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Kristin Schultz

Lesson Planning Form


(Attach supplemental materials)
I. MAJOR TOPIC: English: More telling Sentences
Monday
Date: 19 September 2016
Grade Level: First
II. MATERIALS:
Construction paper
Smart Board
Band-aids
Scissors
Red markers
Highlighters
III. CANDIDATE RESOURCES:
Houghton Mifflin
IV. (A.) Ohios New Learning Standards (ONLS):

ODE.ELA.ENG.1b.1 DemonstratecommandoftheconventionsofStandardEnglish
grammarandusagewhenwritingorspeaking:
b.Usecommon,proper,andpossessivenouns.
I can put naming and action parts together to make a telling sentence.
I can start my sentence with a capital letter and end it with a period.
IV. (B.) NATIONAL/STATE TECHNOLOGY STANDARDS:
V. OBJECTIVE(S):
By the end of the 20 minutes, students will be able to identify the telling
sentences with 85% accuracy through the completion of an English
worksheet.
VI. PROCEDURES
Introduction:
Transition/Focus Attention:
Students will clean up their handwriting materials and get out supplies for
English.
Motivation/Hook:
The teacher will talk about the telling sentences scene with the students:
-What is happening?
-Call on students to suggest other sentences that tell about the picture
Set Behavior Expectations:

Students are expected to listen and be paying attention while the teacher is
talking. They are to raise their hands to volunteer/participate and work
quietly on their own to complete their English worksheet.
Set Purpose:
The purpose of this lesson is to teach students about telling sentences and to
recognize that telling sentences begin with a capital letter and end with a
period.
Strategy and Grouping Pattern Used:
During the beginning of the lesson, students will participate in whole
class/group conversation/participation. When students are working on their
English papers, they are to be working quietly, focusing and showing the
teacher what they know.
Group Size:
Whole class/individual
Steps/Learning Activities/Differentiated Instruction:
Audio: Students will have the opportunity to hear the different parts of
sentences as they are read out loud. They can determine which sentence
sound right and figure out what the action part of the sentence is.
Kinesthetic: Students will have the opportunity to fix broken sentences
through placing a band aid to hold the sentence together and making it
whole again.
Visual: The motivation portion of the lesson is to connect with the visual
learners. Students will have the opportunity to see broken sentences and
how we bring the naming part of the sentence to the telling part of the
sentence in order for it to make sense.
Struggling readers: The teacher or a volunteer will read the sentences out
loud for readers who may struggle with making sense of the words.
Anticipated Time for Each Step:
The candidate should predict and record the amount of time that he/she
anticipates will be needed for each step.
1. Get students attention: Clean up and get English supplies out
2. (3 minutes) The teacher will bring up the park scene and ask students to
explain or point out things happening in the picture.
Who/what is in the picture?
What are the children doing at the park?
Write sentences students come up with about the picture
3. (3 minutes) Review naming and action parts of sentences. Direct students
to the sample sentences, read out loud. Have students identify the naming

part of the sentence and the action part. (who remembers what the naming
part of a sentence is? Action part?)
-Explain that each sentence (two birds fly, they look for fish) tell something
about the picture- each sentence is a telling sentence.
A telling sentence usually has a naming part and an action part.It begins with
a capital letter and ends with a period.
4. (5 minutes) Students/teacher will work together on the sentences 1-5 on
the smart board. Students will thumbs up/thumbs down to the telling
sentence. Have students tell which sentence to circle.
5. (5 minutes) The teacher will play The Duckling Gets a Cookie on YouTube
(book read)
Teacher will review once again naming and action parts and how
sentences need to have a capital letter at the beginning and a period at the
end.
6. (10 minutes) Students will work on their Sentence Surgery books making
sure their sentences tell about something from the book and begin with
capital letters (highlighting the capital letter) and a period (circling the period
in red).
7. (3 minutes) Students will complete their sentence surgery books/put them
to the side to complete during snack or tomorrow. The teacher will ask
students to share their sentence surgery books with a partner to make sure
they both have telling sentences with a naming and action part, capital
letters at the beginning of the sentence and periods at the end.
Closure:
The teacher will allow students to partner up and share their sentence
surgery books with their partners making sure there are naming parts and
action parts, capital letters and periods.
Assessment:
The teacher will check the students sentence surgery books to make sure
students have complete telling sentences that make sense, start with a
capital letter, end with a period, and have naming and action parts.
Transition:
Students will clean up their work areas and get materials out for reading.
VII. REFLECTION - All of the following questions should be answered by the
candidate following the lesson.
How do you know that learning took place? How do the data support
your conclusion?
What kind of adaptations did you make to accommodate individual
differences? What other adaptations would be helpful to accommodate
the needs of individual students?
Other than the modifications discussed above, would you change any
aspect of the plan or how you conducted the lesson? (E.g. introduction
and transitions, sequence of activities, time management, questioning,
etc.) Why or why not? What changes would you make?

Signature of Cooperating Teacher:


Date:
Baldwin Wallace University