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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Kayli Smith PSMT Name: Amanda Willner


Lesson Plan Title: Sentence about Self Lesson Plan Topic: Sentence Writing
Date: October 18, 2016 Estimated Time: 30 minutes
Grade Level: Kindergarten School Site: Martinez Elementary

1. State Standard(s):
L.K.2 2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
d. Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.

2. Teaching Model(s):
Teacher Centered Direct Instruction

3. Objective(s):
Students will be able to write one complete sentence.
Students will be able to draw a picture of themselves, use labels for body parts
(hair, eyes, nose, etc)

4. Materials and Technology Resources:


Anchor chart (located to the left of the printer in the classroom by teachers desk)
Sheet of paper with box (area to draw a picture) on upper half, and lines (for
writing sentence) below the box. These papers will be left on teachers desk.

5. Instructional Procedures:
a. Motivation/Engagement:
TW engage students by asking them if they want to learn how to write a
sentence on their own.
b .Developmental Activities or Learning Experiences:
TW tell students that everyone in the class is going to write a sentence
about themselves.
TW direct students attention to the board, where the teacher will then
draw a self portrait.
o TW draw just a face if time is short, and students are antsy.
o TW draw a full body picture if students are completely engaged
and silent.
TW then remind students from a previous lesson, that it is important to
label our pictures.
o TW have students raise their hands and have one student say a
label they should add. TW then write the label on the anchor chart.
For example: hair. Teacher will write the word hair by the hair of
the self portrait, and then will put draw a box around the word
hair.
This will continue for at least 4-6 different labels. Labels
can include, hair, glasses, mouth, eyes, nose, shirt, pants,
etc.
TW then pass out the one piece of premade box and lined paper to each
student.
TW tell students that they will have 3 minute to draw a self portrait of
themselves. Teacher must remind the students that when we color we need
to use colors that make sense, and that she/he must not see any body color
themselves purple or blue, because none of us in the class are purple or
blue.
o TW walk to each table and see that the students are at least trying.
At this point, if there is a student who finishes early with the
labeling, and there is another student at the table who is appearing
to be frustrated because they dont know their alphabet, then
teacher can ask the student who is completed if they can help their
friend/neighbor out with labeling.
TW then tell students that we are going to write a sentence! Teacher will
remind student of the sight words that we have already learned and
mastered. (Sight words are all stapled to the word wall on the left hand
side of the classroom, if you are looking straight ahead at the whiteboard
wall).
o Sight words that students should already know are: a, am, be, can,
I, is, it, like, my, to, the.
To narrow the focus, teacher will tell students that they are going to write
a sentence about something they like about themselves. TW direct student
attention to the teachers self portrait, and say, I like my glasses. TW
then write the words I, like, and my. TW have students say those three
sight words once she is done writing. TW then show students that we
already labeled the glasses on the self portrait, and that we just have to
bring the word down in to our sentence now. Teacher will write out the
word glasses at the end of the sentence.
c. Closure:
Teacher will give students 5 minutes to write their one sentence. TW
remind students to use sight words and words that they already labeled
their picture with.
d. Extension:
If running short on time: Teacher will cut back each activity by one
minute.
If too much time is remaining: Teacher will allow students to write one
additional sentence. For example, students can write, I am tall, or I can
be funny.

6. Accommodations, Modifications and Differentiations for Diverse Learners:


TW give individual attention to the students who appear to be struggling. Teacher
can verbally help with spelling during the labeling section. It should be noted that
the teachers self-portrait will remain on the white board during the students time,
so students should be directed to look up at example for any labels that were
already used.
If students are struggling to write a sentence, teacher can have them tell her/him
the sentence that they are wanting to write, and then write the sentence out for
them with a highlighter. These students are students that do not know their
alphabet and will simply not complete the task. Have them write over the
highlighter, with their pencil, the sentence. This will help with them feeling more
comfortable in holding a pencil and making the moment of the letters.

7.. Assessment and Evaluation of Learning:


a. Formative:
TW simply have students hold up their finished papers and check for completion.
Teacher can quickly see which students have complete labels and a finished
sentence, as well as identify those students who either

8. Homework Assignment:
NA

9. Reflection:
a. Strengths: Students were engaged because of the individuality factor that was asked of
them. Everyone had something to write about.

b. Concerns: Students are so far behind in their writing. Most of class still struggles with
letter sound and recognition.

c. Insights: Great lesson! Classroom management was easier with this lesson. Worked as
a group. Assignment was easy to differentiate for all speeds of learners.
Example of anchor chart/self portrait with labels (Necklace is school provided lanyards
with our house names on them)
Name:

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