Grade Level: 5th

Language Arts

Subject: Resource Room

Date: Oct 20 2014

Lesson Time: 4-5pm

A. Logistics, Background, Context, and Purpose of the Lesson:

a. Student does not use proper punctuation or capitalization when writing, and

cannot maintain even short periods of writing without distraction/frustration.

i. Student will be given lined paper with dotted middle line to continue to
focus on appropriate size/capitalization. Student will be given short breaks
between writing activities and rewarded with reinforcers after each writing
activity.
ii. Student will be rewarded with tickets toward Legos.
b. Student fidgets excessively with pens, toys, rubber bands, etc. He is unable to
keep an organized work area, and loses papers and homework.
i. While teacher is giving instructions, Student will be allowed to manipulate
a fidget. The fidget will be taken when the assigned task begins.
Students work area will be organized prior to beginning work. He will be
provided with a plastic tray to place completed work and finished work
will be collected immediately.
c. Student shows inconsistency in size of letters- lower and upper case.
This lesson will focus on the dramatic difference between an upper and
lower case letter by having student practice writing short 2-3 letter
words and beginning each with a capital.

b. Lesson Goals and Objectives:

Given verbal instructions to copy text from any source, student will increase the
consistency within the size of his letter print from the current level of 1 error per 6
characters to the level of 0 errors per 6 characters as measured by average errors
per 300 characters, on ten consecutive trials.

B. Materials:
1.
Lined paper with dotted middle line
2.
Worksheet with graphic organizers
3.
List of words 2-3 letters long
4.
timer
C. Technology:

D. The Lesson:
1.

Introduction:
i. Today we are going to practice writing capitals and lower case
letters. It is important that when we write, the upper case letters
and lower case letters are dramatically different so that our
readers can easily see the difference.
ii. Do you want to work for (reinforcer 1) or (reinforcer 2) today?

2.

Methods: (40 minutes)

i. We know that we always capitalize the first word in a sentence.
Today we will capitalize every word we write, and imagine each
word is starting a new sentence. Make sure that the capital
letter stretches from the top to the bottom of the line, and the
lower case stays under the middle line.
ii. First we will write focusing on accuracy.
iii. Write the following words, place each new word in a separate
box. Make sure to capitalize the first letter, and keep the rest of
the letters under the lower half of the line.
iv. Call out words. Reward for every ten words written correctly.
v. Alright, now lets try to write as many words as we can in a short
amount of time. I will give you the list, and I want you to copy
the words. Make sure you still place each new word in a new
box. I will put a timer with 1 minute on, and I want you to try to
write as many words as you can in that amount of time.
vi. I will give you a ticket for every ten words that are written
correctly.
vii. If time allows, work on sentence correction.

3.

Lesson Closure:
i. It is important to have a dramatic difference between capitals
and lower case letters so that readers can see the difference
right away.

4.

Generalization:
i. Give student a blank piece of paper. Ask student to write the
words on the list but to make the capitals as tall as they possibly
can and to make the lower case letters as short as they possibly
can. Tell them that even though this is not the way they should
write normally, it shows the dramatic difference between a
capital letter and a lower case letter.

5.

Assessment:
i. Assess correct differentiation between lower case and
upper case letters per word.

6.

Reflection:
i. What additional practice can connect with lower case
upper case lettering? Are worksheets showing student
improvement over time or are the same patterns
appearing where work declines over time? Are there
letters that are causing more difficulty than others?
i. Is student engaged in activity?