University of Kansas Department of Special Education 1

SPED 775 Lesson Plan Template

Less
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PLANNING
UnitTitle
SubjectArea
LessonTitle
LengthofLesson
AudienceDescription

SentenceWriting
English/LanguageArts
RequirementsofaCompleteSentence
40minutes
Numberofstudents:5
Race:Caucasian,BiRacial
EnglishLanguageProficiency:Nativespeakers
Gender:Male
Exceptionalities:Autism,Stereotypy,socialanxiety,developmentallydelayed
CulturalConsiderations:

IEPGoals(whereavailable)
Objectives

Otherinformation:3 rd&4thgrade
Studentsgoalscurrentlydonotaddresswritingskills.
Teachthefiverequirementsofacompletesentence
Definesubject&verb
Ensurestudentscanfindandchangeerrorsrelatedtocapitalizationandpunctuationandmeaning

Standards

CCSS.ELALITERACY.W.3.4
Withguidanceandsupportfromadults,producewritinginwhichthedevelopmentandorganizationare
appropriatetotaskandpurpose.(Gradespecificexpectationsforwritingtypesaredefinedinstandards13
above.)

Assessment(formative

Presentationofsentencesdelineatingthe5rulesofacompletesentence.

and/orsummative)
Resources(texts,

FundamentalsintheSentenceWritingStrategy(Schumaker,Sheldon1998).

technology,materials,etc.)

NounsandVerbs:http://www.abcya.com/nouns_and_verbs.htm

Incorporationofother

Mathcounting5requirements,10scoopsonicecreamgame

subjectareas
LESSONDELIVERY

University of Kansas Department of Special Education 3

SPED 775 Lesson Plan Template
Introduction(anticipatory

#ofminutes:5

set,thinkingdevice,

Sentences:Whatisasentence?

advanceorganizer,lesson

WhatdoyouthinkitmeanswhenIsayacompletesentence?

hook)

Presentsentenceonboard:himgostore
Haveastudentreadthattotheclass.
Isthisagoodsentence?WhyNot?
Whenyouspeakorwrite,itisimportanttodeliveracompletethought.Acompletethoughtorsentence
has5thingsiniteverytimetobecorrect.

Description
UDLEngagement:

Rationale
8.2UseofSMARTboardinteractionaswellas

8.2Varydemandsandresourcestooptimize

auditorytoreachmultiplelearners

challenge

Lessonactivities(content,

#ofminutes:20

methods,procedures,
formativeassessment)

Howmanyitemsmustyouincludeinacompletesentence?(5)
First,everysentenceyouwritehastobeginwithsomething.Whoknowswhatthatis?(Capital)Itisa
capitalletter.Whatisacapitalletter?(abigletter).Letslookatmysentenceontheboard.Doesithave
acapitalletter?(no).Callonstudenttocomeupandfixit.Acapitallettertellsusthatanewsentenceis
beginning.Itisatypeofsignal.Whoknowsanothertypeofsignal.(Willgetresponsesoftrainsignals.)
Sincewearenttheretotellthereaderthatwearestartinganewsentence,acapitalletteristhesignal
weuseinstead.
So,1st,weneedacapitalletter.Acapitalletterfixesthebeginning,whoknowshowtoendasentence?
Whenasentenceisfinishedyouneedtouseendpunctuation.Thatisabigword.Whoknowswhata
punctuationmarkis?(.?!,)Apunctuationmarkisasymbolweusetoendasentence.Howmanydowe
useatatime?Justone.Letslookbackatmysentencehereontheboard.Whatdidwedotofixit

University of Kansas Department of Special Education 5

SPED 775 Lesson Plan Template
before?Addedacapital.Now,whatelseismissing?Punctuation.Howshouldweendthissentence?Is
itaquestion,doyousayitexcitedly,ordoyoujustsayitnormally.Youhavetopicktheright
punctuationsothesentencemeanswhatyouwantittosay.

