Lesson Planning Template: Sentence Builders Abigail Wallace

Lesson objective with When given an image and correlating words for sentence completion, students
measurable criteria aligned will arrange the words according to the basic features of a sentence, with correct
accuracy 4 out of 4 times.
to standard
When prompted with a guiding image, students will write a simple sentence
relating to the image according to the conventions of English, incorporating
correct capitalization and punctuation, 2 out of 2 times.

ELAGSE1RF1: 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).

ELAGSE1L2: Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
Assessment tools and data Informal preassessment will be conducted reviewing the features of print of
collection procedures standard English with students through the warmup activity. Formal assessment
given through the independent worksheet of building sentences correctly given a
wordbank then writing sentences with the correct conventions of print.
What student does: engagement
What teacher does: Contingencies:
Assessment: evidence of learning
Before: How will you gain student attention, activate background knowledge, pre-teach as needed?
The teacher will review the rules of The students will respond to the warm-up For further engagement and to
capitalization as a warm-up activity activity by indicating what word has a decrease blurt outs or lack of
to activate the students’ capitalized letter in the example sentence attentiveness students may come to
background knowledge of provided. When prompted, the student will the board and indicate where they
distinguishing features of a also describe why there is a capitalization- see capitalized letters and
sentence. The teacher will read out explaining whether the word is a person, punctuations using the smartboard
an example sentence and ask the place, moth/day of the year, “I”, titles, or pen for such notations. In the case
students to describe what is first word of a sentence. that capitalization is not
capitalized and why- ultimately Evidence of learning will be informally remembered, scaffolds can be
revealing one capitalization rule at evaluated through student participation and implemented to reword “capital
a time. accuracy during the warm-up of reviewing letters” as “big letters” for student
The 6 rules of capitalization along capitalization- being able to describe or understanding as well as providing
with punctuation of statements will identify the rules of capitalization and print an alphabet chart with both
be pre-taught and reviewed before concepts. capitalized and lower case letters
the activity of building and creating for indication of the difference.
sentences.
During: How does student self-monitor (e.g., text connections, content clues, graphic organizers)?
The teacher will guide the students During the guided and independent practice of the In the case that
through the activity of sentence sentence builder activity, students can self-monitor their students do not work
building, demonstrating that the actions and learning by relating their knowledge from the well with cut and
first thing to do is to look for a warm-up to then transfer in recognizing capital letters in paste activities, an
word with the first letter the word bank of their worksheet as a way of knowing online version of the
capitalized- as we know the first where the words go in the sentence as well as words with worksheet can be
word of a sentence will include a punctuations. made available in
capitalized letter. Teacher will then which the sentence
explain that the next important As the worksheet involves a guiding picture each builder word bank
thing to look for in our word bank sentence is based off of as well as a cut and paste word can be manipulated to
is a word with a period at the end- bank for easy manipulation of the words in formation of create their sentences
as we know that a period belongs at sentences, the students are able to visualize the sentence in the respective
the end of our sentence thus that meaning and structure, using context clues coupled with sentence builders, as
will be the last word in our their knowledge of the distinguishing features of a completed on the
sentence. With two words sentence. white board during
remaining for the respective the guided practice.
sentence builder, the teacher
demonstrates how to read the If students struggle
sentence to find the correct order. with building their
For example, in number 1 on the sentences, assistance
worksheet, it says “lion is big. A”. can be provided in
Going through the steps above, we guiding them through
are then left with “A lion is big.” or the steps from the
“A is lion big.” To which the guided practice and
teacher will ask the students which reading aloud
order makes the most sense, and example sentences the
that order will be the correct words could make so
sentence. One more sentence the student can hear
builder from the student worksheet the words being
will be completed as a guided pronounced as they
practice, as the teacher asks which relate to the
words are capitalized, which words conventions of
have punctuation, and what order standard English.
the words will go in. Teacher
monitors during independent work
and reviews answers.
After: How did student remember learning and integrate into existing knowledge?
The teacher will ask the students to Students will integrate and extend their knowledge into Images are provided
write a sentence relating to the existing knowledge as they reviewed and recalled the on the worksheet for
picture given in the student features of a sentence including the rules of capitalization, the promotion of
worksheet. An image of a flower moving into arranging words in a correct grammatical thinking in what to
and dinosaur are what the students order aligning with their knowledge of the features of write a sentence on,
will write their sentences on, with print, then extended into writing their own sentences as as there can be many
teacher reminding of the rules of the will recall what key items they need to incorporate in things said about a
capitalization and punctuation their writing. flower or dinosaur.
when creating and writing The option of typing
sentences. The teacher will ask the or speech to text may
students to share the sentences they be provided in the
wrote, asking what features of print case that students
they included in their sentences struggle with
(what word included a handwriting or
capitalization, and why, and where mobility issues.
was the punctuation)
Communication skill and Students need to be able to express their understanding from the warm-up
planned supports prompts of the capitalization rules though oral or written communication, as
well as being able to describe the reasoning’s behind the structure of their
sentences from the sentence builder worksheet. Planned supports include having
a corresponding image with each sentence on the worksheet such to promote
thought of what the words of the sentence are trying to convey, as well as only
including 4-word sentences such that, with the knowledge of what
characteristics the initial and ending words should have, they can then
manipulate the remaining two words in a way that makes the most sense when
read or spoken.
Plans for generalization or Self-directed learning is carried out throughout the guided and independent
self-directed learning practice of the sentence builder activity. Students are able to recognize the
placements of words as they correlate within a given “sentence” and
corresponding image, relating their knowledge of what characteristics the initial
and ending words should have as well as arranging the middle letters in a
grammatical way. Self-directed learning is then carried into thinking of and
writing their own sentences when given a corresponding image as the sentence
topic.
 Resources & materials Materials needed include an interactive PowerPoint for the warm-up lesson, as
modifications/accommodations well as digital interactive copy of student worksheet for guided review.
Student worksheet, word bank, scissors, and tape/glue will be provided as well.

Accommodations include the incorporation of a digital form of the student

worksheet for those requiring text to speech, mobility, or digital text needs.
Scaffolding of beginning with initial word capitalization sentence, and working
up to incorporate other capitalization rules as well as writing sentences with
picture aids to guide.