School of Education Lesson Plan Template

Salem State University

(EDU407 MODIFIED VERSION)

I. Setting the Stage: What are your measurable objectives and assessment? A. Curriculum Framework Standards: Which MA Curriculum Frameworks address your topic content and objectives?

3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* i. Produce simple, compound, and complex sentences.

C. Measurable Objectives: What do you want students to know and be able to do?

Students will be able to identify parts of speech and use them correctly when forming sentences.

D. End of Lesson Assessment: How are you going to assess students understanding?

Students will complete a worksheet in where they are required to unscramble sentences to create structurally sound sentences.

II. Content of the Lesson

A. Content and Skills: What do you know about what you are planning to teach?

B. Rationale: Why teach the lesson?

Students will use their knowledge of parts of speech to create sentences in all areas of school. It is important that students can communicate well and clearly.

IV. Preparation for the Procedures: Materials: What materials, resources, and technology will you need?
Teacher: Copies of worksheet Ipads with loaded apps Copy of Grouping Words: Sentences by Anita Ganeri Student: Pencil Prior Knowledge

V. Sequence of Teaching-Procedures A. Beginning of the Lesson: How will you immediately engage all of your students in the content? Students will join together in the morning meeting area.

We will read Grouping Words: Sentences by Anita Ganeri (15 Minutes) While reading we will talk about the word order in the sentences and review parts of speech. Teacher will then model how to use each app. (10 Minutes) Students will then be split into two groups. B. Middle of Lesson: What are your students doing (e.g., speaking, writing, drawing, performing, documenting, observing) to explore the content? (75 Minutes) Teacher will hand out ipads to each student Students will work in 2 groups. One group will work with the app Scent Builder and the other will work with the app Grammar. After a half hour students will switch to the app they have not used yet. (Using small groups will help students work indepently while also using their peers as a resource.) Students in each group will then work together to create one structurally correct sentence. A representative from each group will go to the front of the class and write their sentence on the board. Students in the class will then explain why the sentence is right or what could be changed. Students will then go back to their seats. D. End of Lesson: How will you help all students process the experience? (30 minutes)

Students will be given a worksheet where they will be required to work independently to apply their knowledge of sentence structure.

VI. Reflection after Teaching: What did you learn from teaching the lesson? A. Looking at Student Performance Students seemed to like the two apps. They commented on the graphics as well as the sounds. It is important to included senses in lessons so I was happy to see they enjoyed those aspects. I was most happy to see when the students realized the first words in a sentence have to be capitalized so the first word they would include in the sentence builder app was always the word with a capital letter. The students had difficulty sharing in a group setting, so in the future the lesson could be adapted to working alone or in pairs of 2. Overall, I think the lesson showed that most of the students understood sentence structure and how to use picture cues to de-code sentences. B. Looking at Teaching Overall, the entire lesson went well. The biggest challenge for me was when one of the students wrote, Mary ate her cat on the board. I had no planned for students to take the images from the

apps so literally (a girl was sitting at a table and her cat was peeking behind her looking at what she eating). From this lesson I learned that I should be prepared for electronics not to work (not enough ipad for everyone). I also learned that I should be prepared for students to take things too literally and how to address that situation. If I were to teach this lesson again I would find a different work sheet for assessment (we realized after that none of the scrambled sentences included periods). Also, I would do a brief review of parts of speech before starting the lesson.