Chloe Cowen

LA WGLP

10/19/15

ESU Elementary Education Annotated Lesson Plan Format 12-12

Note: Not all lesson plans will include all the components listed below and the components
will not always be in the order shown. If a component is not included, a brief explanation
should be inserted at the appropriate point in the plan where that component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name ___Chloe Cowen_________ School ________Americus Elementary_____
Mentor teacher ___Mrs. Coble_______ Subject ___Language Arts__
Grade level (s) ___5th __ Tentative date to be taught __October 19th____
Time __9:25am-10:15am _
The setting: write a brief description of the group/class for whom this lesson is planned (number of
children, gender, children with special needs, ability levels, any special conditions that might influence
how the lesson is taught, etc.) Also briefly describe the classroom physical setting (room arrangement),
resources, technology, and other room elements that influence how lesson is taught)
Classroom Description
5th grade
Reading and science taught in this classroom, math and social studies in other 5th grade room
16 students
11 girls, 5 boys
8 with special need
Low reading ability (questions will need read aloud)
Desks in groups of three or four, one student off to side due to behavior
ELMO, SmartBoard, Chromebooks
Beanbags, reading library
Posters on walls
Planner poster updated daily
School Description
Total of students in building: 214
Total in district: 447
Total in state: 487,317
Males, 123.00 out of 214.00, (57.48%).
Females, 91.00 out of 214.00, (42.52%)
Econ. Disadvantaged, 111.00 out of 214.00, (51.87%).
Non-Econ. Disadvantaged, 103.00 out of 214.00, (48.13%).
African American, 3.00 out of 214.00, (1.40%).
Hispanic, 14.00 out of 214.00, (6.54%).
Other, 6.00 out of 214.00, (2.80%).
White, 191.00 out of 214.00, (89.25%).

Chloe Cowen

LA WGLP

10/19/15

Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)
For the teacher:
PowerPoint and Smart Board to project
Acrostic Poem handout options (fall, autumn, harvest)see attachments
For the student(s):
Pencil
2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to
achieve, including:

Students will write one acrostic poem with appropriate subject verb agreement, using two
singular and two plural verbs correctly.

2.1 Instructional Objectives: - In clear, concise ABCD format, list what students will be able to do
(observable verbs) by the end of the lesson written in developmentally appropriate terms and coded
in parentheses, cognitive, affective and/or psychomotor domains and levels:
Instructional Objectives
After explanation of subject verb agreement, students will be able to verbally share one sentence
that uses the correct verb tense with 1/1 accuracy.

After completing partner activity, students will be able to choose the correct verb based on a
subject given with 8/10 accuracy.

After instruction of subject verb agreement and concept of an acrostic poem, students will be
able to create an acrostic poems using two singular verbs and two plural verbs correctly with 4/4
accuracy.

2.2 Relevant local district/state/common core standard(s) - (ksde.org):

L.5.1d Recognize and correct inappropriate shifts in verb tense.
3. Assessment: How and when will you determine the extent to which students have achieved the
lesson objectives?
I will know students have achieved the lesson objectives when they . . .
What materials will be used, how and when you will assess each lesson objective, criteria for mastery
should include how points will be assigned and how many need to be earned to show they have achieved
mastery (if varying degrees of quality, include rubric; if correct/incorrect, include answer key.) Example:
I know students have mastered (the objective) when they score x/y o __ completed during ____/
3.1 Assessment/Evaluation
Instructional Objectives
I will know students have achieved the lesson objective after students verbally share one
sentence that uses correct verb tense with 1/1 accuracy.
(Measurable through verbal explanation)
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Chloe Cowen

LA WGLP

10/19/15

I will know students have achieved the lesson objective of choosing the correct verb based on a
subject given when students physically move to the correct side of the board and choose the
correct verb tense with 8/10 accuracy.
(Measurable through visual representation)

I will know students have achieved the lesson objective when students create an acrostic poem
using two singular verbs and two plural verbs correctly with 4/4 accuracy.
(Measurable through written completion)

