LESSON PLAN

Aligned with the Minnesota Standards of Effective Practice on Planning

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Sarah Petersen Date: 12 October 2017

School and District: Wellstone International High School, Grade: 10th and 11th
Minneapolis Public Schools
Cooperating Teacher: Daniel Aamot C.T.s Signature:
University Supervisor: Jonell Pacyga
Unit/Subject: Parts of Speech/Grammar
Lesson Title/Lesson Focus: "Common Grammar Mistakes" Estimated Length of Lesson: 45 minutes
*Please attach the cooperating teachers and the university supervisors observational comments to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing accommodations, including
students with IEPs and/or 504 plans.

The interests of individuals needing accommodations include multi-step tasks being broken down into smaller,
individual steps, having directions and instructions repeated, as well as having printed directions read and
repeated.

2) Identify the strengths, needs, and interests of individual students in your classroom whose first
language is not English, who represent cultural differences, who may struggle to learn, or who may
be highly motivated to learn.

Some strengths of the students whose first language is not English includes a desire to succeed in the classroom.
This is a strength because it can serve as a motivator to engage and make the most of their classroom experience
in order for the student to attain that success. The needs of these students include a slower paced instruction, as
opposed to rapidly giving directions in complex terminology. The needs of these students also include regular
checking of comprehension of terms being discussed, whether being reviewed or introduced for the first time. This
brings the interests of these students to a place where the teacher is led to pace the lesson appropriately while
gaging student's tracking of the topic. Whether they struggle to learn or are highly motivated, this lesson has
different exercises aimed at reaching the student's involvement level, wherever they are at.

3) Identify prior learning experience, and language, physical, cognitive, or social/emotional

development you will need to consider as you plan instruction for this group of students.

Prior learning experience or cognitive development to consider would be whether or not these students
have had exposure to analyzing various rules of grammar, or more specifically, verb tense, capitalization,
use of quotation marks, commas, and periods. Furthermore, just because these students have had prior
exposure or instruction on these subjects does not mean that they necessarily fully grasped and
understood the material. In terms of social development, I will need to consider what friendships or
relationship are evident amongst the students present. This has the potential to either help or hinder the
student's ability to participate and engage, as a social environment can change depending on the
combination of specific students together. Regarding cognitive development, I am aware that grammar
falls into the "left-brained", logical order of thinking. For those students who have room to strengthen
these skills, this lesson may appear daunting. I am aware of this and will ensure a steady-paced lesson and
anticipate explanation and examples frequently given or whenever needed.
 4) Identify data (such as students progress in previous lessons, assessment results from previous
lessons, or a prepared pre-assessment related to the lessons you will teach) that you have collected
(or will collect) to inform your planning (in order to address students strengths, needs, and
interests).

What I have gathered of my students in the classroom has come from my presence, interaction, and involvement
with them. I have been informed of their need for slower paced speech, not giving exceedingly complex vocabulary
usage, and the benefit of written directions. When words being mentioned appear new to the students, my
cooperating teacher asks them, "Have you heard of that word before?" Roughly half of the time the students
respond with a "no", so then the cooperating teacher proceeds to explain the meaning of that word. This shows
progress of certain word choice and speech usage. Another example of gathering information for planning is when
a student raised their hand to ask me a question regarding a computerized grammar assessment test. The question
was about a part of speech, reflecting still some questioning regarding this aspect of grammar. Continuing into
more recent days at my placement, I have seen patterns of reoccurring grammar mistakes that the students were
making in their writing. The data I used for this lesson came directly from examining student's short answer,
paragraph, and essay writings they have completed. This resulted in building this lesson around verb tense,
capitalization, quotations, commas and periods.

5) Based on your answers to prompts 1-4 above, what specific supports have you planned (or will you
plan) for students to help them reach the lesson objective?

