Teacher Candidate Andrea Overman

Name:
Grade Level: 5th
Subject: Reading
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

5.R.I.4 Determine the meaning of general academic and domain-specific words

and phrases
in a text relevant to a grade 5 topic or subject area.
5.L.1 Demonstrate command of the conventions of standard English grammar and
usage when
writing or speaking.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

Students will be able to identify words based on their story and make text
to text connections as well as, fix grammatical errors in sentences and
explain the reasoning. From there students will have the knowledge and
capabilities necessary to write their own sentences that are grammatically
correct.

Describe how the objective is relevant to students lives.

Writing and speaking go hand and hand in our daily lives, so, learning how
to use words with in context and how to write and use proper grammar are
essential.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Capitalization and punctuation.

List the materials you will need to teach the lesson.

Smart board, smart board markers, white board, whiteboard markers

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

I would have the students write me a level four sentence with one of their
vocabulary words on a white board. I would have the students write their
sentence and then I would have the student read the sentence out loud to
the class. The students would help one another critique and correct their
sentences. I would look at their sentences and check for capitalization,
punctuation and whether or not the sentence makes sense. I would make a
check mark by the students name on my clipboard if they did not
understand it.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-

assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

I would have the students write their sentences two days before we do the
review lesson on sentence structure.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)
Each student had to write a sentence. If they forgot both the capital letter and the
punctuation they got a 1. If they had a capital letter they got a 2. If they got a
three they had punctuation and no capital letter. If they got a 4 they had both.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

I will view the sentences that the students write and that will help
determine what I need to teach. I will teach more on capitalization if that is
whats needed However, I will teach about punctuation or word order more
if that is what is the most needed.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

I will use an interactive smartboard throughout my lesson to enhance the

level of engagement along with providing a visual aide while teaching in
the classroom.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

Following all students IEPs by giving this lesson in a resource room and
teaching in a small group setting as well as making accommodations to the
typical 5th grade materials and standards to meet the students needs and
goals described in the students IEPs.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will have the students interact throughout the lesson by coming up to the
board and completing the tasks provided. I will also have the students
clear all materials off of their desks while I am presenting the lesson to
avoid fidgeting and playing with extra materials on the desks. When it
comes to getting the materials out that they need and worktime in class I
will use a timer. I will also go over how we need to raise our hands when
we are volunteering to come to the board or when we are asking or
answering a question.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I will start the class off by telling the class that I need help with something
very important. I will then tell them that I have completely forgot what two
things I always need to make sure I have in my sentences. I will then ask
the students to think to themselves for 30 seconds and then they can
discuss with a partner what they think the two things might be. After they
discuss with a partner the students will share with the class and myself
what they think these two things are. (This is an example of think-pair-
share after Dr. Frank Lyman) The students will share their answers and we
will have a discussion about how having a capital letter at the beginning of
the sentence and punctuation at the very end of our sentence makes the
sentence complete that that the sentence is then grammatically correct.
Describe how you will communicate (to students) how the objective is
relevant to their lives.
By the end of the lesson the student will be able to identify words based on
their story and make text to text connections as well as fix grammatical
errors in sentences and explain the reasoning. From there students will
have the knowledge and capabilities necessary to write their own
sentences that are grammatically correct. Learning how to do all of the
tasks previously mentioned will better the students future endeavors in all
criteria related to speaking and writing. The student will not only need
these skills in their soon to be middle school years of life but they will need
them in high school and their professional lives to come. Employers are
looking more and more at the writing and speaking capabilities of the
interviewee and without the skills the job will most likely go to someone
else with the skills. (Teacher will explain this to the students)

