Educ515 Techitout Adaptedlp Lockley2014 FC

CARNIVAL SENTENCES LESSON PLAN
1

Sentence Carnival
By: Beth Engstrom, Randee Delaney,
Michele Lockley, Tori Roan,
And Aracely Worley

A Five Day UBD Lesson Plan
SPED 536, Fall I, 2013

2

Confidential - 3
rd
Grade Class Accommodations Roster
Student Status Disability Accommodations Strategies
Benitez Rachelle SPED Autism One-on-One aide
IPad
Utilize buddy when receptive and praise
efforts
Sensory room, quiet zone, classical music
Encourage speech
Utilize pictures and word cards
Keep to schedule, prepare for adjustments to
schedule
Word wall
Cullen Andrea RSP Dyslexia Aid to assist in understanding during whole
group lesson
Extra time
Small group
Graph paper
Testing modifications
Encouragement and Praise
Manipulatives (concrete and virtual)
Word wall
Evans Harry RSP Dyslexia Aid to assist in understanding during whole
group lesson
Extra time
Small group
Testing modifications
Word wall
Frederico
Michael
SPED ED
CELDT 2

Has quiet zone for times he feels frustrated,
can move on own or at teachers request,
needs to take work and attempt to stay on
task
IPad app: English/Spanish dictionary
Positive Reinforcement and incentive chart
Communication with Mom, daily behavior
report.
Encourage short responses, concrete
objects, use print with oral, short homework
assignments, short answer quiz/tests, open
ended sentences, word wall
Juarez, Franco RSP ADHD
CELDT 3

Medication administered in nurses office.
Student needs to more, standing table &
floor areas available for independent
working time
Study buddy with Valeria
IPad app: English/Spanish dictionary
Encourage attempts to respond
Short response questions
Concrete objects
Use print with oral
Printed Word Dictionary to track and
write new words and lesson vocabulary
Vocabulary Graphic organizer with
opportunity to draw
Word wall
Ross, Martin RSP TBI/ADHD Medication at home and at lunch with
school nurse
Student needs to more, standing table &
floor areas available for independent
working time
Tactile material for rubbing
Incentive chart
Word wall

Swan Heather RSP Dyslexia Aid to assist in understanding during whole
group lesson, Extra time, Small group,
Graph paper, Testing modifications
Word wall
Gen Ed English Language Learners Roster
Student Status Disability Accommodations Strategies
Monterosa,
Valeria
GenEd CELDT 5

Why questions ,Cognitive academic language, oral and written
Higher-order thinking skills, Word wall
Jacso, Angelina GenEd CELDT 1 IPad app:
English/Spanish
dictionary
Encourage attempts to respond, Short response questions
Concrete objects, Use print with oral, Printed Word Dictionary to track and write
new words and lesson vocabulary, Vocabulary Graphic organizer with
opportunity to draw, Word wall
Monterosa,
Marcos
GenEd CELDT 4,
Intermediate
Fluency
IPad app:
English/Spanish
dictionary
Why questions, Cognitive academic language, oral and written
Higher-order thinking skills, Word wall
3

Unit Builder - Vital Information
Author(s) Beth Engstrom, Randee Delaney, Michele Lockley,
Tori Roan, and Aracely Worley
Subjects
ELA, Writing, Speaking
Grade/Level
3
rd
grade, adaptable for 2-5
Time Frame ELA 1 hour a day with 1 hour for rotations and writing workshop,
five days
Common Core
Standards
ELA
Conventions of Standard English
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in particular sentences.
L.3.1i Produce simple, compound, and complex sentences.
Knowledge of Language
L.3.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.
ELD
B. Interpretive
8. Analyzing how writers and speakers use vocabulary and other
language resources for specific purposes (to explain, persuade,
entertain, etc.) depending on modality, text type, purpose,
audience, topic, and content area
C. Productive
10. Writing literary and informational texts to present, describe,
and explain ideas and information, using appropriate technology
11. Supporting own opinions and evaluating others opinions in
speaking and writing
12. Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas
Summary During the writing time of language arts, students will be presented with
the task of writing an article for a magazine based on an experience they
have had at a circus, fair or amusement part, or would like to have. They
will have the ability to utilize the computer to find a picture (photo,
graphic or clipart) to accompany their article. They will brainstorm and
work on ideas based on these language arts lessons topics to enhance their
writing and develop their voice. Accommodations for students with IEPs,
or who are ELLs according to need (see class roster and figure 3).

