EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Monday, September 25, 2017

Lesson Day

How will this lesson support the learning

Why do we have different types of sentences?
goal?
(1c: Setting Instructional Outcomes)
(1 point)
The students will be able to create a sentence for each of the four types of sentences.
Objective(s)
(1c: Setting Instructional Outcomes)
The students will be able to label sentences with the correct type of sentence.
(2 points)
OR

I can create a sentence for each of the four types of sentences.

I will be able to label sentences with the correct name.

PA Standards (2 points)
www.Pdesas.org/Standard/view or Standard - CC.1.4.4.L
https://www.pdesas.org/Page?pageId=11

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,

capitalization, punctuation, and spelling.

ISTE Standards (if applicable)

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 Technology Materials/ Resources
(1d: Demonstrating Knowledge of
Resources)
(2 points)
Document camera The teacher uses the document camera to project the paper onto the board. This is helpful
because the teacher can project the paper for everyone to see and he or she can also write the notes and answers on
the whiteboard.
Graphic organizer The teacher uses the graphic organizer for the students to be able to take notes and write
examples. The graphic organizer will allow for students to have a resource to take a look at in case they need an
extra refresher. It also allows the students to take responsibility for their own learning. If they do not write down
the information, they will be lost.
Kinds of Sentences practice sheet This practice sheet is helpful to allow the teacher to assess the students and to
see if they are able to determine a specific type of sentence and write a specific type of sentence.
Whiteboard The whiteboard allows for the students to complete their guided practice with a partner. It also allows
for the teacher to have a better understanding for which students need some help and which students are excelling
and ready for independent practice.

The teacher will write a simple declarative sentence on the board.

Anticipatory Set
I have a hat.
(1a: Demonstrating Knowledge of Content
The teacher will ask for a volunteer to read the sentence out loud.
and Pedagogy)
May I please have a volunteer to read the sentence I just wrote on the board?
(3 points)
The teacher will change the punctuation on the sentence to a question mark and ask another volunteer to read
5 minutes the sentence out loud.
Now that I have changed the punctuation from a period to a question mark, can someone read the new
sentence for me? Make sure you read it as a question.
Does this change the meaning of the question?
The teacher will change the question mark to an exclamation mark and ask for a volunteer to read the sentence
out loud.
Now that I changed this sentence to an exclamation mark does it change the meaning?
What is the meaning of the sentence now?
The teacher will explain that the type of sentence format used to write it determines the meaning of a sentence.
When we read and write we notice that using different punctuation changes the meaning for the
sentence. As we just noticed together, when we changed the punctuation, it changed the meaning of our
simple sentence.
The teacher will tell the students they will be learning about sentences today.
Today we will be learning about the types of sentences and why they are important when reading and
writing.

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 7. The teacher will define imperative sentences.
Instructional Activities
a. Imperative sentences are sentences that give instructions, advice, express a command, order,
(1a: Demonstrating Knowledge of Content
direction or request.
and Pedagogy;
8. The teacher will ask for an example of and give examples of imperative sentences.
1e: Designing Coherent Instruction)
a. Would anyone like to try to give an example of an imperative sentence?
(10 points)
b. Class turn in your homework!
30 minutes c. Smell the flower
9. The teacher will define exclamatory sentences.
1. The teacher will ask the students to
a. An exclamatory sentence is a sentence that is used to show excitement or another strong emotion.
hold up how many fingers they think
b. What is another strong emotion? What does strong emotion mean?
there are for the types of sentences.
10. The teacher will ask for an example of and give examples of an exclamatory sentence.
a. Boys and girls, there are a few
a. Would anyone like to try to give an example of an exclamatory sentence?
different types of sentences.
b. My dog is loud!
How many types of sentences
c. I cant wait for your birthday party!
do you think there are? Show
11. The teacher will define interrogative sentences.
me using your fingers!
a. An interrogative sentence is a sentence that asks a question. This type of sentence ends in a
2. The teacher will call on students and
question mark. Often times, these sentences will begin with who, what, where, when, why, and how
see if they are able to name the types of
but they do not have to begin with those words.
sentences.
12. The teacher will ask for an example of and give examples of interrogative sentences.
3. Once the students have made some
a. Would anyone like to try to give an example of an interrogative sentence?
educated guesses, the teacher will use
b. What time is it?
the document camera to project the
c. Would you like to come to my party?
four types of sentences.
d. What was the homework?
4. The teacher will pass out a graphic
organizer containing the four types of
Guided Practice:
sentences.
1. The teacher will have the students get with a partner at their tables. The students will have 1 minute to
5. The teacher will begin by defining a
come up with a sentence for imperative sentences.
declarative sentence.
a. I would like you to find a partner at your table, make eye contact now please. When Student A is
a. A declarative sentence makes a
ready by setting the timer to 30 seconds, you and your partner will have the full 30 seconds to
statement or expresses an
come up with and write down an IMPERATIVE sentence on your whiteboard. Please go ahead and
opinion.
take our your white board and marker now.
6. The teacher will give examples of a
2. The teacher will repeat this activity with interrogative sentences.
declarative sentence.
a. An example of a declarative
Independent Practice:
sentence is The flower is
The teacher will pass out the Kinds of Sentences sheet that allows students to get some independent practice
pretty.
working with the types of sentences.
Boys and girls, I am now going to pass out a paper that you will be working on independently. Be sure to read
and follow all directions. You may use your graphic organizer as reference while working independently.

