Lesson1
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This lesson teaches students how to plan writing by using strategies such as brainstorming, lists, webs, and diagrams. Students will practice writing sentences with correct punctuation, capitalization, and spacing by writing sentences from a story read aloud and discussing the elements of a well-written sentence. The lesson provides instructions for teachers to model writing sentences correctly spaced on the board and have students write their own sentences with finger spaces between words.
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This document provides information and strategies for teachers to help students activate and build on their background knowledge or schema when reading. It discusses the importance of making connections between what students already know and new information in a text. There are three types of connections: text to self, text to text, and text to world. Strategies described include think-alouds, talking drawings, and filling in charts to help students summarize what they read and make connections to their own lives and experiences. The goal is for students to understand how making connections can deepen their comprehension of what they read.
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Lesson1
- 1. Planning Our Writing Ohio Standards Connections: Lesson Summary: The Students will: In this lesson the students will have useful tools to develop their writing so they can say what they want to say in print. Use strategies such as brainstorming, lists, webs, and diagrams to Estimated Duration: 20 minutes plan writing Identify characters, Student Objectives: setting and events in To have students plan a sentence and write it a story. To give students more practice on leaving space between words Use supporting details to identify and Title: Planning Our Writing describe main ideas, characters and Pre-Assessment: Have the students write about a picture you draw on setting. the board. Assess students informally on punctuation, capitalization and spacing by observing their sentences. Post-Assessment/Scoring: Students must have one sentence with correct spacing, capitalization and punctuation. Total of 3 points. Instructional Procedures: (Activities) 1. First, read the book “If You Give A Mouse A Cookie” by Laura Numeroff. Display chart paper or Smart board with a picture from the story. Explaining to class how to plan a sentence to go along with the picture. Write a sentence with class help to go along with picture. 2. Have students echo the sentence and then make up a sentence that would not make sense. Model what a good sentence looks and sounds like. Have students put one finger up for each word said and count the fingers that are up. Say the sentence again, matching the words to your fingers. 3. Discuss and Model what a good sentence looks and sounds like. Use a sentence from the book and have students describe it. (spaced apart,
- 2. Planning Our Writing each word is by itself etc. ) Model a sentence jumbled together with no spaces, capitals or punctuation. Show how to use your finger spacer after each word to break the words apart. Explain that the beginning sentence must always start with a capital letter so everyone knows where to start and needs a period to stop 4. Students will say the words one at a time and write them on their papers. The students will use one finger space in between the words to help space correctly. Materials and Resources: For teachers Book, If you give a mouse a cookie, By Laura Numeroff, Chart paper with marker or smart board For students Paper and pencil