Writing Lesson Plan

Thursday October 6, 2016

VITAL INFORMATION
Teacher
*Subject(s)
Topic or Unit of
Study
*Grade/Level

*Summary

Ms. Nicole Hebert

Grammar
Unit: Past Progressive
Topic: Interrogative Sentences
2nd
For the past week and a half we have been working with the past progressive. Last week
we worked on creating declarative sentences using the past progressive. We also worked
on creating negative sentences last week using the past progressive. This week we have
been focusing on creating interrogative sentences using the past progressive.

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN

ELEMENTS REQUIRED:
Today I will produce oral and written sentences using the Past Progressive.

Objective

What is Past Progressive?

What is an Interrogative sentence?
What are verbs?
How do I build an interrogative sentence using the Past Progressive?

Anticipatory Set

Think about something that you did yesterday. Is what you did yesterday in the past? If it
happened in the past we need to use the Past Progressive.

Teach Lesson /
Model

Guided Practice

Independent
Practice

Closure

1. TW- Go over Past Progressive Anchor chart. While going over the chart we will talk
about what past progressive is and when we use
2. SW- say what the past progressive is and use their hand motions to go along with
it
3. TW- Continues going over chart. Reviews what the past progressive is and what
the past tense means. Review what are the TBV (to be Verb) in the past (we use
was and were to talk about the past).
4. SW- does the hand motions and say when we use the TBV was and were. And say
aloud what a verb/ subject is
5. TW- Go over formula on how to build an Interrogative sentence using Past
Progressive (Was/ Were + Subject + Verbing + finisher?)
6. SW- say the formula to make a sentence aloud as a class

1. TW- Project a picture onto the whiteboard for students to find subjects and verbs
from
2. SW- looks at a picture and identifies subjects and verbs for the collaboration
chart.
3. TW- models how to find subjects and verbs from the picture.
4. SW- identifies some subjects for the collaboration chart. Talk with their seat
partner to think of some subjects they see in the picture and write it on their slate
5. TW- writes down some subjects onto the anchor chart that students see in the
picture (3-5 subjects). Then ask the students to work with their partner to find
some verbs from the picture. Ask students what is a verb.
6. SW- orally tell me what is a verb using their hand motions. Then they will work
with their seat partner to identify some verbs they see from the picture
7. TW- Write down some verbs students see on the collaboration chart (5-6 verbs).
Guide students through producing an Interrogative sentence using the
formula (Was/ Were + Subject + Verbing + finisher?) Write the sentences on the
collaboration chart and have students identify parts of the sentence. (Subject,
TBV in past, Finisher, Action Verb)
8. SW- orally repeats sentences using this formula with the teacher. Builds a
sentence together. Then identifies parts of the sentence to help the teacher label
it
SW- write at least 2 interrogative sentences on their own using the formula (Was/ Were +
Subject + Verbing + finisher?). When the students are down writing down their sentence
they must label their subject, TBV in past, Action verb and finisher. They also must make
sure their sentences end in a question mark. If they finish writing two sentences they
must keep going and write more until the timer goes off.
I will come around and proof read their sentences they are writing and making sure they
are writing interrogative sentences properly. Collect all of their sentences in number
order.

Evaluation
*Assessment/Rubri
cs

Walking around and checking for students understanding while they are working. Asking
the students questions while they are working. Ask about the subjects, TBV in Past,
Finisher and Action Verb in their sentences. At the end of the lesson on their own they
will be writing at least 2 Interrogative sentences using the Past Progressive. In their
sentences they must label everything (subjects, TBV in Past, Finisher, Action Verb) then I
will be collecting them for a grade after. This will allow me to see who understood the
lesson and can properly write their own interrogative sentences.

MATERIALS

Instructional
Materials
(handouts, etc.)

Standards:

Teacher will use Hover Cam. To project picture and have students identify subjects
and verbs for collaboration chat
Collaboration chart
Past Progressive Anchor Chart
Markers
Sentence Paper