T&L Instructional Plan Template

Overview

Background Information
Teacher Candidates: Jeanette Netzel Date:4/25/2018
Unit/Subject: Literature/ Writing
Instructional Plan Title/Focus: The First Word of a Sentence has a Capital Letter

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
In this mini-lesson, students will learn that the first word of a sentence always starts with a capital letter.
This lesson is being taught because it helps students with print awareness as this is a skill that students are
expected to have mastered by the time they enter first grade.
Prior to this lesson students have been learning about using “finger” spaces between words. Students will
then learn about placing a period at the end of a sentence.
b. State/National Learning Standards:
CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occurred, and provide a reaction to what happened.
1. Content Objectives and alignment to State Learning Standards:
1. SWBAT…identify that the first letter of each sentence needs to start with a capital letter.
Language Objectives:
1. SWBAT… write simple sentences using a capitalized letter in the first word of a sentence based on the
picture that they have drawn.
1. Previous Learning Experiences:
Throughout the year students have been learning different letters of the alphabet. Currently students have
been taught 21 different letters, both upper and lower case. Currently students are expected to know they need
to capitalize their name and when.
e. Planning for Student Learning Needs
Accommodations for ELL students:
During the partnered portion of the lesson, ELL students will be paired with English proficient students.
Teachers will check in with ELL students during the independent work time.
Accommodations and modifications for students with disabilities:
There is a student with ADHD who will need an adequate seat in order to sit long enough to write. For
this student, a wiggle seat allows them to move around in while at their desk. This student will also be allowed
to move to and from the carpet if the student believes that it will help with their concentration. For helping this
student complete work on time, this student would be able to use a sand timer. This would be a visual
representation of the time left for the activity. Depending on the length of the activity they would turn it over a
set number of times.
f. Assessment Strategies
Content/Language Objectives Assessment Strategies

Content: SWBAT understand to Informal: Discussion

capitalize the first letter of every During the lesson students will be given the opportunity to
sentence. discuss what they learned. Prior to students sharing answers I will
ask students to show a thumbs up middle or down to show us if
they understand our content objective.
 Language: SWBAT write simple Informal: Observation
sentences using a capitalized letter in the As the students work I will check with students and see how
first word of a sentence based on the they are doing. I will use this time to note if students are writing
picture that they have drawn. sentences that start with a capital letter. It will also allow me to
provide students feedback about their learning during the lesson,
so that students can get help before the end of the lesson if they
need it.
g. Student Voice:
K-12 students will be able Student- Description of how students will reflect on their learning.
to: based
evidence

1. Explain student
learning targets and what is
required to meet them
(including why they are
important to learn).
Exit slip In the exit slip there is a place for students to write out the
learning objective in the form of an “I Can..” statement.
This will show that students can explain the learning
targets in their own words.

2. Monitor their own
learning progress toward the
learning targets using the
tools provided (checklists,
rubrics, etc.).
Exit slip In the exit slip students can circle the emoji they feel best
represents their current understanding of the print concept
awareness skill that we are teaching. If I see that a child
feels they need help this will help us inform our instruction
for next time. If I notice that many students feel they needs
help or that they don’t get it we would then re-teach the
lesson.

3. Explain how to access Exit slip The exit slip provides a place for students to ask for help
resources and additional and also hints at how they can receive that help (Partner or
support when needed (and Teacher).
how/why those resources
will help them).
h. Grouping of Students for Instruction:
At the carpet students will be taught in a whole group setting. Students will then work individually during
writer’s workshop at their tables.
During the brain break before the start of the lesson students will be split into two groups in order to
participate in teams. To be fair students will number off one and two and pick a team representative to
choose answers.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:
Students will gather together at the carpet. On the whiteboard I will write K W L. I will ask the group,
“What do you notice about the alphabet train?” While students respond, I will write down what they Know in the
column. Once students have noticed that there are both capital and lowercase letters I will say, “That’s right.
The alphabet train does have capital letters. When do we use capital letters?” I will continue to write down what
students know about capital letters in the Know column. Once students answer that we capitalize our names, I
will then say, “Your right we do capitalize our names, now today I am going to teach you another reason why
we use capital letters. What would you like to know about capital letters?” I will write down what students
Want to know about capital letters, once students have run out of ideas we will introduce the focus of the lesson
by saying, “These are all wonderful things to want to know about capital letters. One of you wanted to know
what else we use capital letters for, today I will teach you another reason we use capital letters. We use capital
letters every time we start a sentence.”
b. Questions:
· What do you notice about the alphabet train?
· When do we use capital letters? (Introduction)
· When do we capitalize letters? (Closure)
Learning Activities:
Learning Steps and Activities Supporting Theories/Principles

