MODEL LESSON PLAN FORMAT

Topic, class, and level __Fundations, Editing First Grade_________________

Date for implementation: February 26th, 2015
Conceptual Framework: To what important concept, essential question, enduring
understanding, or big idea in the discipline does this lesson connect?

The students will understand how to edit sentences correctly based on grammar
rules and previously learned concepts.

Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
CCSS.ELA-LITERACY.L.1.2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.1.1.A: Print all upper- and lowercase letters.
Knowledge/Understandings: What should the students know and understand at
the end of this lesson?
o Students will understand how sentences should be written correctly
o Students will understand how to correct given sentences on their own.
Skills: What will the students be able to do when this lesson is over?
o SWBAT correct sentences based on grammar rules they had previously
learned and have been practicing
o SWBAT to notice when there are no finger spaces, backward letters or no
capital letters
Assessment. How will you check for student achievement and understanding?

The students will complete an editing worksheet individually at their seats.

Instructional Approach: (Describe activities, allotted time, and closure)

Materials, preparation, and/or on-line resources to be used: Anchor Chart
with sentences to fix, different colored markers, editing worksheet, colored crayon
Hook: What question or activity might spark student curiosity and motivation?
Class, we have been practicing editing sentences. Today, we are going to
do have more practice editing some sentences that need to be fixed. We
will do two sentences together as a group and then you will go to your
seats and fix difference ones on your own. Lets remind ourselves of a
few things first: questions always end in what (a question mark!)?

Statements always end in what (a period!)? Sentences always start with

what (an uppercase letter!)?
Activities: What question/s might encourage the student to explore and discover
the content? What will happen during the body of the lesson?
Activity 1: Whole Group Practice/Mini Lesson
o Today we will be reviewing how to correct sentences. I have two
sentences that need to be edited. We are going to work on them
together.
o The first sentence says, i like to play daseball at the park. How
do we need to edit this to make the sentence correct?
i should be a capital
d should be a b
o Have two students volunteer to come up and make the edits.
o The second sentence says, when are you Coming over for
aplaybate?. How can we edit this sentence so it is correct?
w should be capital
c should be lower case
there should be a finger space between a and playbate
the b in playbate should be a d
o Have each student I call on make one correction until all of the
mistakes are fixed.
o Great job team, we worked together to fix these sentences so they
are correct. Now you are going to do it on your own.
Activity 2: Individual Practice
o I want to show you the sheet you are going to do at your seats.
o On this sheet there are four sentences that need to be edited just
like the two sentences we did together.
o Once you get your sheet of paper, you are going to go to your seats
and edit the sentences so they are correct. Double check your work
and get a buddy check before bringing it up to me for a teacher
check.
Differentiation including SEI Considerations (key vocabulary,
language/content objectives, etc.):
This activity does not require much differentiation as this is an activity
they have done previously but to assist students who might not see all the
mistakes I will use a different color when we are working on the whole
group part of the lesson and require them to use a different color as well
when they make their edits.
Grouping: If you are grouping at some point during the lesson, why are you
grouping? How are you grouping?
Grouping will not be happening during this lesson as it is a whole-group
activity and then individual practice.

Sponge activity: (to soak up extra time)

They should pick a book from the bookshelf and read quietly on their rug
spot.
Some students who have been responsible can be student teachers and
help friends who need help.
Homework when appropriate:
Homework is included in a weekly packet that is sent home and created by
the first grade team.
Wrap-up: How will you help students make meaning from the lessons
activities?
We did a great job editing the sentences together and you did a great job
editing the sentences on your own. It is always important when we edit our
work to have capital letters at the beginning of a sentence, correct
punctuation at the end of a sentence and no backwards letters.
Potential Pitfalls and Reflection: What difficulties can you predict (or did you discover
as you taught) that your students may find challenging or have misconceptions about?
How will you address those confusions?
Some of my students still struggle with the backwards letters or
punctuation since that is a fairly new concept still. Giving them extra oneon-one support at their seat during the independent work is one way I can
support them.