Lesson+Plan+-++Capital+Letters

THIS LESSON WAS NOT ACTUALLY TAUGHT, THEREFORE THERE IS NO REFLECTION. Capital Letters Grade: First Grade Subject: Language Arts Literacy Activity: Mini-Lesson Standard: Print Concepts 1. Demonstrate understanding of organization and basic features of print. a. Recognize the distinguishing features of a sentence.

Time: 30 min

Objective: For students to recognize and write capital letters at the beginning of a sentence.

Materials: What Teachers Can’t Do by Douglas Wood, pencils, Overhead, transparency with sentences on it from the book, Worksheet with sentences on it.

Lesson Sequence: Anticipatory Set: Boys and Girls we just read the book, What Teacher’s Can’t Do, Do you agree with what the book says teachers can’t do? (Student Response-Teacher Validates) Did anyone notice if any of the letters where different then all the other? State Objective: We are going to look at capital letters today. We are going to reread the story and I want you to see if you can see a pattern with the words in each sentence. Okay, boys and girls what are we going to do as we reread the boy? (Student Response) Right we are going to look for the pattern with capital letters. Turn and talk to the person next to you about where you think the capital letters might go.

Teach and Model: Boys and girls after reading the book, what did you notice about the sentences? (Student response-Teacher validation) Where do you think capital letters go in the sentence? Did you see a pattern? Was it the same as your prediction? Did you have to change your prediction? Okay Boys and Girls, Lets take a look at the overhead I have a sentence from the book up. Let’s look at the first sentence (There are lots of things that regular people can do, but teachers can’t) Let’s read the sentence together. I notice in this sentence that the first letter is different then the others. Were your predictions confirmed or did you have to change your prediction? (student response-teacher validation) Those are called capital letters. They go at the beginning of a sentence when you start a new thought.

(Pass out worksheet, with the first one done for them as a model) Let’s look at another sentence and see if it holds true for that one. (Teachers can’t ride skateboards or scooters to school.) Let’s read this sentence together. Raise your hand if you see a capital letter at the beginning of the sentence. (Have student come up and circle the capital letter) Boys and girls do you agree with that a capital letter starts this sentence too?

Let’s read the next sentence together. Okay now, I want you to try it on your own then turn and talk to your neighbor and see if you have the same answer. (They can never be tardy) Okay who wants to come to the board and share their answer? (call on student)

Independent Practice: Okay boys and girls, lets read the last two sentences together. Now I want you to circle the capital letter in each sentence, then turn your paper over and write 3 sentences of your own using proper capital letters. What were the directions? (call on student) Good, we are going to finish the last two sentences on the worksheet then turn it over and write 3 sentences of our own using proper capital letters. (walk around the room observing and offering extra help to students who need it. Answer any questions)

Closure: Okay boys and girls lets go over the worksheet. (go over the last two sentences) Let’s have three people write their sentence on the overhead and circle your capital letter. (call on students and give them marker) Very good boys and girls, so when do we use capital letters? (student response) Awesome, at the beginning of the sentence to show a new thought. Very good boys and girls put your papers in the basket on my desk.

I will know if the lesson was successful if I see the pattern of capital letters at the beginning of each sentence on the back of the students worksheets in their own created sentences.