Module 5 Unit 5 Activity 1
I am not going to complain that this is 22 pages long. I just want to say that it is a whole lot of unnecessary BUSY WORK! Seriously I get how to do a lesson plan... rant over!
Unit Plan
Unit Name: Grammar and Writing
Subject: Language Arts
Grade: 2nd Grade
Diversity: I will hopefully be teaching at an international school at the beginning of the fall next year. As I attended international school from K-12, I am assuming that the diversity will be similar to my classroom environment growing up. I would say most students will be natives of the country I teach in. Some of the students will be children whose parents are teachers, diplomats, oil company/other transient company workers, or involved in the military. Most students will be coming from wealthy socio-economic backgrounds as it is very expensive to attend international schools and there will be a mix of races in one classroom but like I stated above, most will be natives of the country I’m teaching in. Their levels should be quite similar as international schools usually level test the students to make sure they are fluent in English and can keep up with the subjects. There maybe slight differences in levels and disabled students may be present but it is not very common at international schools.
Differentiation may be needed for the students who may be falling a bit behind on their reading or writing. Scaffolding activities or tiering could be used in the classroom. If needed, extra handouts can be given for students who need more help. In addition if permission is given by the school, the lessons may be recorded so the students can go back and look at the lesson again. Also when students work in groups, they will be put together with other students of different race, socio-economic background, and social groups so that they can all learn from others as well as from the lesson devised by the teacher. Scaffolding can be used during the lesson as well as tiering and grouping higher level students who need to be challenged, with lower level students who may need help.
Standards Addressed: This unit will mostly focus on conventions of standard English which is one of the Florida Language Arts Standards found here: http://www.fldoe.org/pdf/lafs.pdf
Below are the state’s standards that I chose to focus on:
Standard Code: LAFS.K.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Unpacking the Standard:
1. Demonstrate command of the conventions of standard English grammar when writing or speaking.
1. Demonstrate command of the conventions of standard English grammar when writing or speaking.
2. Demonstrate command of the conventions of standard English grammar when writing or speaking.
I will be focusing more on writing than on speaking for this unit. Grammar points like printing upper and lowercase letters will be used for certain words. Also we will look at using frequently occurring nouns and verbs. Forming regular plural nouns by adding /s/ or /es/ (i.e., cat, cats; box, boxes) and understand and using question words (interrogatives) (i.e., who, what, where, when, why, how) will be learned.
Standard Code: LAFS.1.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Unpacking the Standard:
1. Demonstrate command of the conventions of standard English capitalization when writing.
1. Demonstrate command of the conventions of standard English capitalization when writing.
2. Demonstrate command of the conventions of standard English punctuation when writing.
3. Demonstrate command of the conventions of standard English spelling when writing.
Basically, the “big idea” of this standard is that students need to recognize that dates and names of people should be capitalized. They need to be familiar with punctuation and recognize that every sentence needs punctuation at the end. Also, they should know how to use commas in dates, and to separate single words in a series. They must be able to use conventional spelling for words with common spelling patterns (roots, prefixes, and suffixes) and for frequently occurring irregular words. Also, they need to be able to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Lesson #1 Capitalization Introduction
Standard being addressed: Florida Standard Code: LAFS.K.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Measurable performance objective: Capitalize the first word of a sentence, names of people, and the pronoun I.
Lesson Objective:
- Students will explore three rules of capitalization.
- Students will be able to identify words that need to be capitalized in a sentence.
Lesson: 30 - 35 minutes
Activity
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Description
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Time
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Materials
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Do Now/ Warm-Up
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Students will write their names and 2 of their best friends’ name on the left side of the mini white board provided by the teacher.
The teacher will ask what they see in common with the names of their friends names and tell them to write what they think is the difference on the right side.
Objective: To introduce one of the 3 rules of capitalization.
Formative Assessment: The teacher can tell the students to hold up their answers to see how many of the students have the answers correct using critical thinking.
Differentiation: The teacher can ask lower order questions to students who have a harder time finding what they have in common.
*Transition to the introduction (opening up Prezi/PowerPoint)
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3 minutes
2 minutes
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Introduction/ Lesson
(I Do)
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The teacher will have a PowerPoint/ Prezi explaining and giving examples that there are more than 3 rules of capitalization but that today we are only going to be looking at 3.
