Rebecca Alize-Minty

Lesson Plan
Lesson Title: Sentence Writing Centers 2 Grade: 1 and 2 Date: November 29th
Subject/Strand: Language Unit: Recount Writing Location: HCES classroom Times: 11:20-12:00
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson will be a center for students to practice and expand on their sentence knowledge. This will include a mini lesson on
common and new words through the book Green Eggs and Ham by Dr. Seuss. Students will be read the book Green Eggs and Ham and
participate in an activity that will require them to write sentences with new words found on a plastic egg.

This lesson would fit into the context of the unit by allowing the student to apply their knowledge of sentences to create sentences
using new and common words.

The Big Ideas:

- Communication: Developing fluency when writing sentences
- Transfer of knowledge and skills to their own work.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Writing;

1. Generate, gather, and organize ideas and information to write for an intended purpose and audience;

This Overall Expectation in writing would be met by having students complete the Green Eggs and Ham activity to gather new words
and use them to write sentences using these new words and common words.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Writing:
Grade 1 and 2
(C) 1.3 Gather information to support ideas for writing in a variety of ways and/or from a variety of sources
Grade 1
(c) 2.4 Write simple but complete sentences that make sense
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn:
- How to write a complete sentence using new and common words.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [X ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
- (C) Write complete sentences
- (C) Use new words found in the book Green Eggs and Ham in your sentences
- (C) Use common words (word wall) to complete your sentences
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
- Written: Students will
demonstrate their - Students will be completing the - Collect worksheet for assessment.
knowledge through worksheets and participating in the - Checklist associated with
worksheets and the plastic plastic egg activity. worksheet and based on the
egg activity. success criteria.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
- Students will have been introduced to elements found in a complete sentence.
- Students know how to use the word wall
I.E.P. program implications: Accommodations, Modifications
Accommodations:
I.E.P (1)
- Instructional: Additional Time for Processing and Additional Time for Responding
- Environmental: Classroom Visuals
- Assessment: Additional Time and checking for understanding of Instructions.
I.E.P (2)
- Instructional: Check-ins for Understanding, Prompts and Self-Regulation
- Environmental: Classroom visuals and Self-Regulation Area/Activities
- Assessment: Conferencing and Visual Support
Differentiation: Content, Process, Product, Environment, Assessment
Content: Students can write their sentences about any interest as long as they include words found in the activity.
Environment: Students can use noise-cancelling headphones if needed.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ X ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Learning Skill/Work Habit related to this task is independent work since students will need to use the class time appropriately to
complete their task and they will need to listen to instructions to complete their activity on their own.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
- Organize
- Punctuation
- Capitals
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
- Green Eggs and Ham
- Plastic eggs with words
- Writing sheet
- Writing tools
- Guides to Effective Instruction in Writing K-3 (1.6 for assessment and writing instructions).

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 0- 10 minutes (Indicate time breakdown of instructional elements)

1. “Hi class. So today we are continuing our centers 1. Listen

around sentences. We still want to focus on making our 2. Listen
sentences complete and organized, but also include 3. Listen
new words to our sentences.”
 2. “So to do that, you will learn some words that you can 4. Listen
learn to write from the book Green Eggs and Ham. But 5. Listen
before I read, let’s look at our learning goal and success 6. Listen to book
criteria.” 7. Participate
3. “Our learning goal: Today I will learn how to write a 8. Listen
complete sentence using new and common words.” 9. Watch
4. “And our success criteria for today is: 1) Write 10. Listen
complete sentences 2) Use new words found in the 11. “No”
book Green Eggs and Ham in your sentences 3) Use
common words (word wall) to complete your
sentences.”
5. “Now when I am reading the book, I want you to think
of all the words you might not be able to spell and we
will talk about them after the story.”
6. Read Green Eggs and Ham
7. “Now any words you thought about during the story
that you might not know how to spell?”
8. “Now before you start writing sentences, I have
prepared a bunch of word eggs. In this bag, you will find
some plastic eggs with words that can be created.
9. Demonstrate
10. “Now, you will have to find 10 new words (that you
didn’t know how to spell before) and write them down.
Afterwards, you will write a sentence for every word
you found.”
11. “Any questions?”
12. “Great, you can start.”

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 5 – 45 minutes (Indicate time breakdown of instructional elements)
1. Collect the eggs and writing sheet
1. Hand out the eggs and writing sheet 2. Start the activity. Ask questions if needed.
2. Walk around and give extra instruction or help if 3. Remain on task
needed. 4. Answer questions when asked
3. Make sure students are remaining on task. - “With a capital and period.”
4. Ask students questions to prompt their thinking: - “A noun and a verb.”
- “How do you make sure your sentence is complete?
- “And anything else?”
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 45 – 50 minutes (Indicate time breakdown of instructional elements)

1. “Alright can everyone come back to the carpet and 1. Bring back material
bring me your writing sheets and eggs please.” 2. “Today I will learn how to write a complete sentence
2. “Now could someone read me the learning goal for using new and common words.”
today?” 3. Listen “Yes”
3. “Great and do you think the eggs helped you spell new 13. “1) Write complete sentences 2) Use new words found in
words?” the book Green Eggs and Ham in your sentences 3) Use
4. “Great. And could someone read our success criteria? common words (word wall) to complete your sentences.”
5. “Perfect and does everyone think they did that today?” 4. “Yes”
6. “Now everyone did great today, we will be continuing
our centers on sentences Friday.”
Extension Activities/Next Steps (where will this lesson lead to next)

- Students will have a knowledge of the elements included in a sentence

- Students will have a knowledge of how to organize a sentence
- Students will have a knowledge of some new words to use in sentences
- Next step: Get students to identify complete sentences.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?