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 1. The teacher will reiterate why is it important to have different types of sentences and to include different
Closure
types of sentences in your writing.
(1e: Designing Coherent Instruction)
a. It is so important to have different types of sentences or punctuation in your writing. Just like we
(3 points)
notice when we read, the authors use punctuation to convey a message. If you use the same type of
1-3 minutes sentence over and over, it becomes very monotone to read and there is no expression.
2. The teacher will tell the students to look at the different sentences in their books while reading at home and
make sure they are reading based on the type of sentence. As well as writing based on the type of sentence.
a. While you are reading for homework this week, Id like for you to make sure you are reading based
upon the type of sentence. The punctuation changes the way the sentence is said and its meaning!
When you are writing, make sure you are also using the different types of sentences. Today and
everyday you will notice how important it is to use the different types of sentences.
The students whose academic development is below current grade level will still sit in with the lesson, but their
Differentiation
graphic organizer will include the definitions. This will allow them to really focus on writing the example sentences
(1e: Designing Coherent Instruction)
based upon the type of sentence it is.
(2 points)
The teacher will differentiate the content for both below and above grade level, the process as well. The product
will not so much be differentiated because each student will still be completing the independent practice sheet.

The lesson will promote creative and critical thinking and inventiveness because the students are asked to create
their own sentences. These sentences can be about anything as long as they are using the correct punctuation based
upon the sentences.
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)
(2 points)

Modifications**(see note below)

(1e: Designing Coherent Instruction)
(2 points)

Assessment (Formal or Informal)

The students will be formatively assessed through their whiteboard activity and while the teacher asks for
(1f: Assessing Student Learning) volunteers to come up with questions. The students will also be formatively assessed while coming up
(3 points) with examples of the types of sentences during the lesson.
The students will be summatively assessed through their independent practice worksheet.

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 Reflection on Instruction
(8 points)
I truly enjoyed implementing this
lesson. Thinking back at the lesson as a
whole I believe it went very well. The
students seemed to stay engaged and
interested in the lesson and because they
were able to come up with sentences and it
allowed for some individual creativity. As
well, I believe I did a good job of picking
on different students each time. I made it
clear that I wanted to see everyones hand
and that it was important for their input to
be a part of the lesson.
In order to assess whether or not the
students met or are progressing toward the
learning outcomes/objectives I walked
around during the explanation of each type
of sentence, I asked clarification questions
and memory questions and I also collected
the Kinds of Sentences paper. After
collecting the practice sheet, I was able to
read the sentences and determine whether
or not they understood the concept of each
type of sentence. This information will
allow me to decide if any students need to
be pulled for a little extra practice before
excelling at the skill.
I believe that one area of improvement for this lesson for myself is to work on my time management. I
am still working on planning according to time. Because I did not have enough time, the students were
not able to work with a partner at their table. This did not hinder the lesson but I believe it would have
been a great practice for the students to get used to working with the sentences with another person.
Originally in the lesson I had planned to have the students work with a partner to create specific sentences
while being timed. Unfortunately, I did not want to cut the independent practice short so instead I just
asked for volunteers to come up with sentences off the top of their heads. I wish that I had been able to
use the white boards because the students are always very engaged while using them. They understand the
responsibility they have in order to use them like the 4th graders they are. In the future, I do not believe I
would change a single aspect to this lesson. I think all the steps I took in order to have the students
comprehend the types of sentences were very important.
I did not group students any different way. Instead, the students stayed at their seats. If I had more time
I would have partnered the students up or had them find a partner at the carpet instead of at their desks.
This is important because allowing students to choose a partner from any student in the class allows for
them to be held responsible for their learning. As the teacher, I obviously have some say in this matter
and if two students were unable to work together I would split them up accordingly.
All of the materials for this lesson were very effective. I believe if I had to create an extension activity
that I would have students write about one of their favorite memories. In this paragraph they would have
to include all 4 types of sentences. I think this is important because the entire paragraph needs to flow and
the punctuation needs to make sense in each of the sentences.
I think one of the most effective teaching moments today during my lesson was when a student raised
her hand to share a connection to one of the words. She realized that she was struggling to understand the
interrogative type of sentences and she made the connection that the interrogative sentences are the types
of sentences that detectives use when interrogating criminals. In order to remember that interrogative
sentences were questions, she connected that detectives use questions to interrogate criminals. Although I
did not teach this explicitly, it was a great moment for the student and for myself. I was able to see her
thinking and watch gears turn in her head as she made the connection.
Teaching this lesson was a great experience. I was able to use a specific sentence from an article in our
class. The article was discussing when a student is reading out loud and says a word wrong that changes
the entire meaning of the sentence. Although I did not use this idea while the students were reading, I was
able to adapt it during the lesson. When I asked the students what an imperative sentence was I received a
few answers in return that were incorrect. Instead of saying that the student was flat out wrong, I just told
them that something about the word tricked them and to think about all of the different types of sentences.
After this, a few students raised their hands and each got the answer correct. Ive always struggled with
telling a student they are wrong, so telling them that something tricked them allowed for them to think
back on what they learned in order to find the answer.
All in all, I am very proud of my lesson. I know I do have kinks to work out and that I will never have
a perfect lesson while I am still a teacher candidate. I will continue to reflect on my lessons and work on
time management. I will also work on picking different students for each question I ask. This is important 5
to not just call on the same students each time because the other students will not be learning from their
experiences this way.
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.