On this page, and other pages that will include the titles of my microteaches, you can find my lesson plan and the actual lesson that I taught for the day.  The class that the microteaches are for is called Measurements of Instruction, which also correlates with this course.  For this lesson, I followed the Pennsylvania academic standard for reading, writing, speaking, and listening.  The category that this lesson, which is about kinds of sentences, is found under section 1.5 letter D entitled Quality of Writing.  Letter D specifically states that the student write with an understanding of the stylistic aspects of composition.  This lesson more specifically focuses on the use of different types and lengths of sentences.

This is my lesson plan that I created for my lesson on simple, compound, complex, and compound/complex sentences.

Greg Bacon

Elements of Instruction

9/18/2003

I.                    Unit:    Sentence Writing

II.                 Topic:  4 Kinds of Sentences

III.               Summative Objectives:  Students will identify the four kinds of sentences.

IV.              Materials: Several puzzles used for a demonstration, Prometheus, PowerPoint, chalkboard, copies of worksheet for each student

V.                 Procedures:  Direct Instruction

Anticipatory Set (2-3 mins)

How many people have put together puzzles?  Does anyone still enjoy puzzle building?  Here is an example of a 25-piece puzzle.  This puzzle is very simple to put together.  The pieces do not have many configurations that make it difficult to determine which pieces connect with one another. 

Here is another puzzle.  This puzzle is a bit more challenging.  The pieces have a few notches that, at first look, like it is tricky to tell which pieces go where, but after a closer look, also easy to place together. 

Here is a third puzzle.  This puzzle contains many pieces, 250 to be exact.  This puzzle is a difficult puzzle and is challenging for someone to put together.  The pieces are cut so that it takes a careful eye to determine which piece fits where. 

The fourth type of puzzle is the most difficult puzzle to build.  This jigsaw puzzle is created to provide the biggest challenge.  Many of the pieces are of the same shape and color so that it takes trial-and-error to determine which pieces go where.  It is very difficult and challenging to place together.

Learning Outcomes (Formative Objectives) (1 min)

1.      The students will list the four kinds of sentences.

2.      The students will complete a worksheet indicating their knowledge of the kinds of sentences.

Input/Model (10-12 mins)

Using the Prometheus and PowerPoint, go through the four kinds of sentences.  Ask a volunteer to complete the understanding question at the end of each slide.

1.      Simple Sentences

A simple sentence is a sentence that contains one subject, also called a noun and one predicate, also called a verb.  It is similar to an easy puzzle where the pieces are easy to locate and fit together without any struggle.

2.      Compound Sentences

A compound sentence is a sentence that contains two or more independent clauses, also known as complete sentences, and are set off by coordinating conjunctions.  As a review from a prior lesson, coordinating conjunctions are: and, but, for, nor, or, yet, so.

3.      Complex Sentences

A complex sentence is one that contains one independent clause and at least one dependent clause, which means it cannot stand-alone.

4.      Compound-Complex Sentences

A compound-complex sentence is a sentence that combines the properties of a compound sentence and a complex sentence.  This kind of sentence is similar to a 1000 piece jigsaw puzzle.  It is typically one that is very difficult to recognize the pieces to because there is a lot of content in the sentence.  A compound-complex sentence contains two or more independent clauses with one or more dependent clauses.

Check for Understanding/ Guided Practice

Pass out worksheets.  Pull up worksheet using Microsoft Word.  Read the directions aloud.

As a whole class, have them answer question number one and then allow them to divide themselves up into groups of two or three to complete the worksheet.  Whatever is unfinished at the end of the lesson is homework.

Independent Practice

Have the students complete whatever is unfinished for homework.

 Closure

At the beginning of class tomorrow, we will review the worksheet and the kinds of sentences.  We will then discuss the kinds of sentences more in-depth one at-a-time.

This is the lesson that I taught, but I taught it using Microsoft PowerPoint. I have included an outline of the information contained on the slides.

