Day 1:

Topic:
Materials:

I Do:

Conventions- Capital letters

Anchor chart
The Case of the Incapacitated
Capitals.
Paper
Pencil
Explain that we start every sentence
with a capital letter and show the class
the anchor chart (example above).

I will give the class an example of when

they should capitalize the first letter in
a word. For example, Sara and I went to
get ice-cream after school.

I will explain that you would capitalize

the first letter in Saras name because it
is at the beginning of a sentence and it
is someones name.

I will talk about and explain the

directions to the activity.

I will ask a student to read a passage

from the book and model the clapping
on where they think a word is
capitalized.

Next I will read the book The Case of

the Incapacitated Capitals. (Students
will be sitting at the carpet)

I will read the story in a slow pace and

pause at the end of each sentence to
emphasize the beginning of a new
sentence.

Pull up a page from the story and talk

about the pronoun I that is also always
capitalized. I will show this to the
students so they can see what it looks
like.
You Do/We Do:

As I read the story, students will listen

and clap along when they think there
should be a capital letter or a pronoun I.

When I am finished reading a page,

then I will show the students so they
can see where the capital letters should
actually be.

Closing:

I will end the lesson by having the

students write two to three sentences
that include capital letters to make sure
they understand where they should be.

Day 2:
Topic:
Materials:

I Do:

Conventions- Spelling

Dice with word family endings

Worksheet with word pictures on

them
Crayons
Word families are groups of words that
have common feature or pattern.

Give an example like at and have

students make words that end in at.
Like Cat, Bat, Hat, That.

Walk around the room while students are

playing the dice game and talk to them
about what families they are connecting.
You Do/We Do:

Students will be making connections of

word families, and then will be playing
a dice game where they are still making
word families.

They are rolling a dice with ending

letters on it and then creating a word

using them and once they create the
word, they color in the picture on their
Closing:

chart. This is similar to bingo

To end this lesson, I will have students
share what words they came up with
during the activity.

Day 3:
Topic:
Materials:

I Do:

Conventions- punctuation
Anchor chart
Punctuation cards
Provided handout with sentences
Pencil
I will explain that punctuation marks
show where a stop or pause happen
when reading a sentence. I would also
show them an anchor chart while I am
explaining (example above).

Then I will write a sentence on the

board with no punctuation and ask the
students if the sentence is correct.

I will pass out punctuation cards to each

student, there are a question mark,
period, and exclamation point.

I will then write sentences on the board

and have students hold up the
punctuation card they think that it is.
You Do/We Do:

As I read each sentence, students will

hold up the card they think fits with
each sentence.

Closing:

To wrap up the lesson, I will have the

students work on a list of sentences
that I will provided them with to add the
correct punctuation.

Day 4:
Topic:

Conventions- Commas

Materials:

Anchor chart
Pasta
Sentence strips
White board
Marker
I will begin by asking the class if anyone

I Do:

can tell me what they would use a

comma for.
Then I will explain when to use commas
as I show them an anchor chart
(example above)

Then I will pass out the sentence strips

and pasta.

Students will then place the macaroni

where they think the comma should go.
I will walk around the room to monitor
what they are doing and to answer any
questions.

You Do/We Do:

Students should tell me that commas

are used in lists, dates, to separate city
and state and so on.

They will then use the macaroni and

place it on the sentence strip where
they think that the comma goes.
Closing:

To end the lesson, I will call on students

to tell me where they placed their
macaroni and we will discuss whether
that is correct or not and why.

Day 5:
Topic:

Review of all Conventions and using it

Materials:

to edit papers.
Anchor chart

I Do:

Student writing
Pencil
Editing is an important part of the
writing process. It allows you to make
sure the beginning of a sentence is
capitalized, punctuation is correct and
spelling is close to being correct.

Talk about editing marks and how we

use them when editing our own papers.
I will show them an anchor chart and
post it in the front of the classroom so
they can reference it throughout the
lesson.

I would then hand students their writing

from a previous assignment and have
them practice on their own papers.

I will walk around the room monitoring

students editing and answering any
questions they may have.

You Do/We Do:

Students will then re-read their previous

assignments and start making editing
marks. They can look for correct

punctuation and capital letters and

make the necessary corrections.
Closing:

I will end the lesson with a class

discussion about what mistakes they
found in their papers.