Name: Kailyn Smith
Date: October 22, 2014
Subject: English Language Arts- Literature
Grade: 5
Lesson Length: 50-60 min.
Content: (topic)
Building strong sentences and ability to make corrections.
Learning Outcomes and Indicators:
Grade 5 English Language Arts
AR5.1
Identify strengths in viewing, listening, reading, speaking, writing, and other forms of
representing.
Indicators:
c. Identify strengths in writing and set goals to enhance the development and improvement of the
skills and strategies in each.
d. Strategies to improve writing skills.
Assessment
Pre-Assessment:
 Ability to create simple sentences using the cut-out words
 Asking their prior understanding about nouns, verbs, adverbs, and adjectives through
discussion PowerPoint
Formative Assessment
 Walk around that classroom while groups are making their sentences during the set to
observe their process
 Circle around the classroom while students are making their individual sentences to answer
any questions and monitor their process
 Classroom discussion
 Students hand in their sentences that they create from the PowerPoint with adjectives
UNDERLINED and adverbs CIRCLED to indicate their understanding of which is which.
Instead of numbered marks, use check marks to indicate if they understand or feedback if
they were off track.
Exit slip: (if students have time) describing their favorite movie character
Multiple Intelligences targeted:
 Visual- Spatial- PowerPoint
 Interpersonal- Working on their own
 Intrapersonal- Group work activity and classroom discussion
 Linguistic- Word and grammar usage, writing activities
Prerequisite Learning:
 how to construct a simple sentence
 reading and understanding the level of words used in the activity
 general understanding of nouns and verbs
Lesson Preparation
Equipment/materials:
 7 sets of the cut-out words
 sticky tack or scotch tape
 IPad: Team Shake
 Making Strong Sentences Powerpoint
Presentation
Set: 10-15 min.
 Use team shake to create groups of 3-4.
 Give each group a set of the cut-out words.
 In their groups, have the students create a sentence using the words that are in front of
them. Give them 5 min. to create a sentence.
 Once sentences are made, have one student from each group attach their sentences to the
board. Have the student read the sentence to the class.
 Go through each sentence one –by-one, asking the questions: Does this sentence make
sense? Good. Now how could we make this sentence stronger? For this question, allow
them to use words outside of the cut-outs. Have them record the changes made to their
own sentences in their duo tangs. They may choose to add more description using adverbs
or adjectives without realizing it. They may also add punctuation or capital letters to the
beginning of the sentence.
 Have students return to their original seats.
Development: 40-45 min.
 Bring up the Making Strong Sentences PowerPoint
 Go through the slides one-by-one as a whole class, asking the questions that are prompted.
Write their answers to the questions on the board. Have them take notes of each slide.
 Take time to discuss what nouns, verbs, adverbs, and adjectives are during the first two
slides.
 For the third slide, prompt questions that invite the students to describe the ants using
adjectives and adverbs.
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** Brain Break! Have students: Jump high, run quickly, walk slowly, return to your seats
quietly.
For slide six, have students write down the verbs that they see individually while asking the
question, “what is he doing?”. Then for each verb, ask the students, “Now, how is he doing
it?”. Go through the first verb as a class together, then have them add their adverbs to the
other two verbs on their own.
Have them put their thumbs up when they have completed the task for slide six.
For slide seven, have the students make two sentences about two of the verb pictures using
an adjective and an adverb in each sentence. Allow them the rest of the time period to
make these sentences. If students finish early, have them try to write sentences about the
other pictures as well.
** Slide Eight is for back-up in the case that the students want to make more with new
pictures or if extra time.
Closure:


Have the students hand in their sentences for formal assessment.
If class finishes early, have them write an exit slip describing their favorite movie character.
Encourage them to use what they have learned today to describe their costume in 3-5
sentences.
Adaptive Dimensions
 Have students who finish early write sentences about more than two of the pictures.
 Have Ty glue the words given to him in the right order to make the sentence. Provide him
with fewer words to use than others to avoid confusion.
 Have fill-in-the-blank notes for PowerPoint for EAL students and slow writers.
Classroom Management Strategies
 Pause the lesson if students are not staying on task
 Give future instructions prior to the students transitioning around the room
 If students do not transition well, have them return to where they were and try it again until
it is done appropriately
 After group activity (set) have students return to their original seats to avoid chatter.
Post Conference Comments:
Word Cut-Outs
a cat jumped because
the dog spooked when
the children
ran
and
a bird crept
but
a witch laughed so
the teacher
yelled because
the monkey
growled when
a rooster smiled
and
the elephant
danced but