Lessons will be enhanced through center rotations (small group) and
activities that reinforce and provide opportunity for building
understandings.

The lessons will cover nouns (subject), verbs (predicate), adverbs,
adjectives, prepositions (and phrases), and pronouns.
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Stage 1 DESIRED RESULTS
Big Ideas A good writer hooks the reader with exciting adjectives,
great verbs, modifiers, and by incorporating colorful
descriptions in writing.
A good writer uses sentences that vary in length and type
(statement, command, question and exclamation).
Essential Questions Why do conventions matter in writing?
Why do writers need to know their audience?
Why do writers need to have an authentic voice?
Students will know:
(Vocabulary)
Noun, verb, subject, predicate, adverb, adjectives, preposition,
prepositional phrase, pronoun
Students will be able to
(Processes & Skills)
Students will be able to write complete descriptive
sentences.
Students will be able to identify parts of sentences.

Stage 2 ASSSESSMENT EVIDENCE
Performance Task Students will complete a test identifying parts of speech and
provide a sample of writing
G (goal) Students task is to write an article for A Childs World Magazine.
R (role) Students roll is that of a reporter.
A (audience) The target audience is families with children.
S (situation) The challenge involves dealing with an editor who is working hard
to bring up the readership in this new magazine.
P (product/performance) Students will write an article describing how much fun you can
have at a particular amusement park or carnival in order to bring in
fun things about our world so the magazine is subject balanced
and children will want to read it.
Other evidence The written article should be accompanied by a photo or picture.
Student Self-Assessment The criteria for success is that the students writing needs to be
well written. It must contain nouns and verbs in agreement,
adjectives and adverbs must be used to help descriptions in
addition to prepositional phrases. Pronouns should be used to
avoid repetition.

5

Stage 3 - Daily Lesson Plan - Lesson Builder
Resources and Handouts Computer with internet and projection capability
Resources for Centers (Independent, partners, small group practice and
interventions.
http://www.teacherspayteachers.com/Product/Subjects-and-
Predicates-Study-Guide-330312
http://www.teacherspayteachers.com/Product/Subject-and-
Predicate-Sentence-Building-Harry-Potter-Theme-263169
http://www.teacherspayteachers.com/Product/Adjective-and-
Adverb-PowerPoint-Jeopardy-Game-162848
http://www.teacherspayteachers.com/Product/Free-Fishing-for-
Words-noun-verb-adjective-and-adverb-practice-695453
http://www.teacherspayteachers.com/Product/PREPOSITIONS-
FOR-ESL-131546
http://www.teacherspayteachers.com/Product/Preposition-BINGO-
416991
http://www.teacherspayteachers.com/Product/Prepositions-Teach-
them-in-a-fun-way-Hot-Wheels-and-Prepositions-363207
Technology links
http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun3-
6/ReadingFun_PartsofSpeech.htm
http://www.pinterest.com/nfreeburg/3rd-grade-common-core/
Assessment/Rubrics http://www.teacherspayteachers.com/Product/Writing-Rubric-and-Student-
Response-Sheet-355399
Additional Rubric Choices:
http://www.teacherspayteachers.com/Product/Writing-Rubric-for-
Personal-NarrativesStories-376080
http://www.teacherspayteachers.com/Product/Writing-rubric-using-
the-achievement-chart-364717

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Lesson Plan - Day 1
VITAL INFORMATION
Subject Nouns and Verbs, subjects and predicates - AW
Topic or Unit of Study Writing, Speaking, and Reading
Grade/Level 3rd
Objective Students will be able to explain nouns in general and their
functions in sentences.
Summary These activities provide students with the basics for the part of
speech noun. It includes the introduction of graphic organizer and
guides the students to help categorize nouns into a person, place,
thing, or idea; and instructs them on singular/plural nouns. The
activities will give them an opportunity to identify the nouns.