Sofar,wehavetalkedabout2rules.Whatisrulenumber1?Capitals.Whatisrulenumber2?
Punctuation.Nowweknowhowtostartandendasentence,butthereare3morethingsweneedthat
happeninthemiddle.Thenexttworulesareabouttypesofwords.Thefirsttypeisasubject(whatis
it?,asubject).Asubjectisthepersonplacethingqualityorideathatthesentenceisabout.Sometimes
thesearecallednouns.Whenanounisthewordthatthewholesentenceisabout,itisthesubjectofthe
sentence.Ifyousaysomethingithastobeaboutapersonplacethingqualityoridea,soyoucantleave
itoutofthesentence.Illwriteanothersentencebutwithoutasubject.WenttotheparkDoesthat
sentencetellyoueverythingyouneedtoknow?Whynot?Todaywhenyoufindthesubjectina
sentence,IwantyoutowritetheletterSaboveit.
Thenexttypeofwordweneedisaverb.Whohasheardofaverb?Whatdoesaverbdo?Onetypeof
verbisanactionverb;ittellswhatthesubjectisdoing.SoletssaythatThedoginthegrass.Sowhat

isthesubject?Adog.But,whatisthedogdoing?Wedontknow,becauseweneedaverb.
Today,whenyoufindtheverbinasentence,IwantyoutowriteaVaboveit.

Letspracticefindingthesubject(whatisanotherwordthatasubjectis?Noun)andverbs.
GotoABCYAandplaygamefor5minutesgivingallaturn.

Ok,wehave4rulesnow,howmanyareleft?(1).Letsgooverthoseagain.1,2,3,4?
Soletsfixthissentencewiththeruleswelearned:
theboyjumped.(studentstaketurnsoutliningthesentence
Great,nowletstrythissentence:
Thebooksmiled

Doesthissentencemakesense?Whynot?Inreallife,bookscantsmile.Sorulenumber5ismakes
senseReadwhatyouwroteandseeifitmakessense.Ifitdoesnt,wemustfixit.Wewilldrawan
arrowunderthesentencewhenitmakessense.

University of Kansas Department of Special Education 7

SPED 775 Lesson Plan Template
Howcouldwemakethatsentencemakesense
Thecharacteronthebooksmiled.

Wewillbeginguidedpracticeontheboard.Studentswillhavethinktimetocomeupwithsentences
andtheclasswillhavetocorrectthem.
Forindependentpractice,Iwillgivethestudentsacoupleofsamplesentencestopracticeonandturnin
tome,andwewilldiscussthemontheboardafterward.

Description:

Rationale:

UDLrepresentation:

1.1 ,1.3Informationisdisplayedoninteractive

1.1Offerwaysofcustomizingthedisplayof

whiteboard,differentcolorscanbeusedfor

information

discrimination

1.3Offeralternativesforvisualinformation

2.1definedsubject,verb,punctuationetc.
2.3symbolssuchasdifferentpunctuationmarks
2.5useofSMARTboardforvisual

2.1Clarifyvocabularyandsymbols
2.3Supportdecodingoftext,mathematical

representation,interactivegametoteach
vocabulary/lessonobjective
3.1Askingwhatisasentencecausesthemto

University of Kansas Department of Special Education 9

SPED 775 Lesson Plan Template
notation,andsymbols
2.5Illustratethroughmultiplemedia
3.1Activateorsupplybackgroundknowledge

UDLengagement:
8.1Heightensalienceofgoalsandobjectives
8.3Fostercollaborationandcommunity
8.4Increasemasteryorientedfeedback

thinkbacktowhattheyalreadyknowabout
sentences.

UDLaction&expression:

4.1auditoryresponses,writtenresponses,

4.1Varythemethodsforresponseandnavigation

4.2accesstointeractivewhiteboard

4.2Optimizeaccesstotoolsandassistive
technologies

5.1interactivegamesaswellasinteractive
notebook
5.2paperandpencil,SMARTboard

5.1Usemultiplemediaforcommunication
5.2Usemultipletoolsforconstructionand
composition
5.3Buildfluencieswithgraduatedlevelsofsupport
forpracticeandperformance

5.3guidedpractice,groupwork,individual
work

University of Kansas Department of Special Education 11

SPED 775 Lesson Plan Template
Closure

#ofminutes:
Beforestudentstransitiontothenextactivitytheywilltellmehowmanyrulesthereare,andtellmeone
beforetheymovealong.

UDLprinciple&description(atleast1):
9.3Developselfassessmentandreflection
9.3studentswillconsiderwhattheyjustlearnedanduseitinfuturewritingopportunities.Studentswill
recountwhattheyhavelearned.