++Teacher Andrea Overman

Candidate Name:
Grade Level: 1st
Subject: Reading and Writing
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

1.RF.1a Print Concepts: Demonstrate understanding of the organization and basic

features of print. a. Recognize the distinguishing features of a sentence (e.g., first
word, capitalization, ending punctuation)
List the Learning Objective(s) to be addressed in this lesson. Use the
following format: Students will be able to

Students will be able to identify the three different ending punctuations

from one another. Exclamatory, interrogative and declarative. Students will
then be able to write their own sentences using the three different
sentences.

Describe how the objective is relevant to students lives.

The students will continue to learn to write and speak with expression and
in doing so they need to use these three sentence types correctly.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Punctuation, exclamatory, interrogative, and declarative.

List the materials you will need to teach the lesson.

I will need the book Dont Let the Pigeon Stay up Late! by Mo Willems as
my mentor text. I will need a white board and marker to write example
sentences on a practice worksheet with sentences. I will need lined paper
for the students to write their final activity sentences on. The students will
also all use pencils for the following activities.
 ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

The students will complete a worksheet with sentences on it. The students
will have to write an E for an exclamatory sentence next to the sentence
given, a D for declarative sentence and an I for interrogative
sentences.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-

assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)
 Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

I will incorporate some low technology into my lesson by giving my

students large lined paper to write their sentences on. This is
accommodating for the students inability to write very small. 1st graders
are still learning how to write all of their letters and compose their
sentences neatly and this will help them do that.
 ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

I will follow the childs IEP. I will also make sure that the students who need
accommodations are getting their needs met. Like the one student in the
class who needs help with working in groups. I will make sure that the
student knows what is going on before we start and I will pair the student
with someone who is easy going and will help guide the student. I will
practice the students social skills with them and ask the student questions
in the beginning of class and at the end. This will help the student practice
eye contact. I will also have the students ask simple questions to engage
their classmate. These questions will be ones that the students knows. This
will all help with getting the student involved in group settings.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

I will use a mentor text to get the students excited and engaged in learning
about the different kinds of sentences. 1st graders love the pigeon series. I
will be using choral response. By using this I know that all of my students
will be engaged in the lesson being presented. I will also stop and talk
about the book not only asking questions about the story but describing
the three different sentences throughout which will help keep their minds
focused and learning. During independent work time I will be walking
around to answer questions and help the students but also a good way to
use proximity to make sure everyone stays on task.
 LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
I would ask the students to join me on the reading carpet. I would show
them the cover of the book and I would ask them if they knew who was on
the cover. They would all reply with the pigeon. I would then tell them that
the pigeon is a very smart pigeon and he is going to help us learn more
about sentences and sentence endings. I would tell the students that the
pigeon was going to help us learn about interrogative sentences,
declarative sentences and exclamatory sentences.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
I would ask the students how many of them ask questions, get excited or
tell their parents or friends things. They all would raise their hands and I
would tell them that those are the different sentences we are going to
learn about and if we learn about them we can start asking questions,
getting excited and saying things in our stories and our writing too. They
all get excited so I ask them if they are ready to have the pigeon help us
learn. We start to read the book.

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
I will use a lot of repeating which is described by Dr. Anita Archer as a great
way to teach students. I will repeat the vocabulary interrogative,
declarative and exclamatory. I will also repeat and use repetition when
doing examples. I will use a poster on the wall with the three types of
sentences. I will use scaffolding by Vygotsky with the students and hope to
have them writing and identifying these sentences on their own. I will
model what each sentences sounds and looks like and I will model writing
and identifying the different sentences.

Describe how you will check for students understanding before moving on
to guided practice.
I will have the students help me identify some of the sentences from the
book as an interrogative sentence a declarative sentence and an
exclamatory sentence if they can start differentiating those we will start
the guided practice.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
The teacher is going to read the book to the class. During this time the
teacher is going to stop and point out all of the different types of
sentences. After modeling this a few times and really pointing out and
emphasizing the endings of the sentences and describing that an
exclamatory sentence is one that means excited and it ends in an
exclamation point, an interrogative sentence asks a question and ends with
a question mark and the declarative sentence makes a statement and ends
with a period the teacher will begin to ask the students to help decide what
kind of sentence it is. The students will be asked why they think that the
answer they gave is correct. The teacher will help guide these answers to
make sure they understand the endings and the meaning of each
sentence. The students will also get a few practice sentences written on
the board they are to discuss them with a partner and make sure both of
them understand the answer. When they are done discussing they will put
their thumbs up so the teacher knows when they are done. If they get done
early the students will be asked to try and think of a sentence that might
end in a question mark, an exclamation point and a period. When they
come up with the sentences they will share them with their partner. We will
then ask for volunteers to share their sentences so that we can write them
on the board and discuss them as a whole class. This is to help the other
students who need more practice seeing them on the board but will give
the students who are ready for more of a challenge the opportunity for
one. During all of these exercises the teacher is always around walking
around listening and asking the kids questions and very open to answering
questions that they may have.

Describe how you will check for students understanding before moving on to independent
practice.
I will gauge the understanding of the students by checking their group
work that they did with the practice sentences. If they have a good
understanding of this they will move on to some independent practice and
then to the final assessment.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
The students are to complete an exercise that was completed at the
beginning of the lesson. They will again look at the sentenced and write an
E next to the exclamatory sentences, D next to the declarative sentences,
and an I next to the interrogative sentences.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
The teacher will tell the students that they all did a wonderful job and ask
the students what sentences we learned about today. They will respond
correctly. And then the teacher will tell them that their job for the night is
to make three different sentences using the three different ones that they
learned about today. We will then take the three sentence that you wrote
and tell a story with them to our partners tomorrow.

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.