1. Topic-
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| Daily Oral Language (DOL) |
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2. Content-
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3. Goals: Aims/Outcomes-
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1.Students will understand Rules for writing sentences:
a. Every sentence must begin with a capital letter.
b. Every sentence must end with a punctuation mark.
c.Different marks are used for different kinds of sentences.
2. Students will understand the use of Punctuation Marks:
A period (.) ends a sentence that tells something, or makes a statement.
A questions mark (?) ends a sentence that asks a question.
An exclamation point (!) ends a sentence that shows excitement.
3. Students will understand there a different types of Sentences
There are three kinds of sentences that we say and write every day.
1. Declarative: a type of sentence that declares or makes a statement.
Example - "Tom goes to school."
2. Interrogative: a sentence that asks a question.
Example - "Did Tom go to school?"
3. Imperative: a sentence that makes a request or gives a command.
Example - "Hurry Tom! Go to school now!" |
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4. Objectives-
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1. Learner will be able to identify subject and predicate in a sentence,
and recognize different types of sentences.
2. Learner will be able to demonstrate understanding of sentence parts
and types. |
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5. Materials and Aids-
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White/Activeboard
Dry Erase Markers (Red/Black)
DOL Worksheet (Students) |
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6. Procedures/Methods-
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A. Introduction-
1. Explain to students that we are continuing with our daily oral
language review
2. Explain that we will continue discussing together parts of a sentence. |
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B. Development-
1.Teacher will model corrections by using red marker by marking
out incorrect grammatical parts in the sentence.
2.Teacher will model corrections by placing red check next to corrected
grammatical changes
3.Teacher will model procedure by providing explanation of why grammatical
changes were made. |
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C. Practice-
1.Teacher will select volunteers to read sentence aloud to class.
2.Teacher will ask the student to identify one correction that is
needed in the sentence.
3.Teacher will write the correction in the appropriate place on the
board. |
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D. Independent Practice-
1.Students will copy DOL sentence from the White/Activeboard.
2.Students will use red pen to make corrections to their DOL sentence.
3.Students providing corrections will explain orally the grammatical
rule for the correction. |
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E. Accommodations (Differentiated Instruction)-
1.Students participating in pullout program are provided additional
time to copy DOL sentences when they re-enter the class.
2.Students identified with delayed processing abilities are verbally
cued when it will be their turn to answer prior to being called on
by the teacher.
3.All students are provided uninterrupted wait time to process information,
and are given at least three attempts with cueing before having to
answer questions. |
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F. Checking for understanding-
1.Have students orally explain grammar rules used for making corrections
2.Have students make corrections on their written work for later review.
3.Have students verbally explain incorrect corrections to check their
understanding of the rules. |
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G. Closure-
1.Explain to students that the grammar rules used in DOL should
be applied to all of their writing.
2.Have students verbally explain what a complete sentence should have. |
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7. Evaluation-
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1.Administer formal assessment on previously review sentences at
the end of the week.
2.Informally assess application in other writing assignments conducted
by the students. |
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8. Teacher Reflection-
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| Students are able to identify additional grammar concepts such as
adjectives, dipthongs, homophones, parts of speech, and quotation
marks. |
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