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Lesson 4

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api-252944007
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© © All Rights Reserved
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PRACTICUM TWO LESSON PLAN #4 Name: Kristen Crnkovich Lesson Plan Title: Mentor Sentence Grade Level: First

grade

PART ONE

1.) Standards/Objectives CCSS.ELA-Literacy.L.1.1 (a-c) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.1.2 (a-e) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. The students will be able to notice different grammatical concepts and be able to label them accordingly. They will also be able to label and notice the different parts of speech in a sentence. 2.) Materials and/or Technology Resources The book Today is Thanksgiving! By: P.K. Hallinan Large piece of butcher paper big enough to write the mentor sentence and have extra space. 4 different colored markers. 3.) Procedures (Content Are Specific) Motivation/engagement: After I have the students move to the carpet I will first start by reading the book out loud to the students. After I am done reading I will ask the class if this is a fictional book or non-fictional book? (Non-fiction) Developmental activity: (T=teacher) I will guide the students to our mentor sentence that was pre-written on the board. Lets visit a sentence from the book (pointing at chart) I will then read sentence out loud. After I read the sentence I will instruct the students to think about different things they notice in the sentence. T=Now WITHOUT talking Im going to give you a moment of think time to notice as many things in this sentence as possible. Remember, we are thinking not talking. When you have thought of something capture it While they are thinking I will then write underneath the sentence: Authors craft. I will ask them a series of questions and make a list of everything they notice and use questions like: What are some of the things you noticed? What are some things the author did to create the sentence? What makes a good sentence? Once we finish making a list of the authors crafts we will label.

PRACTICUM TWO LESSON PLAN #4

PART ONE

T=Now, looking at the authors craft the author used capitals and punctuation, if we were editing this, how do we show or label the authors crafts? What symbols do we use? The teacher will then have the students come up one by one to label each craft. For example: The first student would put three lines underneath a capital letter. The second student would circle the period. Then we will do the same thing with the different parts of speech. T=Now, lets look at the different parts of speech in this sentence. What are some different parts of speech we have learned? T=We have learned about nouns, whats a noun? (Person, place, thing) T=We have learned about adjectives, whats an adjective? (Action/descriptive word) T=We have learned about verbs, whats a verb? (Doing word, something you can do) T=Now lets see if you can help me find the noun(s) in this sentence. I will point to a word and if you think its a noun I want you to give me a thumbs up. If you dont think its noun I want you cross your arms. For every word thats a noun the teacher will label it with an N right above the word. The teacher will continue to do the same thing with the adjectives Adj. and verbs V Accommodation, modifications and differentiations for diverse learners: Because the students will be sitting at the carpet I will be making sure everyone is participating by answering questions and using the appropriate hand gestures described in the lesson. If I observe the students looking confused I will refer to our previous anchor charts about the different parts of speech as a small review. For the students who decide they dont want to participate I will take away dojo points accordingly. Closure: I will have each student stand at a one and walk quietly back to their seats. Extension: Because mentor sentences are designed to teach throughout the week the next lesson involving the sentence will be an invitation to revise. The students can add to and change the sentence to make it more interesting. Then the next day they will have an invitation to imitate where the students will then write their own mentor sentences using the mentor sentence for the week as a guideline. Lastly, they will have an invitation to edit. This last day they see sentences written incorrectly and they have to edit them.

Mentor sentences are to be used throughout the entire week. Each day during the week, the teacher displays the same mentor sentence and teaches several grammatical concepts over the three/four days. **The rest of the lesson (Part Two) is being taught on Thursday.

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