Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 10/27/12 Courtney Gruner Subject/ Topic/ Theme Capitalization: beginning of sentences Grade __3rd___

I. Objectives How does this lesson connect to the unit plan?

The overall unit plan is about writing conventions and being able to capitalize the beginning of every sentence. It is an important concept in writing conventions.

Learners will be able to:

Use Upper case letters in the beginning of their sentences Identify correct and incorrect ways of using upper case letters Understand the importance of uppercase letters in sentences. Recall knowledge of Uppercase letters from previous pre-assessment lesson on capitalization

cognitiveR U Ap An E C*

physical development

Socioemotional

C/Ap R U R

GLCEs or Common Core standards addressed:

W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups. CCSS.ELA-Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Students should already know how to format sentences, read, and write.
Pre-assessment (for learning):

Asking students what they already know about capitalization.

Formative (for learning):

Outline assessment activities (applicable to this lesson)

I will use a worksheet that has a paragraph about Thanksgiving. The students will be directed to circle the words that need to be capitalized in the paragraphs. After reading and correcting the paragraphs the students will then write their own paragraph about what they are thankful for and why. This way it gets students familiar with text in that content area as well as strengthen their knowledge of the topic as well. Thanksgiving worksheet idea from: Smith, N. (1999). Thanksgiving short stories for kids. In Apples4theteacher. Retrieved November 3, 2012, from http://www.apples4theteacher.com/holidays/thanksgiving/shortstories/the-first-thanksgiving.html
Formative (as learning): Summative (of learning): Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students will be listening/reading a poem. They will then write, cut-out and draw on poster paper. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will be writing sentences and creating mobiles to hang in the classroom. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats The activities deal with sentences and things that students will come across in real life that need to be capitalized.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language We will be reviewing together the rules of capitalization, which will then be written on the board as they engage in the activities that follow.

Provide options for expression and communication- increase medium of expression

We will be using the ELMO, a poem, and worksheets for individual or small group work. The mobile activity will engage students in constructing a model to help remind them of the rules of capitalization focusing on the beginning of sentences.
Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

The activities are geared toward group work and collaboration and each lesson is more challenging than the next (move from whole group, to small group, to broader application).
Provide options for selfregulation- expectations, personal skills and strategies, self-assessment & reflection

Provide options for comprehensionactivate, apply & highlight

I will touch upon what the students already know about the beginning of every sentence. We will then expand on their knowledge and highlight ways to remember through constructing mobiles and sentence activities.

Students will be able to monitor progress as they work through the activities and take note of areas in which they struggle and areas in which they succeed.

I will be monitoring the students as they work through and be available to help and guide the students as well as clarify objectives and understandings of capital letters in the beginning of sentences and the activities as well.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

1) ELMO, poem 2) worksheets, colored pencils/ pencil or pen 3) string, rulers, pencil, scissors and tape/glue, construction paper

How will your classroom be set up for this lesson? III. The Plan Time 3-5 Components Motivation (opening/ introduction/ engagement)

Students, for the most part, will be working at their own desks, however for the last part they can work in small groups of 2-4 to help one another and share ideas.

Describe teacher activities AND component of the lesson. 1.) Alright! Show of hands. How many of 1.) you remember learning about Capitalization whether it be this year or last year? Okay, well today we are going to learn more about Capitalization to make

student activities for each Students will engage in answering by recalling what they already know about Upper case letters. Students will listen carefully and enjoy the poem so that they can

our writing even better. So I have a poem to hand out to you about Upper Case. Now, we are going to attempt to make a beat with it in order to make it sound like a song so you guys can remember it better. I need you to open your ears so you can listen for the 3 rules of Capitalization in this poem. 2.) Now we are going to be doing sentence worksheets that involve upper case letters. This will help us be more familiar with upper case letters and how the beginning of sentences always have to be capitalized. 3.) Mobiles: it will be an interactive activity and we will be doing a craft to help you guys remember the rules of capitalization! Referring back to the poem, students will cut out the capital letter of the first letter in their first name and put #1. Always capitalize the beginning of every sentence. They will hold on to these mobiles as we go throughout our Capitalization lessons and add on to it when we learn about new rules. 5 1.) So we are going to do a little rhyming/singing and reading to start with okay? Is everyone okay with that? Yes! Alright then, I am going to put this poem on capitalization on the ELMO and we will read/sing/rhyme together. *Read* Awesome guys! Okay, now I noticed there were three rules of Upper case letters in that poem, can anyone tell me what those three rules are? **number 1-3 on the board** Great! Now, today we are only going to be focusing on the first rule. What are we focusing on? The first rule! Good~ We are going to practice this first

listen for the three rules.

