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Running Head: LESSON PLAN #7

Lesson Plan #7

Lydia C. Keener

Saint Josephs University

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LESSON PLAN #7

Name: Lydia Keener

Date: 10/18/17 Subject: ELA- Grammar Grade Level: 4th Duration: 40 min
Lesson Topic: Sentence Components Predicate Types

1. Essential Questions
What are the three kinds of predicates?
How do we create a grammatically correct sentence with matching subject and
predicate?

2. Learner Outcomes
Students will be able to produce varied predicates from each of the three predicate
types to match the subject.
3. Related Academic Standards
CC.1.1.4.E: Read with accuracy and fluency to support comprehension. Use
context to confirm or self-correct word recognition and understanding, rereading
as necessary.
CC.1.1.4.E.3: Use context to confirm or self-correct word recognition and
understanding, rereading as necessary
CC.1.3.4.1: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content, choosing flexibly
from a range of strategies and tools.
CC.1.4.4.R: Demonstrate a grade-appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling

4. Vocabulary
Subject
Predicate
5. Materials/Resources
Smart Board
Sentence Component PPT
Sentence Component Homework
Quick Write Journal
Quick Write pictures
6. Instructional Procedures
Introduction
a. Divide students into two groups, one in the front of the room at the
SmartBoard, and the other at the back table.
b. Ask students at the back table to get their Quick Write journals, pick a
picture from the picture bin, and sit at the back table to begin working
independently on their Quick Writing.
c. Inform students staying at the front of the room that they will be practicing
the do, has, and describe predicates, similar to the activity they did
yesterday.
Developmental
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LESSON PLAN #7
a. Set a timer for 20 minutes.
b. Ask students to refresh their learning from yesterday by telling you the
three types of predicates (do, has, and describe).
c. Inform students that they will be practicing more today by looking at a
picture, which will tell them the predicate. Then, they will have to create a
predicate for each of the categories.
d. Go through the practice sentences in the PowerPoint, letting each student
come to SmartBoard to write the sentences.
e. If you finish early, have students create their own subjects and ask the
other students to create sentences telling hat the subject does, has, and is.
f. When the timer is up, switch groups and repeat the same activity.
g. For the Quick Write, encourage students to use varied predicate types.
Remind them that if they dont know how to spell a word, they can use the
handshape or take their best guess.
h. Have the teachers aide read the sentences with the students when they are
done their Quick Write and mark any corrections.
Closing
a. Have students return to their desks and put away their Quick Write
journals.
b. Inform students that for homework, they must complete a predicate
writing practice like the activity they did in class.
7. Addressing Learners Diverse Needs
This activity is designed for D/HH students who use ASL as a primary mode of
communication. For students with auditory access, the teacher can use SimCom
or sign supported speech to support the student. An FM system can also be used
to give more auditory access to students.
The groups should be consciously created to separate strong personalities who
made struggle to pay attention.
For students with limited mobility or physical restrictions, an iPad can be used to
type the Quick Write instead of writing it.
For the homework, students with physical restrictions or limited vision can use a
larger version of the worksheet, such as an 11x17 paper.

8. Formative/Summative Assessment
Formative Assessment:
o Points can be given to attendance to the lesson and participation in class
o Homework can also be graded for accuracy
This assignment can be used to work towards IEP goals related to
grammar and writing.
Summative Assessment
o A cumulative grammar post-assessment should be administered at the end
of the year to determine progress and retention.