School of Education
WRITTEN LESSON PLAN
Service *Leadership*Competence*Character
Teacher Candidate – Caitlin Smith __________________________________________ School – Chief Joseph Middle School ______________________________________
Mentor Teacher – _________________________________________________________ University Coordinator – ___________________________________________________
Grade/Subject –6th LA ___________ Lesson Title – Recognizing and Using Appositives _______________________________________ Date – 8/11/11 _______________
Co Teaching Lesson – Yes No
If no, check if this is during your time to solo in the classroom - ¨
If yes, check the appropriate method:
One Teach, One Observe (lead)
One Teach, One Observe (observe)
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One Teach, One Drift (lead)
One Teach, One Drift (drift)
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Station Teaching
Alternative Teaching
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Parallel Teaching ¨ Supplemental Teaching
Team Teaching ¨
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Learning Targets
EALRs
Writing 3. The student writes
clearly and effectively.
Objectives
GLEs
3.3.4. Applies punctuation rules.
Component 3.3. Knows and applies
writing conventions appropriate for the
grade level.
Assessment – What will students do to demonstrate
competence specific to learning?
Students will identify appositives in sample sentences
Students will demonstrate the correct use of appositives by writing captions for
a cartoon that include restrictive and non-restrictive appositives.
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Be sure to align all assessments with their corresponding learning experiences.
Prep: Place Far Side cartoon for ET on document camera.
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson?
1. Entry task: Students are given a Far Side cartoon and
asked to write a caption for it. (1 min)
I will be monitoring for body language and facial expressions:
Are students engaged? Are they following? Are they visibly
confused?
2. State objective: Today we are going to learn about
appositives and how we can use them in our writing.
Objective will be written on board with daily tasks.
3. Introduce appositives (3 min)
Appositives are nouns or noun phrases that go next
to another noun and provide more information
Can someone remind us what a noun is?
Nouns are like a pickup truck, and the appositives
are like the extended cab!
Comes from the Latin “apositio” which comes from
“ad” (near) “positio” (placement)
Example on board: “The whale, a humpback,
became caught in the fishing net.” (identify noun
and appositive)
2nd example: “My sister’s car, a PT Cruiser, has
terrible engine trouble.” (Identify noun and
Definitions and key points will be displayed in written form in
the front of the classroom
I will scan the room for students who may be off task and
intervene using eye contact, discreet physical gestures, or
group/ anonymous corrections
appositive)
Students will correctly identify the noun and appositive in the
sample sentences.
Students will independently identify the noun and appositive
in four sentences.
4. Students help identify more examples: circle noun and
underline appositive (2 min)
The insect, a large cockroach, is crawling across
the kitchen table.
Justin Bieber, a popular singer, got his start by
posting videos on YouTube.
Jack, a very large and energetic border collie, is
barking because he saw a cat.
President Obama, the first black president of the
United States, was elected in 2008.
I first ate pineapple, my current favorite fruit, when I
was in Hawaii.
My father, an expert mechanic, has fixed many
cars.
5. Students copy 4 additional sentences and identity
noun/appositive on their own (3 min)
Students will demonstrate understanding of rule through
correct identification of nouns and appositives
6. Go over sentences as a class. (2 min)
I will be monitoring for body language and facial expressions:
Are students engaged? Are they following? Are they visibly
confused?
7. Punctuation of appositives: What have all of our examples
had in common? (commas) Not all appositives need commas.
Only appositives that add extra information need commas.
To figure out if our appositive needs commas, we need to ask
ourselves: Is the appositive providing essential or extra
information? Extra information gets extra commas. Essential
information gets no commas.
Examples on board as a class. (3 min)
Students will correctly identify the noun and appositive in
sample sentences and correctly place commas when
necessary
Students will be given several seconds of wait time after I ask
for item identification before being called on to answer.
I will scan the room for students who may be off task and
intervene using eye contact, discreet physical gestures, or
group/ anonymous corrections
I will circulate around the room to provide help to anyone who
is struggling and intervene if students are off task.
I will provide positive reinforcement to students who share
and help students correct wrong answers by using guiding
questions
Students will correctly identify nouns and appositives and
identify which appositives need commas and which do not
8. Students do 4 more sentences with a mix of essential and
extra information. (3 min)
Students will demonstrate understanding of rule through
correct identification of nouns and appositives
9. Go over sentences as a class. (2 min)
Students will demonstrate correct use of appositives by
writing captions for a cartoon that include both forms of
appositives. Cartoons will be handed in on the way out of the
door and graded on a 6 point scale: 1 point for each
sentence, 1 point for each correct subject noun identification,
and 1 point for each correct appositive
10. Students are given the same Far Side cartoon from the
ET and asked to now write 2 captions, using an appositive in
each one, circling the subject noun and underlining the
appositive. (3 min)
Students will correctly explain appositives and their
punctuation rules
11. Closure: What is an appositive? How do you know if it
needs commas? (1 min)
I will scan the room for students who may be off task and
intervene using eye contact, discreet physical gestures, or
group/ anonymous corrections
I will circulate around the room to provide help to anyone who
is struggling and intervene if students are off task.
I will provide positive reinforcement to students who share
and help students correct wrong answers by using guiding
questions
I will circulate around the room to provide help to anyone who
is struggling and intervene if students are off task.
What does each co-teacher do before, during and after the lesson?
Teacher Candidate
What are the specific tasks that I do
BEFORE the lesson?
What are the specific tasks that I do
DURING the lesson?
What are the specific tasks that I do
AFTER the lesson?
Mentor Teacher
Paraprofessional(s)
Other
Select sample sentences and write on
note cards
Write independent work sentences on
chart paper
Create cartoon worksheet
Teach lesson
Monitor for student participation and
engagement
Circulate during independent work,
looking for correct/incorrect work
Provide positive feedback or corrections
as needed
Monitor student body language and
reteach or re-explain as needed
Gather cartoons, grade
Compile results
Examine student work to determine
necessary re-teaching for next lesson
When, where and how will we
debrief the co-teaching lesson?
Grouping of Students for Instruction
Students are seated in pairs for this activity. They are working individually but may check with
their neighbor if they are struggling.
Accommodations and Modifications
Students with low writing skills may dictate answers to seat partner or helper, and may use
typed copies of individual work sentences instead of copying from the board
Students may have their own copy of the day’s schedule as needed
Students with learning disabilities, intellectual disabilities, or low English proficiency will be
paired with another student
Instructional Materials, Resources and Technology
Document camera
Notecards with key definitions and sample sentences
Blue and Red markers
Large sheets of paper to display independent work sentences
Copy of Far Side cartoons
Copies of cartoon worksheet for each student
Family Involvement Plan
Families are provided with the link to the classroom
blog and are emailed periodically with information
about new projects that have been posted. They are
encouraged to comment on any student or teacher blog postings.
Parent-teacher communication involves regular emails describing student progress (about
once a month per student) and phone calls when situations warrant further communication—
for example, disciplinary issues or exemplary activity Conferences are held once a semester
with both parents/guardians and students attending.