Lesson Plan : Meaningful Super Sentences
Teacher Name: | Chris Johnson |
Grade: | Grade 4 |
Subject: | Language Arts |
Topic: | Breaking away from short choppy sentences |
Content: | Using cooperative grouping TSW will use the writing process to create a complex sentence. |
Goals: | Apply writing skills to create meaningful sentences and constructs. |
Objectives: | RLA.O.4.2.03 identify and produce a sentence with proper word choice to include: � verb tense � verb usage � subject/verb agreement � pronoun usage � adjectives and adverbs RLA.O.4.2.04 compose a written composition from a prompt using the writing process in a timed and un-timed setting. RLA.O.4.2.05 develop proper form in written composition: � beginning-middle-end � indentation � topic sentence � introductory and concluding paragraphs � related details � related and cohesive paragraphs � transitional and descriptive words RLA.O.4.2.12 use strategies to gather and record information for research topics: � note taking � summarizing � paraphrasing � describing in narrative form � gathering information from direct quotes, maps, charts, graphs and tables RLA.O.4.2.09 use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and grammar. RLA.O.4.2.10 identify and apply conventions of spelling in written composition (e.g., spell commonly misspelled words from appropriate grade level lists, use syllable constructions to spell words, use vowel combinations for correct spelling, use affixes). RLA.O.4.2.15 critically evaluate own and others� written compositions. |
Materials: | Super Meaningful Sentence Rubric 5 point scale, vocabulary word cards from reading story, synonym cards made for each word, internet (teachnology.com for concept web generator), Agenda,and teams setting in teams. |
Introduction: | Introduce what a meaningful sentence is(See agenda by Chris Johnson). In teams review vocabulary, I Say, You Say. Have each team find 5 synonyms for one vocabulary word. Each team has a different word. When finished each will introduce their word and meanings. |
Development: | Now each team will use their word to create a meaningful sentence. This will be done in the lab setting. Students will go to http://www.teach-nology.com (Concept Web Generator) Students will make a web online to map out an idea of how to use his or her word-example-glinting* After planning the sentence of Who, What, When, Where, Why, and How, TSW will attempt a rough draft in the first try box. On Meaningful Sentence sheet. |
Practice: | Each person will read their first try and try to revise themselves. Then share with the team to hear ideas of edits and revisions. In the last box publish your final neat copy. |
Accommodations: | By using peer editing in cooperative groups special educations students are receiving help from partners to complete IEP, 504's, and SATs. Using the Mimio Board, I'll push the record button to show the steps in the process of doing a meaningful sentence. This records the pen and writing and the conversation of doing the sentence orally. |
Checking For Understanding: | After the student from the team shares his sentence. The class will use the rubric to score. This is done orally. See rubric. |
Closure: | Mix up synonym cards and vocab. cards and hand them to students. Each child will have either a synonym card or vocab card. Have the students play game. One student: Glinting.... I mean.... another student: shining..... another student: reflecting..... |
Evaluation: | This final graded sentence is worth 5 points. 4/5 is mastery. |
Teacher Reflections: |
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