USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able

K.L.1.2 Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.
LAFS.K.W.1.2 Use a combination of drawing, dictation, and writing to compose
informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.

DemonstratecommandoftheconventionsofStandardEnglishcapitalization,
punctuation,andspellingwhenwriting.
CapitalizethefirstwordinasentenceandthepronounI.
Recognizeandnameendpunctuation.
Writealetterorlettersformostconsonantandshortvowelsounds(phonemes).
Spellsimplewordsphonetically,drawingonknowledgeofsoundletterrelationships.

How can we add more details to our sentences?

Student will be able to create and build a detailed sentence using who,

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K
to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of
mastery, i.e., "C: Given a
sentence written in the past
or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Rationale
Address the following
questions:
Why are you teaching
this objective?
Where does this lesson
fit within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your
objectives?

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

what, where, and feelings.

Student will use sentence conventions such as spaces, capital letters,
and punition.

I am teaching these objectives because my students struggle with adding details or

stretching out their sentence. Allowing students to construct their own silly
sentences they will be able to visualize their sentences and then be able to sketch
their picture from their sentence.
This lesson fit within the larger picture because student needs to know how to add
the who what, where into sentences to help them elaborate theyre writing. Writing
is an essential part of their lives and allows them to express their thoughts and
feelings.

Summative Assessment:

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative
evidence will you collect,
either during this lesson
or in upcoming lessons?

What Content Knowledge

is necessary for a
teacher to teach this
material?

What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this
previous knowledge?

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

Building silly sentences using color code guides provided and that
their sketch clearly relates to their sentence.
Formative Assessment:

I will ask, what is a sentence and what does my sentence need to

have? (A complete thought, and who? What? Where? Feelings? )

Writing a sentence: Sentence structure

Parts of speech,
Know how to add details to a sentence by stretching out sentencing with adding
who, what where and feelings.

Student will need to know what needs to be including adding details to

a sentence.
Who, what, where, and feelings.
That sentences beginning with a capital letter and needs to end with a
period.
I will ask them the essential question How can we add more details to

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

our sentences? and go over the adding details anchor chart.

My learner are:
AllofmystudentsfirstlanguageisEnglish.Mystudentsdostrugglewithletter
recognitionandlettersoundrecognition,whichplaysahugeroleinwritingsentences.
Currently,only3ofmystudentscanwriteoneormoresentences.Thisleaves13students
whoarejustlabelingandnotattemptingtowritesentencesortheyaresimplywritinga
stringofletters.
IknowthatmylearnersknowtheircolorsandImconfidentthattheycanusethecolor
codetobuildtheirsentences.

What misconceptions
might students have
about this content?

They can put the colors in any they want. They dont have to write the
sentence exactly as they see it but sound it out phonetically.

Lesson Implementation
Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner
work, etc.)

1. Model building a silly sentence and writing

2. Station work: Building and writing sentence and sharing sentences.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson?
Be thorough. Act as if you
needed a substitute to carry
out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will

Time

Who is
responsibl
e
(Teacher
or
Students)
?

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

Each content area may require a different step-by-step format.

Use whichever plan is appropriate for the content taught in this
lesson. For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

1st: Essential Question: How can we add more details to

our sentences?
Go over adding details chart
Explain directions on creating silly sentences:
Creating Silly Sentences
3. Follow the color pattern below to create a silly sentence!
Red, Orange, yellow, green, blue, purple
4. Read your silly sentence out loud! (Whisper Voice) (Its okay to
laugh!)
5. Write your silly sentence on your recording sheet. (Remember to
use finger spaces and included capitalization and punctuation.)
6. Model building a silly sentence and writing
2nd
Separate into groups (group #1 will go first)
Group 1

Group 2

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K
be collected during
each phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?

Jayden

Name: ____Christina Allen

Group
Size: 16

Eva

Hunter
Christian

Kaylen

Maykayla

Brooke

Joseph

Ziyah

Elisabet

Miracle
Isaiah
Tamaya

Donye
LaNiyah
Cherish

Date of Lesson: 4 March

2016

(Each round will be 8 minutes long)

Round 1 :
Group 1 will go to tables in writing center and computer
station:
Each student will have an assigned seat: student will seat
where their nametag is on the table. Checklist for assessment
can be found in materials section:
Group 2: Will stay on the carpet practicing building sentences
with site words. Groups of two or three on carpet to build
sentences using site words on carpet Ms. Fabry.
Round 2 :
Group 1: Will now go to the carpet and have a chance to
share their silly sentence with Ms. Fabry on the carpet. Ms.
Fabry will complete checklist assessment on students who are
sharing silly sentence. Each student will have 1 minute to
share silly sentence.
Group 2: will go to tables in writing center and computer
station:
Each student will have an assigned seat: student will seat
where their nametag is on the table. Ms. Fabry will help
assists student who need assistance while at this station.
Checklist for assessment can be found in materials section:

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

Round 3
Group 1: Will now stay on carpet and listen to group 2 silly
sentences.
Group 2: Will go to the carpet and have a chance to share
their silly sentence with Ms. Fabry on the carpet. Ms. Allen will
complete checklist assessment on students who are sharing
silly sentence. Checklist assessment can be found in
materials section. Each student will have one minute to share
his or her silly sentence.

Closing
After each student has shared their silly sentence I will close by asking
students essential question again. Essential Question: How can we add
more details to our sentences?
Student will then complete a student feed back exit ticket:
Circle one of the emoji below to describe how you felt
about todays lesson?
What will you do if

a student struggles with the content?

I will have anchor chart that describes what needs to be add to build a sentence.
Color coded sentences stripes will be available for students who struggle with
following the color coded order.

What will you do if

a student masters the content quickly?

The students who master this will circle the noun in their sentence and then try and
replace the noun with another noun. Write new sentence.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K
Meeting your students
needs as people and as
learners

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students? My students are having upbeat personalities and
this activity will increase engagement in the classroom.
If applicable, how does this lesson connect to/reflect the local community?
This will help students be able to participate in their community by being able to
communicate more effectively.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students who master this will circle the noun in their sentence and then try and
replace the noun with another noun. Write new sentence.
How will you differentiate instruction for students who need additional
language support?
Silly sentences are color-coded as well as use picture clues for help reading and
writing sentence.

Accommodations (If
needed)
(What students need
specific accommodation?
List individual students
(initials), and then explain
the accommodation(s) you
will implement for these
unique learners.)

J (moves a lot on carpet so he sometimes needs his on carpet square) Might need to
be moved to the outside carpet).
M (visuals)
T (reminders to pay attention)
L(hasnt missed a lot of school)

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K
Materials
(What materials will you
use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016

Silly Sentence Materials

Sentence builders that are color coded
Instructions for silly sentences
Flash Cards for site words
Color coded sentence strips
Checklist Assessments:
Student:

Group 1
Jayden
Eva
Brooke
Ziyah
Miracle
Isaiah
Tamya
Kaylen
Group 2
Hunter
Christian
Makayla

Followin
g color
code

Sentenc
e
written
is
exactly
clearly
the
same as
sentenc
e built.

Sentenc
e has
finger
space

Student
needs
addition
al
support
with
colorcoded
sentenc
e strip.

Student
didnt
finish
writing
sentenc
e

Student
finished
early

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Writing
K

Name: ____Christina Allen

Group
Size: 16

Date of Lesson: 4 March

2016