Lesson+One

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__**Population**:__ 3rd graders and ESL learners

__**Class**__ : Language Arts

__**Skills**__ : Reading, Writing, Listening, and Speaking

__**Activity Type**__ : Punctuation

__**Language Objective**:__ Students will be able to identify each punctuation mark by its appropriate name.

__**Content Objective**__ : To help students learn of the importance of punctuation marks and their use in an effort to improve their fluency and expression in oral reading. __**Material****s**__: __**Process**__: The teacher will review the different types of punctuation marks with the students. He/she would begin class with a demonstration of proper expression of each punctuation mark. Students need to be able to visually comprehend how punctuation marks alter sentence structure. The teacher will begin the lesson with a sentence spoken in an emotionally detached way. Example: Teacher says "I love this book!" (holding a book in hand) without using the proper expression of the exclamation mark. The teacher will ask the students what they think seems incorrect with the way the sentence was spoken. The teacher should receive answers like "You don't look happy." and/or "You don't sound like you love the book." The teacher will do this several times with different examples and will ask the students to model the correct way to express the sentence with a partner sitting next to them. After the demonstrations, the teacher will explain to the class that punctuation marks with written communication are just as necessary as facial expressions and tone of voice are with oral communication.
 * Twenty-Odd Ducks book
 * grade level appropriate reading texts with a variety of sentence types for independent reading,
 * blank sheets of notebook paper
 * pencils
 * __0-15 minutes__**

**__15-30 minutes__** Next, the teacher will bring out the "Twenty-Odd Ducks" book. The students will take out a piece of paper and a pencil. The teacher will read a simple sentence from the book once (with no emotions) and then ask the students to write down how they think the sentence should be written, reminding them to insert punctuation marks in the correct places in the sentence. The teacher will repeat the sentence several times as a way to provide sufficicent wait time for the students to finishing writing. This is especially important for the ESL students. The teacher will repeat this process with two different sentences. Ask if the students have had enough time to write down the three sentences. Once they are done, ask the students to compare and contrast their sentences with a student sitting next to them. This will help students to learn that there is more than one way to punctuate a sentence and that the placement can change the entire meaning of the sentence.

**__30-45 minutes__** Next, the teacher will use an overhead projector to read and display the entire Twenty-Odd Ducks book to the class. This will be done by making a copy of each page of the book and putting them on the overhead so that students can read along with the teacher. For those that are not familiar with the book, Twenty-Odd Ducks consists of sentences written in two different ways because of different punctuation mark placement. This produces two different sentence meanings so the book displays two different pictures that correspond to the two different sentences. The teacher should slowly read the sentences making sure to enunciate each word and asking the students to follow along. Along the way, ask the students question about what punctuation marks were used for each sentence and how the placement of the punctuation mark helped to create two different pictures. By asking literal and analytical questions, the teacher will promote higher order thinking skills.

Next, the teacher will group the students into pairs (one ESL student and one non-ESL student) and ask two pairs of students at a time to walk up to the front of the class and select a book from a box of age appropriate books. After each pair has chosen a book, the teacher will inform the groups of the directions of the next part of the lesson. For the pairs of students, one student will only read the words while another student says only the names of the punctuation marks. This forces the students to attend to where the punctuation marks are. This will be repeated for the second student. The activity should be repeated twice to provide an opportunity for students to clarify the concept. The activity will encourage the non-ESL students to help the ESL students if they have any difficulty. Then, each student will read one last passage on their own, using proper expression without having the punctuation marks identified.
 * __45-60 minutes__**

__**Assessment**__ The teacher will have several opportunities to assess the students’ comprehension and understanding of the concept. First, reviewing the different types of punctuation marks with the whole class gives the teacher an idea of how knowledgeable each student is on the subject. Next, the teacher will be able to hear the responses the students provide after they have compared their written sentences with their peers. The teacher will learn of how well the students work together. Also, the teacher asking the students a variety of questions while reading the Twenty-Odd Ducks book together allows the teacher to assess their understanding of the text. The most effective assessment is when the teacher walks around to each pair of students, listens to them read some of the passages from their books and provides feedback to their responses.

__**Homework**__: Directions ** : Place the correct punctuation in the following sentences. There will be some punctuation marks in the sentences as well as at the end.
 * The students will be asked to complete the worksheet at home and turn it in the next day.


 * 1) Oh my That haunted house was so scary
 * 2) Can you believe that I finished my project today
 * 3) Where are you going with that suitcase
 * 4) Tom and Mary went to the movies and then came home
 * 5) The children were frightened when it started to thunder
 * 6) Oh no It happened again What am I going to do now
 * 7) How can it be done that way
 * 8) Why did you do that
 * 9) I enjoy watching NBA basketball games
 * 10) Please give me the study sheet so I can review it
 * 11) After he won the game, Jerry shouted Hooray
 * 12) Ouch the stove is hot