Name:Andrea Hui / Length of Lesson:15 minutes lessons
Date of Lesson:2/20/14 / Time of Lesson: 8:15-8:30
Grade Level:4th Grade / Number of Students:17 students
Cooperating Teacher:Michelle Wilson / Content Area:Language Arts
Title:“Sentence Word Order”
District/State Standard(s) Being Addressed
- CCSS.ELA.4.LS.1 Demonstrate command of conventions of standard English grammar and usage when writing or speaking
- CCSS.ELA.4.LS.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Objectives
The student will practice sentence structure by reordering sentences.
Materials
Sentence strips
10 envelopes
10 sets of cut up sentences
Lesson Organization
Student Grouping / Differentiation/Accommodation
The students will be instructed as a group while sitting at their desks, for this lesson.
For the independent practice, the students will be working in partners. / English Learners:The worksheet will be projected onto the board, so that the ELs will be able to follow along. In addition, the teacher will provide a lot of example and support regarding the definitions of the vocabulary words.
Resource Students: The teacher will provide direct instructions and repeat the important information several times. In addition, the resource specialist will take aside the student for more direct and individualized instruction.
High Achieving/GATE: Since the more advanced students will already be separated into a different group, I will differentiate instruction accordingly to the levels of the HA students.
Anticipatory Set
To activate prior knowledge, the teacher will review some run-on sentences. The teacher will write these sentences on the board and guide the class to fix the sentences together:
-I was hungry so I opened the refrigerator took out the cold pizza
-Sam washed the dished he listened to music
-In the morning, Tammy likes to shower and eat breakfast and pack her lunch.
The purpose of the anticipatory set is to get the student thinking about sentence structure and proper grammar.
Direct Teaching Steps
Academic Language:sentence structure, order
Instruction/Modeling Steps:
- The teacher will state the objectives for the lesson.
- Next, the teacher will display sentence strips on the board with magnets.
- Then the teacher explain to the student that this sentence out of order.
- The teacher will demonstrate how to correctly reorder the sentence by talking aloud about the process and what is going on in her mind.
- The teacher will model how to correctly reorder the sentence.
Guided Practice & Checking for Understanding
- The teacher will place other set of sentence strips on the board with a cut up sentence.
- This time, the teacher will guide the students on how to reorder the sentence.
-The teacher will ask the students to explain and justify what a certain phrase or word belongs in its certain place.
- The teacher will finish reordering the sentence strip with the class.
- The teacher will check for understanding by asking the following questions:
-Why does this section go first?
-Why does this phrase go at the very end of the sentence?
-Could we arrange the sentence in a different way? How so?
Independent practice
For the independent practice, the students will be working in partners. Each pair will be given an envelope with a bunch of words and phrases. There will be a total of four sentences in each envelope. The sentences will be color-coded so that the students know which sentences belong
together. They will be instructed to reorder all of their sentences while collaborating with one another. The students will be given approximately five minutes to reorder all of their sentences. The sentences are:
-Alex jumped across the stream.
-We biked along the trail that goes by the beach.
-She drove quickly to the mall earlier today.
-Kimberly was looking for chocolate in the pantry.
After all of the pairs have finished ordering their sentences, the teacher will call on student to share their answers.
Assessment/Rubric for Scoring Independent Practice
The formal assessment will occurs when the teacher grades the worksheets.
Criteria / Proficient / Basic / Below
The student will practice sentence structure by reordering sentences. / The students practiced sentence structure by reordering sentences correctly and without any scaffolding. / The students practiced sentence structure by reordering sentences correctly and without any minimal scaffolding. / The students practiced sentence structure by reordering sentences correctly and without any lots of scaffolding.
Fix run-on sentence:
I was hungry so I opened the refrigerator took out the cold pizza
Sam washed the dishes he listened to music
In the morning, Tammy likes to take a shower and eat breakfast and pack her lunch.
Tim jogged on the treadmill that was in the gym
Alex jumped across the stream
we biked along the trail that goes by the beach
she drove quickly to the mall earlier today
Kimberly waslooking for chocolate in the pantry
LESSON EVALUATION
NAME: Andrea Hui
DATE: 2/20/14
TITLE OF LESSON: “Sentence Word Order”
1) Was this lesson an introduction to a new concept, or a review of previously taught information? If previous, did you do the initial teaching?
This was definitely an introduction to a new concept. The students have never worked in pairs like this before to reorder sentences. Mrs. Wilson asked me to help them practice sentence structure because it was going to be on their upcoming test.
2) What went well during this lesson? For whom? How do you know?
The students really liked the activity. They thought that it was fun and a challenge. To them, reordering the sentences felt like a game and one student even commented that I should not have color-coded the sentences. Regardless, though I could tell that the students were quite engage because every student was on task and trying to put the sentences in the correct order. It was fun.
2) What did not work during the lesson? For whom? How do you know?
I just did not think about the fact that there would be multiple ways to correctly reorder the sentences. When I made up the sentences, it just didn’t cross my mind. Therefore, I was a little surprised by some of their answers. However, after quickly double-checking that they were correct, I was able to explain to the class that there were multiple ways ordering a sentence correctly.
3) According to your rubric, what percentage of your students achieved:
According to my rubric, I believe that all of my student fell underneath the proficient and basic category. Only a few of my students needed minimal scaffolding as I was walking around and monitoring the students.
4) What changes could you make to this lesson that would enable more students to achieve at least a basic level?
The only change I can think of is to add more sentences and examples. Otherwise, it was a great lesson and all of my students learned the objective well.
5) What changes could you make to this lesson that would engage students more fully in the lesson?
To engage the students more, perhaps at the very end, I could have asked to the student to create their own sentence and cut it up. Afterwards they could share their sentences with a partner and reorder each other’s sentences.