Lesson Plan Template

Activity-based lesson adjusted to common core

 

Lesson topic: Complete sentences and paragraphs

Grade level: 1

 

Aim questions:

1. What learning objectives/main ideas do students need to know (maximum of

3)?

·         Students will learn to put parts of a sentence together to create a complete sentence.

·         Students will learn to put sentences together to create a paragraph

2. What common core skills will be introduced or reinforced during this lesson?

    CCSS.ELA-Literacy.W.1.2

    Write informative/explanatory texts in which they name a topic, supply some facts         about the topic, and provide some sense of closure.

3. Which content area standards are addressed in this lesson?

·         Using given parts of sentences, students will make sense of words and form them into a meaningful paragraph

4. What academic and content specific vocabulary is introduced in this lesson?

·         The sentences will contain vocabulary words which students will make sense of based on the meaning of the sentence.

5. What materials (e.g. activity sheet, map, song) will I present to students?

·         Sentence strips

·         Markers/crayons for illustrations

6. What activity, if any, will I use to settle students and establish a context (DO

NOW)?

7. How will I open the lesson (MOTIVATION) and capture student interest?

·         Teacher will read parts of sentences together which do not make sense and ask the students to explain what the sentence means.

8. What additional Full class/group/individual activities will I use to help students

discover what they need to learn (suggest three)? If there are group activities,

how will student groups be organized?

1.    Full class- each student will have a chance to pick sentence strips with different parts of sentences and place a complete sentence on the board.

The teacher will ask the student comprehension questions about the sentence they created.

2.    Group- the students will work with a partner. One will put sentence strips together to form a meaningful sentence, and the other will have to illustrate what they think the meaning of the sentence is.

3.    Individually- each student will have to put sentence strips together to form a paragraph which makes sense containing at least six sentences. Then they will have to create an image which expresses the main idea of their paragraph.

9. How will I differentiate instruction with multiple entry points for diverse

learners?

·         Visual learners- creating an image of their paragraph.

·         Kinesthetic learners- putting sentence strips together on the board which make sense.

10. What HOT (High Order Thinking) questions will I ask to encourage students in

analysis and discussion?

·         Why they chose to write about the topic that they did in their paragraphs.

11. How will I assess student mastery of the skills, content, and concepts taught in

this lesson?

·         I will collect and read their paragraphs.

12. How will I bring the lesson to closure (Summary Questions)?

·         Each student will have a chance to present their paragraph to the class

13. How will I reinforce and extend student learning?

CLASS APPLICTION/FOLLOW-UP

ENRICHMENT ACTIVITIES

HOMEWORK

·         After the teacher returns the students’ paragraphs, they will place it into their writing portfolio binder along with all the other writing assignment from the past and future writing assignments for the year.

·         At the end of the year students will be able to take home their binders and show it to their parents and they can read their own writings which are nicely compiled almost like a book.

14. What topics come next?

TOMORROW

DAY AFTER

·         After students learn how to write a meaningful paragraph, they will learn how to write a structured paragraph will a topic sentence, body, and conclusion.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful

is, which is different from student assessment itself. You can use student

assessment results as one evidence for your lesson’ success though.)

STRENGTHS, WEAKNESSES, AREAS to WORK, THINGS TO CHANGE

·         The teacher will read the students’ paragraphs to check whether they were able to put pieces of sentences together to form a complete thought.