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I can write a 7-up sentence

Name: Codi Chua

Date: 12/1/2015

Grade Level: 1st

1. Content Objective(s)/State Standards:

Writing Standard 2: Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
Language Objectives: Compare/contrast illustrated features of places or objects using graphic
organizers and phrases or short sentences in non-fiction books in small groups
Behavioral Objectives: Students will raise hands to answer questions. Students will use
materials appropriately.
2. Instructional Focus: Students will be able to write a complete sentence using nouns,
adjectives, verbs, and tag alongs.
Vocabulary: Adjective, verb, tag along
3. Interesting Texts/Materials for Instruction
7-up sentence strips
Funny Faces
4. Student Engagement: What engagement principle(s) are you choosing for this lesson?
___x___choice, ____x___collaboration, ____X____building concepts, ______relevancereal
world interaction
I will engage students in this lesson by: Reading a book about animals and allowing students
to choose the animal that they want to write about. Students will also be engaged by using a
sentence strip to create sentences.
5. Student Activity/Differentiation.
Before: I will have the students come to the carpet and we will talk about sentences and what
the three main things that a sentence needs to be correct (capital, finger spaces, and
punctuation). I will introduce the word adjective telling students that these describe what
type of verb we are writing about. We will do a few examples using adjectives. We will then
talk about tag alongs, and that these tell us where the noun is doing the verb. We will do many
examples using these words and saying what each word is on our sentence strip. I will model
for them how to use the sentence strips before sending them back to their seat to work on their
sentence strips. After they have each made and read a few of the sentences that they have
created I will have them come back to the rug so that we can read a book about animals.
During: I will tell them that good writers write interesting sentences with description to keep
the readers hooked. I will give them a few examples of interesting sentences and boring
sentences. While we are reading, I will tell them to try to remember the things that they see on
the pictures and things that they might know about the animals so that they can write two
sentences about an animal that they want to write about. After we are reading, I will choose
three animals that they can also choose from to write about. Before they write we are going to
write adjectives about the animals. After we write a few adjectives about the animals, I will

have them fill out their 7-up sentence strip, before writing their sentences they need to check
with the teacher to see if it makes sense and that they have a 7-up sentence, they can then write
their sentence.
After: I will tell them again that good writers make their sentences interesting by adding
details. We will review the things that a correct sentence needs. If there is time, I will have a
few students share their sentences.

How will you differentiate your instruction for struggling/gifted learners?

For struggling learners, I will have a sentence strip that they are filling out, and the words will
be up on the board. ELL students can continue to practice with the sentence strips while other
students are writing their sentence. I will also provide ELL students with word strips that have
pictures that they can place in the boxes of the sentence strip and then write their sentence.
6. Writing/Communicating/Assessment: I will know if my students understood the lesson
through the worksheet we are going to be working on. If the sentences have the main things
that a sentence needs and if the sentence makes sense.

7. Reflection: What were the strengths and or areas of refinement of this lesson. Given what
you taught in this lesson, what are you teaching next?