The specific supports I plan for students to help them reach the lesson objective include incorporating aspects of
SIOP. I plan on first linking these grammar concepts to student's background experience by applying them to real-
life examples. For example, I am using pictures and visuals to assist defining verbs as the actions of objects that
already occurs all around us, providing context to support language learning. Further visuals include color-coded
graphic organizers as charts that help categorize the 3 types of verb tenses: past, present, and future. Matching-
colored arrows are also incorporated into these charts to visualize the time sequence of these verbs.
Demonstrations will also be used by myself and other students to model step-by-step completion of tasks.
I will incorporate comprehensible input by speaking at an appropriate pace and proficiency level to meet the
students where they are at. This will be done by carefully explaining and checking comprehension for materials
being discussed.
Interaction will also be incorporated as students will be in groups to participate in peer-editing of their work.
Questioning will be used as the students will have to speculate and then make an effort as to how the grammar
rules should be applied to the examples demonstrated in class.
Content objectives, class schedule, directions, and assignments are written clearly and read aloud. It is in a visible
area on the screen or in the student's handout.
The "I do, we do, you do" model will also be used. This will lead to scaffolding and the student's ability to complete
the task independently.

Central Focus and Alignment:

What is the learning goal you have identified for your students?

The learning goal is for students to be familiar with the concepts of English grammar, specifically verb tense,
capitalization, quotations, periods, and commas, as well as being able to recognize and generate examples of these
correctly.

What state adopted academic or content standard(s) are you addressing? (Provide the name of the
standards document, the grade level, the correct numerical citation, and the text of the standard(s)
you select.)

"English Language Development Standard 2: English language learners communicate information, the language of
ideas and concepts necessary for academic success in the Language Arts content area of Language Arts."
What is your objective(s) for this lesson? Identify what the students will be able to do following
instruction. Include an action verb (observable behavior), and criteria for success.

By the end of this lesson, students will be able to identify when to write past, present, or future verb tenses, locate
which letters need to be capitalized, use quotation marks in the correct place of a quote, and insert periods and
commas when needed in a sentence with 80% accuracy.

Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect what you
will be teaching and what you will be expecting students to do? How will you build on what
students have learned in previous lessons and use what they know to support them in meeting
expectations of the next lesson? How have you made use of student assessment from previous lessons
to make and or adjust these plans?

Prior and subsequent lessons affect what I will be teaching by the ability to lay the foundation for the content area.
If any prior lessons of grammar have not thoroughly explained or laid a solid enough foundation of the 4 grammar
components targeted in this lesson (verb tense, capitalization, quotation, comma and period punctuation), then
the students could come into this with unfamiliarity towards such rules and it may take a longer time processing
these aspects of sentence structure. If, however, prior lessons did edify or at least introduce the content area of
these 4 grammar rules, then they will be one step closer to incorporating these rules into their writing and speech
independently and without error. Students will be challenged by self- analysis and in the peer-edit portion of the
lesson aimed for students to apply what they learned into their own writing.

Academic Language and Support:

What are the academic language demands? Identify:
the function (just one)
form(s)
syntax
discourse

Function:
Fill-in-the-blank: an activity where students choose words for the blanks based on the context of the reset of the
surrounding sentence.
Analyzing: describing features or main ideas.
Seeking information: using who, what, when, where, how.
Forms:
Grammar: the rules of a language.
Verb: an action that takes place.
Verb Tense: when the verb happens.
Quoting: telling what you or someone else has said.

How have you planned to support students in meeting the academic language demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to use to support students
understanding of the academic language. Describe when, within the lesson, students will be expected to
use and demonstrate understanding of the academic language. Be sure to include function, form,
syntax, and discourse.)

Specific strategies of modeling and demonstrations are described above as aspects of the SIOP model, as well as
the "I do, we do, you do" method and scaffolding, additionally. Visuals will include the chart graphic organizer on
their handout, which will be visible also on the Promethean screen, and on the PowerPoint slides via the class
Promethean screen. In each stage of the lesson, students will be able to use and demonstrate understanding of the
academic language, it will just be in varying amounts. For example, with verb tenses, students begin by identifying
what a verb is, then progress to looking at verb tenses, to understanding how those are used in different contexts,
etc.
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment tools that you will use.

Describe the tools/procedures that will be used throughout this lesson to monitor and measure
students learning of the lesson objective(s). (Multiple and varied assessments should be used in the
lesson.)

The tools and procedures that will be used include informal assessment by checking to see student's completion of
the preposition assignment, participation in self-editing and peer-editing, and correcting grammar mistakes in the
"Common Grammar Mistakes" handout.

Identify the performance criteria or benchmark to be achieved.