3.2 Strategies and tools/materials

Teacher Observation
Participation
Acrostic poem template
Verb game
3.3 Criteria for Mastery and/or Rubric for judging/scoring student success list points needed (4
out of 5, etc.) or essential actions or products that must be part of their performance of each objective.
After explanation of subject verb agreement, students will be able to verbally share one sentence
that uses the correct verb tense with 1/1 accuracy.
2
1
0
Correct verb Student
Student
Student
tense used
shares 1
attempts but
refuses to
sentence with does not use complete the
correct verb
correct verb
activity
tense
tense
After completing partner activity, students will be able to choose the correct verb based on a
subject given with 8/10 accuracy.
5
4
3
2
1
0
Correct verb Student
Student
Student
Student
Student
Student
chosen in
correctly
correctly
correctly
correctly
correctly
chose not to
verb tense
identifies at
identifies at
identifies at
identifies at
identifies 4
participate in
game
least 8 verb
least 7 verb
least 6 verb
least 5 verb
or less verb
activity
tenses
tenses
tenses
tenses
tenses
After instruction of subject verb agreement and concept of an acrostic poem, students will be able
to create an acrostic poems using two singular verbs and two plural verbs correctly with 4/4
accuracy.
5
3
1
0
Student
Student uses Student
Student
Student
acrostic
2 singular
misuses 1
misuses more chose not to
poem correct and 2 plural
verb tense
than 1 verb
participate in
verb tenses
verbs
tense
activity
correctly
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Chloe Cowen

LA WGLP

10/19/15

4. Adaptations: Describe materials and/or strategies that you will use to adapt the lesson related to the
needs of students as identified in the context (including but not limited to gearing up and gearing down).
4.1 Gearing down (provide more or differentiated support) to meet the needs of struggling students
with the lesson might include:
Student is provided pictures next to acrostic poem template to aid in word verb creation. If
student continues to struggle, three verbs will be provided and student will pick the best option
for the sentence.
4.2 Gearing up (provide more extension) to meet the needs of higher achieving students who may
need challenges might include:
Student can use any fall word to do their acrostic poem over and will be encouraged to pick a
word with over 5 letters to add extra verb tenses, and add more descriptive word usage.
5. Integration: Specifically explain your creative use of interdisciplinary learning experiences across (or
within) other subject areas. Tell what subjects or topics across subject areas are being integrated and how
integration will specifically take place (e.g. across: reading with social studies, art with writing; within:
comprehension and vocabulary, multiplication with number theory, forces in motion with inquiry).
Across: (subject) in integrated with (subject) when they _______.
Across: Science is integrated with language arts when students use accurate characteristics of
the autumn season within acrostic poem.
Within: (topic) is integrated with (lesson topic) when they ______.
Within: Grammar is integrated with language arts when students apply subject verb agreement
knowledge to acrostic poem.
6. References/Resources Used: List in standard bibliographical style (author, date, title, publisher);
provide website in URL format.

Images
o Hands
http://pngimg.com/download/875
o No fighting symbol
www.sodahead.com
o Tack board
http://www.writingforward.com/category/grammar/grammar-rules
o Elephant
https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CCQQFjA
BahUKEwjSlIur0YvIAhUXEZIKHWbuDWQ&url=http%3A%2F
%2Fwww.chompchomp.com%2Fpresentations
%2Fsvagreement.ppt&usg=AFQjCNFPmv2zZpRnETiQAnxi0Cla30rsw&bvm=bv.103388427,d.aWw
o Slide 6 and 7
http://grammar.wordzila.com/grade-5-grammar-lesson-2-subject-verb-agreement/
o Slide 8
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Chloe Cowen

LA WGLP
10/19/15
http://majorspeechminorgirl.blogspot.com/2013/11/new-interactive-subjectverbagreement.html
o Slide 9 Verb Tense game
http://www.slideshare.net/rrbriggs/battle-of-the-board-subject-verb-agreement
Plans Approved for Teaching

7.

