Module 5 Unit 4 Activity 2
Module 5 Unit 4 Activity 3
Analia Kim
Write Another Lesson
Plan
Course: Language Arts
Grade Level: 2nd Grade
Diversity of students for which differentiation is needed:
·
Varied
academic, reading, and developmental levels
·
English
Language Learners
·
Students
with disabilities either a physical or learning disability
Standard being addressed: Florida Standard Code: LAFS.1.L.1.2
Demonstrate command of the conventions
of standard English capitalization, punctuation, and spelling when writing.
Measurable performance objective: Students will be able to define a sentence and
select the appropriate punctuation for different types of sentences.
Lesson Objective:
- Students will be able to recognize the ending
punctuations including
a period, question mark and exclamation mark.
- Students will be
able to identify and list the four different types of sentences including
declarative, interrogative, imperative and exclamatory.
Lesson Plan: The teacher first thoroughly explains what a period, question
mark, and exclamation mark is. After the students are familiar then the teacher
explains the four types of sentences and what they are used for. The teacher
will then give the students some examples and then they will read a few sentences
and find the end mark together with the young learners. Then the teacher would
give the students a worksheet of sentences with no punctuation and get them to
write what type of sentences they are based upon their understanding of what
was just taught to them.
Lesson: 25-30 minutes
|
Activity
|
Description
|
Time
|
Materials
|
|
Do
Now/ Warm-Up
|
The teacher will
have a list of things that the student will have to do. Such as: Stand Up. Write your name on the top right
corner. Draw a circle on your paper… etc.
At the end of the
activity the teacher will ask the students if they know what all of these
sentences have in common.
Objective: Make students
follow a command so they can begin to understand what an imperative sentence
is.
Formative
Assessment:
The teacher can
directly ask a student if they can tell the rest of the class what the
sentences have in common (Higher order Bloom’s question).
Differentiation: The teacher can
ask lower order questions to lower level students regarding this activity
such as: Are these sentences asking us something? Are they telling us what to
do?
|
3
minutes
3
minutes
|
·
Computer
·
Projector
·
Pencil
·
Paper
|
|
Lesson
(I
Do)
|
The teacher will
explain what a sentence is. Then he/she will explain that the activity we
just did was an example of imperative sentences.
Next the teacher
will explain that there are four different types of sentences including
declarative, interrogative, imperative and exclamatory and ending
punctuations that go with each type of sentence.
Then the teacher will
have an animated Prezi ready to demonstrate examples of the sentences. She/he
needs to make sure that the ending punctuation is explained with each
sentence as some may vary such as the imperative may sometimes end in a
period, or an exclamation mark.
Objective: Demonstrate the different examples and
corresponding punctuations.
Formative
Assessment:
The teacher can ask
for thumbs up, neutral, or down depending on if they feel like they
understood the lesson so far.
Differentiation:
The teacher will
scaffold the lesson so each step is learned. They will start with explaining
the types of sentences first and only practice identifying the 4 sentences.
Then she/he will add punctuation explanations so the lesson can be learned
step by step.
|
10
minutes
|
·
Whiteboard
·
Prezi
·
Projector
·
Computer
·
Internet
·
Screen
·
Whiteboard
|
|
Guided
Practice
(We
Do)
|
The teacher will
have a Prezi/ PowerPoint with sentences that have a variety of sentences. The
students will first have to put an ending mark to each sentence.
Afterwards the
students will have to write what type of sentence this was.
Objective: This exercise will
prepare them for the activity that they have to do alone on a worksheet that
the teacher will provide.
Differentiation: The teacher can
call on lower level students for the first part of the exercises as they only
have to identify if the ending punctuation is a period, question mark, and
exclamation mark. For students who are more comfortable with the exercise at
this point, the teacher can ask them to identify the type of sentences they
are.
|
4
minutes
|
·
Prezi/ PowerPoint
·
Projector
·
Computer
·
Internet
·
Screen
·
Pencil
·
Paper
|
|
Independent
Practice (You Do)
|
The teacher gives
them a worksheet with different sentences where they will have to write down
the ending punctuation and identify the type of sentence it is.
Objective: Students will be able to identify
the four different types of sentences and add the correct ending punctuation
to each sentence.
Differentiation: For higher levels
students, they can be given a challenge and ask them to add their own
sentences in addition to the ones in the worksheet.
Formative
Assessment:
Give the students homework to correct the next day and see if they really
understood the lesson.
|
7
minutes
|
·
Worksheet
·
Pencil
|
|
Review
|
The teacher will go
over the answers with everyone and review the lesson.
Objective: Students correct their
wrong answers to check for understanding. Students ask questions to clarify
any key points.
Differentiation: Higher level
students can help lower level students identify their mistakes before it is
checked with the teacher.
Formative
Assessment:
Teacher will ask questions to random students to check for understanding of
the lesson.
|
3
minutes
|
·
Worksheets
·
Pencils
·
Erasers
|
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