2.) Students want to be able to improve their knowledge and understanding of capitalizing the beginning of every sentence so they can apply them in their own writing/ in the future summative assessments. 3.) The students will want to do an activity other than a worksheet. They love being creative with activities such as this so that they can eventually hang these up in their classrooms.

Development (the largest component or main body of the lesson)

1.) Students will follow along as I read and then I will have them choral read so that they can engage more with the poem. They will need to respond to the question or at least try to.

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rule on practice sentences! 2.) I will be passing out worksheets for you guys. You guys will be reading about the history and story of Thanksgiving and looking for what needs to be capitalized. I need you to circle the word that needs to be capitalized. Then, I want you guys to think of 3-4 sentences about one thing youre thankful for and then write about why. So for example (do with ELMO) my paper would look like this, and for my first sentence Im going to put my two fingers by the edge to indent since its a paragraph, then my first sentence is going to be what Im thankful for. So Im going to write Im thankful to God for my mom. Then the rest of my sentences are going to be about why Im thankful for my mom. So since Im not starting a new paragraph Im going to only put a small space in between the sentences and Im going to continue on the same line and Ill write Im thankful for my mom because she cooks food for me. My mom also takes care of me when Im sick. She is very funny and makes me laugh. So when youre done your paragraph should look like this with only 1 indent before your first sentence and then only a small space in between your other sentences, and CAPITALIZE the first word in each of your sentences! Okay, it looks like everyone is finishing up. We are now going to be making something to remind us of these rules we just learned. 3.) I pass materials out. I want you to turn to someone and tell them the first letter of your first name. Okay great~Eyes on the speaker please. Do you see the letter of your first name on your desk? I need you to cut your letter out carefully and neatly. After you cut your letter out, I need you to write the first rule we went over on capitalization. When you are done you can flip it over and write a new sentence on what you learned today. As you work, I will be walking around the room and you guys are more than welcome to ask for help. Have fun! Closure (conclusion, culmination, wrap-up) What was the main thing we learned today? Write on the board what they say. **Read the poem again**

2.) Students should be able to finish the whole worksheet. They will be working individually but can ask one another for help.

3.) Students will work individually, but ask for help when needed.

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Students will respond to questions and participate in the discussions.

