<p> Direct Lesson Plan ED 310</p><p>Name(s): Kelly Mac Donald Date: February 20,2012 Grade Level of Lesson: Kindergarten</p><p>I. Long-Term Objective: Objective: TLW write a sentence using correct capitalization and punctuation with 90% accuracy, assessed by writing samples. Michigan Benchmark/Standard: ELA.2.4 Begin to edit text and discuss language conventions using appropriate terms. Examples include action words, naming words, capital letters, and periods. GLECs: W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. W.HW.00.02 leave space between words and word-like clusters of letter Common Core Standard: N/A</p><p>II. Lesson Objective (short term): Objectives: (Bold the STO for this lesson) 1. Identify 4 words in a sentence 2. Say 4 words in a sentence 3. Write 4 words in a sentence 4. Identify names in a sentence with 100% accuracy 5. Capitalize the first letter of names in a sentence with 100% accuracy 6. Write the pronoun I as a capital 7. Identify 3 different punctuation marks including exclamation marks, periods, and question marks 8. Say the meaning for the exclamation marks, periods, and question marks 9. Write sentences using the exclamation marks, periods, and question marks 10. Begin sentences with capitals and end with punctuation marks with 90% accuracy Primary Domain: Cognitive Domain Level of Bloom’s: Application level of Blooms Taxonomy Multiple Intelligence Focus: My multiple intelligence focus is on visual spatial. I emphasize the use of the green light and the stop sign while writing sentences to give students a visual cue. Multiple Intelligence Extensions: Visual Spatial- The stop sign, green light, and spaceman supports the visual intelligence. Seeing sentences written on the board and how they are done will also help students picture a correct sentence format. Verbal Linguistic- The students practice their verbal linguistic intelligence when they are answering questions and explaining their sentences to the teachers during guided practice. Logical Mathematical- If I wanted to I could have the students write math questions or statements. For example I have 3 games would focus more on the Logical Mathematical intelligence. Musical- The students sing a song that their teacher made up for every time they gather to sit on the floor in a circle. The tune reminds them to sit nicely on the designated area. I could also create a song for the students about capitals or punctuation marks. Bodily Kinesthetic- The students will get the opportunity to move around for the anticipatory set and move from their desks to their desks to the floor. I could create a dance or motions to teach the students about capitals or punctuation marks. Naturalist- I could have the students write sentences about things that they love about being outside or in nature. I did suggest they write about winter time. Intrapersonal- The students will get to interact with each other during our game in the beginning of them lesson. They will also get to interact with the teachers during the input, guided practice, and closure part of the lesson. Interpersonal- The students will get to reflect on things they were really interested in, in order to choose what they want to write sentences about. They will also have time to reflect and think in higher levels based on the questions asked. VAKT Considerations: During my Lesson, I will be focusing on the Visual, Auditory, and Kinesthetic learning styles. The children will be using practicing their kinesthetic learning style as we play red light green light during our anticipatory set. During the input and modeling, the students will get to hear (Auditory) and see (visual) what it is they need to do. The stop sign, green light, and spaceman will give the students a visual cue for what they need to do. The students are kinesthetically learning through practicing writing sentences themselves. They will also learn auditorally from one another when they answer questions. </p><p>III. Rationale It will be important for students to know how to capitalize and punctuate in sentences because they would want to write appropriate letters or cards to their parents or members of their family on holidays such as Valentines Day. The students would also need to know this in school when they want to write narratives about something that happened in their lives. They would want to create clear ideas for their teacher to understand. It will help students continue to write thoughts down on paper and be able to separate their thoughts using punctuation.</p><p>IV. Ed. Psych. Consideration The educational psychologist that I considered when creating this lesson is Lev Vygotsky. One of his educational theories includes scaffolding as a teacher technique. This means that the teacher provides support while the students learn in order to accomplish something that would be too hard for them on their own. The direct lesson approach requires a lot of teacher support. This also parallels with his social development theory. I believe that children learn best from other people in a social environment.</p><p>V. Brain-Considerate Elements Absence of Threat/Nurturing Reflective Thinking: When I teach I encourage positive behavior towards others, and I enjoy building the students up. This helps create a safe atmosphere during this lesson. I identified respect as an expectation which immediately create a safe place. The work areas of the classroom are free of clutter which allows children the space they need to work at ease. Meaningful Content: The content is meaningful because I am opening the window for the students to connect what they are learning to their own lives. The rationale for why they need to learn how to capitalize and punctuate and the process of writing about things that they care about helps hold their attention long enough to hopefully grow dendrites. Choices: The students get to choose where in the circle on the floor they would like to sit during the input and closure portions of the lesson. They also get to choose what they want to write about in their sentences. Movement: The children get the