Lesson Planning Template

Lesson Title: ​Spelling and Grammar Two Point Oh Grade: ​5th

Goals or Objectives​:
The students will be introduced to ten new spelling words, they will be familiar enough with
them to use them correctly in creating a paragraph and they can spell them correctly.

The students will review grammar skills that have already been taught, they will be able to edit a
paragraph using the skills that are reviewed.

Grade Level Guide: Content Standards – you will have 4

Content Curriculum Focal Points
http://www.ncte.org/standards/ncte-ira
NCTE & ILA standards

Students apply knowledge of language Students will be introduced to new vocabulary

structure, language conventions (e.g.,
spelling and punctuation), media
techniques, figurative language, and genre
to create, critique, and discuss print and
non-print texts.
words and will be able to spell them use them
correctly. They will be able to apply this skill
with future lessons on reading writing because
they can now use theses words correctly.

Students use spoken, written, and visual

language to accomplish their own
purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of
information).

ISTE standards (1 tech component)

http://www.iste.org/standards/standards

2c Model for colleagues the identification, 2c This standard is actually a standard for the
exploration, evaluation, curation and educator. We incorporated this because we
adoption of new digital resources and tools shared with each other how to properly research
for learning. techniques and different resources to present

4a Dedicate planning time to collaborate
with colleagues to create authentic
learning experiences that leverage
technology.
PreK-12 Profeciency standards
http://www.tesol.org/docs/books/bk_prek-
12elpstandards_framework_318.pdf?sfvrs
n=2
N/A
Common Core State Standards
​ CSS.ELA-Literacy.L.5.2
C We will be using these standards when we
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.5.2.a
Use punctuation to separate items in a
series.*
CCSS.ELA-Literacy.L.5.2.b
within this lesson. We both referenced the
internet for working with our lesson plan. We
looked to the internet for inspiration on how to
inspire fifth graders and looking for what fifth
graders would be learning.
4a This standard was another educator one, which
we followed along with because we worked
together using technology to produce the lesson
plan. Working with technology helped in creating
an authentic and engaging experience.
We will continue to use this standard in the
upcoming lessons as we slowly implement more
technology in our lessons. Hopefully we will be
having the students be more involved in
researching different things.
review grammar and also as we introduce new
spelling words for the week. We have been
working on these grammar skills for a while now,
so today we will be going one step further to put
them all together.
These standards will be used throughout the next
couple of lessons as well, as we will be using our
 Use a comma to separate an introductory spelling words in all of our classes as ways to
element from the rest of the sentence. challenge our students and to solidify their
CCSS.ELA-Literacy.L.5.2.c understanding of them.
Use a comma to set off the words ​yes​ and
no​ (e.g., ​Yes, thank you​), to set off a tag
question from the rest of the sentence
(e.g., ​It's true, isn't it?​), and to indicate
direct address (e.g., ​Is that you, Steve?​).
CCSS.ELA-Literacy.L.5.2.d
Use underlining, quotation marks, or
italics to indicate titles of works.
CCSS.ELA-Literacy.L.5.2.e
Spell grade-appropriate words correctly,
consulting references as needed.

Academic Language​: Students will be introduced to ten new words: achieve, afternoon,
disappear, disguise, dishonest, education, memorable, reply, section, similar.
Other academic language includes: grammar, punctuation, spelling, capitalization, comma,
period.

Students’ Needs:
Students will build on prior knowledge of correct grammar usage, including correct punctuation
and spelling.

English Language Learners Special Needs (can be a group

such as “struggling readers”
or individuals)

N/A
If there were ELLs in the
classroom, they would benefit
from this lesson because they
have a visual handout of the
ten words that are introduced
and their definitions.
N/A
Students with a special need
such as visual impairments
could be given a handout with
larger print. Students who
struggle with the oral
language component will
benefit from the assignments
since they are writing
assignments.
Materials​: List materials for both ​Student Needs​ and ​Teacher Needs

Student Needs:
Pencil

Teacher Needs:
Colored pencils
Grammar worksheets
Paper for spelling paragraphs
Laptop to share video
Projector/TV to hook computer up to
Internet
Chalk
Chalk boards
Behavior management strategy
Spelling list with definitions

Language Function​:
We will move our students beyond the lower level thinking by taking what knowledge they do
have and applying it to something new that will help them to delve deeper into grammar, by
editing a paragraph. The students will also have to take the new spelling words and really think
about what they mean to create a paragraph connecting those words. Specifically in this lesson,
the students will be describing the words they know. As well as, analyzing the paragraph that
they need to edit. The students will need to also evaluate the paragraphs to determine where the
errors are. We will incorporate these terms into our mini lessons on grammar and spelling to
make sure these become common words for our students. It is important to do so because these
words will help them throughout all the lessons in their classes to come.
Lesson Plan: Procedures will be bulleted and scenarios are concisely written.

