Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 10/28/12 Courtney Gruner Subject/ Topic/ Theme Capitalization in titles Grade __3rd__________

I. Objectives How does this lesson connect to the unit plan?

The overall unit plan is about writing conventions and being able to capitalize titles. It is an important concept when writing about stories.

Learners will be able to:

Identify correct and incorrect ways of capitalizing titles. Understand the importance of capitalizing titles. Recall knowledge of capitalization from previous lessons

cognitivephysical socioR U Ap An E C* development emotional

C/R U R

GLCEs or Common Core standards addressed:

W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Students should already know how to format sentences, read and write. They should also have some previous knowledge of capitalization.
Pre-assessment (for learning):

Asking students what they already know about capitalization. Review using the mobiles we made in the previous lesson of capitalization in the beginning of sentences. Outline assessment activities (applicable to this lesson)
Formative (for learning):

The students will be working on worksheets dealing with capitalization in titles.

Formative (as learning):

As the students work through the worksheets, as well as in their small groups they will be able to see what they do and do not yet understand about capitalization in titles. Summative (of learning):
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students will be listening/singing a poem. We will also be doing examples in class, worksheets, and a whole group activity. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will be correcting titles, adding on to their mobiles to hang in the classroom and working in groups for a game. Provide Multiple Means of Engagement Provide options for recruiting interestchoice, relevance, value, authenticity, minimize threats The activities deal with a list of titles that students will come across that need to be capitalized.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language We will be reviewing together the rules of Capitalization, which will then be written on the board as they engage in the activities that follow.

Provide options for expression and communication- increase medium of expression We will be using the ELMO and whiteboards for group work, or worksheets for individual or small group work. The mobile activity will engage students in reminding them of the rules of capitalization focusing on titles.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback The activities are geared toward group work and collaboration and each lesson is more challenging than the next (move from whole group, to small group, to broader application). Provide options for selfregulation- expectations, personal skills and strategies, selfassessment & reflection

Provide options for comprehension- activate, apply & highlight

We will touch upon what the students already know about titles. We will then expand on their knowledge and highlight ways to remember through adding on to their mobiles, activities and games.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Students will be able to monitor progress as they work through the activities and take note of areas in which they struggle and areas in which they succeed.

I will be monitoring the students as they work through and be available to help and guide the students as well as clarify objectives and understandings of capital letters in titles.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

-writing utensil -ELMO -The Capitalization poem -Cut-outs of Captial C and lower case c already ready to use (we will provide) -Activity sheets -Colored pencils For the beginning of the class, students can sit in their individual seats. However toward the end of the lesson students will need to get into groups of 3-4 (teachers will decide groups.)

How will your classroom be set up for this lesson? III. The Plan Time 2min each Components Motivation (opening/ introduction/ engagement)

Describe teacher activities AND component of the lesson. 1.) Alright! Show of hands. How many of 1.) you remember what we learned about the other day with capitalization? Okay, well today we are going to learn more about Capitalization to make our writing even better.

student activities for each Students will engage in answering by recalling what they already know about Upper case letters from previous lessons. Students will listen carefully and enjoy the poem because they

So we are going to go over the poem we went over last time. Can you please take those out? Now, we are going to sing it the same way we did last time. We need you to open your ears so you can listen for the 3 rules of Capitalization in this poem. Then we are going to discuss which words do not get capitalized in titles. 2.) After, we are going to be doing an activity sheet! How fun is that? I know you guys love them and it will be even more fun because it is about Upper Case letters. This will help us be more familiar with upper case letters and how titles should be capitalized. 3.) Referring back to the poem, students will add to their mobiles #2. Always capitalize titles. They will hold on to these mobiles as we go throughout our Capitalization lessons and add on to it when we learn about new rules. 4.) We are also going to be working in groups to play a game! So there will be around 5-6 teams and the winner will get a prize. 15min 1.) So we are going to do a little rhyming/singing and reading to start with again okay? Is everyone okay with that? Yes! Alright then, I am going to put this poem on capitalization on the ELMO and we will read/sing/rhyme together. If you have your own copy, please take them out. *Read* Great! Now last time I know we only focused on the first rule: can anyone tell me what it is? Awesome! Well, this time we are going to focus on the second rule. Can anyone tell me what that is? Wow! You guys are so good! When capitalizing titles I find it easier to focus on what words do not get capitalized in titles rather than the ones you do because there are SO many that do! When you guys look at this title

already learned it and also so that they can listen for the three rules.