opportunity to move during the anticipatory set when we play a game, when they move to the carpet, and to their desks. I could create a type of walking sentence assignment/ classroom activity to enhance movement. Enriched Environment: Before and after the lesson the students have ample opportunity to and have books to look at. The teacher provides opportunities for students to make connections and learn hands on. The students are provided with scaffolding and resources to assist them in the learning process. Collaboration: The teachers and students have time to collaborate over the sentences that the students are writing during guided practice time. I could have learning clubs write sentences first and then have the students write them independently. Adequate Time: I provided time for students to think about questions before I asked another. I provided enough transition time for each time we switch working areas in the classroom. The students are given enough time to write sentences at ease. Immediate Feedback: As soon as the students answer a question I give them feedback, confirming what they already know. Mastery/Application: I have asked questions with all levels of Blooms Taxonomy to ensure that students can master the content of the lesson. I applied something that they already know (red-light, green-light) to something that they did not (capitals and punctuation), thus linking prior knowledge. The rationale for this lesson allows for the students to apply the lesson to their own lives.</p><p>VI. Prerequisite Skills and Behaviors Some skills that the students in my class will need to know and can do include recognizing and saying words within a sentence. They will also be able write words in a sentence. They will be able to capitalize names in a sentence and capitalize the pronoun I. They will be able to distinguish different punctuation marks and know what they mean. They will also be able to write sentences using different punctuation marks. They will know and be able to work with other students. VII. Annotation (See table below)</p><p>VIII. Outline of Lesson Transition into the lesson: The students will just be returning from a morning assembly and will be walking to their seats. I am going to address the class and tell them that I get to teach them. Then I will have the students stand up, push in their chairs and stand in the back of the classroom for a little game. Transition out of the lesson: I am going to congratulate the students on doing such hard work. I am then going have them sit down by stating a certain criteria that they have to match. For example, if they have blonde hair, they can sit down. Then I will let them know that Mrs. Lohrman is the person in charge again. Behavioral Expectations: In this class, the teacher has the students flip their card when they are misbehaving. I am going to emphasis that this expectation is still in place even though I am teaching. I am going to tell them that they need to be respectful of others by listening when others are talking, keeping hands and feet to themselves, and keeping their working materials in their own space. Scripting of Lesson: Annotation: “Hello class, it is so good to see you again today! Today I am Classroom Management going to teach you. I want to make sure that you know that even though I am teaching, Mrs. Lohrman’s classroom rules still apply. You will have to flip your card if you are not behaving correctly. During our time together today I want us all to be respecting each other. Respecting each other would look like listening when others are speaking, and keeping your hands, feet, and things to Blooms Knowledge level yourself. Can anyone tell me what respecting each other looks like? Anticipatory Set Now, I would like to see everyone stand up. Great! Push in your chairs and walk to the back of the classroom.”</p><p>We are going to play a game. But in this game you may only walk. The game is red light green light. When I say ‘green light’, you can walk. When I say ‘red light’ you must stop where you Kinesthetic Learning are. If you are caught moving you will be out. Your goal is to Style touch me, the red light. The students and teacher continue to play the game until 3 people are out, or someone touches the red Classroom management light. This will take 7 minutes tops. Objective Okay students, why don’t we gather in the front in a circle. The entire class will begin to sing the “have a seat” song as they sit. “The reason why we played the red-light, green light game is because we are going to learning about starting and stopping our sentences today. We are going to learn about capitalizing at the Rationale beginning of our sentence and ending our sentences.” Blooms Application level “Why would we need to know this? Did anyone make a card for Valentines Day to someone? Maybe someone in your family? Well we need to know how to capitalize when we write notes in our cards. That way they know where your sentence begins. To help them understand what you say in your card, it will be good to end your sentence with the right punctuation mark. Knowing how to capitalize and punctuate will help you when you want to write Mrs. Lohrman a story about something you did over the weekend. These two things will help her understand your story better. Or if you want to write a whole bunch of ideas down on paper, you will be able to tell how many ideas you have written by how you have started and ended each sentence. This will take Classroom Management about two minutes. Input “Let’s start by going over a few things.” The teacher gets out the Classroom Management white board and marker and begins to write capital letters and lower case letter on the board. She will underline a letter and ask the students to identify which letters are capitals and which are not. “Put a thumbs up if you believe that this letter is a capital letter, Classroom Management and a thumbs down if you think it is not. The teacher does a few letters and stops after she sees that most students are accurately identifying capital letters. Good job guys. Now let’s see if you know about punctuation marks. The teacher writes a period, a Classroom Management question mark and an exclamation mark on the white board. Input You know a lot about punctuation marks. You are all so smart! Now I am going to ask that you get up from the circle and sit at your tables.” The teacher gets a marker to use on the white board. This may Classroom Management take 6-8 minutes Visual and Auditory “I am going to write a sentence on the board. I am going to place learning style a green light sign under the first letter of my sentence. This means go ahead and capitalize. At the end of my sentence I am going to put a stop sign. This means that my sentence needs to end and I need to put a punctuation mark to show it. Let’s use the sentence “I am in kindergarten.’ Before I write it I am going to use my space man to help put spaces between my words. My light is going under the first word. So I have to capitalize the “I’. The teacher will erase the lower case letter and replace it with a capital. My stop sign is going to go at the end of my my sentence. This is just a simple statement so it gets a period. When you write a sentence you need to make sure that the first letter of the first word in your sentence is capitalized and you need to make sure that the end of your sentence ends your thought with a punctuation mark. Just saying something gets a period. If you want your sentence to show that you are excited about something then you should end that sentence with an exclamation mark. Like this sentence ‘ I love spending time with you all!’ If you are writing a question then it gets a question mark. Like this ‘Do you like cats?’” For each of these sentences, the teacher repeats the spaceman, green light, stop sign routine. “I am going to write some sentences and use everything that I Modeling used above. Watch and listen carefully because I am going to ask Visual and Auditory you to do the same thing later. I need to write a sentence. I think I learning style will write the sentence ‘i go to Hope College’.The spaceman was used to make spaces in the sentence. I can not forget to capitalize the first letter of my first word. Let me capitalize I. The stop sign is at the end of my thought. That means that I need to stop there and put a punctuation mark. I just stated something so I will put a period. I want to write another thought. ‘ do you like my curly hair’. The spaceman was used to make spaces in the sentence. I need to capitalize the first letter of the first word of my sentence. The ‘D’ in ‘do’ needs to be capitalized. My stop sign is after the word ‘hair’. This is a question so I am going to end this sentence with a question mark. I want to write one more sentence. he just saw a snake’. The spaceman was used to make spaces in the sentence. If my friend just saw a snake I would probably be Checking for scared. This sentence needs to end with an exclamation mark. understanding Oh! And I need to capitalize the ‘h’ in ‘he’. Blooms Knowledge Level “Name this punctuation mark. (? , !, . ) Good. The first one is a question Blooms Comprehension Now, from what you just watched me do, can you explain what Level the exclamation mark does?” Blooms Comprehension Good, it does show that we are excited or scared of something! Level What about a period? What does a period do? Blooms Comprehension Good, it does end a statement. Level What does a question mark do? Blooms Application Level Good, It tells that we are asking a question. What would you do if you saw a lowercase letter at the beginning of a sentence? Blooms Application Level Good. The first letter should always be capitalized! What does the spaceman help me do? Yes, it helps make spaces between our words. We need to have Blooms Synthesis Level spaces between our words. What would happen if you wrote a sentence that didn’t have spaces and gave it to Mrs. Lohrman to read? That’s right, she wouldn’t be able to understand what you are Blooms Synthesis Level saying. You guys are so smart! How would you change the sentence ‘I like to dance?’ Blooms Synthesis Level Correct you would change the question mark to a period! How would you change this sentence: ‘she looks pretty.’? Classroom management Good job. The ‘s’ needs to be capitalized.” Guided Practice This may take 3-4 minutes Classroom management “I think you guys understand it. We are going to move into a Kinesthetic Learning time where you get to practice writing sentences. If you need Style help Mrs. Stokes, Mrs. Lohrman, and myself will be here to help. We are going to pass out paper and spacemen to help each of you with putting space between your words. You can write sentences on anything that you want. But if you get stuck I am going to write some ideas on the board. You can write about your family, pets, winter, what you like to do, what toys you like to play with or something you don’t like. These are only some. Write 2 sentences and we will come around to check them. Make sure that each sentence using a different punctuation mark. Let me also tell you again how to use the spaceman. When you write a word,put the spaceman right after that word and start your next word right after the spaceman. Blooms Application Level “Class, what punctuation do we use for a question? “Class, how many times do we our spaceman to help us in a Blooms Application Level sentence?” That’s right it will help us after every word! Classroom management This will take about seven 7 minutes. Independent Practice Kinesthetic Learning “You are all doing so well, I think you are ready for to write Style sentences on your own! This time write 3 sentences and put your paper in the basket when you are done.” Classroom management This will take about 5 minutes. Closure Classroom management Join me on the circle again please. The students begin to sing the Auditory Learning Style ‘have a seat’ song as they find a spot to sit. Blooms Comprehension “Can anyone tell me what we learned about today? level Yes, we did learn about capitals and punctuation marks. Blooms Analysis Level What are the different punctuation marks that we learned about? Yes, we