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Teaching Overview
(download an electronic template of this form from our course website:
List the main Common Core State Standard(s) that this unit will work toward.
3
List a small set of well chosen objectives for the unit. Label each objective with a
number so you can easily list the objective(s) for each day in the table below
The correct usage of grammar is important in these terms because it may tell the
difference in doing something now, doing something tomorrow, or doing
something at all. For these students, I plan to make the material relatable and
something they enjoy doing by sparking their own interests. Such as, in one of
my lessons I use the example of playing soccer, and why we need to use the
correct tense. This could be the difference in playing soccer now, or playing
soccer tomorrow.
5
List the main assessment(s) you will use to determine if your students meet your unit
objectives for the unit
Since a lot of the work at the conclusion of the lesson revolves around small
group or whole group work, I will have to assess individual work by giving the
students homework. This will show me who is really grasping the material, and
who might need some extra help. Also this will tell me if a large majority of the
classroom is struggling, in which I will know I will need to slow down and take a
few more days on some topics.
6
Indicate with an asterisk (*) which lessons will require your explicit attention in planning
and teaching to develop the core practice you identified for your professional learning.
7
Describe what you will do to provide differentiated instruction in one area (content,
processes or products), and explain how that choice appropriately meets some of your students
learning needs:
Subject/verb agreement will require a lot of differentiation for our students. Many
of our students are ELLs who are struggling with English itself. For some, the
subject of a sentence may be easily identified, but for ELLs they may not know
what the word subject means at all. This is why I explicitly chose some of these
lessons to be mini-lessons for small groups. These are the groups I will be doing
in daily five groups, so I will have prior knowledge of who is struggling in the
concept of literacy and I will know to start with simpler topics, rather than jumping
right into subject-verb agreement.
Instructional Format
Ongoing Assessment: Teaching Notes: jot down
topics, resources or tasks you
(e.g., mini-lesson followed
want to make sure you
what
will
you
look
for
as
by a group activity)
you teach, and how will incorporate into your lesson as
Lesson
Focus/Topic
you use that information you develop your plans such
as introducing centers that day,
Objective # that is
to plan your next
or making sure you provide an
the focus of this
lesson?
anchor chart on predictions, or
lesson
what you will focus on to
develop your core practice
Day 1:
What is a verb?
Objective #1
Full group
discussion
Partner
discussion
Group
evaluation
Day 2:
Objective #3
3. Provide one
example and ask
students to provide
others.
4. Individual
worksheet for
remaining time.
Day 3:
Past/present/future
activity. *
Objective #2
Full group
Identifying past,
discussion
present, and
Full group
future tense of
example
verbs.
Partner work
examples
Individual
assessment
through
popsicle stick
drawing
1. Introduction to
past/present/future
tense
2. Use example on board
and think, pair share
3. Pass out materials
4. Work through first two
examples as group.
5. Work through rest in
pairs.
6. Call on two
volunteers for first two
problems, for remaining
problems draw popsicle
sticks to check for
accountability.
Day 4:
Irregular verbs *
Objective #1
Full group
discussion
leading into
think, pair,
share
Partner work
Categorizing
irregular verbs
and
understanding
that not every
verb fits into the
rules directly.
Day 5:
Helping verbs vs.
Linking verbs
Objective #3
Day 6:
Subject/verb
agreement *
Objective #2
Day 7:
Using quotation
marks
Objective #4
Full group
lesson
Partner work
Full group
assessment
of work
Students will
correctly label a
text with
quotation marks.
They will do this
both verbally and
on paper.
1. Provide students
with small lesson on
where quotation marks
belong
2. Allow students time
to work through
examples with partner
3. Check for
accountability by
calling on popsicle
sticks to share out
findings.
4. Have students
provide personal
examples.
Day 8:
Using commas *
Objective #4
Full group
lesson
Small group
workshop
time
Students will
know where to
correctly place
commas.
1. Show students a
very extended, run on
sentence. Tell them
we do not want to add
periods, but instead
add commas.
2. Ask for input on
where we think the
natural pauses belong.
3. Work through
several examples
together.
4. Give students a long
paragraph missing
many commas. Ask
them to try to work
through it together.
5. Put students in
small groups to share
out what they found.
Have students read
passage aloud to show
where they think the
pauses belong
verbally.
6. Share together as a
full group.
Day 9:
Putting it all
together
Objective #1,2,3,4
Small group
work time
Full group
putting it all
together
Students will
1. Break students into
divide up
groups of four
responsibility, but
2. Assign each group
check each
a job
others work in
placing all these Jobs: helping verbs,
markings in a
subject, commas,
text.
quotation marks,
identifying tense.
3. As a class, identify
the verbs in a
sentence. This should
be review and the
simplest part of the
lesson.
4. There will be two
groups to each job, but
it is important that
they work separately.
5. After some time,
each group will check
their work with the
same group with their
assignment
6. Come together as a
full group, starting
with helping verbs,
then subject, then
quotation marks, then
commas, then verb
tense.
Day 10:
Review
Objective #1,2,3,4
Individual
work time
Small group
time
Whole group
time
Students will
individual
understand each
of these parts of
speech and know
how to identify
them.
1. Provide students
with a sheet on how
they should identify
each of these ideas.
S-subject, MV-main
verb, HV-helping verb,
commas, quotations.
2. Go over several
examples with
students and have
them write down their
findings on note paper.
There will be two
examples on
identifying subject,
helping and main
verbs; two examples
on identifying
quotation marks and
commas; and two
examples on
identifying tense.
3. Give students 5
extended sentences
and have students
identify, or correct
these.
4. Go over with small
groups, allow for any
change.
5. Have groups share
out findings, and see
where there may have
been confusion.
Date:
Objective(s) for todays lesson: Students will show an understanding of
Rationale We will use real life examples for the students. It will be important and relevant to students
lives because this activity will show them the difference between doing something yesterday, currently
doing it, or doing it tomorrow (ex: playing soccer).
Materials & supplies needed: White computer paper, handout with 10 different sample sentences,
pencils, elmo
I will then explain the activity. The activity sheet has ten sentences
on it. The students are to identify the verb by circling it, and then
next to the sentence they are to state whether it is in past, present,
or future tense. Then the students will move to their white sheet.
They will then dissect the verb they have just identified. One of the
three tenses they will have already identified, and then we are to
determine how to make the verb into the other two tenses.
On the elmo, we will work through our first example together, I
played soccer. Together we will identify that the verb in that
sentence is played and it is in past tense. We will document that
in our trifold, and then fill out the rest with will play and playing.
After that point, I will administer a gradual release of responsibility
by allowing the students to try the second example on their own.
After about five minute of work time, I will call the group back
together and call on volunteers who believe they have found the
answer.
For the remaining eight problems, I will allow the students to work
with their table partners to finish the worksheet. However, I will
remind them that everyone needs to be contributing because I will
be drawing popsicle sticks to help fill out the answers when we
review as a class. At the end of the time, I will do just that.
Date:
Objective(s) for todays lesson: Students will have a working knowledge on the correct placement of
quotation marks through verbal reading and hand movements as well as use of the correct symbols
within a text.
Rationale This lesson will be useful for students so they will know when to insert quotations in their
writing samples.
Materials & supplies needed: Reading street text, pencil, sample texts previously printed.