The 4 Kinds of Sentences
Simple Sentences
A sentence consisting of one subject and one predicate, also called an independent clause.
Subject=noun
Predicate=verb (action)
Ex. I love football.
I ran yesterday.
Compound Sentences
A sentence with two or more independent clauses set off by a coordinating conjunction.
Cc=and, but, for, nor, or, yet, so.
Ex. I like hunting, but I like fishing better.
The doctor described the injury, and he prescribed Motrin for pain relief.
Complex Sentences
A sentence with an independent clause and at least one dependent clause.
Dependent clause=cannot stand alone.
Ex. When the bell rang.
Ex. When the bell rang, he went to class.
Since Notre Dame lost to Michigan, it will move down in the rankings.
Compound-Complex Sentences
A sentence combining two or more independent clauses with one or more dependent clauses.
Ex. I love it, but I hate it when you call me big papa.
I am a Notre Dame football fan, and I watch their games every Saturday unless they are not televised.

Here is the self-analysis of the lesson that I taught.

Greg Bacon

Measurements of Instruction

9/18/2003

           Today, I taught a direct instructional lesson on the four kinds of sentences.  The lesson that I created complies with the Pennsylvania Academic Standard for Reading, Writing, Speaking, and Listening under section 1.5 letter D, more specifically, use different types and lengths of sentences.  After completing my lesson, I feel that my lesson went very well, and I am pleased with the feedback that I received from my peers when the lesson was completed.

1. The direct instruction method is geared more for the teacher.  In this classroom setting, the teacher is doing almost all of the talking.  The teacher directly models what he/she is teaching.  The only feedback that the teacher receives from the students occurs when the teacher is checking for understanding or while the students are engaged with their guided practice.  The methods used consist mainly of lecture-type instruction with occasional student interaction dispersed within the lesson.  The teacher is responsible for what the students learn during the lesson.  The students gain out of the lesson whatever the teacher puts into it.  There are several advantages to the direct teaching method.  This type of instruction saves great time for the teacher because the pace and flow of the lesson move as quickly or slowly as he/she wants it to.  It is also great for beginning a new unit or lesson that is unfamiliar to the students.  The teacher has the ability to make or break what the students learn by using this type of instruction.  With direct instruction, teachers can create a timeline for a lesson since they have total control over the pace and flow. 

Like all things that have advantages, there are disadvantages to the direct instruction model as well.  One disadvantage that greatly affects this teaching model is the ability of students to not direct their attention toward the lesson.  If students realize that they do not have to actively participate in a lesson they are more likely to lose focus.  One strategy that teachers can use to avoid this problem is by randomly calling on students when checking for understating.  By doing this, students will realize that if they are not paying attention they could be called on and embarrassed in front of their peers.  Another disadvantage concerns the notion that students do not ask questions if they do not understand something.  Teachers in this type of instruction have minimal ways of checking for understanding.  If teachers constantly have their students work in groups, some students will be able to get by without doing any work and will only become lost in the shuffle.  One way to fix this problem is by having the students do a lot of independent practice as well as guided practice to ensure that they do not become confused or lost.

2. I am one of those people who are very self-conscious about they way that they look.  I try to avoid mirrors and I try to avoid videotapes as much as possible.  However, I realize for this class I have no choice than to be videotaped while performing my microteach.  My initial reactions, after seeing the entire video, reflected upon the fact that I do not like the way that I sound whenever I speak.  Also, I do not particularly like they way that I look on video either.  There were several things that pleased me while watching the video.  One was the way that I presented myself in a professional manner.  I tried not to slouch down when I was standing up, I tried to use positive body language, and I tried to be as enthusiastic as possible.  I try to act as positive and excited about the material as I can so that the students will feed off of my positive nature and engulf themselves into the lesson.  I did notice a few behaviors that were less pleasing to me.  First off, I adjusted my glasses too many times.  I am not sure if it was a nervous behavior, or if it is a habit that I consistently do.  I am going to have to pay closer attention to how many times I adjust my glasses so that I can decrease the number of times I do it out of habit.

