ࡱ> #` +bjbj 4# \n\n\n\n,n rqqqqqqqq$hwBrqqrrBqqWuuur qquruuw4xqq Pȹ\nr:x ym0x,)r)4x)4xq0q"uqrqqqBBt qqqrrrr)E(Eh Grammar Analysis, Plans, and Reflections Step 1: Assessment and Lesson Analysis Unit Test Analysis Identify grammar structures assessed on Patterns and Structures portion of Unit Test Present Tense Verbs: am, are, is; Present Tense Action Verbs: 1st and 3rd Person; Adjectives; PronounsIdentify grammar structures required to complete Writing portion of Unit Test Capitalization, punctuation at the end of a sentence.Lesson Analysis Level Intro, Unit Lakeside, Lesson 54, TE Page # T39 Grammar Function Describe actionsPattern and StructurePresent tense action verbs, 3rd PersonStandardsGrade 2 - 1.3, Grade 3 - 1.3 and 1.4What do the students need to learn?An action verb tells what someone does. When describing one persons actions, use an s at the end of the action word. What is being taught?Use of third person singular action verbsDescribe the way it is introducedAs students view photographs of Carlos engaged in different actions throughout the year, the teacher reads the captions aloud (i.e. In November, Carlos writes letters to his family). Teacher introduces action verbs by asking students to perform actions such as run, walk, sit, sing, etc. Students perform actions while teacher writes sentences to describe them. Teacher underlines the s at the end of each verb and explains the grammar rule for present tense action verbs in the 3rd person. Suggestion: Graphic Organizer i.e. Thinking Map Bridge Map Student Opportunities to Practice (Practice Book, Grammar Practice Book, prior level materials)Students pantomime an action from the photos of Carlos while other students guess the action in a sentence using the verb structure. Language Practice Book pages 38, 29.Assessment of Student LearningStudents share their drawings from the Language Practice Book activity while reading their sentences describing the action. Other students identify the action word in each sentence.Differentiation OpportunitiesIn the Reading Practice Book, students may read the decodable book, Pop for additional practice or enrichment. Pages 115-118 Step 2: Teach and Analyze Student Learning Include student assessment data (Selection Test, Unit Test, or Language Practice Book grammar page) High Achieving StudentIndicators of student progressIdentified areas of student weaknessPossible reasons for weaknessesNotes for possible re-teaching Low Achieving StudentIndicators of student progressIdentified areas of student weaknessPossible reasons for weaknessesNotes for possible re-teaching Step 3: Reflection on Teaching Practice What went well? What did your students need that you didnt include or anticipate? What practice opportunities were the most useful for your students? What was the student response to the lesson? What other materials could you have used to support your instruction? (visuals, real world examples, graphic organizers, etc.) Were parts of the lesson conducive to collaborative work between students? Describe the level of student engagement during the lesson. Describe the quality of transitions throughout the lesson. What further instruction or practice will your students need to master the grammar structure or function?  Step 4: Follow Up Lesson Analysis Identify and analyze the next lesson in which the same grammar structure and function will be taught: Level 1A, Unit 3, Lesson 3, TE Page # T73 Grammar Function Give information Pattern and StructurePresent Tense Action Verbs, 3rd Person StandardsGrade 2 1.3, Grade 3 - 1.2, 1.3, 1.4What do the students need to learn?An action verb tells what someone does. When describing one persons actions, use an s at the end of the action word. What is being taught?Present Tense action verbsDescribe the way you will begin the lesson.Read the page title and introduction. Read sentences with present tense action verbs. Teacher and students point to the verbs in each of the sentences. Teacher summarizes that each verb tells what one person or thing does and ends in the letter s.Describe the student opportunities to practice the function and structureStudents complete 6 practice problems, building sentences using the correct form of the provided action verb in partners. Students work in an Inside-Outside Circle Cooperative Learning Structures to practice the problems orally again. For further application, students will brainstorm a list of workers as a class and identify four actions the worker does. Teacher will write base verb on the board and volunteers will write sentences using the correct form of the verb. Language Practice Book page 52. Describe how student learning will be assessed.Students dictate their sentences as the teacher writes them on the board, omitting the verb but giving the base form. Another student will fill in the correct verb form and lead the class in reading the sentence.Describe the opportunities differentiation  Step 5: Reflection on Teaching Practice Include student assessment data (Selection Test, Unit Test, or Language Practice Book grammar page) High Achieving StudentIndicators of student progressIdentified areas of student weaknessPossible reasons for weaknessesNotes for possible re-teaching Low Achieving StudentIndicators of student progressIdentified areas of student weaknessPossible reasons for weaknessesNotes for possible re-teaching Step 6: Analyze Student Learning from Follow Up Lesson What went well? What did your students need that you didnt include or anticipate? What practice opportunities were the most useful for your students? What was the student response to the lesson? What other materials could you have used to support your instruction? (visuals, real world examples, graphic organizers, etc.) Were parts of the lesson conducive to collaborative work between students? Describe the level of student engagement during the lesson. Describe the quality of transitions throughout the lesson. What further instruction or practice will your students need to master the grammar structure or function?  Step 7: Supplemental Lesson Plan Design from Reaching all Students Identify a Reaching All Students suggestion in the same Unit as the identified lesson Page NumberT72Description of SuggestionCharades. Teacher gathers labeled pictures of workers that students made and in Lesson 2, and fans them out, face down. Student volunteers take a card and act it out for others to guess. Students guess the worker, what the worker does, and what tools the worker uses. Teacher restates students guesses as necessary, in sentences.Design a supplemental lesson based on a Reaching all Students suggestion ObjectiveStudents will use present tense action verbs to orally describe the actions of various workers in a charades game. Students will write sentences using the same words.Materials Student drawings of workers from Lesson 2.StandardsGrade 2 1.3, Grade 3 - 1.2, 1.3, 1.4Describe the way you will begin the lesson.Teacher explains objective and standards of the lesson. Teacher explains the rules for the charades game. Teacher divides room into teams. Teams take turn pantomiming and guessing workers and actions. Teacher restates student guesses in complete sentences following the targeted grammar structure. Teacher records workers and actions in a T-Chart on the board. Teacher What graphic organizers will be used?T-Chart on the board to record workers and the root verbs students use to describe the workers actions.Describe the student opportunities to practice the function and structure.Guesses in charades game and sentences generated from list of verbs compiled during the game.What opportunities will you provide for collaborative group work? (Refer to Teachers Corner: Cooperative Learning Strategies in TE of any High Point level)No formal cooperative learning strategy, although students will be working in teams and drawing on each others knowledge and skill sets.How will you plan for differentiation?Describe how student learning will be assessed.Students read their sentences. Teacher will write them on the board omitting the verb but giving the base form, as in Lesson 3. Teacher invites another student to re-read the sentence filling in the correct verb form.Describe the transitions to be used throughout the lesson. 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