learned about a period, exclamation mark, and a question mark. Blooms Evaluation Level Do you agree that we capitalize at the end of a sentence? No, why not? Blooms Evaluation Level Is it important to put spaces between our words? Why? You know, If we do not have a spaceman to help us put spaces between our words, our fingers work just as well! Blooms Application level Why would you choose to use a question mark in a sentence? Good, because you are asking someone a question! Blooms Analysis Level What does an exclamation mark do at the end of your sentence? Yes, it shows that you are excited or scared about something. Blooms Synthesis Level Can someone create a sentence that would get a period at the end of it? ‘I like transformers’ is a wonderful example. Thank you! All of you did such hard work today. You are writing professionals now, congratulations! Thank you for doing your best work and being respectful. Now, if you are wearing jeans you may go sit down. If you have blonde hair you may go sit down. If you have brown eyes you may go sit down. If you are five you may find your seat. If you are six you may find your seat. Mrs. Lohrman is going to teach you now. Give your attention to her.</p><p>IX. Instructional Modifications Universal Design: This lesson will activate many learning styles and intelligences. Students will hear information, have visual cues, and move around, meeting their learning styles. The anticipatory set activates their prior knowledge so they can easily make connections Students will have multiple opportunities throughout my lesson to practice their visual-spatial, verbal-linguistic, bodily kinesthetic, LD: This age group is too young for students to be defined as having a Learning Disability. There is a student who gets distracted easily and has trouble copying the correct letters from something down on paper. I have noticed that it has worked to continuously repeat the task for him to focus, and to strongly sound out words for him. In my lesson I will make sure to continuously monitor his progress in guided practice to ensure his greatest focus. I will also provide extra time for him to complete his work. Physically Challenged: There is a student who has his own paraprofessional help due to the fact that he has seizures. This affects his ability to produce language and function at the same rate as his peers. He will have a lot of help writing his sentences and will be monitored and coached. He will also get extra time to complete his work. ESL: The ELL student in this class will have trouble writing sentences and will need to time and help to complete them. She is good at understanding and speaking the language but has particular difficulty in reading and writing. She knows the alphabet pretty well too. It may help to ask her to tell me her sentence first and then help her write it. Gifted: If a student is finished early, I can ask him or her to create more sentences. I could also have them draw pictures to go along with their sentences. The student, when finished with their work could also get a book from the classroom library and read. If need be, they could help those students at their table that are struggling to write their initial sentences. </p><p>X. Multicultural/Gender Considerations: To accommodate students who have come from another country and has not been completely exposed to the concept of red-light, green light, I would explain what they mean to the entire class. I could have this student write sentences about their culture, family, or country. I can research the different cultures beforehand and see how that culture teaches their young best. For example, some countries in Africa are big on stories and music. Knowing this I can incorporate a song about capitalization, punctuation and spacing.. Or I can create a story to tell the students that link the three together. The gender considerations will include the acceptance of both genders writing about what interest them. For the boys it would be likely to see sentences on video games and doing things that allow them to run around. The girls’ sentences would look different from this. I would make sure to call on boys just as much as I call on girls when asking questions. XI. Technology: During this lesson I do not use technology. It would be easy to incorporate technology if I used an Elmo or document camera to do the modeling portion of my lesson. If there was a smartboard in the classroom, it would be easy to play interactive games with the kids on this topic. In one of my center activity possibilities I include students using computers to go online and play games pertaining to this topic. They will reinforce the topics being learned. </p><p>XII. Materials  whiteboard  Whiteboard markers  Green light sign  Stop sign  Spaceman markers  paper XIII. Assessment Criteria: The students will be assessed by the sentences they hand in from their independent practice. In their sentences I am going to look to see if the first letter of the sentence is capitalized. I will also look to see that there are spaces between words. Finally I will look to see that the appropriate punctuation is used. Each sentence needs to be completed with at least 90% accuracy. XIV. Center Activities Center One: One activity that the students can do during their centers time is an activity called “read the room.” This activity allows the students to walk around the room independently and write down letters or words that are familiar to them, whether they have been exposed to it, or they can actually read it. This center could be done before and after this lesson. Center Two: To build on their already existing knowledge of punctuation the students can play educational games online. They may have to go to the computer lab, but having these interactive games using something that the students are interested in (computers) can be beneficial. This website provides five different games concerning punctuation. http://www.zoodles.com/free-online-kids-games/kindergarten_punctuation</p><p>XV. Attachments (Attach all work sheets, etc.) XVI. Lesson Prompt</p>