Kelly Brown Feb.

15, 2011 GRADE: 1 TOPIC: Using weekly spelling words to create sentences and complete an art project. LESSON DURATION: 30 minutes RATIONALE: This lesson is designed to improve students understanding of their weekly spelling words, which are taken from the 100 most common used English words. These words are important for students to know, because they will be the foundation for their growth as readers and writers of the English language. By writing sentences on the board, I can model the correct spelling and grammar with the help of the students. Using the whiteboard can help students to visualize how their sentences should look and make the concepts more concrete. Students will also create an art project that will help them practice writing their weekly spelling words. By implementing a hands on activity, students will be learning the content in a fun and personalized manner. CALIFORNIA CONTENT STANDARDS: 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. 1.1 Write and speak in complete, coherent sentences. 1.2 Identify and correctly use singular and plural nouns. 1.3 Identify and correctly use contractions (e.g., isnt, arent, cant, wont) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking. 1.4 Distinguish between declarative, exclamatory, and interrogative sentences. 1.5 Use a period, exclamation point, or question mark at the end of sentences. 1.6 Use knowledge of the basic rules of punctuation and capitalization when writing. 1.7 Capitalize the first word of a sentence, names of people, and the pronoun I. 1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly. OBJECTIVES: Students will be able to write a complete and coherent sentence by assisting the teacher in writing sentences on the board and following along on their own paper. Students will be able to identify and correctly use singular and plural nouns, singular possessive pronouns, and exclamatory and interrogative sentences by writing the sentences the teacher models on their own paper. Students will be able to capitalize the first word of a sentence and use a proper punctuation at the end of a sentence.

Students will be able to use proper punctuation to indicate dialogue in a sentence. Students will be able to spell spell grade-level-appropriate sight words correctly by using them in a sentence and practicing them with an art project. INSTRUCTIONAL STRATEGIES: whole group, guided discussion, cooperative learning, modeling (scaffolding), and individual UNIVERSAL ACCESS: Individually the teacher will see how students are doing by walking around to each individual and checking for understanding. For support, the sentences that the students help the teacher write will be left on the board as a model for students to copy. For students who need to be more challenged, I can ask them to write their own additional sentence that is related to the ones in which we just wrote. For English Language Learners in the class, I will be modeling the sounds of the words and asking for their help with spelling them. PROCEDURES: Introduction: 1. Have students take a seat at their desk and pull out a pencil and crayons. Their paper will already be at their desk. 2. Let students know that we will be writing sentences using their weekly spelling words. Spelling List 6 their said if do will each about how 3. Tell students that when they finish, they will be creating an art project to practice writing their spelling words. Show them an example. Activity Sequence: 1. Read the sentences you will be using to the students: About how much will each candy cost? said their mom. If you do your chores you can have some! 2. Have students take turns telling you how to spell words and which punctuation to use next. Make sure to explain why you do each step. If students need help, you can scaffold them by starting the word and having them finish it for you. 3. When students finish copying their sentences and you have checked for completion, tell them they can begin the next activity. 4. Each student will have a piece of white paper at their desk. Have students color the sheet completely using colors other than black. When they are finished, have them go over it completely with black crayon.

5. When students are done coloring, give them each a flat-headed toothpick and tell them they can use it to practice writing their spelling words by scratching away the black crayon. 6. As students finish, have them partner up and give each pair a list of the weekly vocabulary words. Have them sit on the carpet and practice spelling out the words on each others backs while the other partner guesses the word. Closure: 1. Once all students have finished and are on the carpet, have a discussion about what they liked about the lesson and what they learned. ASSESSMENT: Assessment will be based on observations by the teacher of understanding of the concepts, correct use of materials, and on completion of the assignment. Further assessment can be made by determining whether students used propers spelling, capitalization, punctuation, and sentence structure. MATERIALS: paper pencils crayons (assorted colors and black) white paper flat-headed toothpicks list of spelling words