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):

Students will write their own story related to the overall topic of the story we read in small groups. **Story can be related to specific subject areas as well as is preferably used in this lesson, the Bible story is simply not yet indicated due to not knowing what the specific story will be (use topic from science or history lesson being done at that time and have them write a story taking the perspective if they lived during that time period, or were working on that specific science topic).
Formative (as learning):

Outline assessment activities (applicable to this lesson)

Students will be able to see how they are doing based on how they are incorporating voice into their reading based on the end punctuation (if reading in small groups) As we read through a story the students will be expected to pause between sentences, as well as add different expression based on the punctuation of the sentence (i.e. no change in voice with periods, excitement with exclamation points, and questionable tone of voice for question marks). If I read the story then I will be sure to emphasis the emotions/ expressions that are made by the end punctuation. (Story to be read by me: Punctuation Takes a Vacation by Robin Pulver OR a Bible story) Citation: Pulver, R. (2003). Punctuation takes a vacation. New York, NY: Holiday House. Alternative Options: 1) Use a Bible story in order to show how punctuation is used to enhance voice in the Bible. 2) Story can be related to specific subject areas as well (use topic from science or history lesson being done at that time). 3) More advanced: bring in outside sources of writing such as newspapers and journal articles and compare the standard writing conventions of punctuation being learned in class and how writers and journalists stray from these standards, but how this affects/ enhances their writing. Encourage students to be creative in their writing assignment if they feel confident to.

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 We will be reading, but 1 student will read at a time, so the majority of the time is following along and listening to story being read. Afterward students will be writing. _____________________________ I will be reading a story to the students and will be asking questions and they will be able to see the pictures as well to visualize what is going on in the story as well as the effects of the end punctuation. Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide Multiple Means of Action and Expression Provide options for physical action- increase options for interaction The students will be writing sentences and stories based on the topic of the story read. ____________________________ The students can discuss the story and will answer questions throughout the story as well. They will then write a story as well to practice the punctuation. Provide options for expression and communication- increase medium of expression

I will be demonstrating how to read sentences with different end punctuation, and read sentences out loud to show differences.
Provide options for comprehensionactivate, apply & highlight

Students will be using stories they have read for reference, and will only be required to write as many sentences as they can, with only needing to use each end punctuation at least once.
Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

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. ___________________________ The kids can relate to the story because of vacation but also because of the work they have been doing with it as well/ their previous knowledge. I will be able to take questions from them that they may have. Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Students will be able to write as much as they would like and use each end punctuation as many times as they can.

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

Students will recognize the way that voice is used while reading I, as well as the students, will from or from being read to, and be monitoring their progress from previous reading through their reading of the experiences. They will also text as well as their writing transfer their knowledge from afterward. reading to their own writing. Book OR Reading textbook, pencil, writing journals/ paper

Provide options for selfregulation- expectations, personal skills and strategies, self-assessment & reflection

As students write they will realize which areas they are confused on or where they may need more help.

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 They want to enhance their abilities to read and our writing even better, and our reading better write and be more expressive, and practice first and be able to be expressive and exciting while to get good at recognition and using the we read and write. We have already talked about punctuation marks. (OR/ALSO they want to be the three different end punctuations what are read a fun story!).

5 min

30min

Development (the largest component or main body of the lesson)

30min

they again? (periods, exclamation points, and question marks) Great! And when do we use each of them? (to make a statement/ say a fact, to express emotion like anger, excitement, frustration, to ask a question). Awesome! So as we read I want you to read with an emphasis and in a way that reflects the end punctuation used in the sentences (OR as I read pay attention to how I read the different sentences depending on what the sentences end with). Now that we have a read a story, I want you guys to go back to your seats and you are going to write about a vacation (or the theme from the Bible story) you went on and I want you to use each end punctuation at least once in your writing and just write as many sentences or paragraphs as you can! You can write about who you went on the trip with, what you did on the vacation, what you saw, what your favorite activity was, where you went on your trip, etc. Students will be reading paragraph by paragraph (or teacher will be reading). Questions during reading: -Why did you say the sentence in that way? -How would the sentence be changed if it had a different end punctuation? -Why do you think the author used that end punctuation? Remind students to read with expression! Read aloud by teacher: p. 1 (What are the jobs of question marks?) p. 7 & 8 (Why are the punctuation marks upset? Why are they so important?) p. 12 (Woah! That was a funky sentence! What was wrong with this sentence? Why could not I stop and take a break when I was reading?) p. 14-17 (As we read these lets guess which punctuation mark is writing the postcard!) Walk around asking students why they used the punctuation they did, or to remind them to use punctuation. Answer questions they may have about what punctuation to use at the end of a sentence. 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 can write and share a personal experience of theirs and want to use the new forms of punctuation to enhance their writing like how we read in the story.

Students will read with expression (if reading out loud), and/or be able to respond to the questions being asked, as well as ask questions about the text based on the punctuation being used.

Students will write a story, or about an event in their lives and will use the different end punctuation we have learned about so that they can practice. Students will begin to see how using different end punctuation enhances their writing and makes it more expressive. Students will discuss the answers to the questions posed, and continue thinking about how this can enhance their reading as well as future writing.

5min

Closure (conclusion, culmination, wrap-up)

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 writing assignment will be open for students to write about an event/ topic related to them Individual differences Oakes/Lipton (174-178) and their interests. (Ma likes tractors, can write about an experience with one, JS, Sa likes Levine (299-302, 321-327) sports and can write about an event with sports, Ka likes animals so she can write about experiences with animals). The students will be able to use myself as a resource to help with questions or what punctuation Cognitive and to use. The only limit is that they must have at least one sentence using each end punctuation in Neurodevelopmental their story so if a student is struggling they only have to write 3 sentences, whereas other differences students can write an essay if they want. Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

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 writing and I will review examples of punctuation. 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.

Students can write as many sentences as they would like as well as write more challenging sentences for themselves and be more creative in their use of end punctuation. 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