Host or Mentor Classroom Teacher __Mrs. Coble_____________ Date: ___10/5/15________

University Professor _______Dr. Dobler_________ Date: _10/12/15_________

Instructional Design Teaching Plan

7.1 Introduction Briefly describe the things you will do to get the lesson off to an engaging start:
a. Anticipatory Set Describe the first attention-getting things you will do or say to quickly focus
students attention (hook them) on what is coming next.
Think of a time when you had an argument with someone because you did not agree, what
happened?
Discuss how in sentences there can be no fighting and that all subjects and verbs must agree.
b. Communication of Objectives: Write out what you will do/say in kid-friendly language to preview
for students what they will be doing and the purpose of the lesson in one sentence. e.g. Hold up a
flashlight bulb and say Today you will find out what makes this object light up!
Today we are going to learn all about how a subject and verb need to agree in a sentence!
Can anyone share an example of a sentence with a correct subject and verb together?
Lets play a game and pick which verb matches correctly with the subject of the sentence.
Now we are going to apply everything we learned about subjects and verbs, by creating our own
poems about fall. Please make sure to use two singular verbs and two plural verbs correctly in
your poem writing.
*7.2. Input Tell the specific information that will be communicated to students to prepare them for the
remainder of the lesson. (What do they need to know before modeling and guided practice? e.g. essential
content vocabulary, background information) Explain how the teacher will communicate the information
(orally, on the board, in PowerPoint, slides etc.)
PowerPoint slides with subject verb agreement explanation
Verb Tense game explanation within PowerPoint
Poem templates provided
o Bulleted list of clear step by step explanation
Slide 4: Lets read these common subjects and verbs together aloud.
Slide 5: When trying to decide how to make sure a subject and verb agree in the
sentence, you can use this little trick to help you, when the subject is singular add
s to the verb, when the subject is plural you do not add an s to the verb. This
trick does not work every single time, but is a quick hint if you get stuck.
Slide 6 and 7: Now we are going to correct this sentence together looking for
verbs and subjects that do not agree. You will provide the correction and I will
edit it here on the smartboard.
Slide 8: Work with your table mates to create a sentence using one of these
verbs.
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Chloe Cowen

LA WGLP
10/19/15
Slide 9: Here is a quick game to help you determine which verb matches with
the subject in a sentence. We will do the first one together, after that you will
move to the side of the board that you feel is the correct choice.
Slide 10: Now its time to apply what we have learned today about
subject verb agreement. We are going to create acrostic poems about fall.
I will show you my example, then you may get a template from the table

and work to create your own. The goal of the poem is to make sure you
have 2 plural verbs and 2 singular verbs somewhere in your poem that are
all used correctly.
o Example shown in modeling section as well as below
Bright crackles of light
Open spaces are ideal (plural)
Nice weather is a must (singular)
Fires burn into the night (plural)
I am excited already (singular)
Recite campfire songs
Encourage others to sing along
o Students will be shown how to take a word and use each letter to
create an acrostic poem. Teacher will demonstrate through using
example with the word bonfire. Students will see teacher go
through the brainstorming process of selecting words, and then
practice together during guided practice.
o Acrostic poem should have a quick description or sentence for
each letter. While some acrostic poems only have one word, ours
will have more complete thoughts. Description for each letter of
the word should describe a bonfire, students will be encouraged to
use their senses and imagine what you would experience.
Students will collaboratively learn through conversation, visuals, and psychomotor movement.
PowerPoint will be used for a large group setting. For this lesson, I will use paper templates to
help aid in understanding and creation of the poem.

*7.3 Modeling What you will show the students? (Specifically include how you will demonstrate the
tasks or procedures you expect students to do during the rest of the lesson, related to the lesson objective.
Include specific examples and explanations which will be used.)

Teacher will give an example of a correction in the paragraph

Teacher will give a verbal example of a correct subject and verb in a sentence.
Teacher will model appropriate behavior to use while completing the verb tense game.
Teacher will share an example of an acrostic poem with two singular and two plural nouns.
o Step by step instructions
Slide 6 and 7: I will provide an example of a correction for the paragraph and
then we can see if we can find the rest of the errors together.
Slide 8: My example of a sentence for the picture is, these kids are having a
snowball fight in winter.
Slide 9: Teacher will read the first sentence in the verb tense game and move to
the correct side of the board, showing students how the game is played.
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Chloe Cowen

LA WGLP
10/19/15
Slide 10: Here is my example of an acrostic poem through use of the word
bonfire. Notice how I used 2 singular and 2 plural verbs in my poem.
o Bright crackles of light
o Open spaces are ideal (plural)
o Nice weather is a must (singular)
o Fires burn into the night (plural)
o I am excited already (singular)

o Recite campfire songs

o Encourage others to sing along
Teacher will show poem and describe steps used to create the final result.
Teacher will show brainstorming and using senses to find descriptive
words that match what occurs at a bonfire. Teacher will explain how to
determine where a singular and plural subject verb agreement works best,
by showing the process of trying different word combinations until the
best sounding choice is found.
Teacher will explain that each letter of the word should show a
description. Each letter should not only have one word beside it, but
should be a complete thought that places the reader in the poem and helps
them to experience what the writer is trying to convey. Teacher will share
how she first imagined a bonfire, then brainstormed words that fit her
image, then put words into a complete thought, and added those to the
correct accompanying letter.

