Lesson Plan Template LESSON TITLE: Sentence Types, Statements Oct 3, Wed GRADE LEVEL: First Grade, age

e level six to eight years old SUBJECT AREA: Grammar TIME ALLOCATION: 25 minutes

OBJECTIVES (with active verbs):

Given a list of beginning sentences, the first grade students will complete the sentence by physically writing it out to make it a statement. Upon the creation of a character, first grade students will orally and physically designate a statement sentence about their character. Provided page GR14 from their Grammar book, first grade students will read each pair of statements and will circle the statement that is correct. RF.1.1.a Recognize the distinguishing features of a sentence (e.g., Print Concepts first word, capitalization, ending punctuation). RF.1.2. Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Common Core Standards:

Big Idea(s):

RF.1.3. Know and apply grade-level phonics and word analysis skills Phonics & Word in decoding words. Recognition Students will gain a greater understanding of statement sentences.

Grouping of Students & Rationale:

Whole class Provides practice so that that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Allows all students to properly view the teacher Provides for greater interaction between teacher and students. Individual seat work The teacher to easily assess how students work individually and view any difficulties they may be facing. This will also allow the students to follow up the lesson with supervised practice, individually. SmartBoard Grammar Workbook, pg GR14 Pencil Sentence Structure Grammar Punctuation Capitalization Period Have some form of experience with written manuscript. Familiar with high frequency sight words. Basic grasp on the fundamentals of print.

Materials: Identify Academic & Related Content Language: Prior Knowledge Needed:

Student Profile (special characteristics) Modifications

Students are very energetic and love to use the SmartBoard for lessons. Very intelligent and love to get actively engaged in lessons. State questions/definitions in a number of different ways. Allow extended wait time when I ask a question and expect a response. Instructional Model & Rational(s): Direct Instruction

Discussion Used during the pre-activity when the students will review statement sentences. Independent Practice: Used during the closer when students will independently complete their worksheet. Indirect Instruction Used during the SmartBoard activities. PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, presentation teaching, guided inquiry, etc.) PRE-ACTIVITY (advance organizer): Students will review statement sentences. Transition: Student volunteers will be called. ACTIVITY Students will be shown a slide that contains a list of beginning statement sentences. Volunteers will be called up to finish each sentence by making it into a statement sentence. Post-ACTIVITY Following this activity, students will be shown a game (Character from bgfl.org) and will come up to create different characters. After they make a character, students will be instructed to create a statement sentence about their character. Transition: Students will be instructed to get their Grammar book out and turn to page GR14. They will also be told to put their name and number on the top of the page. Closure: Students will work on page GR14 in their Grammar book. Authentic ASSESSMENT [Name of Observe students' participation and conduct in large and small group Assessment discussions. Tool & Note which students rarely or never ask questions. Description; Observing who is answering the question prompts I am providing. Identify as Questioning the students about what they think and analyzing their responses Authentic or given. Traditional/Sum (In the group) Observe students' ability to focus on a topic or task in a group mative or situation. Formative: (In the group) Note students' participation in the oral expression of ideas. Monitor listening behaviors. (Do students take turns speaking? Do they ask for

TIME

clarifications?) Traditional Their worksheets. REFLECTION: -