PLANNING PREPARATION
Technology Projector
iPad
Tablets
Poplet App
Exploring Type of Nouns Worksheet
The teacher will show, School House Rocks, A Noun is a
person, place, or thing.
http://www.youtube.com/watch?v=kfnXUWJz0sE
Homework Assignment- Noun Gem Worksheet
http://www.jumpstart.com/common/noun-gems-view
The Video will also be available on the class website/blog .
This allows for re-review opportunities for students.

Data Driven Instruction Students will learn about nouns through various platforms
Visually/ Auditory: Through the "School House Rock"
video
Kinesthetically: The Noun Game (Noun Scavenger Hunt)
Learning About Students Observations
Previous Work Samples

Check for Understanding
and Progress Monitoring
Exit Poll Fill out an exit slip. We will have a stop light
near the door. Students will use sticky notes and post to
green if they shared what they learned, yellow when they
have a question about something, and red when they have
concerns or something halted their learning.

7

UNDERSTAND BY DESIGN
W (where, why, what) In this lesson teachers will explain the functions of nouns- person,
place, or things in sentences. In this lesson teachers will also
present the functions of verbs by identifying an action or state of
being in sentences.
1. Subject/ Topic: English Language Arts Standards- Language
2. Content Standard: CCSS.ELA-Literacy.L.3.1a Explain the
function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.
3. Goal: Student will be able to categorize nouns into a person,
place, thing, or idea; and differentiate singular/plural nouns.
Students will be able to identify nouns.
H (hook and hold) To begin the class I will share Classic Schoolhouse Rock Noun
is a person, place, or thing/Schoolhouse video. We will also play a
noun game/scavenger hunt. Students will pair up and label nouns
found throughout the classroom.

E (explore and
experience)
1. The teacher will show the video of "School House Rock- A
Noun is a Person, Place, or thing-
http://www.youtube.com/watch?v=kfnXUWJz0sE
2. The teacher will lecture on nouns
3. Students will work on Exploring Noun Worksheet.
4. We will discuss as a class the answers and go over the
Worksheet
5. Students will use thinking maps and the poplet application on
their tablets to create a variety of thinking maps on nouns.
Students will then create a paper graphic organizer to label/place
nouns.
6. Students will play a noun game/scavenger hunt. Students will
pair up and label nouns found throughout the classroom.

R (rethink, revise and
refine)
The last 5 minutes of class will be used to discuss what students
felt was great about class and what students had questions about.
E (evaluate Students will work individually on Exploring Noun Worksheet.
After students have completed the worksheet, we will discuss as a
class the answers and students will be able to grade/evaluate their
work/answers.

T (tailor)
English Language Learners will be allowed extra time to
complete worksheet
English Language Learners will be paired up with a
language buddy for the noun game/scavenger hunt

O (organize) This lesson will connect with other lessons throughout the week. This
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will be one of the foundation bricks for the parts of speech unit.

STANDARDS & ASSESSMENT
Standards L.3.1 Conventions of Standard English
1. a. Explain the functions of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in particular sentences.
Assessment/Rubrics
Ask and answer questions to demonstrate understanding of
lesson.
Exit Poll- Exit Slip
Teacher Reflection This lesson went better than I expected. The students worked
cooperatively and enjoyed comparing answers/discussing. The
discussion surrounding the worksheet and game kept every student
interested and involved.