Before​:
● The lesson will begin with a reminder of our behavior management idea. It is a
challenge where each class they have an ability to gain a point going towards
winning a special prize.
● After we reintroduce our challenge, we will go into our grammar review. This will
begin with a video of a fun song that goes through different editing components.
This video will have been shown before today, it is to solidify what we have been
learning about.
● After the video, we will quickly go over the main points of grammar that we want to
focus on in the lesson today.
● Next, the other teacher will begin an introduction to this week's spelling words. The
teacher will ask students what they think the definition of the specific word is, and
then share what the dictionary had said.

During​:
● The class will break into two stations. The one station will be the grammar station,
where the students will be given a paragraph that has many grammar mistakes and
they will be asked to edit them.
● Before the students begin editing the paragraph, the teacher will review what they
should be looking for to correct in the paragraph.
● After they edit their paragraph, the teacher will go through the correct edits with the
group.
● Next the students will write a sentence at the bottom of their paper with a minimum
of three errors.
● They will then pass to a peer to see if they are able to catch the errors.
● The other station will begin by presenting the students with a hand out of the
spelling words and definitions for the week.
● They will then begin writing a paragraph including all of the spelling words. The
goal would be to use them correctly, based on their definitions.
● The students will then pass theirs to a peer to make sure they correctly included all
ten spelling words.
● The students will continue to pass to another peer for as long as time allows.

After​:
● After the stations, we will have the students face the front of the classroom while the
teacher explains the next activity.
 ● The teacher will introduce our version of Family Feud, with a spelling bee twist.
● The students will stay at their last station and that will be their teams. Each person
will get a chance to get up and spell a word. But there are twists of scoring points
that will keep the students engaged.

● After the game is over, we will wrap up by telling them that we will continue to
work with our ten new words throughout the week and that we will be building on
our knowledge of grammar in future lessons.

Assessment​:

Type of Description of Modifications to Evaluation Criteria- What

assessment assessment the assessment so evidence of student
(formal or that all students learning (related to the
informal) could demonstrate learning objectives and
learning central focus) does the
assessment provide?

The assessment is The students will Depending on The assessment provides

formal because the be assessed student’s needs, evidence that students can
students will show through two this assessment can take knowledge that they
their knowledge different activities: be modified. For have and apply it. What
through written through finding example, finding they have learned
components. the grammar five mistakes in the previously about grammar
mistakes in the paragraph rather they are applying to editing
given paragraph than all of them or the paragraph and what
and by using the using five out of they will be learning about
ten new the ten vocabulary the ten new vocabulary
vocabulary words words correctly in words, they will be
correctly in the their composed applying to their composed
paragraphs that paragraph. paragraphs.
they compose.
Resources​: Include assessments, rubrics, and online resource links incorporated into the lesson,
if applicable.

Video on GRAMMAR
https://www.youtube.com/watch?v=gvKUP-U6Uq4

GRAMMAR EDITING PARAGRAPH

http://www.k12reader.com/worksheet/correct-the-paragraph/view/
Copyright © 2015 K12reader.com. All Rights Reserved. Free for educational use at home or in
classrooms.

Correct the Paragraph

At the start of school Dora was afrad of her new Teacher. Mrs. Davis
seamed nice, but she had so manny rules for the class to folow. Scare
someone to pieces. As the school year cotinued, Dora begun to understan
how the Teacher come up with the rules The rules were their so students
would be respecful of theyselves and each other. By the end of the year, Dora though Mrs.
Davis was the best Teacher she evere had!

Student’s answers may vary; examples of correct answers:

At the start of school Dora was afraid of her new teacher. Mrs. Davis
seemed nice, but she had so many rules for the class to follow. It would
scare someone to pieces. As the school year continued, Dora began
to understand how the teacher came up with the rules. The rules were
there so students would be respectful of themselves and each other. By
the end of the year, Dora thought Mrs. Davis was the best teacher she
ever had!

Words of the Week:

Achieve​-successfully bring about or reach

Afternoon​-the time from noon or lunchtime to evening
Disappear​-is not visible
Disguise​-a different appearance in order to conceal one's identity
Dishonest​-behaving in an untrusted way
Education​-receiving instruction, going to school
Memorable​-worth remembering or easily remembered
Reply​-say something in response to something someone has said
Section​-any of the more or less distinct parts into which something is or may be divided or from
which it is made up
Similar​-resembling without being identical

Family Feud Game:

Family Feud Words List:
Realistic
Aggressive
Beverage
Seldom
Strategy
Compassion
Visible
Negative
Oasis
Debate
Portable
Preserve
Exult

Rules:
1) One member from each team comes up to the front table
2) Teacher gives word
3) First person to slap table gets a chance to spell the word
4) If they get it right, they gain a point and the other loses a point (each team automatically starts
with 5 points)
5) If they get it wrong, the player from the other team gets a chance to spell it
6) Go through so each individual player gets a turn
Submit this document the following Sunday after your team has watched the video; this
is done individually.

Analyzing Teaching​: To be completed after the lesson has been taught

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to
make as you prepare for your next lesson?

Proposed Changes Whole class:

If you could teach this lesson again to this
group of students what changes would you Groups of students:
make to your ​instruction​?
Individual students​:

Justification
Why will these changes improve student
learning?
What research/theory supports these
changes?