SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE

DETAILS
Miss Gilles
Grammar
9
Daily Plan- 12-15 minutes for cooperative learning session
Analyzing the importance of grammar, particularly
punctuation and sentence structure, is imperative to
forming good sentences and mastering language.
How do I use punctuation properly?
What kind of sentence am I using?
What makes a sentence?
1.5.9.F: Use grade appropriate conventions of language
when writing and editing.
Spell all words correctly.
Use capital letters correctly.
Punctuate correctly
Use correct grammar and sentence formation.
1.5.9.D: Write with an understanding of style using a variety
of sentence structures and descriptive word choices. Create
tone and voice through the use of precise language.
Students will be able to create a 3-5 sentence
paragraph with mastery of the punctuation they are
assigned with 100% accuracy.

Informal Formative: Q&A and Observation

Formal Formative: The poster boards that the students
(in groups) will write their 3-5 sentences on, will be
graded for accuracy based on how many different types
of sentences they used, how they used their
punctuation, and overall use of grammar.
The ISTE standards used would be under creativity and
innovation as well as in communication and
collaboration.

Accommodations vary as dependent on the student:

written works may be supplemented as well.

CK

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

This lesson plan is a cooperative learning instructional task in

CK
which the students in heterogeneous groups will get together
and create a paragraph using various sentence types and their
given punctuation. For the sake of this lesson, I will give the
students their own punctuation, but in the real lesson they
would bid on their punctuation with money that I would give
them so it would vary based on the classes. The goal is to get
each student together in their group to form an independent
sentence, with each other proofreading, and a rationale
behind why they chose that type of sentence and explaining
how their punctuation is correct. Each student will have their
own sentence to create, but they must all form together in a
coherent and understandable paragraph. The students then
must all present together, explaining their sentence. After the
lesson is over, the students should feel comfortable using all
sentence types and understanding the appropriateness of
punctuation in sentences.
PRE-INSTRUCTIONAL DECISIONS
1. The academic skills objectives are that the students will
be able to write a paragraph with mastery of
punctuation and sentence structures. The social
objective is that the students are able to collaborate
their own individual work into a coherent and well
formed paragraph and present their rationale to the
class.
2. Group size in my actual classroom would be groups of 34, however for this lesson we will use 2 since the class is
so small.
3. The group composition in my actual classroom would be
pre-planned in order to make it heterogeneous. For this
lesson, I will have Stephen and Michaela together and
both of the Kates together.
4. For this lesson I would like not to assign strict roles other
than having each student write their own sentence and
rationale for the sentence. Each group may have a group
leader, however, if they decide to elect one, who can
help organize the paragraph and then a group presenter
who can guide the group presentation (although all
students will need to present their particular sentence).
5. The room will be the same as it usually is- except with
the students on either side of the tables rather than
facing straight forward. The poster boards they will use
to write their paragraphs on will be taped to the walls
behind them.
6. One poster board will be given to each group. Two (3-4
in actual lesson) markers will be given to each group, to
distinguish the different writers. No additional materials
other than brain power and the punctuation sheet I give
them will be necessary.

Introduction

Explicit
Instructions

We will be using the STAD (Student Teams Achievement

Divisions) structure for this lesson, where I would:
1. Form heterogeneous learning teams (as explained
above)
2. Present content (give them the punctuation that theyre
expected to use, and an explanation about what is
expected of them. I will give them a topic that the
paragraph should be on.)
3. Have teams discuss and practice (allow the teams to
meet and brainstorm for their paragraph; who is starting
it, who wants to be the group leader and who will be the
presentation leader. They will then have to create their
paragraph.)
4. I will asses individual mastery as they present, seeing
who did which sentences and their rationale behind the
sentences.
5. I will calculate improvement scores and recognize team
accomplishments by giving the group with the most
successful paragraph a reward and recognition.
Activating Prior Knowledge
In this portion of the class, we would go back over a
simple review of punctuation usages. This includes:
comma, exclamation point, period, semicolon, colon,
question mark, and apostrophe.
We will also go over the types of sentences: simple,
complex, compound.
Hook/Lead-In/Anticipatory Set
As the anticipatory set, we would have bidding for the
punctuation. Each team would get five dollars in fake
money, all in $1s. They would be able to bid on the
exclusive use of punctuation: for example everyone can
use periods but then you can pay to use commas, semicolons, and etc. They must keep in mind, the more
complex and compound sentences they use the more
likely they are to succeed.
Then, if groups had $ left, they would be able to
sabotage other groups. So one group could buy the
sabotage that each of their opponent groups would have
to use an apostrophe in each sentence.
Big Idea Statement
Today, we are going to compete to create the most wellformed paragraph about candy (depending on the class,
the topic could be different, but for this class let us use
candy)using what weve learned about punctuation,
grammar, and sentence formation.
Essential Questions Statement
How do you properly use punctuation?
What kind of sentence am I using?
What makes a sentence?
Objective Statement

Lesson
Procedure

Reading
Materials
Technology
Equipment
Supplies

Students will be able to create a 3-5 sentence paragraph

with mastery of the punctuation they are assigned with
100% accuracy.
Transition
This transition would be to get into the groups and to
give them the materials that they will need to complete
their poster paragraph.
Key Vocabulary
Comma
Exclamation point
period
semicolon
colon
question mark
apostrophe
simple sentence
compound sentence
complex sentence
PreAssessment of Students
The students would be placed into their heterogeneous
groups
Modeling of the Concept
The students will be with the groups, collaborating on
this
Guiding the Practice
Throughout the lesson, I will be monitoring, asking
students questions about their rationale, and answering
questions that they have as long as it isnt me changing
their sentences. I want them to work together to create
a great paragraph and give each other feedback on what
is working and what isnt.
Providing the Independent Practice
Their entire collaboration.
Transition
After this, the transition would be to have the groups
stand to present, one at a time.
Poster board
markers
For this lesson, handouts will be given on definitions for
simple, compound, and complex sentences so my peers
know, however in my real classroom they will have their
books and will be expected to know this from previous
lessons.

Evaluation of
Formal Evaluation
the
The poster boards that the students (in groups) will write
Learning/Master
their 3-5 sentences on, will be graded for accuracy
y of the
based on how many different types of sentences they

Concept

Closure

Teacher
Self-reflection

used, how they used their punctuation, and overall use

of grammar.
Informal Evaluation
Q&A and Observation
Summary & Review of the Learning
In this time, they will present their rationale for their
paragraphs to me and their classmates. The
presentation leader will introduce them and then guide
who will talk about each sentence (their own) and will
summarize the presentation.
I will ask them questions if they do not provide a strong
enough rationale, but will be taking a grade as I watch
and also after I analyze the paragraph further.
Homework/Assignments
N/A