2.) Students want to be able to improve their knowledge and understanding of capitalizing titles so they can apply them in their own writing/ in the future summative assessments. 3.) Students will want to recall information in order to add onto their mobiles.

4.) The students will want to do an activity other than a worksheet. They love being creative and active. 1.) Instead of choral reading, students will be singing this time. Students will follow along as I sing and then I will have them repeat so that they can engage more with the poem. They will need to respond to the question or at least try to.

Development (the largest component or main body of the lesson)

15min

10min

15min

5min

Closure (conclusion, culmination, wrap-up)

(write ms. frizzle and the magic school bus on the board) which words do you think should not be capitalized? (circle or underline what students say this is a way for you to also see what they are understanding). Excellent! Only and, the, on should not be capitalized! A simple rule to remember words like this is that minor/ shorter words do not get capitalized in titles UNLESS they are at the beginning or end of a title. So if you have a title like this (write the snowy day) what words are you going to capitalize? Correct all of them! And what about a title like this (write the lion and the mouse) which words should be capitalized here? Yes! It should look like The Lion and the Mouse! You ONLY capitalize the first the because it is at the beginning of the title. Great job! 2.) I will be pass out an activity sheet for you guys. In this activity sheet, you will be given a bunch of titles that are either correct or incorrectly capitalized in one column. Your job is to determine if they are correct or incorrect. If they are incorrect, I want you to use a colored pencil to color the letter you think needs to be capitalized. 3.) You guys are doing such an awesome job! Can you please take out the mobiles we worked on last time? Lets add our second rule to the back of the mobile shall we? And after you write that, I want you to flip it and write your favorite book title. 4.) Alright~ now lets put those away safely so we can refer back to them when we need to. Right now, I would like you guys to group up in to 3-4 people which I will assign to you. Each group will have a capital C cut out and a lowercase c cut out handed to them. I have a list of incorrect/correct titles. When I point at the first sentence, I want you as a group to hold up the capital C for correct or the lowercase letter for incorrect. Whoever holds up their answer first and explains why correctly will get a point. The group with the most points wins. Any questions or are we ready to play?? What was the main lesson we learned today and why is it important when we need to write?

2.) Students should be able to finish the whole activity sheet. They will be working individually but can ask one another for help.

3.) Students will work individually, but ask for help when needed.

4.) Students will be able to work with one another in groups. It will help them quickly discuss what they learned in order to decide if the title is capitalized correctly or incorrectly.

Students will be able to answer and participate in discussion.

Your reflection about the lesson including evidence(s) of student learning and engagement as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson) so just out of curiosity, can some of you tell me what your favorite books are? *write them down as they say them (write some incorrectly and some correctly)* wow! I can tell those books sound really fun and interesting! Place list on ELMO.

Context Options The Class as a Whole Variables Class Description based on observations and data With all of the assignments adaptable to individual or group work this allows students to use Individual differences Oakes/Lipton (174-178) all their talents in their group settings. If students are struggling with the ideas they can all Levine (299-302, 321-327) work together to help each other out with each of the activities to complete the worksheets, or their team can help them out as well while they play the game. All of these activities are geared toward introductory levels of understanding and using Cognitive and capitalization in titles. You could also mix partners (if needed) with higher and lower level Neurodevelopmental thinkers so that the higher level can teach the lower level students and help them. differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

Learning style differences Levine (27-50) Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff) Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

The activities are designed to meet the needs of students who learn best audibly (the introduction to Capitalization in titles and explanation of activity), for visual learners (writing examples on board, showing sentences on worksheets), and for hands-on learners (creating mobiles/playing games). Being able to work in groups would provide help for students with disabilities or the group work would be able to be split up in a way that the student would be able to have a job that is within their abilities. If they are group works then it allows the teacher to also move around or help that specific student. The worksheets could be tailored to have more challenging sentences for students who may be higher levels. You could also mix the groups with higher and lower level thinkers so that the higher level can teach the lower level students and help them. N/A

For the worksheets you can change the titles of books that relate to cultural ideas and customs that the students may be more familiar with.

Gender differences Bridging(212-224) Oakes/Lipton (277-278) Language differences Bridging(125-153) Oakes/Lipton (197-202)

The titles of the books can be gender neutral as well as have a variety of books that are more geared toward boys or girl.

The worksheets could be spoken out loud as well as on a piece of paper. The worksheets could also be made up into a different language (if whole class speaks same language).