Name: Ian Cockburn Cohort: C1

Lesson Plan

Lesson Title: Sentence structure with Mr. C Grade: 1 Date: 11/28/2017

Subject/Strand: Language/Writing Unit: Grammar Location: Fred C Cook PS Times: afternoon
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?)
1. I am teaching the students about using upper-case, or capital, letters at the beginning of a sentence and using periods at the
end of the sentence. I am also providing them opportunities to practice their understanding of this concept.
2. This is lesson 3 of a possible 4 lessons. This lesson falls under the writing/grammar unit we are currently studying.
3. To communicate clearly and effectively, students need to learn to use standard written forms.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Language: Writing
3.Use editing, proofreading, and publishing skills and strategies and knowledge of language conventions, to correct errors, refine
expression, and present their work effectively.

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)
Language: Writing
SE 3.4- use punctuation to help communicate their intended meaning, with a focus on the use of: a capital letter at the beginning of a
sentence, a period, questions mark, or exclamation mark at the end

ACC
Communication: Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline in
oral, visual, and written forms, including media forms
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 to identify that a capital letter begins a sentence
-learn to identify that a period ends of a sentence

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ x ] 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.
Today I can:
-identify that there is a capital letter at the start of a sentence
-identify that there is a period at the end of a sentence

Assessment Mode- Written, Oral,
Performance (Write, Say, Do)
Do: The students will complete the
graphic organizer and then submit it
to me upon completion.
Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
What are the students doing to show their assess; Record Keeping format
learning? Graphic organizer – desk work worksheets
The students will be completing the graphic
organizer and then submitting their work once it
is completed. Students will show their
understanding by cutting the words and gluing
them in the proper order. I will be looking to
ensure that words containing capitals are at the
 beginning of the sentence and that words
containing periods are at the end.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
-recalled prior knowledge about sentence structure (capitals, periods and exclamation marks, etc…)
I.E.P. program implications: Accommodations, Modifications
-I will cut out the words of the sentences for Ben.
Differentiation: Content, Process, Product, Environment, Assessment
-if students are having difficulties with cutting and gluing, they would be able to write down the sentence instead
-students could sit on the carpet if they are having issues focusing at the desks

Learning Skills/Work Habits: [x ] responsibility, [ x ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [x ] self-
regulation
Responsibility: completes and submits class work, homework, and assignments according to agreed-upon timelines
Organization: establishes priorities and manages time to complete tasks and achieve goals
Independent work: follows instructions with minimal supervision
Self-regulation: perseveres and makes an effort when responding to challenges
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
-capital, period, sentence
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.

-graphic organizer, class set of scissors, class set of glue, overhead projector, smartboard

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: 10-15 minutes (Indicate time breakdown of instructional
elements)

Before the activity begins, I will have made copies of the graphic
organizer to be used for this lesson. I will have also loaded the
overhead projector for our activity. I have also pre-cut the words
for the minds on to be easily and readily displayed on the
projector. The class set of scissors and glue is on the side table
ready to be distributed by helpers of the stars of the day.

I use the clapping technique to get the students attention.

“Good after noon class, I’m happy to see that everyone is having -the class copies my claps and then adjusts their sitting to ensure
such a great day today. I want to thank you for coming in and they are listening
sitting so quietly after clean up. I really like how _______
worked with ______ to tidy the carpets. I also liked how ______
and _____ sat down criss-cross apple sauce once they were
done.”

“For today’s lesson, we are going to review sentence structures.

Our goal today is going to learn how to identify an upper case,
or capital, letter at the beginning of a sentence and to identify
the use of a period at the end of a sentence. I will be able to -the students answer that their goal is to learn to use and identify
know if you understand this by taking a look at your worksheets upper case letters at the beginning of a sentence and a period at
that you will complete. So, what is our goal today?” the end of a sentence.

“Correct, excellent listening. We have a fun activity today to

complete together, and then afterwards, you will have the
chance to create your own sentences based on what we did as a
group.”

At this point in time, I load the overhead projector with the

graphic organizer and the pre-cut words.

“I would like you all to take a look at the Smartboard. Can -the students tell me that the words are not in order and that they
someone tell me what they see? What is wrong with these do not form a proper sentence
words?”