Gradual Release of Responsibility:

Transition from introduction by saying,
Teacher: “Now you know how we write our own
stories for writer’s workshop? We have a story
for you about yesterday.”
On the whiteboard I will write and narrate the a
story for students to see. For engagement
purposes students will co-author this story with
me. I will write whatever is told us. In a red
marker/ expo, I will capitalize every word that
needs to be. In a purple marker/ expo, I will
write the rest of the story/ sentence in lowercase
letters to show the difference between lowercase
and capital letters.
An example story may look like:
Teacher: “Yesterday, I brought my lunch to
school. My mom packed my favorite sandwich,
peanut butter and jelly. My best friend Crystal
had a peanut butter and jelly too. We laughed
about how the peanut butter sticks to your mouth.
Thank goodness we had cold milk to wash it
down.”
As I write this story we will quickly mention the
reasons why we are capitalizing other words that capitalize the first letter of the sentence. Another support
are not at the start of the sentence, but will focus I have for the students in the lesson is that I provide an
on emphasizing the capital letter that starts a
sentence. Point out that we end each sentence
with a period.
Once the story is complete I will say.
Teacher: “Who can tell me how many sentences letter at the start of each sentence. This will show all
my story has?”
Students learn through observation. Thus, the teacher
should model the strategy so the students understand
what is expected of them. Here the role of teacher is to
provide direct instruction, think aloud, and establish
goals and purposes. The role of the student is to
actively listen and ask questions for clarification.
Social Constructivism Theory
Learning is a social act. The students will be provided
time to collaborate together and develop their ideas
through discussion with their peers.
UDL: An education framework that guides
development with flexible learning environments in
order to accommodate for all individual learned needs
and differences.
Engagement:
 Brain break
 Pictorial Directions
Representation:
 Pre teach
 Functional Print
Expression:
 Modeled Writing
 Writer’s Workshop
Differentiated instruction: One way I am
differentiating instruction is by using the KWL strategy
in my lesson. When the KWL chart is completed
students can refer to the chart to help them remember to
example posted for the students to see. If a student needs
help they can refer to the example for additional support.
This is the whiteboard where I changed the color of the
capital letters mentioned above. One of the ways we
highlight the print awareness concept I want students to
learn is by physically changing the color of the capital
students the difference that I am trying to teach them.
While students are writing, they can ask for supports
 from myself or from a partner. Students sit in table
Students answer will vary depending on the story groups and can easily ask a peer for clarification if they
created. need any. This will help any student who may need
additional supports to understand the print awareness
concept that I have taught in the lesson. Another support
students have during this lesson is a personal folder that
has a list of sight words in it. Another page in the folder
has a page of all the letters in the alphabet both upper
and lower case. These reference materials will help
students with their writing so they can have the best
success possible.
1. Closure:
Teacher will transition from mini-lesson to closure by asking,

Teacher: “That’s right! Now that we have finished our story I want to revisit our KWL chart. We still have to
fill out the L column of our chart. “Now that you have seen my story, when do you capitalize letters?” Can
someone tell me something you learned about capital letters today?”

Students will say that you capitalize words at the beginning of a sentence, we will write this and other
responses down in the L column of the KWL chart.

Teacher: “That’s right. Now before you go to your desk to write your story I want you to make sure that your
story has at least one sentence. Remember to capitalize the first letter and leave the rest lowercase. You can
look at the KWL chart and the example on the board if you need help. You can also ask a partner for
clarification as well. If you need help remembering what a letter looks like you have your personal folders that
have a list of sight words as well. I will walk around the room to help you as needed. Does anyone have any
questions related to this?”

Once questions are answered I will dismiss students one by one from the carpet by saying their name
when I notice they are sitting quietly and ready to start the next portion of writer’s workshop. During
the next portion of writer’s workshop students will work independently and write a story of their own
choosing. They will draw a picture to match what their story is about. The remainder of the lesson will
be used for this writing time. It is during this period of time that I will assess if students are meeting the
objectives. See the assessment portion above for more information
1. Independent Practice:
At each student’s desk, they will write a story of their own choosing. They will write one sentence about their
picture and start it with an uppercase letter while making sure the rest of the letters are lowercase.
1. Instructional Materials, Resources, and Technology:

· White Board
· Red Marker/ Expo
· Purple Marker/ Expo

e. Acknowledgements:
Dierking, Connie Campbell, & Jones, Sherra Ann. (2003). Growing Up Writing: Mini-Lessons for Emergent
and Beginning Writers. Maupin House Publishing
Name:

Today’s Target:

I can ______________________________________________________________________.

Did you meet the target? (circle one)

I get it! Still trying! I need help!

What can you do to get help? (circle one)

Teacher Partner