The students will work on their "Common Grammar Mistakes" handout with an 80% accuracy in terms of overall
completion, and included into the performance score is participation in self-editing and peer-editing of student
writing.

Feedback:

How will you plan to provide specific feedback to students on their progress toward reaching the lesson
objective?

I plan on providing specific feedback to students on their progress by commenting on what they have completed in
class, giving affirmation when connections are made, and encouraging the work I see them complete. I also plan on
giving detailed replies to any questions such as giving relevant answers to the questions given, answering in
complete sentences, as well as giving written feedback on their "Common Grammar Mistakes" activity sheet with a
point value. Specific feedback will also be given towards participation and corrections made on their own writing,
as well as their partner's during the peer-editing exercise.

How will students use the feedback to improve their competencies and knowledge? (Describe the
specific opportunity for their application of the feedback.)

Students use the feedback to improve their competencies and knowledge by applying it to writing skills and to
future essays, such as their scholarship essay required in other classes.

Materials and Special Arrangements:

Teacher Materials:

The "Common Grammar Mistakes" packet with copies made for each student, Promethean screen, Doc. Cam,
"Common Grammar Mistakes" PowerPoint slides, one paper of writing for each student to edit and peer-edit

Student Materials:

The "Common Grammar Mistakes" packet, pencil

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their application) are appropriate.
How have you intentionally linked this to your instructional planning?

"The SIOP Model is a research-based and validated model of sheltered instruction that has been widely and
successfully used across the U.S. for over 15 years. Professional development in the SIOP Model helps teachers
plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English
language proficiency."
References (APA) and Acknowledgments:

SIOP - Home. (n.d.). Retrieved September 24, 2017, from http://www.cal.org/siop/

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you communicate expectations for
them? How will you follow up on behavior expectations and how well you are engaging learners?

My students will be intellectually engaged and interact with the content at deeper levels by applying these
grammar concepts to their everyday life and the world around them. This requires the student to utilize these
functions and decide how these can appropriately fit into aspects of their day-to-day life. At surface level, grammar
rules may appear mundane, but this lesson will support students in their ability to effectively communicate. I will
emphasize the intent of communicating is to be understood, and without grammar rules, the message might not
fully get communicated via conversation or writing. Expectations will be set by incorporating "this is a safe
learning environment " and explaining what this looks like right away at the beginning of the lesson. If students
fail to follow expectations, steps will be followed accordingly. Such steps include first sitting in a remote desk away
from the other students, followed by a discussion with the student after class. If behavior issues continue to arise,
discussion with student on deeper level will be followed.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

The skill focus for this lesson includes gaging the volume of my voice, making sure to allow appropriate wait-time
for students to process the question and have time to generate their own answer, calling on all sides of the room,
redirecting any student's off-task behavior, and giving positive feedback that is specific to the students. I plan on
collecting feedback by asking students their thoughts on how clearly I explained the tasks, if the directions were
confusing, and the level of difficulty of the tasks.
 Standard Lesson Plan Form

LESSON PLAN

Plan your teaching steps by addressing What will the teacher do and What will students do.

Provide evidence of scaffolding, linking new content to prior learning, engaging students, monitoring progress,
supporting students so they can use academic language, and transitioning.

INSTRUCTIONAL SEQUENCE
Time What will the teacher do? What will students do? (Note behavior
expectations and plans to promote intellectual
engagement.)
Introduction/Motivation:
Hello class! How is everyone doing today? (Wait Wait time given for students to respond.
time) Students jump in place, shake their arms, etc.
1 Let's get up and get the blood flowing a little bit!
min
Activate prior knowledge Call on students to explain.
Who can explain what "grammar" means?
(Give prompts as necessary).
Why is it important to know what grammar is?

4 Communicate the learning objective
min Well today, we are going to go over some common
mistakes that a lot of students make. The common
mistakes are about verb tense, capitalization, using
quotes, and periods and commas.
See first slide presented that shows the agenda for
the class period. Call on students to read the
opening agenda and objective slides.

Introduce academic language

Who has heard of the word "verb" before? Wait time to call on the students, call on those with
(give time to respond, refer to PowerPoint slides) their hands raised.

How about verb tense?

