Plan for 14 Sept 2023

Sentence Structure Grade: 3 Duration: 40 minutes Learning Objectives:  Identify the difference between sentences and phrases.  Describe the characteristics of sentences and phrases.  List examples of sentences and phrases. Opening Assessment (5 minutes):  Begin the lesson by asking students to define what a sentence is and provide examples. This will help assess their prior knowledge and understanding of sentences. Lesson Plan: 1. Introduction to Sentences and Phrases (10 minutes):  Use a whiteboard or teaching tool to write the definitions of sentences and phrases.  Explain that a sentence is a group of words that expresses a complete thought and contains a subject and predicate.  Define phrases as a group of words that do not express a complete thought and do not contain a subject and predicate.  Give examples of sentences and phrases, highlighting the differences between them. 2. Sentence Characteristics (10 minutes):  Discuss the characteristics of a sentence:  Begins with a capital letter.  Ends with a punctuation mark (period, question mark, or exclamation mark).  Expresses a complete thought.  Use the whiteboard or teaching tool to provide examples and demonstrate correct sentence structure. 3. Phrase Characteristics (10 minutes):  Discuss the characteristics of a phrase:  Does not begin with a capital letter.  Does not end with a punctuation mark.  Does not express a complete thought.  Provide examples of phrases and highlight their lack of complete thought and structure. 4. Sentence and Phrase Practice (10 minutes):  Use the whiteboard or teaching tool to provide sentences and phrases for students to identify.  Engage students by asking them to classify the provided examples as either sentences or phrases.  Encourage students to explain their reasoning behind their classification.

Exit Ticket - Formative Assessment (5 minutes):  End the lesson with a short quiz to evaluate students' understanding of sentences and phrases.  Use a quiz tool or provide written questions for students to answer, such as: 1. Is the following a sentence or a phrase? "The cat is sleeping." (Answer: Sentence) 2. Is the following a sentence or a phrase? "Running in the park." (Answer: Phrase) 1. Provide detailed explanations for the correct answers to reinforce understanding. Teaching Strategies:  Incorporate visual aids such as images or diagrams to assist in explaining sentence and phrase structure.  Encourage student participation by asking questions and providing opportunities for students to share their own examples.  Use the annotation feature of the teaching tool to allow students to write and draw on the examples provided.  Provide feedback and positive reinforcement through student rewards for active participation and correct answers. Writing Process Grade: 3 Duration: 40 minutes Learning Objectives:  Identify and explain the different stages of the writing process.  Describe the purpose and activities of each stage in the writing process.  Demonstrate an understanding of the writing process by applying it to a writing task. Opening Assessment (5 minutes):  Begin the lesson by asking students to share their understanding of the writing process. Have them brainstorm and list as many steps as they can recall. This will help assess their prior knowledge of the topic. Lesson Plan: 1. Introduction to the Writing Process (10 minutes):  Use a whiteboard or teaching tool to introduce the concept of the writing process.  Explain that the writing process is a series of steps that writers follow to create a coherent and well- developed piece of writing.  Highlight the importance of each stage in the writing process for producing effective writing. 2. Pre-writing Stage (10 minutes):  Discuss the purpose and activities of the pre-writing stage:  Brainstorming ideas  Creating an outline or graphic organizer  Researching and gathering information

Sequencing Pictures to Create a Story Grade: 3 Duration: 40 minutes Learning Objectives:  Analyze and interpret a set of given pictures to identify the chronological order of events.  Demonstrate the ability to sequence events to create a cohesive and engaging story.  Apply writing skills to compose a narrative that effectively communicates the sequence of events. Opening Assessment (5 minutes):  Show a set of pictures representing different events or scenes. Ask students to individually study the pictures and list the events they observe in the order they think they occurred. This will assess their prior understanding of sequencing events. Lesson Plan: 1. Introduction to Sequencing Pictures (5 minutes):  Explain to students that sequencing is the arrangement of events in a specific order.  Discuss how sequencing is essential in creating a story that makes sense and engages the reader.  Introduce the concept of using pictures to practice sequencing and creating a narrative. 2. Analyzing the Picture Set (10 minutes):  Provide students with a set of pictures that represent different events or scenes.  Instruct students to closely observe the pictures and make notes about the events depicted.  Guide the students in analyzing the pictures to identify the chronological order of events. 3. Sequencing and Story Creation (20 minutes):  Instruct students to use the analyzed pictures to create a story with a clear beginning, middle, and end.  Guide them on how to arrange the events in a logical and coherent sequence.  Encourage students to think creatively and add details to make their stories engaging. 4. Sharing and Peer Feedback (5 minutes):  Allow students to share their stories with a partner or in small groups.  Emphasize the importance of giving constructive feedback and positive reinforcement to their peers.  Provide time for students to revise their stories based on the feedback received. Exit Ticket - Formative Assessment (5 minutes):  End the lesson with an exit ticket to evaluate students' understanding of sequencing pictures and creating a story.  Provide a new set of pictures and ask students to write the events in the correct order to create a story.  Review the exit tickets to assess students' sequencing skills and narrative composition. Teaching Strategies:  Use visual aids such as a projector or whiteboard to display the set of pictures for analysis.

 Encourage students to collaborate in pairs or small groups during the story creation process.  Incorporate discussions to promote critical thinking and decision-making skills when sequencing the events.  Provide sentence starters or writing prompts to support students in composing their narratives.