Planning effective English language arts l
Planning effective English language arts lessons involves focusing on multiple literacy skills, aligned to state or national standards while incorporating interesting, student-centered activities. When focusing on grammar and writing, it is essential to set high expectations while presenting real-world connections, encouraging creativity, and keeping student interest in mind. Furthermore, focusing on using proper grammar and writing conventions in the ELA classroom is essential due to the interconnectivity of the two skill areas.
This assignment uses the “COE Lesson Plan Template” to create a standards-based grammar and writing lesson based on the selected literature.
Include in your lesson:
- Objectives aligned to state or national grade-appropriate grammar and writing standards.
- Content-specific vocabulary development.
- Technology or multimedia that supports developmentally appropriate, engaging instruction.
- Engaging instructional strategies and activities in grammar and writing.
- Assessments aligned to learning objectives that are engaging for students and provide meaningful feedback.
- Differentiation for exceptional students, culturally diverse students, and English language learners.
In a 250–500-word rationale, discuss how the grammar and writing strategies and activities are chosen to build upon the previously taught reading and vocabulary skills.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
|
Teacher Candidate Name: |
|
|
Grade Level: |
1st |
|
Date: |
8/2/2022 |
|
Unit/Subject: |
English/ Grammar and Writing |
|
Instructional Plan Title: |
NVCA Hunt |
|
Lesson Summary and Focus: |
In this lesson, students will be working on learning about the different parts of speech. Students will get to go on a hunt around the room for Nouns, Verbs, Conjunctions, and Adjectives. |
|
Classroom and Student Factors/Grouping: |
There are 15 students in the classroom. 3 students are ELL, 3 students with IEP/504 Age- 2 above grade level, 1 below grade level Reading- 6 students are 1 year below grade level, 1 is below 2 years below grade level, 2 students are 2 years above grade level I will make adjustments as needed to fit the student’s needs. The students will be able to work with partners if needed. |
|
National/State Learning Standards: |
CCSS.ELA-LITERACY.L.1.1 “Demonstrate command of the conventions of standard English grammar and usage when writing or speaking”. CCSS.ELA-LITERACY.L.2.1 “Demonstrate command of the conventions of standard English grammar and usage when writing or speaking”. CCSS.ELA-LITERACY.L.1.1.G "Use frequently occurring conjunctions (e.g., and, but, or, so, because)." |
|
Specific Learning Target(s)/Objectives: |
Students will be able to identify Nouns, Verbs, Conjunctions, and Adjectives. Students will be able to create complete sentences using proper grammar. |
|
Academic Language |
Noun Common Noun Verb Adjectives conjunctions Students will use index cards to write the word and definition. Then students will draw a picture on the back to help them remember the word's meaning or write examples. |
|
Resources, Materials, Equipment, and Technology: |
Books around the room Magazines Index cards Pencils Dice https://youtu.be/CxrxUyxMnxA – Nessy Reading Strategy | Adjectives, Nouns, Verbs (Amazing Newts Vibrate) | https://youtu.be/TWnHEioYqls – Nouns Verbs and Adjectives https://youtu.be/4AyjKgz9tKg – Schoolhouse Rock, conjunction junction |
Section 2: Instructional Planning
|
Anticipatory Set · I will write words on the board and have students volunteer to come up and circle nouns with red, Verbs with green, adjectives with blue, and conjunctions with black. · I will leave it on the board for future reference |
Time Needed 10 MIN |
|
Multiple Means of Representation · I will ask if the students can help me make sentences using some of the words on the board. I will start out with “cat ate” and ask them “ from what we know what is this sentence missing?” As a class, we will go through when to use nouns, verbs, adjectives, and conjunction. · Students will come up with three sentences on their own. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): Will be given extra time to create the sentence and help if needed (two sentences). · Students with special needs: Help will be given according to IEP/504. (two sentences) · Students with gifted abilities: Spelling will count. · Early finishers (those students who finish early and may need additional resources/support): work will be checked. If rushed students will be asked to try again. If not rushed students will be asked “how do you think you could add more detail to your sentences” and asked to write one more. |
Time Needed 10 MIN |
|
Multiple Means of Engagement · Students will use their knowledge to hunt for Nouns, Verbs, Conjunctions, and Adjectives around the room · Students may use books and magazines and record their findings on an index card · As a class we will go over the cards and they will be turned in. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): Help will be given if needed and books will be given to students based on their proficiency level. · Students with special needs: Books will be given based on reading level and according to their IEP/504 · Students with gifted abilities: Students will be using books within the reading level. · Early finishers (those students who finish early and may need additional resources/support): Work will be checked and asked to find more words until the timer goes off. |
Time Needed 10 MIN |
|
Multiple Means of Expression Students will choose a book, roll the dice, and determine what page to use. Students will find the nouns, verbs, conjunctions, and adjectives from that page. Must repeat three times. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): Help will be given if needed and books will be given to students based on their proficiency level. · Students with special needs: Books will be given based on reading level and according to their IEP/504. · Students with gifted abilities: Students will be using books within the reading level · Early finishers (those students who finish early and may need additional resources/support): Work will be checked: if rushed they will be asked to fix it if done and all is good students may choose the read or play on PBSkid.org |
Time Needed |
|
Extension Activity and/or Homework NONE |
Time Needed |
I think the best way to teach is to make learning fun. The use of the videos grabs the attention of the students. The hunt for nouns, verbs, adjectives, and conjunction is to be made like a game and gets the students familiar with what proper sentences look like. When creating their own sentences, grammar doesn’t really affect learning if done on its own. Grammar is a basic part of writing. Students need to be able to put grammar to use as they are learning it so they can apply it as they progress in their academic and future careers.
© 2019. Grand Canyon University. All Rights Reserved.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