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
After I explain to the students the importance of learning about sentence
structure and all of the grammar that goes along with it is important for the
well-being of their futures even beyond middle school next year I will refer
back to those two very important things that the students have thought up
for me. I will ask them to retell them to me. Now that the class is all
refreshed on what the subject for the days lesson I will begin. I will be
using an interactive smartboard throughout majority of the lesson. The
very first thing I will have on the board is a sentence. I will write on the
board next to the sentence a C for capitalization and a P for punctuation. I
will first explain that the first important thing that needs to be in our
sentence in a capital letter. I will tell the students that the capital letter is
found at the very beginning of the sentence. I will underline the area at the
beginning where we need to look. Then I will tell them that the second
most important thing is punctuation and that we put the punctuation at the
end of our sentence. I will underline the space where the punctuation goes.
I will then ask the students if they know what the three different types of
punctuation are. They are welcome to give their answers and then we will
go over when we use all three. We use a period when we are stating
something like, The grass is green. We use an exclamation point when
there is excitement in the sentence like, Great job! The other kind of
punctuation is a question mark and we use these when we ask a question
such as, Did you do your homework. After that I will have a new sentence
on the board. I will explain to the students that I will check the sentences
for capitalization and punctuation. I will model how to do this. (I will model
the procedure like Anita Archer) I will talk out the steps as I work. I will
first check for capitalization, I do this by looking at the first letter of the
sentence. This can be found at the beginning of the sentence. I would
then underline the beginning area. This is the first letter it is capitalized
already so I do not have to fix it. I will then move on to punctuation. I can
find my punctuation at the end of the sentence. I will underline where it
should be. I will underline it. This sentence already has a period which is
one of the three types of punctuation so now this sentence is complete. I
will ask if there are any questions about any of the steps that were
completed and if not I will move on to the next sentence. The next
sentence will be incorrect I will then go through the same steps as above
still talking them through but this time adding in the corrections for the
sentence. I will do one things when it comes to the punctuation which is I
will ask myself which of the three types of punctuation make the most
sense and then I will put the correct one. ( I will use correct and non-correct
sentences to show examples and non-examples which I learned from
observation of Anita Archer) I will repeat a few more examples and non-
examples if I feel it is necessary however I will start to move on to
including the class while working on and demonstrating the examples.
Describe how you will check for students understanding before moving on
to guided practice.
To check that my students are ready to move on to practicing some
examples together I will ask the students to tell me what the two things
that a sentence always have to have. I the will ask the students to tell me
there they can find the capital letter and where they can find the
punctuation. My last question would be what the three different types of
punctuation are and when we use them. If the students are answering with
95% accuracy we will move on if they do not understand or perform below
95% we will do a refresher and continue to practice.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
Together we will work on more of the sentence correcting sentences that I
had shown and modeled before. I will first start by writing on the board but
I will ask the students where to look for the capital letter. After that I will
ask them if the first letter of the sentence is a capital letter or not. If the
letter is not capital I will cross it out and write the correct capital letter.
After that I will ask the student what I need to look for next. I will then look
at the ending of the sentence and look for the punctuation. If there isnt
any I will ask the students to read the sentence and to tell me what type of
punctuation needs to go there and which type makes the most sense. I will
ask them to defend their answer and explain to me why they chose that
type of punctuation. I will then ask them to put their thumbs up if they all
agree. I will repeat this form of we do once or twice more and then I will do
a few more examples but this time ask the students to volunteer to come
up to the board and show all the steps. I will have a few examples that the
students can come up and work out. I will be assisting when necessary and
the students will be encouraged to help each other out if they get stuck.
The students will then work on an interactive drag and drop sentence
sorting activity on the smart board. The students will each be responsible
for one sentence each they will have to pick a sentence look at the
beginning and the end of the sentence to see if there is a capital letter and
punctuation. If they do have both of those things they will drag it to the
correct side and if it is not correct because it is missing either one or both
of those two things then it will go on the incorrect side. The students will
go up to the front one at a time and they will need to explain why they
chose the side they did. The students will complete one more drag and
drop activity and this time they will work in pairs. I will explain to them that
we have talked a lot about the grammar in sentences but we also should
talk about how the sentence sounds. If the sentence does not sound
correct or if the words really dont make sense with the other words in the
sentence then our whole sentence will be confusing to the people reading
it. We will practice making sentences make sense by placing our vocab
words that we learned in last weeks story into the sentences on the board.
The students will each choose a word and then they will discuss with their
partner which sentence it makes the most sense in. The pairs will then
each some up and write the word in the blank and explain to the class why
they think that. The class will then put their thumbs up if they agree with
the group at the front.
Describe how you will check for students understanding before moving on to independent
practice.
During the guided practice I will be formatively be assessing and I will
check for understanding with the sentence sorting portion of the guided
practice. If 95% of them were placed in the correct category and explained
correctly then we will move on to the independent practice of the lesson.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
For the independent practice the students will be asked to write a sentence
on their white board. The sentence should be a level four sentence and
should include a capital letter and the correct punctuation at the end. The
students will also be asked to complete a sentence that makes sense and it
should include one of their vocabulary words. The students will then be
asked to share their sentences with the group.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
I will ask the students to tell me the two things that a sentence always
needs and to verbally express one statement sentence, exclamatory
sentence or a question to me. I will then tell them that the material that we
learned today was only going to help us become better writers for middle
school and beyond.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Each student had to write a sentence. If they forgot both the capital letter and the
punctuation they got a 1. If they had a capital letter they got a 2. If they got a
three they had punctuation and no capital letter. If they got a 4 they had both.
All students got both the punctuation and the capital letter on the post
assessment.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I think that I implemented the we do section of the lesson well. I asked
for volunteers and I gave prompts like what do we do first and what do we
do next. The students all came willingly to the board and they had fun. I
think that I also did a good job praising the students when they did well.
Some of the students lacked the confidence needed to come up to the
board or talk in front of their peers so praising helped build that
confidence.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
I did a good job with laying out my expectations such as not talking when
others were talking and raising hands however there was always a
constant noise from someone in the room and it didnt bother me very
much but I should have stopped it because it could have been bothering
someone else. The other thing I did not do very well was designing a more
challenging lesson. It appeared that the students needed help with this
area however it was maybe too easy for some. Learning disabilities can be
hard in that sometimes the students are spot on one day and then they
struggle the next.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.
I think that I would talk more about if the sentence makes sense such as
word choice. I would also maybe talk about making the sentences into
paragraphs instead of just focusing on the basic sentence.