9

Lesson Plan - Day 2
VITAL INFORMATION
Subject Adjectives and Adverbs - TR
Topic or Unit of Study ELA, Writing and Speaking
Grade/Level 3rd
Objective Identify what an adjective and adverb is.
Create their own adjectives and adverbs to incorporate in their A
Childs World Magazine.
Begin draft writing for the A Childs World Magazine.
Summary In this lesson students will understand the concept of adjective and
adverb. Students will be able to locate and create their own adjectives
and adverbs. Students will be able to write a 5 sentence paragraph on
their favorite amusement park experience or desired experience using
clear descriptions about what and why they enjoyed it. Students that are
not retaining the instruction, will receive accommodations and
modifications.

Technology Computer with internet connection
Projector, PPT
Data Driven Instruction Review students prior grades, testing, IEP goals, and prior writing
examples. Figure out who will need modifications and accommodations
(see student chart) to individualize rubrics.
Learning About Students See student chart for accommodations and abilities.
Have students circle the adjectives and adverbs listed in the sentences
written at the end of the PPT. Discuss the correct answers by calling on
students and having them explain why or why not the word is an
adjective or an adverb.

10

W (where, why, what) Review adjectives and adverbs from PPT on amusement parks (Knotts
Berry Farm, Six Flags, Disneyland, Sea World, and LEGOLAND).
H (hook and hold) Share Classic Schoolhouse Rock Adjective is a descriptive word and
an adverb is a descriptive word that ends in ly and modifies a verb from
Schoolhouse Rock Adjectives and Adverbs.
E (explore and experience) Introduce the concepts of adjectives and adverbs through the PPT. Have
students break into groups (low with high) and share their personal
experiences from these Amusement Parks or what they would like to
experience if they have never been. Teacher will call on students to
share these words. Teacher will write these words onto a Word Wall
and discuss and repeat the words throughout the lesson.
refine)
Have students create 5 sentences that describe their adjectives and
adverbs from their personal experience or desired experience at one of
the amusement parks. Utilize textures (cloth, sand paper, wall paper,
grass, and bark) to incorporate with the adjectives and adverbs in the
sentences. This visual aide will provide hands on learning for the
student.
E (evaluate) Teacher will walk around observing students sentences and texture
selections regarding the adverbs and adjectives they chose. Teacher will
give feedback to students individually.
T (tailor) Utilizing tactile to help with describing adjectives and adverbs related to
the PPT for gross motor skills. ELL students and autistic students are
encouraged to speak and point to the PPT pictures to practice English
and social skills; as well as Word Walls. Provide positive reinforcement
for ED students if they have difficult or uncomfortable memories
regarding any or lack of amusement park experiences. For dyslexic
students and other LD students, TA will work one on one to help teach
them how to properly form their sentences.
O (organize) This lesson will connect to other lessons by building the student's
language which will gradually lead to the ability to improve their
writing. By using technology in the lesson students get a model for what
an adjective and adverb is. It appeals to auditory and visual learners;
kinesthetic learners will learn their adjectives and adverbs through the
tactile project of identifying touch with words.

Standards L.3.1 Conventions of Standard English
1. a Explain the functions of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in particular sentences.
Assessment/Rubrics Ask and answer questions to demonstrate understanding of lesson.
Teacher Reflection Teacher will have a list of adjectives and adverbs from the Word Wall
posted in the classroom (visual aide) so students can refer back to them
throughout the year. As well as their 5 sentences and textures posted on
the bulletin board.

11

Lesson Plan - Day 3
VITAL INFORMATION
Subject
Explain the function of pronouns _ RD
Topic or Unit of Study
Writing, Speaking, Reading, Language Arts (English)
Grade/Level
Grade 3
Objective
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking with the use of
pronouns.
Summary
By using the teaching tactic of scaffolding students will increase
their knowledge of pronouns through a short lecture, a video and
worksheet students will learn about pronouns.

