Scripted Lesson Plan
Anticipatory Set
“All right Fourth Grade, today I am going to teach your Language Arts lesson. Just like you I have to go to school. I also have assignments and projects, just like you. One of my projects for my class is to teach a lesson to you guys so that is why I am up here today. Today I have a writing assignment for you to do so I will need everyone’s full attention for a little bit.”
I will be grabbing the attention of the class, so I can maintain it throughout the instructions. I will also remind them that this is review so it should not be anything new.
“First off, who remembers what interrogative and imperative sentences are? Let’s start with imperative. I know you have not had this for a little while but try to think back to when you learned it. Can anyone remember? Ok, __________, what do you think an imperative sentence is? Good job. That is exactly right. An imperative sentence gives a command. Now-who can think of an example of an imperative sentence? That’s a good sentence ___________. Would you like to come write that on the board so we all have an example? Can anyone else give me an example of an imperative sentence? Very good _________. Would you like to come write that on the board also? All right, one more example. __________, would you like to come write your sentence on the board?
All right. Good job on the imperative sentences everyone. Now let’s do an interrogative sentence. Who can explain what an interrogative sentence is? ____________ what do you think an interrogative sentence is? Great! That is exactly right. An interrogative sentence asks a question. Who can give me an example? ________. What is your example? That’s right. Would you please come write that on the board? Ok, let’s get two more interrogative sentences. __________, what is your sentence? God job. Would you like to write that on the board, also? Who else has one more? __________. Would you like to say your sentence and then write it on the board? Great job!
At this point in the lesson, I am giving the students examples of what they already know and having the students write them on the board so that there are examples for those who may not have remembered. I am getting responses so that I know that they are understanding me. If they re not understanding it then I can go back to the beginning.
“I can see that you guys remember your sentences very well from the last time that you had them so I will go onto what I want you to do for the lesson. I want you to look at the words that I am passing out to you and the ones on the overhead. I want you to choose two shamrocks. From one of those shamrocks you will choose to do either three imperative or three interrogative sentences. Each sentence must contain one word from a shamrock and you may not use more than one word once. You will have one shamrock for imperative sentences and one shamrock for interrogative sentences. So all in all you will have six sentences. Three interrogatives and three imperatives. When you get done writing your sentences out I want you to type them on the computer and then print them out. I will take them today and bring them back corrected. Let’s take a look at the words on the shamrocks. Are there any that you don’t know? ____________, which one are you looking at? Gab. OK, does anyone know what gab means? That’s right. Gab means to talk a lot. Are there any other questions? No, then I will let you guys start.”
I stated exactly what they were going to do right away and passed out a handout that was the exact same as the one on the overhead so that they would have something at their desk to look. Also, if they did not get the assignment done in the time that it took for Language Arts they could have it to look at it later. I walked around while they were writing their sentences so that if there were any questions I would be readily available to ask them. Some did wonder if they could change the tense of the word and I told them that this was OK.
Teaching Strategies Used
1. Delving
2. Every Pupil Response
3. Questioning
4. Wait Time
I used many different strategies for this lesson. I hoped that this would keep the children involved and understanding everything.
Questioning Used
1. Comprehension
Give examples
Conclusion based on previous data
Recognize
Memory
Evaluate
Consider
Construct
Produce
Plan
Writing
Distinguish
Select
Visual Aid
Choose
Think
Write
Type
Evaluations for Students:
I will check the students’ sentences for capitalization and proper pronoun capitalization.
I will check for misspelled words/
I will check that each sentence has a subject and predicate.
I will check for correct punctuation.
I will check to make sure the sentences are easy to read and that they make sense.
Evaluation for Teacher:
I will see what their facial expressions are.
I will circulate the classroom and check for understanding.
I will make sure not to rush.
I will have the teacher evaluate me.
I will have peers evaluate me.
I will watch my video and self-evaluate.
I will always evaluate myself. I will watch my videotape and have my peers and my teacher evaluate my lesson. I will be able to see this way if I need to change any of my teaching habits.