The teacher can then model the 3 rules giving them examples on the board.
Objective: Students will learn the 3 capitalization rules.
Formative Assessment:
The teacher can ask for thumbs up, neutral, or down depending on if they feel like they understood the lesson and if more examples are needed.
Differentiation:
The teacher will give the lower level students material in advance so that they can be familiar with the lesson before the teacher presents it to the class. That way the feel comfortable and further understand the lesson.
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6 minutes
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Guided Practice
(We Do)
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*Transition opening up Classroom Dojo
The teacher will use Classroom Dojo to randomly call on a student and ask them to pick a number from 1 - 5. The number relates to one of the questions in the PowerPoint with a sentence that needs to be corrected using one of the 3 classroom rules. The students will be able to help figure out what is wrong with the sentence (Cooperative Learning). The person who was picked will answer the question. The teacher will ask why and they will have to repeat one of the rules or capitalization. When the question is answered, the teacher picks another random student with Classroom Dojo and continues until the activity finishes.
Objective: This exercise will make the students familiar with the 3 rules of capitalization and help them recognize capitalization mistakes.
Differentiation: The teacher can ask lower or higher order questions depending on the student who was picked to assist or challenge them if they need it.
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2 minutes
7 minutes
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Check for Understanding
(You Do)
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*Transition to get boards and markers ready
The teacher will have sentences on the PowerPoint that need to be capitalized correctly. They will be shown one at a time. Each time, the student has to write in their mini board what the correction was and lift their boards over their heads to show the teacher. If they aren’t answering correctly, the teacher will go back and explain the misunderstanding.
Objective: Students will be able to recognize and capitalize sentences using the 3 capitalization rules on their own.
Formative Assessment: This exercise is a formative assessment as the teacher is checking for understanding.
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1 minute
7 minutes
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Review
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The teacher will go over the answers with everyone and review the lesson about the 3 capitalization rules.
Objective: Students will repeat what they have learned.
Differentiation: The teacher can pick students to help review the questions and ask them lower/ higher order questions depending on the level of the student.
Formative Assessment: Teacher will ask questions to random students to check for understanding of the lesson.
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3 minutes
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Lesson #2 Capitalizing Proper Nouns
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 identify and write using proper nouns and common nouns in their sentences and writing assignments.
Lesson Objective:
- Students will be able to identify incorrectly capitalized words.
- Students will be able to correct errors in sentences that include capitalization of proper nouns.
Lesson: 30 - 35 minutes
Activity
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Description
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Time
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Materials
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Do Now/ Warm-Up
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Students will turn to their partner and tell them what a noun is.
Their partner will repeat it to them.
Then they will come up with examples of 5 nouns per student.
Objective: To review and make sure students understand what nouns are.
Formative Assessment:
The teacher will go around the room listening and asking questions to the students and reading their answers to see if they remember from their previous lesson what nouns are while they are working with their partners.
Differentiation: Students having difficulties will be able to listen to their partner first and they can help the lower level students come up with examples. Students will be tiered and grouped: higher and lower level students will be put together.
The teacher will then write some of their examples of nouns on the board.
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3 minutes
3 minutes
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Lesson (I Do)
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The teacher will explain that while a noun names a person, place, thing, or idea, a proper noun is more specific. It gives the actual name of the person, place, thing, or idea.
Next to the examples of the nouns that the teacher has written, he/she will write a proper noun and explain that the noun is more general. For example:
man/ James
woman/ Mary
chair/ La-Z-Boy
state/ California
Then the teacher explains that all proper nouns are capitalized and writes examples on the board.
Objective: Students will be able to identify incorrectly capitalized words.
Formative Assessment:
The teacher can ask for thumbs up, neutral, or down depending on if they feel like they understood the lesson and if more examples are needed.
Differentiation:
The teacher will scaffold the lesson so each step is learned. They will start with nouns, and then write a proper noun for that particular noun i.e. people, then James for the proper noun, or month and then January for it’s corresponding proper noun, and so on. This way lower level students aren’t overwhelmed and can follow the idea step by step.
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10 minutes
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Guided Practice
(We Do)
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The teacher will have a Prezi/ PowerPoint with sentences that have capitalization mistakes and the students will correct these mistakes in the sentences with the teacher.