Technology The teacher will show YouTube video
(http://youtu.be/koZFca8AkT0) which is a video series
called "School House Rock". The video is an audio and
visual representation of pronouns. This allows visual and
auditory learners to be engaged, also it allows Special
Education and ELL to be engaged before practicing pronoun
usage on their own.
If technology fails the students will still have the video:
-The video will be e-mailed home - The video will be on the class
website
Data Driven Instruction
Students can learn about pronouns in a variety of different ways:
Visually/ Auditory: Through the "School House Rock" video
Kinesthetically: Through Pronoun Worksheet/ Participating
in the teacher lecture
Learning About Students Monitoring understanding through Aide(s)
Small Group intervention
Accommodation for students as needed
As students work on pronoun worksheet, I can ask the room how we
are doing using the thumbs-up/down method. Also the teacher can
monitor student learning by walking around the classroom assisting
those who need help.
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Materials and Learning
Environment
Materials:
Computer/Internet/YouTube: (http://youtu.be/koZFca8AkT0)
Projector:
http://vdc.engr.scu.edu/KnowItAll/English/1stEnglish/1EG5_1.htm
Worksheet: http://www.teacherspayteachers.com/Product/Carnival-
Pronouns-211622
Object(s) student(s) bring from home
Blank Writing Strips

Learning environment:
Students will remain in their assigned seats
Students can work/converse with other students on worksheet while
still remaining seated
Students are encouraged to participate in the "Pronoun Circle" from
their desk to maximize learning time and not wasting time getting in
a circle

W (where, why, what)
1. Subject/ Topic: English Language Arts Standards- Language
2. Content Standard: CCSS.ELA-Literacy.L.3.1a Explain the
function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.
3. Goal: Students will increase their knowledge of pronouns by
participating in a variety of different actives that emphasize their
learning
H (hook and hold)
To begin with I would start with explaining to the students that today
we are going to be practicing our use of pronouns so we can become
better writers! I would say this in a very enthusiastic manner.
Secondly, I would show the video of "School House Rock" that is a
very visual and silly way to present learning about pronouns and
hook the students into learning about the subject of pronouns.
The day before the student is encouraged to bring a small object
from home that belongs to the student (though not told what they
will be doing with the object until they are in the "Pronoun Circle").

13

E (explore and
experience)
The teacher will show the video of "School House Rock" to
hook the students - (http://youtu.be/koZFca8AkT0)
The teacher will talk about pronouns and lecture on the
subject
http://vdc.engr.scu.edu/KnowItAll/English/1stEnglish/1EG5_
1.htm
Direct instruction/ modeling on what a pronoun is3. Students
will get into a "Pronoun Circle"
To meet the needs of kinesthetic students, the student will
have an object they brought from home
The teacher will point to each student's object i.e. Suzy is
holding a teddy bear.
The student will be asked to recreate the sentence replacing
the noun into a pronoun (the teacher will do this for each
student)
Students at their desk will work on "Warm Up" prompt
Students will be given a blank writing strip
The teacher will ask the student(s) to write a sentence using
pronouns about their object
Students will share their "Warm Up" prompt
Students will share their sentence
Student will work individually/ collaborate on "Pronoun
Worksheet"
http://www.teacherspayteachers.com/Product/Carnival-
Pronouns-211622
Students will work on worksheet and have more practice with
pronouns
Grade worksheet
refine)
To close the lesson I would ask the students if they feel better about
pronouns and improving their writing. Also I would like to know if
the students enjoyed the story and what their favorite part(s) were. It
is important to understand where each student is with pronouns/
language so for future lessons instead of the class writing the same
length/ depth, I can tailor the writing to each individual students
ability.
E (evaluate
Students will work on a "Pronoun Worksheet" after the students are
done completing the worksheet, as a class we will go over the
worksheet, the student will grade their own worksheet so they can
see/understand better what they missed.
14

T (tailor) 1. This lesson is designed for students to be able to work on the
worksheet on their own, although weaker learners on the subject can
be buddied up with strong learners to assist in the lesson
2. For students with special needs (ELL/ Special Education) the
worksheet can be shortened to maximize learning and reduce
frustration.
O (organize) This lesson will connect to other lessons by building the student's
language which will gradually lead to the ability to improve their
writing.
By using technology in the lesson students get a model for what a
pronoun is, also it appeals to auditory and visual learners; kinesthetic
learners will learn by working on the worksheet. The "Pronoun
Circle" will engage all types of learners.

