This lesson plan was ineffective because students struggled to individually complete the writing task of constructing simple 3-word sentences. While the development activities engaged students and they demonstrated understanding, the teacher realized her objective was not met. To help students write the sentences, the activity should have been both collective and individual. The teacher learned to use different strategies to motivate and assist students in starting the writing process.

1. LESSON PLAN
Date: 02/13/2012 School: Nueva Urbana Elementary
Teacher: Mrs. González Grade: 1rst
I. Theme: Can Pig Nap?____
Comments: II. Phase: ___ Exploration _X_ Conceptualization ___Application
III. Integration: Spanish
IV. Standard(s) and Grade Level Expectation:
Content Standards 1th Grade Expectations
LISTENING/SPEAKING: ___L/S.1.1 Listens and responds to basic commands, instructions,
and routine questions during story time using expressions to
The student uses the English demonstrate engagement.
language to interpret oral input, _ _L/S.1.2 Develops and demonstrates phonemic awareness and
construct meaning, interact with auditory discrimination to identify distinctive sounds.
confidence both verbally and ___L/S.1.3 Uses basic vocabulary and language patterns to identify
nonverbally, and express ideas and describe familiar concepts related to self, to family, and to
effectively in a variety of interact with peers.
personal, social, and academic ___L/S.1.4 Offers and responds to greetings and farewells using
contexts. the appropriate courtesy expressions.
___L/S.1.5 Uses both verbal and nonverbal forms of communication
to express feelings, needs, experiences, and reacts to pictures and
simple language cues after listening to read aloud.
READING: ___R.1.1 Recognizes letter-sound relationships to decode words and
phrases fluently.
The student uses reading ___R.1.2 Uses phonemic awareness strategies to manipulate sounds
strategies, literary analysis, and and form new monosyllabic words.
critical thinking skills to ____R.1.3 Uses context clues and illustrations to identify details
construct meaning and develop an and to determine the meaning of unfamiliar words; demonstrates an
understanding as well as an acquisition of grade level vocabulary.
appreciation of a variety of ___R.1.4 Identifies the main character(s) and uses picture cues to
genres of both fiction and identify similarities and differences between characters within
nonfiction. narrative text.
___R.1.5 Identifies story organization of beginning, middle, and end
within narrative text.
WRITING: ___W.1.1 Recognizes and writes the letters of the alphabet; writes
initial and final consonants in CVC (consonant-vowel-consonant)
The student effectively pattern words.
communicates to a variety of X W/1.2 Writes name correctly; copies words and simple three
audiences in all forms of writing word sentences using left to right, top to bottom progression;
through the use of the writing applies appropriate spacing between letters and words; uses
process, proper grammar, and age phonemic awareness and phonics strategies to spell words.
appropriate expressive _X_W/1.3 Identifies a complete sentence using capitalization;
vocabulary. recognizes ending punctuation.
___W.1.4 Writes to describe a picture, person, or object; writes
sentences of two or three words in length.
___W.1.5 Uses a picture dictionary as an aid to the writing process.
V. Depth of Knowledge: _X_ L1 Recall _X_ L3 Skills/Concepts
_X_ L2 Strategic Thinking ___ L4 Extended
Thinking
VI. Objectives:
Conceptual: The students will identify the word sequence to form a sentence
in an oral drill.

2. Procedural: The students will be able to construct a simple sentence in a given
handout.
Attitudinal: The students will be able to share their favorite sentence.
VII. Materials:
a. Curriculum Material: Readings Good Times we Share
b. Teaching Devices: Pictures/ Flash Cards
c. Technological Materials: Radio
Vocabulary Words:
________________ VIII. Procedure:
________________ a. Initial Activities:
________________ 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
________________ 4. _X_ Review on: Vocabulary Words
________________ 5. Motivation Act. Simon Says
________________ 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans.
________________ _Captain of the Day!
________________ 7. Statement of Aims: Written Communication
________________
________________ b. Developmental Activities: Read aloud the sentences provided, use the
________________ vocabulary words to create sentences. This activities will be done
________________ collectively.
________________ c. Closing Activities: The students will practice the sequence of words to
________________ construct sentences in a given handout.
________________
________________ IX. Assessment Techniques:
__ reflective diary __ collage __ summary __ conceptual map
__check list __ rubric __ interview __ group discussion
__ concrete poems __ debate __ drama __ graphic organizer
__ comic strips __ projects __ illustration __ painting/drawing
Guide Questions: __ portfolio __ games _questionnaire __ anecdotic record
__oral reports __ skit _X_ Observations
X. Homework: ___N/A
XI. Special Accommodations offered: Individual help was provided.
I. Teacher’s Reflections (material, method, and objectives): I was not able to
meet my objectives; the students need extra practice in constructing simple
sentences.

3. XII. Values:
___ integrity ___self-esteem ___friendship ___discipline
___equality ___loyalty ___tolerance ___sincerity
_X_sharing ___dignity ___love ___courage
___honesty ___courtesy ___solidarity ___caring
___justice ___respect ___compassion ___responsibility
___ OTHER:

4. Reflection:
Ineffective Writing Communication Lesson Plan
This lesson plan was ineffective due to the fact that the students had
difficulty in completing the writing task individually. While the students were
engaged in the development activities they demonstrated understanding of the
lesson. I consider that if my objective was to have the students individually
complete the writing task, I had to encourage them to complete the development
activities both collectively and individually. In order to have the students write
the three word simple sentences we had to develop the activity collectively for the
benefit of all the students. I learned that I have to use different strategies to
motivate and help my students to begin the writing process.