(give time to respond, refer to PowerPoint slides)

Lesson Tasks (Including Assessment):

Let's start looking at the "Common Grammar

Mistakes" handout.
5
min Who remembers at what "verb tense" means? Call on students to pass out packet and recall the
(complete the corresponding blank under the Doc meaning of "verb tense".
Cam).

Let me walk you through this chart

(Explain the order of verbs happening from left to Students follow along on the doc cam and in their
right). own packet to analyze the chart.
5
min
 Here are 5 common verbs that students had a hard
time picking which tense to write in. (walk Students proceed to complete the assignment on
through the verbs under the Doc. Cam). their own.

Who would like to read the directions here?

(pause)

I will do number 1 to show you what to do. Call on students to read the directions under "verb
(model selecting which verb tense under the doc tense".
cam).
Students follow along to watch modeling of verb
Now, it's your turn! Complete the rest of these tense selection.
10 sentences here using the same verb tense charts.
min When you are done, look up at me so I know you
are finished. Then you will share your work with Given time to work on the remaining verb tense
the class! sentences. Students called on to bring their work
up in front of the class to share their writing.
(walk around to assess student's work, looking at
other student's paper, and progress made).

OK! Next, we will be looking at capitalization. Let's
read this together as a class and fill in the blanks
with what we think the right answer is.
(Proceed to read the examples of capitalization as a
class by calling on students and filling in the blanks
under the doc cam).
Call on students to read the directions. Then call on
students with what they think the answer is in the
blanks. They will write it downs in their paper as
we complete this portion as a class.

Who would like to read the directions for this
capitalization section? (wait time).
5 I will show you how to add capitalization first, and
min then we will do it together as a class!
Great job! Now you can fix the remaining
capitalization mistakes on you own. When you are
done, please look up at me so I know you're
finished.
Students are called on to volunteer reading the
directions out loud.
Students follow along on the Doc. Cam for steps in
finding which letters get capitalized.
Students are given work time to complete the
remaining capitalization sentences.

(I walk around the room to check in on student's

progress and comprehension by glancing on what
work they have completed on their sheet

Let's look at number 3 which is about quoting what
someone says, who would like to volunteer to read
what it says?
(Proceed to read through the descriptions of where
to insert quotes in a quotation, filling in the blanks
as we go along under the doc. Cam.).
Call on student to participate in reading what the
directions say.
Students read aloud each descriptions and fill in
the blanks as we go through it as a class.

5 Great! Now, will someone please read the Call on students to read the directions for the
min directions of what you are to do next? quotation portion of the handout.

So, when you are finished writing your 5 sentences Students given work time to work independently
with quotes, look up at me so I know you are done. on generating their own sentences with
I will walk around and look at your work if you quotations.
have any questions. (circulate the room).

Woohoo! We are on number 5! Will someone

please read what number 5 is about? (Proceed to
 discuss the importance of inserting commas in lists
and including periods at the end of sentences.)
Who would like to read the directions to what they
are supposed to with this sections of writing here?
Students are called on to read aloud and follow
along with the correct fill-in-the-blanks
underneath the Doc. Cam).

I will walk around if you have any questions.

Continue to finish adding commas and periods Students given time to insert commas and periods
where you think they belong. When you are done, where they think they are needed.
look up at me so I know you are finished.

10 Now who wants so share what they added?
min (call on student)
Great work______! Next, you will be editing your
own writing, and then having your partner read it
to find any extra errors that you may have missed.
Now who wants to explain what you are supposed
to do?
Student called on to go under the Doc. Cam to put
their paper underneath and show the class what
the inserted into the paragraph.
Call on students to explain, in their own words, the
expected task.

(Hands out papers to students. Given time divided

into equal parts for individual editing and peer Given time divided into equal individual parts for
editing with their partner). editing and peer editing with their partner.

I will be circulating the room for any questions and

to check on how you are doing!

Closure: (Summarize the lesson with students, provide

further opportunities for learning, and build a bridge to
the next lesson.)

1 Man oh man! What an amazing class! So, to recap, Call on students to see what they respond, how
min who can list 4 tricky mistakes to look out for when thorough, or what examples they give.
we write?

Next time, we will be looking at another new part

of the English language! Thank you for your time!

Extension: