update reading/writing lessonnplan

Writing Lesson Plan

Lesson Title: ____Components of Sentences_ Subject Area: __Writing____

Grade level: ___1st______

Lesson Author: _Kaniesha Montgomery____

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Section 1: Handwriting Analysis: based on the writing sample and rubrics given, describe the student’s strengths based on handwriting and content, also discuss areas of improvement that need to be addressed.

Based on what you have analyzed, check the following for you student sample.

Grade level:____1st ____ Reading level: _____below ___x__on _____above

Tell why you selected this sample and indicate what you think are the student’s areas of strengths and weaknesses prior to this lesson.

I selected this student because I knew they would understand the lesson. Their strengths is being engaged and wanting to learn more. Their weakness is reading because she tends to not know how to sound a word out.

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Section 2

Skills:

For this lesson we will focus on higher level writing skills. Remember, students need to develop/ master lower level writing skills as well as higher level writing skills to be competent writers. Some of the skills will overlap. Just identify your focus for this lesson even though you will be supporting many areas.

__X___ Higher level writing skills- Examples: Using story structure or information text structure,

topic/main idea, choosing format/ using templates, advanced editing by adding info/deleting, varying sentence lengths, audience awareness/types of audiences, organizing/creating outlines for writing, *paragraph shrinking

__X___ Lower level writing skills- Examples: forming the letters (handwriting- often in lower grades), spelling, capitalizing, punctuation, monitoring noun/verb, using standard English/grammar, editing

MSCCR: Identify what standards you will be addressing. (ELA Standards- writing standards found at MDE website including embedded skills to be addressed).

Note: Please keep in mind that most MSCCR standards focus on higher level writing skills. If you are focusing on a lower level writing skill, select a standard with the idea that you will ‘unpack’ the standard by showing how this lesson leads to the higher-level writing skill.

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.

Lesson objective(s) : (Think:1. The audience: The students for whom the objective is intended and 2. The terminal behavior: The anticipated performance)

Ex: Student(s) will be able to….(Plan a paragraph using an organizer, write a topic sentence, support a topic sentence with supporting details, Edit, Revise, and Publish a completed paragraph/essay….etc.)…….

Students will be able to identify the who/what and actions in a sentence. Then, they will be able to write a simple sentence with a subject and verb.

Assessment: Using the MDE MSCCR Writing Rubric, how will you know if student mastered the objectives? Cite specific examples in your annotation. Make sure that you state all the forms of assessment you will use in this week- long lesson plan.

Not Proficient

Proficient

1.Beginning	2.Emerging	3.Developing	4.Capable	5.Experienced	6.Exceptional
Demonstrates little or no understanding of grade-level conventions	Has many types of convention errors scattered throughout text	Handles conventions well at times but makes errors that impair readability	Applies standard grade-level conventions accurately on most occasions	Has few errors with only minor editing needed to publish; may attempt more complex conventions	Uses conventions effortlessly without significant errors; may use conventions to creatively enhance message
Uses letter strings indicating gaps in knowing letter/sound relationship; has emerging print sense	Attempts phonetic spelling (e.g., MTR, KLOSD, UM, KD) that is mostly decodable; may include some simple words spelled correctly Attempts some random punctuation	Has inconsistent spelling of grade-level, high-frequency words correctly; uses some phonetic spelling	Uses generally correct grade-level, high-frequency words correctly; uses phonetic spelling for less frequent words	Spells grade-level, high frequency words with minimal errors; attempts more difficult word logically	Spells nearly all words correctly, including grade-level, high-frequency, and more difficult words
Has no punctuation	Attempts some random punctuation	Experiments with end punctuation	Has end punctuation that is mostly correct	Uses end punctuation that is usually correct; attempts other punctuation with some correctness	Uses end punctuation correctly; often correctly uses advanced punctuation with few errors; may use punctuation for style and/or effect

1.Beginning	2.Emerging	3.Developing	4.Capable	5.Experienced	6.Expectaional
Has no or little capitalization	Uses upper and/or lower- case letters inconsistently	Has inconsistent capitalization but shows signs of appropriate use	Has mostly correct capitalization at the beginnings of sentences and for names and/or titles	Uses correct capitalization at the beginning of sentences and for names, titles, and usually for proper nouns; may attempt creative capitalization for effect	Uses consistently correct capitalization For sentence beginnings, names, titles, and/or proper nouns; may use creative capitalization for emphasis
Demonstrates no understanding of basic grammar and/or usage in text	Demonstrates limited understanding of grammar and/or usage in text	Attempts basic grammar and usage, but is mostly uneven, overly simplistic, or incorrect	Has mostly correct noun/pronoun agreement, verb tenses, and subject/verb agreement in simple construction	Uses correct grammar nearly all the time	Shows consistent and correct use of grammar at grade-level expectations and frequently beyond

Materials and Technology:

Identify graphics, template, online sources, or other materials used for writing:

I love my Hair book, Power points about sentences, cut up sentence strips, projector, and smart board.

Literature: Select a passage from a text that you want to use to work on the skills identified from the writing sample. (Remember USM-GC library has a good selection of award-winning children’s books from Newberry, Caldecott, Coretta Scott King, Pura Belpre lists that may help with addressing diversity.) You may also look at resources from the MDE website for Exemplar readings.

Literature: (give details of the book -title, author, brief summary, etc):

I Love My Hair is written by Natasha Anastasia Tarpley. It is about a Black girl getting her hair brushed by her mom. The little girl explains the ways her mom brushes her hair and how it makes her feel. At the end, the little girl says she loves her hair because it expresses who she is.

Lesson Introduction: This is your hook/attention getter. What will you do to open the lesson each day? Must use a different opening strategy each day.

Today, we are going to learn about what makes up a sentence.

Okay class! We will be identifying complete sentences.

Today, we will be come teacher and discuss sentences.

Good morning, everyone! We will be finding some sentences around the classroom.

Okay class! We will be reviewing sentences and what makes them complete.

Procedures: You must have these 3 steps: (I Do, We Do, & You Do) What will each day look like for the week using these the “DO” strategy. You will use this format below for each day of the week. You will describe what the daily instruction will look like, what skills will be used in this lesson plan?

Provide a sequence of how you plan to teach the lesson:

I Do: (here is where you will explicitly teach something/modeling?)

1. Mentor Sentence Practice: Read the book I Love My Hair & Present a Power point

2. Pre-writing Graphic Organizer: Ask questions pertaining to the story we just read and ask questions about the Power point

3. Writing Practice: Review over sentences from the book

We Do: (here is where you will have the class do what you just taught with you/guided practice)

1. Mentor Sentence Practice: Continue to review over the Power point

2. Pre-writing Graphic Organizer: Allow students to review sentences within the book

3. Writing Practice: Practicing writing complete sentences

You Do: (here is where you will give them time to work independently/ partners to make sure they can do what you just taught them.)

1. Mentor Sentence Practice: Read the book independently/or with a group

2. Pre-writing Graphic Organizer: Student will reflect on the book I Love My Hair!

3. Writing Practice: Students will create sentences using sentence strips

Lesson Closure: How will you close the lesson each day? How will you know that they were able to comprehend/learn what you presented today? Must use a different closure each day.

Today, y’all learned what a sentence is made up of. A sentence is made up of a who/what and do. Thank you for learning about sentences and working together to learn!

Today, we learned how to review a story book. Thank you all for paying attention and participating in the story!

Today, we reviewed PowerPoint sentences, thank you for participating in the classroom discussion about the PowerPoint presentation.

Today, we created a graphic organizer about the book we were reading I Love My Hair! Thank you for all your responses!

Today, we reviewed over the entire lesson about components of sentences, Thanks for Paying attention and staying focused throughout the lesson!

Attach to your submission the text using and any other items you have for this lesson.