LESSON PLAN

Primary Special Education

Ms. L. Cruz
TITLE: WHO and DATE: Ongoing/ As
WHAT of a sentence needed
SUBJECT: Language GRADE: Kinder- 3rd
Arts
TIME: Dependent on PERIOD: Dependent on
Resource Service Resource Service
Schedule Schedule
ESLRs: COMMON CORE
Gain knowledge STANDARDS:
Utilize technology W.K.2 Use a combination
Increase of drawing, dictating, and
communication and writing to compose
social skills informative/explanatory
Help create a texts in which they name
productive learning what they are writing
environment about and supply
Actively solve information about the
problems topic.
Nurture cultural W.1.2 Write
differences informative/explanatory
texts in whuch they name
a topic, s supply some
facts about the topic, and
provide some sense of
closure.
W.2.2 Write
informative/explanatory
texts n which they
introduce the topic, use
facts and definitions to
develop points and
provide a concluding
statement.
W.3.2 Write informative
texts/explanatory texts to
examine a topic and
convey ideas and
information clearly.
OBJECTIVES:
Student will be able to identify the two
parts of a sentence with 80% accuracy.
Student will be able to form/write complete
sentences with 80% accuracy.
LEARNING TARGETS (I CAN):
`I can name the parts of a sentence.
`I can make a complete sentence.

INSTRUCTIONAL STRATEGIES: MATERIALS/

`Cooperative learning RESOURCES/ASSISTIVE
`Whole class discussion
`One-to-one instruction TECHNOLOGY:
Post-its, markers/crayons, paper, pencil,
erasers, WHO/WHAT poster (graphic
organizer), WHO/WHAT cups with WHO/WHAT
popsicle sticks, Tablet
MODIFICATIONS/ACCOMMODATI CLASSROOM LAYOUT:
ONS: `seated at kidney table near board
`simplified, repeated instruction `have WHO/WHAT cups ready at back table
`extended time `provide one to one instruction on another
`peer mentoring table if needed
`color coding
`breaks if needed

PREVIOUS LESSON/MATERIAL RELATED TO LESSON:

`students goals are on sentence writing
`Students have been exposed to sentence writing in the general education setting.

LESSON OUTLINE
TIME: STEPS:
5 min INTRODUCTIO ` Inform students that they will be practicing their
N: sentence writing.
Recap on sentence ` Review some of the rules
skills - Capital letter at the beginning.
- Period at the end.

5 min MOTIVATION: ` Inform students to look under their chairs for post-it
Who are you? What notes.
are you doing? `Ask students to read the questions quietly
`Ask students to read the red question out loud and take
turns answering.
`Ask students to read the blue question out loud and
take turns answering.
`Inform students that these questions will help us write
better sentences.

10 min EXPLORATION: `Have students tell you the words that are underlined in
Who and What the post-it notes (Who and What)
Parts of the `Inform that there are two parts of a sentence the WHO
and the WHAT.
sentence
- The WHO tells who the sentence is about
- The WHAT tells what the person or thing is doing.
 `Have students take turns doing different things and
asking them who are you? and what are you doing?
` Instruct students to work in a small group and make a
list of WHO on a large construction paper then post it on
the board. (have examples)
` Instruct students to work in a small group and make a
list of WHAT on a large construction paper then post it on
the board. (have examples)
`Have students create oral sentences using the WHO
and WHAT posters

5 min GENERALIZATI `Inform students that they will practice what they just
learned by making silly sentences.
ON: `Have students move to another table where the WHO
Forming sentences and WHAT cups are located.
`Inform them that they need their pencil boxes.
`Instruct students that they will pull a red popsicle stick
from the WHO cup and a blue popsicle stick from the
WHAT cup.
`Demonstrate that the students will copy the sentences
they form using the popsicle sticks. (red then blue)
`Have students write their sentences in their notebooks.
`Inform students that they will write five sentences each.
`Remind students to copy the capital letters at the
beginning of the sentence and put the end marks.
`Allow students to work independently.
`Have students share their sentences with the class.

Ongoing APPLICATION: `Give students sentence exercises daily.

(daily Forming sentences 1. Provide students with a picture (from books,
routines) on your own. magazines, tables, online, other media) and have
them create sentences based on what they see.
2. Provide students with WHO parts of sentences
and have them complete the WHAT parts or vice
versa.
3. Match WHO parts to WHAT parts.
4. Have students draw a picture and create
sentences to describe their pictures.
5. Have students complete a coloring page and
create sentences based on the image.
6. Have students create sentences based on their
experiences, opinions, thoughts, etc.

`Have students read ready-made sentences and

underline the WHO part and circle the WHAT part.
`Have students work in small groups to correct and share
their sentences.

Ongoing CLOSURE/REVI `Have students continue sentence exercises.

(daily EW: `Frequently discuss the importance of using complete
sentences in speech and writing.
review as `Praise students when complete sentences are used and
needed)
 applied.
`To challenge students inform them that another name
for WHO is subject and WHAT is predicate.
-Continue exercises until mastery of simple sentences.

ASSESSMENTS
BEHAVIORAL: ORAL/WRITTEN: OTHER:
`Small group categorizing `WHO and WHAT poster `Standardized tests as
`Make oral sentences using needed
poster
`Writing silly sentences
`Daily sentence exercises

REFLECTION/COMMENTS: