Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 10/25/12 Courtney Gruner Subject/ Topic/ Theme Punctuation at end of sentences Grade ______3rd_____

I. Objectives How does this lesson connect to the unit plan?

The overall unit plan is about writing conventions and being able to use a variety of punctuation at the end of sentences, as well as to know to always put punctuation at the end of sentences is an aspect, a very important one, of writing conventions.

Learners will be able to:

Use periods, question marks, and explanation marks at the end of their own sentences Understand how the end punctuation affects the voice in the writing Recognize correct and incorrect punctuation usages in what they read, as well as their own writing

cognitiveR U Ap An E C*

physical development

socioemotional

C/ App U An

GLCEs or Common Core standards addressed:

W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution). (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Knowing the basic format of sentences, and how to read and write.
Pre-assessment (for learning):

I will ask when you use question marks, exclamation points, and periods at sentences and how this affects what the sentence is saying (class discussion).
Formative (for learning):

Outline assessment activities (applicable to this lesson)

The students will be given worksheets with sentences with missing and incorrect punctuation and they will have to change it to make sense. *Worksheet adapted from: Super Teacher Worksheets Punctuation Worksheets : Periods, Commas, Question Marks, Quotation marks. (2012). In Super Teacher Worksheets. Retrieved October 21, 2012, from http://www.superteacherworksheets.com/punctuation.html **Worksheets can be tailored to specific subject areas as well (use topic from science or history lesson being done at that time, or during the science and history lessons ask students to recognize or point out the punctuation they see and how it affects how they read the content).
Formative (as learning):

Students will be able to see how they are doing based on how easily they can complete the worksheets or what they understand from them. Summative (of learning): What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible The students will be listening to me read example sentences and they will be reading sentences themselves. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction The students will be reading sentences and working on worksheets needed editing. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats The sentences will have many different topic ideas, as well as help available for students who may be stuck on a sentence.

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

I will be demonstrating how to read sentences with different end punctuation, and do the first sentence on the worksheet as an example for them.

There will be many worksheet opportunities; some will be harder than others for students who are at different levels with punctuation. They can make-up their own sentences at the end of the worksheet.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Some worksheets will have more challenging sentences than others for those who are excelling in the subject. There will be multiple means and opportunities for practice and mastery.
Provide options for selfregulation- expectations, personal skills and strategies, self-assessment & reflection

Provide options for comprehensionactivate, apply & highlight

Students will recognize the way that voice is used while reading from being read to, and from previous reading experiences. They will also transfer their knowledge from reading to their own writing. Students can also create their own sentences on the bottom of the worksheets.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

I, as well as the students, will be monitoring their progress through the completion of the worksheets.

The students, through correcting the worksheets, will begin noticing how punctuation affects writing and reading, and will be able to tell how well they understand the importance and use of the punctuation.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

pencil, worksheets

How will your classroom be set up for this lesson? III. The Plan Time 5 min Components Motivation (opening/ introduction/ engagement)

The classroom set up will remain the same as it is, the desks organized toward the front of the room leaving space in the back for small group and independent reading. Students will be at their desks to work on the worksheets.

Describe teacher activities AND student activities for each component of the lesson. We are going to learn end punctuation to make our They want to enhance their abilities to read writing even better, and our reading better and be and write and be more expressive, and able to be expressive and exciting while we read practice first to get good at recognition and and write. So first we will go through when to use using the punctuation marks. the punctuation marks, and then we will do an activity worksheet to practice! Lets start with one of the most common punctuation marks the period! When do we use periods at the end of our sentences? What emotion does a period express? (write what students say on board) You use a period when your sentence is making a statement usually when you are stating a fact. What emotions do periods indicate? (answers: not really any emotion, very matter-of-fact, etc.) What are some examples of sentences where you would use a period? (write responses on board) Students will work on worksheets individually and complete them. They will be able to ask for help if they get stuck.

45-60 Development (the largest component or main body of the lesson)

3min

Closure (conclusion, culmination, wrap-up)

Excellent! Okay, so how about exclamation points? When do you think we would use these in sentences? (We use them to express emotion like surprise, excitement, anger, frustration, etc.) Now what are some examples of sentences where you would use an exclamation point? (write responses on the board). You guys are doing fantastic! Now, for the finale When would you use question marks at the end of your sentences? (Asking a question or expressing confusion). Yes, exactly! So what are some examples of sentences where you would use a question mark at the end? Perfect! Now you guys could all tell me when to use the end punctuation, and what emotions they are expressing, so lets go back and look at these and I want some of you to read the sentences out loud to me. Now remember: each of the end punctuation indicates different emotions, so are they all going to be said the same way? NO! So I want you to read them with the write emotion and expression that the end punctuation tells you to use! Great job you guys! Can you see the importance of knowing what the end punctuation is, how that changes how you read something, and how it can change your own writing? Excellent! Now we are going to practice using these end punctuation marks with worksheets. The worksheets will have incorrect usage of punctuation marks and you have to make corrections to them. On the bottom you will also be able to make up your own sentences and you have to use the correct punctuation marks and use each one at least once. If it helps you feel free to say the sentences out loud so you can hear what emotion or expression is being used in the sentences! We will talk about what they saw with the sentences or what they noticed about why they needed to change the sentences and how changing the punctuation made the sentences better.

Students will discuss the answers to the questions posed, and continue thinking about how this can enhance their reading as well as future writing.

Your reflection about the lesson including evidence(s) of student learning and engagement as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

Context Options The Class as a Whole Variables Class Description based on observations and data The worksheets will have different sentences related to students likes. Individual differences Oakes/Lipton (174-178) Levine (299-302, 321-327) Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

The worksheets will be a little different for students. There are students in the class who excel with reading and skills regarding reading and writing, as well as students who struggle with concepts of punctuation and writing or are slow in getting their work done.

Learning style differences Levine (27-50) Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff) Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

For students who learn best by auditory mean we will be reading and showing expression that way. For students who are visual we will be reading, as well as doing worksheets and I will be doing the first one for an example for the students. For students who are hands-on they will be able to write their own sentences using the punctuation. We will have more than one person in the room to allow for multiple people to help, and be able to do one-on-one if need be.

Worksheets will be more challenging, and they will be challenged in the amount, and the types of sentences they write. N/A

Students will be able to write about their own experiences/ events in their lives or cultural ideas that may be more familiar to them during the writing activities.

Gender differences Bridging(212-224) Oakes/Lipton (277-278) Language differences Bridging(125-153) Oakes/Lipton (197-202)

Every student needs to know end punctuation conventions and sentences will have boys and girls names as well as things that are related to both sexes.

N/A