Standards Conventions of Standard English
L.3.1a Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions in
particular sentences.
Assessment/Rubrics To assess the student's understanding of pronouns the teacher will
have the student(s) read their "Pronoun Warm-up" out loud at their
desk.
Students when working on their portion of "A Child's World
Magazine" article to avoid repetition will add in pronouns
appropriately i.e. using "she, we, it, etc." correctly instead of using
excessive pronouns.

Teacher Reflection Teacher will have a list of pronouns posted in the classroom (visual
aide) so students can refer back to them throughout the year.

15

Lesson Plan - Day 4
VITAL INFORMATION
Subject
Prepositions and Prepositional Phrases - BE
Topic or Unit of Study
ELA, Writing, Speaking, and Reading
Grade/Level
3rd
Objective Students will gain an understanding of prepositions and
prepositional phrases, they will be able to identify a preposition in a
sentence.
Summary By using different teaching strategies to best reach all the different
learners in the class, students will participate in the lesson by watching a
short video, explicit instruction and a worksheet/game they will learn
about prepositions.

Technology
Computer with internet connection
Projector.
Teacher will show a YouTube video to enhance learning. This is a good
teaching strategy for most of the learners in the class, because it shows the
prepositions in a different color and the video stresses the words that are
prepositions. It is also appropriate for ELL students because it helps with
syntax.
Data Driven Instruction The students will learn about prepositions through lesson:
The video will help visual and audio learners,
The worksheet/game will help my kinesthetic learners through hands on
activity.
Learning About Students Accommodations will be made as needed.
Students will be in small groups of two or three for the preposition match
game and worksheet.
Check for Understanding and
Progress Monitoring
I will check for student understanding by watching the students to see
who might need extra help, and by asking the students to give me a
thumbs up if they understand what they are doing.

16

W (where, why, what) 1. Subject/Topic: English Language Arts Standards
2. Lecture will be on prepositions and the difference between a
sentence with a preposition and a prepositional phrase.
3. Goal: Students will better understand sentence structure and will
be able to identify a preposition in a sentence.
H (hook and hold) The hook for this lesson is a video by School House Rock. The
video is called Busy Prepositions. Students will be encouraged to
pay attention to the words and sing the song if they know it.
Subtitles will be put on the screen for those who might be hearing
impaired. http://www.youtube.com/watch?v=Bmz8mM-nPtM.
Students will be told that they will be playing a game after the
lesson is completed.
The students will have a short lesson on prepositions and transition
to the next activity.
E (explore and experience) Students will collaborate on the preposition game that has pictures
that match the words.
After the students match the pictures on the worksheet, then they
will have a game of charades where they will have to act out one of
the words on the list from the worksheet.
http://www.teacherspayteachers.com/Product/Preposition-Words-
Sorting-Board-357189.
Students will read a short passage and circle the prepositions and
underline their prepositional phrases.
refine)
I would ask the students at the end of the lesson if they liked the
matching game that the class played and if the game was hard or
easy. I would let them know that they might be able to play the
game next week. This game will help the idea of prepositions
become concrete.
E (evaluate Students will write at least one quality sentence with a preposition
in a short paragraph. This will be a part of their project at the end of
this unit for their magazine article. They will be instructed to
underline the preposition in their sentence, this will help me know
where each student is in understanding prepositions. The students
will be instructed about the difference between a prepositional
phrase over the river and a sentence, the bridge went over the
river.
T (tailor) For my ELL student who is not yet ready to write sentences, I
would modify the lesson by having that student copy a short list of
3 to 5 prepositions in their word wall.
17

O (organize) By engaging different learning styles, students will be able to
remember this lesson and grow in knowledge of the English
language. The students sentences will go into a folder with their
name on it so that I will be able to monitor the students
understanding of the lessons after the unit is over.