3. During my microteach, I noticed that I smiled six times, and I moved about the room quite often towards the end of the lesson.  While I was performing the input section of the lesson, I was mostly stationary in front of the projector screen doing hands on teaching.  I was pointing out the subjects and the verbs of each sentence, as well as the components that accompany the sentences.  During the guided practice and the independent practice, I moved about the room quite frequently in an effort to aide the students with their work.  I made it to each group twice during the guided practice section of the lesson.  I feel that my behaviors were appropriate because I was stationary while explaining the information to the students, allowing them to focus on what was being taught instead of my movement around the room, and I moved around to the groups when I needed to throughout the guided practice section.

4. Throughout the lesson, I feel that I enunciated and articulated the material very clearly.  I spoke in a manner that allowed the students to absorb the material before moving on to the next topic.  I accented certain statements and words more so than others in an effort to indicate that what I was saying was important for the students to remember.  I am in-between about the pace of my lesson.  There were parts when I felt that I moved to quickly and other times that I thought I went at a very reasonable pace.  There was a lot of material to cover so I tried to maintain a steady, but yet reasonable pace that would allow the students to completely understand everything being discussed.  I am very pleased with my lack of using fillers throughout the lesson.  I had to watch the lesson twice because I did not count any fillers the first time and found it hard to believe.  However, once again after watching the video the second time, I did not count any fillers.  Then again, I think that my adjusting my glasses periodically may have acted as a filler for my lesson.  In terms of meaning less gestures, I am unsure if my constant hand gesturing throughout the lesson would be an inappropriate gesture.  I am a person who quite frequently talks with their hands so it is an extremely difficult habit for me to break.  If it is a problem, then I will be more than willing to focus on breaking that habit.

5. Formative objective number one is as follows: 

6. 1. The students will list the four kinds of sentences. 

a)              I feel that the information that I presented adequately fulfilled the objective.  I provided information, along with visual aides, that clearly stated and defined the four kinds of sentences.  If I had to revise the lesson, I think I would add a few vocabulary words in order to clarify some of the other components of sentences that were not discussed in my lesson. 

b)              I feel that the students learned exactly what I expected them to learn.  I feel so strongly because whenever I asked for volunteers to answer the questions that I had, almost every student was actively shaking their head or raising their hands, indicating that the information was coming across in a clear manner.  If I had to make revisions to this section of the lesson, I would add one more sample sentence for each type of sentence just to ensure that every student was 100% sure that they understood what they were learning.

a) I feel that this objective was once again adequately completed because I walked away feeling that every student was capable of completing the worksheet with minimal mistakes.  If I had to revise the lesson, I would add a few more sentences for the students to complete just to fully ensure they were comfortable with the material. 

b)      I feel that the students learned what I expected them to learn because there were minimal questions about the worksheet that they completed.  The questions that were raised were ones that I was expected going into the lesson.  I provided some tricky sentences that, at closer look, similar to the puzzles, were maybe not what they seemed to be.  When we reviewed some of the questions on the worksheet, most of the students were eager to share their responses, making me feel as if I clearly taught the lesson.  When revising, I would add a few more examples of each type of sentence to check for complete understanding.

6. One of my goals that I have for my next lesson is to not play with my glasses as much as I did.  I feel that one way I can do this is either by simply not wearing them on the day that I teach or by catching myself doing it and breaking myself of the habit.  Another goal that I have is to slow my pace down just a bit and make sure that every student clearly understands what I have said.  Now that school districts are teaching the “no student left behind” policy, I want to make sure that none of my students are left behind and thoroughly understand what I am teaching before moving on to the next topic.  A third goal for improvement that I have is to reduce the number of times that I use my hands while speaking and teaching the lesson.  I feel that my hand motions may distract the students away from the material, and they will instead focus on my hand movements.

I feel that my first lesson went well compared to what I expected it to.  I was nervous going into the lesson because, even though I practiced the lesson several times, I will still unsure of how I would perform during the lesson.  I am very pleased with the way that my first lesson went, but I realize that, like all things, there is always room for improvement and I am going to strive to make my next lesson even better.