Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
Teacher Candidate: Jocelyn Smith
Date: 4/19/2014
Subject: Language Arts
Central Focus: Writing Unit
Grade Level(s): 3rd grade
Classroom Teacher: Jocelyn Smith
Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,
Common Core, or Professional Learning Standards)
3.B.2b central idea, organization and relation to purpose
3.A.2 variety of sentence types; accurate spelling,
capitalization, and punctuation
1
Learning Objective(s):
 Correctly structure and complete sentences
 . Nouns are always used in sentences.
 Adjectives describe nouns properly and are used often.

Verbs make sense and tell the reader what is being done.
 Correct spelling is used and punctuality is placed in words that require it.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
Diagnostic (Pre-): (Formal or Informal)
Find out what students know about what the students know by reading a short story in class and Identifying the verbs, adjectives, sentence
structure, and nouns.
Formative: (Formal or Informal) sentence game, mad libs, punctuation game
Reflective: (Formal or Informal
The students will write a review on their book and what they learned about writing (this will be homework)
List the Academic Language used in the Lesson.
Include vocabulary, process terms, and syntax
language.
punctuality, indent, nouns, adjectives, verbs,
setting, structure, outline, rough draft, final draft.
Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.
Essential for writing sentences, letters, stories, and
essays.
Mad libs for graphic support and use.
Describe the Evidence that Students know and use
Academic Language appropriately:
Going through words and having students repeat the
definition.
The academic language will be tested when the students
complete the assignment because each word is used is
necessary in assignment.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
2
5 minute review (with a timer) students discuss
what academic language means and explain it to
each other Ex.) One student might know what
punctuality means while another student might only
know what setting means) song that sings about
nouns verbs and adjectives.
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) Read a short story to class and have the students try to identify the verbs nouns
and adjectives used in the sentences. Also have students observe the sentence structure and commas, periods, apostrophes.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
Introduce the definitions of punctuality, indent, nouns, paragraphs, verbs, adjectives, setting, structure, outline, rough draft, and final draft have students
repeat definitions back.
Talk about sentence structure and its importance, nouns being necessary for sentences, adjectives need to describe nouns, verbs are necessary for
actions, and spelling needs to be used for clear and understandable writing.
C. Instructional Sequence: (include technology – this is a technology class)
1. YouTube video about nouns, adjectives, and verbs. http://youtu.be/hjaFrR2FW48
2. http://www.madglibs.com/showglib.php?glibid=188 nouns verbs adjectives
3. http://www.funenglishgames.com/grammargames/conjunction.html sentence structure
4. http://www.funenglishgames.com/grammargames/punctuation.html punctuation
D. Explain: Each student will play each game for 5 minutes to get practice for each of the skills. Computers will be needed for this part of the lesson. Each
game incorporates a new skill the students need to know about in between each game a brief explanation of the material will be given.
E. Extend/Expand/Elaborate
Students will apply their knowledge when they make their story book which will be an assement and a creative way to use what they learned about
sentence structure, verbs nouns adjectives, pragraphs, punctuation and punctuality and spelling at the same time.
F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)
When using the story book students will let their creativity engage them, while also using the material learned in class to keep their mind on the
objective of the activity. They also will be aloud to dance and sing along to the song from the video to keep them entertained while also engaged in what
the song teaches.
G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?) Timer will be used, while also asking each group to share with me what they learned from their peers.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
3
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment – include your
summative assessment here) worksheet on sentence structure and verbs, nouns, adjectives and spelling.
Lesson Plan Details
Instructional Materials:
Mad libs, markers, crayons, construction paper, books, computer
Use of Technology: YouTube video(song)
Safety in the Physical Environment:
When stapling children will be monitored.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2014 adapted for EDUC1070
4
Rubric: Story Book
1
2
3
Sentence Structure is
the basis for writing
Sentences are not structured
correctly
Part, or not all sentences are
correctly structured
Complete, and correctly structured
sentences are used
Nouns are necessary
for sentences
Nouns are not used in sentences
Nouns don’t make sense in sentences
Nouns are always used in sentences
and relate to topic of story
Adjectives need to be
used to describe nouns
Adjectives don’t describe nouns and
do not make sense
Adjectives are only used sometimes,
and don’t describe nouns properly
Adjective describe nouns correctly
and are used often
Verbs are necessary
for actions
Verbs don’t make sense and are not
used
Verbs are misplaced and are not
used often
Verbs make sense in the sentence
and tell the reader what is being
done
Punctuation and
spelling need to be
used for clear and
understandable
writing
Incorrect spelling and no
punctuation used
A few spelling errors and some
punctuation missing
Correct spelling is used throughout
sentences and punctuality is placed
in words that require it.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Stories with color and
pictures create a
visual for the reader
Storybook has no color and no
pictures
Lesson Plan Design 2014 adapted for EDUC1070
Story has pictures but no color or
color but no pictures
5
Story has both color and pictures
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.