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 some of the easier questions on the Prezi/ PowerPoint that they may be able to recognize with the help of the teacher. For high achieving students ask them to come up and solve the more difficult mistakes.
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4 minutes
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Independent Practice (You Do)
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The teacher gives them a worksheet with different sentences where they will have to capitalize the proper nouns.
Objective: Students will be able to correct errors in sentences that include capitalization of proper nouns.
Differentiation: Higher levels students can be given a different worksheet where they have to also correct the mistakes where the words are incorrectly capitalized or also make them write their own paragraph for a bigger challenge.
Formative Assessment: Give the students homework to correct the next day and see if they really understood the lesson.
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7 minutes
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Review
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The teacher will go over the answers with everyone and review the lesson on capitalization of proper nouns.
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.
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3 minutes
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Lesson #3 Four Types of Sentences
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: 25-30 minutes
Activity
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Description
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Time
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Materials
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Do Now/ Warm-Up
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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?
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3 minutes
3 minutes
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Lesson
(I Do)
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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.
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10 minutes
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Guided Practice
(We Do)
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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.
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4 minutes
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PowerPoint
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Independent Practice
(You Do)
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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.
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7 minutes
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Review
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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.
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3 minutes
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Lesson #4 /s/ or /es/
Standard being addressed: Florida Standard Code: LAFS.K.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Unpacking the Standard:
1. Demonstrate command of the conventions of standard English grammar when writing or speaking.
1. Demonstrate command of the conventions of standard English grammar when writing or speaking.
2. Demonstrate command of the conventions of standard English grammar when writing or speaking.
Measurable performance objective: Students will be able to identify, distinguish, and measure singular nouns and plural nouns.
Lesson Objective:
- Students will learn the spelling rule for adding the letters /s/ or /es/ to plural nouns.
Lesson: 25-30 minutes
Activity
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Description
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Time
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Materials
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Do Now/ Warm-Up
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The teacher will have a PowerPoint game where either one or more object will appear and the students have to say what they are i.e., dog, pencils, girl, cats, etc.
Objective: Make students familiar with singular and plural ending sounds.
Formative Assessment:
The teacher can directly ask a student if they can tell the rest of the class what the words 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?
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3 minutes
3 minutes
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Lesson
(I Do)
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The teacher will explain what a sentence is. Then he/she will explain the rules of plural endings adding an /s/ but for words that end in ch, sh, s, f, x, z we have to add an /es/.
Then the teacher will have an animated Prezi ready to demonstrate examples of the words and change the ending of the words when there is more than one object.
Objective: Demonstrate the different examples and corresponding endings.
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 addition of the /s/, then when it is clear, add /es/ explanations, and then endings with /y/ . This way the students won’t have to learn all of the information at once.
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10 minutes
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Guided Practice
(We Do)
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The teacher will have a Prezi/ PowerPoint with sentences that have a variety of words. The students will first have to put the corresponding ending to each word.
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 that includes /s/ sounds. For students who are more comfortable with the exercise at this point, the teacher can mix the words and ask the students to identify the ending with a variety of endings in mind.
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4 minutes
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PowerPoint
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Independent Practice
(You Do)
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The teacher gives them a worksheet with different sentences where they will have to write down the ending or the plural nouns.
Objective: Students will be able to identify the different types of endings of plural nouns.
Differentiation: For higher levels students, they can be given a challenge and ask them to add 5 more of their own words in addition to the ones in the worksheet with various plural endings.
Formative Assessment: Give the students homework to correct the next day and see if they really understood the lesson.
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7 minutes
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Review
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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.
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3 minutes
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Summative Assessment
The students’ summative assessment will have four parts.
The first part will consist of a Venn Diagram with words in the middle including common and proper nouns but the words will all be in small case letters.
The students have to separate the words into either common or proper noun and capitalize the words that are in the proper noun section.
The second part of the assessment will consist of a few sentences that have no capitalization or ending punctuations.
The students will have to capitalize the first word and also add an ending punctuation to the sentence. In the line next to the sentence, they will have to write what type of sentence it is from the four types of sentences learned.
The third section of the summative assessment will have the students write the plural endings to various words.
The last section will be a bit more challenging as it will have a full paragraph written with capitalization, punctuation, and plural noun ending mistakes.
The students will have to correct the whole paragraph so that it makes sense to the reader.
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