- Title: Creating Complete Sentences with Spiders
- Author: Aimee Brock
- Subject: Literacy
- Grade Level: 2nd grade
- IEP classification(s):
- Common Core Standard(s): SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
- Lesson Goals: The students will be able to produce complete sentences with an accuracy rate of 95%.
- Lesson Materials: chart paper, post-its, word cards, sentence strips, bowls and cups, worksheet
Instructional
Lesson Methods and Assessment
Anticipatory
Set
1. I will write an incomplete sentence on the board and
will call on a student to read it.
2. Before further discussion, students will turn to a
partner and discuss what is wrong with what they see.
3. I will call on 3 to 4 students to tell the class what
they discovered and discussed.
-
“it’s not a sentence”
-
“it doesn’t have a
period”
-
“it doesn’t have a
capital”
-
And so on…
4. On an anchor chart, I will note all the answers
students give. We will also discuss other parts that make a complete sentence
if any were unsaid.
5. We will then watch a you tube video on complete and
incomplete sentences.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
|
3.1
Provide or activate background knowledge
|
4.1
Provide varied ways to respond
|
8.4
Increase mastery-oriented feedback
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Students will
recall information they have learned in the past about complete and
incomplete sentences.
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Students have their response and one from the
collaboration with a partner.
|
Students are
giving feedback on their opinions and collaboration.
|
Introduce
and Model New Knowledge
- I will give each child a post-it note with a fact about spiders.
- A t-chart will be placed in the front of the class labeled complete and incomplete.
- Each child will read their post-it and decide if it is complete or incomplete.
- They will place their post-it in the category they believed it fits in.
- Teacher will do one complete sentence and one incomplete to demonstrate.
- We will then take the incomplete sentences and discuss ways to make them complete.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.2
Clarify syntax and structure
|
5.3
Provide ways to scaffold practice and performance
|
7.1 Increase individual choice and autonomy
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Teacher demonstrates
an example for students to follow.
|
More advanced
students can provide help to those who need it.
|
Students are individually
choosing if the statement they have is complete or incomplete.
|
Guided
Practice
- Students will be divided into small groups.
- Group numbers will depend on the number of words in the sentence they use.
- Each child will be given a word card.
- At first only a few students will stand at the front of the room and make an incomplete sentence. We will discuss what makes that sentence incomplete.
- Then the rest of the group will join in.
- Students watching must put the sentence in order and kids holding the card cannot talk.
- Once all students agree that the sentence is complete the next group will be given a different set of words.
Sentences for the
game:
Spiders have eight legs. (4
students)
Spiders live all over the world. (6
students)
Spiders have two body parts. (5
students)
Spiders eat insects. (3
students)
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.1
Customize the display of information
|
6.4
Enhance capacity for monitoring progress
|
8.3
Foster collaboration and communication
|
Students are
the display.
|
Student lead
which allows teacher to sit back and monitor progress.
|
Students are
teaching students and leading off one another.
|
Independent
Practice
- Students will play a sentence scramble game.
- They will be divided into groups of 2 or 3.
- There will be a bowl with complete and incomplete sentences wrote on strips of paper.
- Students will have two cups: one labeled complete and one labeled incomplete
- Students will take turns picking a strip and deciding if it is a complete or incomplete sentence.
- After all sentences are divided they will go through the cups rereading the statements to make sure they put them in the correct one.
Statements
for the complete sentences:
Spiders have eight legs.
Spiders live all over the world.
Spiders have two body parts.
Spiders eat insects.
Spiderlings hatch from eggs.
Statements for incomplete sentences:
Spiders big and small
Spiders colors
Eight eyes
Eat each other
Make different webs
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.4 Support memory and transfer
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5.2
Provide appropriate tools for composition and problem solving
|
7.3
Reduce threats and distractions
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Students are
using their knowledge on sentences to play a game independently.
|
Students are
using hands-on tools to complete the practice.
|
During
independent time having small groups reduces chaos.
|
Wrap-up
- Students will now complete a given worksheet.
- They will be given facts about spiders similar to the ones used in the guided practice activity.
- Teacher will walk around the room and observe students while working.
- Below is the given worksheet
- Teacher will then show a youtube video of a sentence song to wrap it up.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.2
Provide alternatives for auditory information
|
6.3
Facilitate managing information and resources
|
8.1
Heighten salience of goals and objectives
|
Students are
given a worksheet to better their understanding.
|
Teacher is
walking around the class as an aid for students to use when needed.
|
Individually
students will show their understanding of complete and incomplete sentences.
|
Assessment
- I will have five statements about spiders.
- Part will be complete and the others will be incomplete.
- I will read each statement to the class.
- Students will show a thumbs up if they believe the statement read is complete, and will show a thumbs down if they think it is incomplete.
Five statements:
1. Spiders have two body parts.
2. Spiders eat insects.
3. Spiders big and small
4. Spiders live all over the world.
5. Make different webs
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.3
Provide alternatives for visual information
|
4.2
Provide varied ways to interact with materials
|
7.2
Enhance relevance, value, and authenticity
|
Instead of
written assessment, students use hand signals to answer the questions.
|
Students are
using hand signals.
|
Teacher is
observing students reactions during whole group.
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Brain Network
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UDL Principle
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I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
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II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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