*7.4 Guided Practice How are the students (with teacher guidance) practicing what you just modeled?
Include specific examples and explanations that you will use as students practice the lesson objective.
Add additional examples of teacher input and modeling if they are considered essential for the lesson to
progress.

Students will pick corrections in anticipatory set together with teacher.

Students will practice one round of verb tense game together, teacher will observe and give
further instruction or clarification as needed.
Students will create one acrostic poem with teacher assistance as a class.
o Teacher will write the word candy on board, with each letter separated vertically. Students
will follow the same pattern as shown in the modeling, and use their sense to determine
words that they can think of to describe candy. Teacher will have students raise hands (or
pull tickets) and have students share words, teacher and students will take turns
contributing ideas. Teacher will then encourage students to create sentences or complete
thoughts with the words they brainstormed. Teacher will again call on students for
sentences or thoughts for each letter. After poem is written, teacher will go back through
and show how to make sure there are two singular and two plural subjects and verbs in
agreement within the poem, possibly by rewording phrases as needed. Students will be
seated during activity and teacher will write on white board as students brainstorm and
complete their candy acrostic poem.
Teacher will monitor students involvement and assist in guidance of correct subject verb
agreement.
o Step by step instructions
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Chloe Cowen

LA WGLP
10/19/15
Slide 6 and 7: Now that you have seen an example correction, lets find the other
errors.
Slide 9: After the first verb tense sentence I can see you all understand how to
play the game, now we are going to do 10 more sentences, see how quickly you
can match the verb with the correct subject.
Slide 10: Lets use the word candy (or other word) to create an acrostic poem
together before moving to do one on your own.

*7.5 Checks for Understanding How will you quickly check each students progress related to doing
the objective? Are students demonstrating adequate understanding such that you feel comfortable in
moving them to doing more of the lesson on their own? Provide the questions you will ask, the responses
you feel you should be seeing, the performances or products you should be witnessing to ensure that each
student exhibits evidence of having achieved each of the lessons objectives. (Confusion here would
signal the need for more input, modeling and guided practice.)
Throughout the lesson I will be checking for understanding by asking the following questions below:
Which verb matches the subject in the sentence?
How do you know that is the correct verb for the sentence?
If a subject is singular, what should the verb look like?
What about if a subject is plural?
How many verbs should be in your acrostic poem?
What kinds of verbs should be in your acrostic poem?
When you are done with your brainstorming of verbs and words for your acrostic poem, please
raise your hand so that I can check that you are in the right direction before you write out the
entire poem.
Responses
Answers to the questions will be learned from during modeling, guided practice, and input.
Teacher will monitor students brainstorming of acrostic poem words and walk around checking to
ensure student understands correct words and poem concept before student writes entire poem.
Performances/Products
Understanding of subject verb agreement
Ability to create one poem using two singular and two plural verbs correctly.
7.6 Independent Practice/Assignment Describe the work/activity related to the lesson objective which
students will do independently (from the teacher) to practice and demonstrate their understanding of what
has been taught. Include brief directions for the students.
As the teacher, I understand that certain students will get off task throughout the lesson, therefore I will
provide guidance through giving a fill in the blank sheet and coloring sheet to aid in understanding and
keep students interest.

Students will verbally share one sentence that uses correct verb tense with 1/1 accuracy.
Students will physically move to the correct side of the board and choose the correct verb tense with
8/10 accuracy.
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Chloe Cowen
LA WGLP
10/19/15
Students will create an acrostic poem using two singular verbs and two plural verbs correctly with 4/4
accuracy.
7.7. Closure, wrap-up How will all students review, reflect and summarize what they have learned?
Students will share aloud a few poems showing accurate subject verb agreement.
Students will act out each of their poems during reading time on Friday.