individual and/or Group Differences:

If I notice a student is behind or struggling as I am walking around to check their papers, I will
stop and help them and try to get them caught up before I move on to the next student. If I can
tell that they are no where near finished, I will tell them to keep working and come back to them
once I have checked everyone elses papers. If there is not enough time, these students that are
behind may not get to do the coloring sheet. If they dont get to do the coloring sheet and they
want to, I will send one home with them or let them color it during recess. As I write the
sentences I will make sure to use a dark pen or a marker so students with vision problems will
hopefully have no trouble seeing the words. If a student finishes before everyone else, I will have
them turn their coloring sheet over and have them write a few sentences about a time when they
visited a farm or saw a farm. If they have not experienced either of these things, I will have them
write about what they think it would be like to visit a farm. If there are English Language

Learners in my class, I will be sure not to use any English slang as I am speaking and I will also
provide them with a paper that has the sentences written out in Spanish that they can keep at
their desk and look at while we are doing the lesson. I will make sure they are paired with
another ELL when doing the sentence scramble activity so they can help each other through it,
or I will make sure that they are with an English speaking student who can also help them with it.
If there is an IEP student in my class, or in other words a student that has an individualized
education plan, I will make sure to meet their needs as well. For example, if I have an autistic
student that shuts down when an authority figure raises their voice, I will be sure to speak clearly
but kindly as I am teaching my lesson.

Closure:
To review and summarize the main points of the lesson, I will ask students to put their coloring
sheets aside and look up at the board. I will then display my paper on the document viewer
camera again so that the sentences we wrote with the circled capital letters and periods are on
the board for everyone to see. I will then walk up to the board. I will use a pointer to point to
each word as the class reads the sentences out loud in unison. I will then ask the class, What
goes at the beginning of a sentence? Hopefully someone will raise their hand and answer, A
capitol letter. Next, I will ask one more question, What goes at the end of a sentence? I will
call on another student who will answer, A punctuation mark. If there is enough time I will let
the some of the students who behaved well throughout the entire lesson come up and stand in
front of the class to show everyone the picture that they colored and if they wrote a story about
a time they visited a farm they may share that as well. When they work with a partner to put
together the sentences correctly, this is also a review of the concept. If they are able to do this
correctly, then they understood the lesson.
Evaluation of Learning:
I will check for understanding as I am walking around the room to check their papers before
handing them a coloring sheet or the sentence scramble activity. If I am not able to give very
many students a check mark, then I know that I may need to review this topic.
Remediation
If a student or multiple students do not understand the lesson, I will be able to notice this as I
come around to check their papers. In this case, I will pull these students out during fit time
and have them work in a small group on this concept with me. Fit time is where the students
switch classrooms to work on language arts. The students are grouped according to ability level.
Extension
My extension of this lesson will be the coloring sheet. Like I mentioned before the coloring sheet
is a reward or an incentive for them to get their work done and get it done correctly. As I also
mentioned before, If a student still gets done before everyone else, I will tell them that they can
write a story on the back of their paper about a time that they visited a farm or saw a farm. If
they have not experienced either of these things, I will have them write about what they think it
would be like to visit a farm.
Homework

I could give them some sort of writing assignment as homework. For example, I could have them
tell me what they did over the weekend in a few sentences. When this homework is turned in I
can look to see if my students are using correct sentence structure. If they dont have capital
letters to begin their sentences, I will know that they did not understand or get anything out of
my lesson.

Independent Practice:

Students will practice the concept of handwriting and sentence structure during centers.
One center will be writing specific and the students will have different options to write
about. They can either choose to make up their own recipe, write a letter to a friend or
family member, write a story relating to sports, or write a story about a time they got
injured. The students should be able to do this on their own without my help. If they
cannot, it wont be considered independent practice.