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Lesson Plan #1
Lesson Example #1
Amy Noel Lee
7th grade English
(Concept attainment)
Approximate time: 50 minutes
Materials: large sentence and sentence fragment strips, desks, paper, pencil, students, teacher, whiteboard, and markers.
Benchmark: The student will apply Standard English to communicate.
Objective: The student will identify and use correct sentence structure.
Set: Yesterday we learned the names of all the members of the class and wrote our very first composition. Today our objective is, “The student will identify and use correct sentence structure.” How many of you play basketball? Who can tell me one rule in basketball? Why are there rules in basketball? Elicit—nothing would get done, it would be pretty chaotic or crazy. Tell students that in writing there are also many rules. “Today your task is to find out one of those rules. When you are writing to someone else you don’t want to foul them do you? We learn to write so we can communicate better with other people. Tomorrow we will learn another rule--the parts of a paragraph.” (5 min)
Procedures:
A. Bell work (10 min)
B. Set (5 min)
C. Explain to students that they need to figure out the rules and label the “yes” and “no” columns. (2 min)
D. Show examples. State whether they are “yes” and “no” and put them in the appropriate “yes” and “no” columns. (3 min)
E. After there are three examples in each column ask students to describe why the examples are in “yes” column. (3 min)
F. Show several more examples and ask students to decide if the examples belong in the yes or no column. (5 min)
G. Ask students to raise their hand if they have figured out the rule. Hand students large strips to write on and ask them to write examples. Instruct them not state the rule out loud, but show that they understand by writing an example. Instruct the other students to continue studying the chart. (7 min)
H. Present student examples and ask the class if they belong in the yes or no column. (3 min)
I. Ask students to write down their guesses to the name of the columns—“Sentence” and “Not a sentence.” (1 min)
J. Review with students the process and look over examples. List their rules on the board. (5 min)
K. Closure (3 min)
L. Assign homework: Write ten correct sentences. (2 min)
Closure: Today we learned the rules to writing correct and incorrect sentences. Who can tell me what a sentence needs to have? Who can tell me some of the ways to make a sentence incorrect? Tomorrow we will learn the parts to a paragraph.
Assessment: The teacher will read sentences (M) to determine whether students understand how to write a correct sentence (C) record grade in grade book. (D)
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Amy Noel Lee
7th grade English
(Concept attainment)
Approximate time: 50 minutes
Materials: large sentence and sentence fragment strips, desks, paper, pencil, students, teacher, whiteboard, and markers.
Benchmark: The student will apply Standard English to communicate.
Objective: The student will identify and use correct sentence structure.
Set: Yesterday we learned the names of all the members of the class and wrote our very first composition. Today our objective is, “The student will identify and use correct sentence structure.” How many of you play basketball? Who can tell me one rule in basketball? Why are there rules in basketball? Elicit—nothing would get done, it would be pretty chaotic or crazy. Tell students that in writing there are also many rules. “Today your task is to find out one of those rules. When you are writing to someone else you don’t want to foul them do you? We learn to write so we can communicate better with other people. Tomorrow we will learn another rule--the parts of a paragraph.” (5 min)
Procedures:
A. Bell work (10 min)
B. Set (5 min)
C. Explain to students that they need to figure out the rules and label the “yes” and “no” columns. (2 min)
D. Show examples. State whether they are “yes” and “no” and put them in the appropriate “yes” and “no” columns. (3 min)
E. After there are three examples in each column ask students to describe why the examples are in “yes” column. (3 min)
F. Show several more examples and ask students to decide if the examples belong in the yes or no column. (5 min)
G. Ask students to raise their hand if they have figured out the rule. Hand students large strips to write on and ask them to write examples. Instruct them not state the rule out loud, but show that they understand by writing an example. Instruct the other students to continue studying the chart. (7 min)
H. Present student examples and ask the class if they belong in the yes or no column. (3 min)
I. Ask students to write down their guesses to the name of the columns—“Sentence” and “Not a sentence.” (1 min)
J. Review with students the process and look over examples. List their rules on the board. (5 min)
K. Closure (3 min)
L. Assign homework: Write ten correct sentences. (2 min)
Closure: Today we learned the rules to writing correct and incorrect sentences. Who can tell me what a sentence needs to have? Who can tell me some of the ways to make a sentence incorrect? Tomorrow we will learn the parts to a paragraph.
Assessment: The teacher will read sentences (M) to determine whether students understand how to write a correct sentence (C) record grade in grade book. (D)
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Previous> Lesson Plan Examples
Next>Successful Teaching Strategies
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