University of Utah, Department of Special Education: Lesson Plan

Content Area: Writing

Grade level:
6th
Core Standard:
Language Standard 2: Demonstrate command of
the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses,
dashes) to set off nonrestrictive/parenthetical
elements.
b. Spell correctly.

Instructor Name:
Jessica Twombly
Date:
Instructional Objective:
Behavioral Objective:
Students will identify ambiguous pronouns in their
Participate in choral responses.
own writing. Students will identify and edit parts of
Follow directions.
their writing from the previous day.
Be respectful by responding to questions.
Do your best!

IEP Goal:
In 12 weeks, Lindsay Newton will write 54 words in
the correct word sequence (CWS) in 3 minutes when
given a CBM story starter on 3 out of 4 consecutive
probes.

Content (concepts, information, skills, new vocab,

etc.):
Revision
-Review expository paragraph chant
-Ambiguous pronoun activity on the topic of the
class paragraph
-Look at sentences from the kids paragraphs that are
written as one sentence when they are supposed to be
two.
-Edit these sentences as a class
-Also edit sentences that we can combine

Procedures/Activities:
1. Get students attention
2. State instructional objectives
(1 minute)
3. Review behavior expectations
(1 minute)
4. Unclear Pronouns Activity
(10-12 minutes)
5. Compound Sentences Activity
(10-12 minutes)
6. Editing Checklist (1012minutes)
Instruction
a. Model
b. Guided Practice
c. Guided Group Practice
d. Independent practice
e. Error Correction
Procedures
6. Wrap up

Instructional Materials Needed:

-3-point paragraphs from the previous day
-red pen
-smartboard
-editing checklist

Teachers Role/What Im doing:

1. Eyes on the board
2. We will edit our 3-point paragraphs by identifying unclear pronouns and compound
sentences.
3. Participate in coral responses.
Follow directions.
Be respectful by responding to questions.
Do your best!
4. Review what an unclear pronoun is. From the reading mastery book, Unclear pronouns
are pronouns that could be referring to two different things. We are going to replace the
unclear pronoun with a more specific and clear word.
a. I have posted some students writing with unclear pronouns.
b. I will model how to change the unclear word to something more specific.
c. Students will do #2 with me: What is the unclear pronoun class? What is one thing
the pronoun could be referring to? What is the other? What are we going to replace
it with? (The students are used to this questioning pattern because have practiced
this activity in the Reading Mastery book)
d. Then they will re-read their whole paragraph to make sure they do not have unclear
pronouns.
5. What is a compound sentence? What are the conjunction words, class? (class is my key

Students Role/What theyre

doing:
1. Eyes on the board! choral
response
2. Eyes are on the board.
3. Eyes are on the board as we
review behavior expectations.
4. Eyes are on me.
a. Eyes are on the board
b. Eyes are on the board
c. Eyes are on the board
choral responses and
individual responses
d. Individual editing
5. Individual to answer compound
sentence question. Choral
response and, or, but
conjunction Choral responses
two, two
a. Eyes are on the board

a. Review key concepts/

Check for understanding
b. Review objectives
c. Clean up

for choral responses) Each compound sentence must have, how many subjects, class? Each
compound sentence must have how many predicates, class?
a. Lets look at some sentences to make sure they have two subjects, a conjunction, and
two predicates.
b. I look the students writing and used them as examples and non-examples of
compound sentences. Number one (example), lets make sure it has all the parts of a
compound sentence. What is the subject? What is the predicate? What is the
conjunction? What is the new subject? What is the new predicate?
c. (non-example) Number 2, What is the subject? What is the predicate? What is the
conjunction? What is the new subject? What is the new predicate? Okay lets fix the
mistakes. Who can tell me how I can make this sentence a compound sentence?
d. Now it is your turn to make sure that your compound sentences have all the correct
parts. I want you to circle the subject, underline the predicate, and square the
conjunction like I did on the board. Make sure to edit your paper if you found
mistakes.

b. Choral response to all of

the parts of a compound
sentence (example)
c. Choral response to all of
the parts of a compound
sentence (non-example)
d. Students work individual.
6. Students participate with me
chorally responding to each yes or
no question. Then students edit
their paragraph independently.
7. Students write down their
homework in their planners.

6. This editing checklist is to help you make sure that you have all of the parts of a 3-point
paragraph that you need. We are going to edit our class paragraph using the editing checklist
and then you will do it with your paragraph. Model how to use it and then students do it
independently.
7. Your homework is to rewrite your paragraph using your best handwriting and fixing all
the mistakes we found today. Be prepared to pass in your homework tomorrow morning.
Adaptations/Modifications/
Accommodations:
Jingle/Checklist to help
remember the structure of a 3point paragraph. Scaffolding for
students during independent
practice. Orally reading them
their paper to help struggling
readers edit.

Reinforcement Procedures:
Assessments:
WhenEditing
students
are
doing
what
is
expected,
I
Pre: I looked at their papers they are going
Checklist
specifically
praise
them
for
following
one
of
to edit.
Do I have a topic sentence?
the classroom
rules.
During: Observations, choral responses,
-Yes -No
a 3-point
sentence?
WhenDo
theI have
whole
class does
well, we chant
individual responses.
-Yes
-No
This class is boom dynamite
Post: Grading their edited paragraphs.
I have a first
WhenDo
individuals
dopoint?
a great job, we chant
CBM: 3-minute writing probe to assess total
-No
Way to-Yes
go Lizbeth,
way to go clap, clap
words written, words spelled correct, and
my first
have supporting
WhenDoes
students
arepoint
not following
the details? correct word sequence.
-Yes -No
classroom expectations after multiple
Is my supporting detail sentence a compound sentence?
reminders,
put their name on the board
-Yesthey
-No
and stay
forcompound
5 minutessentence
lunch detention.
Doesinmy
have a subject, a predicate, a conjunction, and a
new subject, and a new predicate?
-Yes -No
Do I have a second point?
-Yes -No
Does my second point have supporting details?
Is my supporting detail sentence a compound sentence?
-Yes -No
Does my compound sentence have a subject, a predicate, a conjunction, and a
new subject, and a new predicate?
-Yes -No
Do I have a third point?
-Yes -No
Does my third point have supporting details?
Is my supporting detail sentence a compound sentence?
-Yes -No
Does my compound sentence have a subject, a predicate, a conjunction, and a
new subject, and a new predicate?
-Yes -No
Do I have a concluding sentence?
-Yes -No
Do I have all the parts of a three-point paragraph?
-Yes -No

Follow-up Activities:
Assessment
-Jingle
-New topic students write 3point paragraphs independently
-anchor paper essay to look at the
structure of a 3-point essay to
transition to the next unit