ED 403 Writing Lesson Plan Template W 2015

(Based on the ETE INSTRUCTIONAL PLANNING TEMPLATE)

Overview and Context
Your name(s):
Grade level and school:
Title of lesson/activity:
Teaching date(s) and
time(s):
Estimated time for
lesson/activity:
Overview of lesson:

Context of lesson:

Sources:

Chelsie Seruga
Carpenter Elementary School
Writing Assignment
April 2, 2015 10:30 am
20 minutes
For this lesson, students will learn how to
produce complete sentences and use
punctuation appropriately, especially the period.
We will begin by addressing what a period is and
what its functions are. Students will recognize
when and how to use a period to complete their
thoughts. Students will learn that by using a
comma too often may result in a run-on
sentence, so we can utilize a period instead to
separate their ideas.
This lesson helps support student understanding
of punctuation and why it is necessary. Students
will learn how to create complete sentences and
understand how punctuation can help them
achieve that. Students will also learn from the
context of this lesson that sometimes too much
punctuation can result in a run-on sentence.
CCSS

Learning Goals and Assessments

Connection to
Standards
CCSS.ELALITERACY.L.4.1.F
Produce complete
sentences,
recognizing and
correcting
inappropriate
fragments and runons.

Learning Goals
Students will be
able to produce
complete sentences
and use
punctuation
appropriately.

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

Type of
Assessment
Students will
produce an
introduction of
their biography
on an African
American
person in
history and use
the new skills

Connection to
activities
Students will
participate in
an activity that
requires them
to rearrange
run on
sentences and
to provide
correct
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they learned in
this mini lesson
to ensure that
sentences are
complete and
punctuation is
correct.

punctuation to
make sure that
the sentence is
logical.
Students may
volunteer to
correct the
sentences that
are on the
board or write
them on their
own paper at
their desks.

Attending to the Learners

Anticipating student
ideas:

While it is possible that students may have the

background knowledge of what a complete
sentence is and how to use punctuation, it is
possible that the students are unaware of how
these concepts relate to each other and
ultimately affect each other. After analyzing the
student work, it was apparent that many
students use commas to string together several
ideas instead of stating each idea individually. It
seems from the writing samples that the
students are aware of how to use a comma, it is
important for the students to understand that we
should only use a comma in certain instances
and that it is a good thing to state individual
ideas on their own. Students may not see the
difference between a comma and a period, or
understand why they should begin a new
sentence. Students may not understand when to
use a comma and when to use a period.
Making the content
All students can benefit from this lesson on
accessible to all students: complete sentences and punctuation. In order to
make the content accessible to all students, after
I talk briefly about when and how to use a period,
I will ask for volunteers to fix the
sentences/punctuation that I will have previously
written on the board. This may engage students,
as they often dont have many opportunities to
come up in front of the class and use the markers
University of Michigan, Elementary Teacher Education Program
For interns beginning the program in Fall 2014 and beyond

page 2 of 8
Rev. August 2014

on the white board. If students do not want to

participate, they may correct the sentences at
their desks on the worksheet that I will provide.
This will serve as an activity for the students and
I to do together, before the assessment.

Instructional Sequence
Material
s:

Whiteboard, markers, worksheet

MINLESSO
N

Steps Describing What the Teacher

and Students Will Do
Describe the activities that you will do
with your students. Communicate
HOW, not just WHAT, you plan on
teaching, and provide enough
specificity that someone else could
teach from your plan. This includes
scripting the key questions you plan to
ask.
Remember to include an introduction
and closing to your lesson. The first
step of your instructional sequence
should detail how you will launch the
lesson, including what you will do to
help students see the importance of
the lesson and how this lesson links to
what has come before and what will
follow it (if applicable). The last step
should detail how you will conclude
the lesson, including helping students
see the lessons take away or main
objective and connecting todays
lesson to tomorrows and thereafter (if
applicable).

Notes and Reminders

(including
management
considerations)
Include additional
things that you want
to remember to do
during instruction.
This includes
management
considerations (e.g.,
how you will manage
the distribution and
clean up of materials,
transitions between
segments of
instruction, group
work (if relevant), and
students who finish
early from a task.)