Your reflection about the lesson including evidence(s) of student learning and engagement as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) Overall the lesson went very well in getting students to recognize and find errors of capitalization of beginning of sentences, as well as getting them to use capitalization at the beginning of sentences in their own writing. The students seemed engaged and amused at rapping the capitalization poem and it was a good way to get the students engaged with a topic that they are already rather familiar with. I think it also benefited them to review when we capitalize words at the beginning of sentences (which is every time!) by doing an example. Going along with the example and doing the poem, one thing I would do next time is to play around with the technology first hand. Trying to get the ELMO to focus with one of the lights off was challenging, and it made the screen blurry. I also couldnt figure out how to zoom out in order to give more space for writing the example so figuring out the technology before hand and making sure its ready to go would definitely be something I would do for the next time! Once we reviewed capitalization at the beginning of sentences and the students were able to tell me what the rule is I explained all of the different activities we were going to be doing and then passed out the worksheets. Once I passed out the worksheets I wrote the capitalization rule on the board and began organizing the materials for the rest of the activities. A few things I would change in the order of how I went about this: I would first wait about 30 seconds 1 minute to scan the room and make sure that there were no questions and that everyone was on task. There was a student who was missing a paper, as well as a question about what exactly to do. It would have been better for the students if I were available right away for them to address these issues right away. As the students were working and I was able to walk around the room the majority of the students had found all of the words in the paragraphs that needed to be capitalized, and were also writing sentences and making their paragraphs in the correct format. Each student was working diligently on the worksheets, and when they had questions they would simply raise their hands and wait for someone to go around and help them. Because there were some students who had the same errors or questions, one thing I also would have done is pause the whole class and reiterate that idea, or repeat directions multiple times (i.e. find and circle the words in the paragraphs at the beginning of sentences that need to be capitalized, write a paragraph and INDENT only the FIRST line). Once the students were finished with there worksheets I would quickly look over their worksheets to see if they found all of the words, as well as checking their grammar, spelling, and most importantly if they capitalized all of the words at the beginning of their sentences. When I checked the students sheets it was very encouraging to see that all of them had capitalized every work at the beginning of the sentence! They even found the capital words in sentences that ended in different punctuation in the worksheets! My hope is that after doing an activity specifically on capitalization of words at the beginning of sentences that this is now a more concrete idea for students and something they will continue to do in their writing to the point where they dont have to think about it. Once the students handed in the worksheets I then gave them their letter for them to move on to the next activity. This is another transition area in which I would fix. Many students had questions on what they were supposed to write on the letter and do with it, and where they were supposed to write it. Next time I would write the directions on the board for the students to read them so that they know exactly what theyre supposed to be doing and can refer to the board if they get stuck. This would free up much more of my time to walk around to the room to check on students, as well as looking over students worksheets before they handed it in. But once the students had a firm idea of what to do with the letters they were all very engaged in the activity, and when I asked for students who were done to do a letter for the students who were absent everyone was very willing to do the letters, and those who couldnt gave a disappointed awwww. Overall my students seemed to grasp the concept and it seemed to become a more concrete idea for them. Im very pleased with how the lesson went, and the engagement of my students during the lesson. A few other things I would change as well would be not saying you guys during the lesson/ my questions and rather using more expressive and interesting/ professional words for my students such as, friends, students, capitalization captains, grammar gurus etc. This not only makes it more professional but it adds in fun and new vocabulary for my students as well. Another idea would be to make the worksheets more challenging, since this topic was review, and to remove punctuation in the second paragraph of the worksheet so that the students have to find the sentences that need capitalization even without the punctuation. I would also try to leave aside more time to reiterate the concept, or if it were in my classroom I would tie it into the history lesson by talking about the paragraph that the students read. But today was a perfect day to do this lesson, because not only did the devotions in the morning tie into the worksheet (the gifts from God that the students were thankful for), but when we went to visit their pre-K buddies the activity for the day was also writing and making a picture of what the students were thankful for, and that teacher tied it into the lessons that the students have been doing with Native Americans and Thanksgiving just what the paragraphs were on! So although the incorporation was added unintentionally, if it were my classroom I would definitely make a connection to a history lesson in class with Thanksgiving, the Native Americans and Pilgrims (it would also help me know that my students for sure read the passage instead of skimming through the paragraphs looking for words that needed to be capitalized!)

Context Options The Class as a Whole Variables Class Description based on observations and data With the assignments they are all able to be individual or group oriented this allows students to use all Individual differences Oakes/Lipton (174-178) their talents in their group settings. If students are struggling with the ideas they can all work together Levine (299-302, 321-327) to help each other out with each of the activities to complete the worksheets. Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

All of these activities are geared toward introductory levels of understanding and using capitalization at the beginning of sentences. However, the worksheets could be tailored to have more challenging sentences for students who may be higher levels. You could also mix partners (if needed) with higher and lower level thinkers so that the higher level can teach the lower level students and help them.

Learning style differences Levine (27-50) Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff) Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

The activities are designed to meet the needs of students who learn best audibly (the introduction to Capitalization in the beginning of sentences and explanation of activity), for visual learners (writing examples on board, showing sentences on worksheets), and for hands-on learners (creating mobiles).

Being able to work in groups would provide help for students with disabilities or the group work would be able to be split up in a way that the student would be able to have a job that is within their abilities. If they are group works then it allows the teacher to also move around or help that specific student. The worksheets could be tailored to have more challenging sentences for students who may be higher levels. You could also mix the groups with higher and lower level thinkers so that the higher level can teach the lower level students and help them. N/A

For the worksheets you can change the sentences that relate to cultural ideas and customs that the students may be more familiar with.

Gender differences Bridging(212-224) Oakes/Lipton (277-278) Language differences Bridging(125-153) Oakes/Lipton (197-202)

The sentences in the worksheets can also have a variety of boys and girls names, as well as things that are gender neutral, or a variety of sentences that deal with ideas typically related to girls or guys interests The worksheets could be spoken out loud as well as on a piece of paper. The worksheets could also be made up into a different language (if whole class speaks same language).