“That’s right, they are all out of order and do not make any
sense. In order for us to communicate properly with each other,
speak and read in the right manner, we need to have proper
sentences. For this activity, we are going to have the challenge -the students raise their hands and tell me they look for an upper-
of putting these words in order to make a proper sentence, but case, or capital, letter to begin the sentence
right now they are clearly not in the right order. What is one
thing we can look for when creating or reading a sentence?”

“That’s right, we can look for upper and lower-case letters, what -the class tells me that Mr. Randy always tells them to use a period
else? What else does Mr. Randy remind you to do at the end of at the end of a sentence
a sentence?”

“So, we need to put these words in order to figure out what the
sentence says. What I want you to do is first cut all the letters,
then move them to the box you THINK they go. Why would I
want you to place them first before gluing?” (as I say this to the
class, I am moving the words around on the page)
-the students tell me that we don’t use glue first because if they
make a mistake, then they can move the words without ruining the
worksheet

“That’s right, if we want to change the order of the words, we

can simply move them around on the page without worrying
about ripping any of the letters or the page. So, we first cut out
all the words, then place them in the box without gluing. Once
we feel we have the right word order, THEN we can begin to
blue the words on the page. Does that make sense to you?” -the students nod their heads

“So if I am wanting to create a proper sentence with these

words, what are two things in particular I can look for?” -the students tell me to use a capital letter to begin the sentence

“That’s right, I can look for an upper-case letter. Does anyone

see an upper-case letter here?” -the students show me the word with the capital letter

“Perfect, so I am going to take this word and place it at the

beginning of my sentence. What else can I look for?”
“That’s right, which word here has a period?” -the students tell me to look for and use the word with the period

“So, I will take this word and move it to the end of my sentence.
Now it is up to me to re-arrange the rest of the words in order to
create a proper sentence. Who would like to help me?”
 -I choose a student to come help and complete the sentence
“Well done! So now we know an upper case, or capital, letter
begins the sentence and a period ends the sentence. Then we
can move the words around on the page until the sentence
makes sense. Now that I know we have created a proper
sentence, we can now glue the words on the page.”

I know glue the words on the page.

“After I am done speaking, we will head to our desks to

complete 2 worksheets that I have prepared. Once you are done
the first one, you will show your work to either me or Mr. B and
we will give you the second.”

“I am going to ask the star of the day to choose 2 helpers. 1 -the star of the day chooses 2 helpers and they distribute the
helper will distribute a glue stick on each desk, and the other material on the desks
helper will distribute scissors at each desk.”

“Now, the star of the day will tell us who goes to their desks -star chooses one
first, boys or girls?”

Once the boys/girls head to their desks, then the star of the day
chooses the other. -star chooses the other

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: 20-35 minutes (Indicate time breakdown of instructional
elements
-the students head to their desks and begin working.
As the students complete the activities, I am walking around
ensuring the students are staying on task.

If students ask for help, I get them to look around the room for
help or get them to “ask 3 before me”.

When there is 5 minutes left in the activity, I put a timer on the

Smartboard and remind the class that there is 5 minutes left to
complete the activity.

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: 5-10 minutes (Indicate time breakdown of instructional
elements) -as the students complete their worksheets, they hand them to
Mr. B or myself and head to the carpet for independent reading
Timer goes off.

“If you are finishing up your worksheet, please bring me what -the rest of the students bring me their worksheets and put away
you have done. If you were reading, please put your books away the materials
in the proper spot and sit on the carpet.”

“Today we had a goal of learning how to identify the beginning -the students tell me a capital and a period are two things that
of a sentence as well as identify the end of a sentence. What they can identify when looking at sentences
were two things you looked for when trying to create or
determine a proper sentence?”
“Now that we have gone through the activity, do you now know
how to identify when a sentence starts and ends? Show me a -the students give me a thumbs-up
thumbs-up or a thumbs-down.”

“I know you do as well, you all did a fantastic job identifying that
a capital goes at the beginning of a sentence and a period goes
at the end. Great job throughout the lesson.”

“Now we will turn out attention to Mr. Randy and listen for our -the students turn their attention to Mr. Randy.
next activity.”

Extension Activities/Next Steps (where will this lesson lead to next)

The next activity within the grammar unit is to continue with digraphs and sentence structure.

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?