Connect
Today we are going to learn about
something really exciting! We are
going to talk about punctuation, but
more specifically, periods. This might
University of Michigan, Elementary Teacher Education Program
For interns beginning the program in Fall 2014 and beyond

page 3 of 8
Rev. August 2014

be something that you have heard

before, but today we are going to do
some extra practice with periods to
make sure that our sentences are
organized and our thoughts are
complete.
I know that we have all used periods
in our writing in the past. Sometimes
when we write, we link all of our ideas
together to create a run on sentence
that is filled with commas. We are
going to learn about when we should
separate our ideas to show the
importance of each one and to make
our ideas more complete.
Teach
A comma is a punctuation mark that
looks like , . A comma keeps words and
ideas from running together. A comma
tells the reader where to pause. We
can also use commas to join two ideas
together, but we must be careful! It is
easy to use too many commas and
create a run on sentence. It is better to
start every new idea with a new
sentence. In order to do this, we must
use a period. A period tells a reader
when to stop, and can sometimes
signal the ending of a complete
thought. We can use different kinds of
punctuations to show the end of a
thought, such as an explanation mark
or a question mark, but today we are
going to practice using periods.
Lets practice a few sentences
together. I will write a sentence on the
board and you can follow along with
the worksheet in front of you. Lets fix
this sentence together and see how
we can use a period instead of a
comma to make these sentences
complete.
University of Michigan, Elementary Teacher Education Program
For interns beginning the program in Fall 2014 and beyond

page 4 of 8
Rev. August 2014

I really enjoy running because I

like being outside, sometimes
when I play with my friends we
can race outside, I really enjoy
running as fast as I can and
winning races.
When you go to a theme park you
can ride roller coasters, eat food
and watch shows. I really like
going to theme parks, I want to
visit Disney Land, I have been to
different theme parks before but I
want to go to more.
Can I have two volunteers come up
and show the class how they would fix
these sentences?
Very good. There were a lot of ideas
going on in these sentences! We can
separate some of these ideas and
include periods to complete our
thoughts.

Active Engagement
Today you will practice what you
learned about writing by beginning
your introduction for your biography
on your famous African American man
or woman. While doing this, be sure to
write in complete sentences and
periods to complete your ideas.
Independ
ent Work
Period
15
minutes

Link
During this time, students should give
it a go. They should try applying what
you just taught them. Describe what
directions you will give them (e.g.,
where do they write, what do they
write on, how will you let them know
when time is almost up) and explain

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 5 of 8
Rev. August 2014

what you will do while students are

writing independently (confer with one
or two, write while they write).

Share &
Summary
5 minutes

Boys and girls, take out one sheet of

clean notebook paper and a pencil. We
are going to take what we learned
about complete sentences and focus
statements and use it to begin writing
the introduction paragraph of our
biographies. During this time, you will
write 4-5 sentences introducing who
your famous African American is and
why they are a part of history. You will
use what you learned about complete
sentences and focus statements while
you are doing this. We will take about
15 minutes to work independently on
this and I will tell you when time is up.
Because we are working
independently, I should hear no talking
and all pencils should be moving. We
will stay at our desks for this.
Describe how you will gather students
back together and how you will have
them share (e.g., pick one or two to
share just certain parts of their pieces,
have them pair share) and script what
you will say to close the lesson.
Boys and girls, we have just a few
minutes to talk about what we learned
today. We just took some time to
practice writing in complete sentences
to help separate our ideas. Lets do a
turn pair share so you can show your
partner how you created complete
sentences by using periods to
separate new ideas.
Very nice job. Thank you for working
with me and learning all about
complete sentences! !
Reflection on Planning

Learning goal for self:

Practice classroom management, be sure that all

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

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Rev. August 2014

students are actively engaged and participating,

write notes on the board so students can have a
visual, encourage students to ask questions, be
clear and concise.

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 7 of 8
Rev. August 2014

University of Michigan, Elementary Teacher Education Program

For interns beginning the program in Fall 2014 and beyond

page 8 of 8
Rev. August 2014