Standards L.3.1i Produce simple, compound, and complex sentences
Assessment/Rubrics
Assessment will be measured by the students sentences, if the student
underlined their prepositions, then the teacher will know that the student
understood the lesson.
Students will turn in their passage and it will be a show of what the
student knows to be prepositions, and show what the student understands,
where they have further needs, and it will show the gap of understanding.
Teacher Reflection The classroom will be have signs of prepositions around it. For instance,
the door will have one that says through, the table, on. The
prepositions will all match the space that is designated. This can help my
students better understand the lesson if they are surrounded by visual
prompts.

18

Lesson Plan - Day 5
VITAL INFORMATION
Subject Assessment Day Parts of Speech - ML
Topic or Unit of Study ELA, Writing and Speaking
Grade/Level 3
rd

Objective
Students will demonstrate their understanding by identifying and
using nouns, verbs, adjectives, adverbs, pronouns and
prepositions.
Summary
This is assessment day. Students will complete a short assessment
demonstrating their understanding of the parts of speech. They
will also complete their writing assignment. Assessment, writing
paper and rubric are attached at the end of this document.

Technology
Computer with internet connection
Projector
PowerPoint Review - Parts of Speech
Data Driven Instruction
The assessment and the writing sample will be used to
ascertained student understanding of materials presented in
this 5 day plan. The information will be used to determine
the need for intervention and re-teaching as necessary.
Learning About Students
Students will be provided accommodations as noted in the
class roster for special needs and ELLs. Students in need
of testing modification will receive them according to their
IEPs and will test in a small group setting with an aid for
quick clarification if needed.
Through the PowerPoint Review teacher can assess student
understandings, clarify misconceptions and prepare
students for the assessment.
The assessment and writing samples will be used to
monitor student progress and drive future lessons and
determine need for interventions.

19

W (where, why, what)
Teacher will lead review, administer assessment for
progress monitoring, and aid in completion of writing
assignment, aids will assist as directed.
H (hook and hold)
Teacher will present PowerPoint Review.
Teacher will clarify any misconceptions as needed.
E (explore and
experience)
Students will work in table groups to answer questions on
PowerPoint with the use of white boards. Student groups
will earn table points for correct answers.
refine)
Students will complete short assessment (figure 4).
Students will complete their writing assignment (figure 5).
E (evaluate
Assessment will be graded, by points on assessment and by
rubric for writing assignment.
T (tailor)
Students with IEPs will have adjustments to their
assignments as needed in terms of length and content.
Extra time will be given to those with need.
O (organize)
Timeline and expectations for student behavior will be
given.
Review of topics
Assessment (teachers and aides to assist as needed), graded
as turned in. Students will have opportunity to fix their
assessment after re-teaching if necessary
Completion of Student writing

20

Standards ELA
Conventions of Standard English
L.3.1a Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions in
particular sentences.
Knowledge of Language
L.3.3 Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
ELD
B. Interpretive
8. Analyzing how writers and speakers use vocabulary and
other language resources for specific purposes (to explain,
persuade, entertain, etc.) depending on modality, text type,
purpose, audience, topic, and content area
C. Productive
10. Writing literary and informational texts to present,
describe, and explain ideas and information, using
appropriate technology
11. Supporting own opinions and evaluating others
opinions in speaking and writing
12. Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas
Assessment/Rubrics Written assessment worth 18 points
Writing Sample see attached rubric
Teacher Reflection This lesson is the culmination of student writing and application.
Accommodations made for students are made according to IEPs

21

Appendix

Figure 1
22

Figure 2
23

Figure 3
24

Figure 4 - Student Assessment
25

Figure 5 - Student Writing Paper
26

Figure 6 - Writing Rubric

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CARNIVAL SENTENCES LESSON PLAN

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