Step One: Pre-Instructional Planning:

The thought process that leads to the development of

quality, meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each
question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual
students)

This lesson will be presented to a first grade language arts class. The majority of
students are functioning on grade level. There are two students with specific learning
disabilities. Both students show a deficit in the areas of math and reading.
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

No one will need to assist with this lesson.

What is the long range goal(s) that is tied to this lesson?

The students will learn the importance of appropriate punctuating to become fluent
readers and quality writers.

What is the specific learning objective(s) for this lesson?

The students will be able to punctuate simple sentences correctly.

The students will be able to name the three punctuation marks learned in this lesson.
The students will know the rules for each punctuation mark.
What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

The students will need to know how to distinguish between a sentence that ask a
question, tell a statement, and speaks with emotion.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson,
learning maintenance lesson, or learning generalization lesson?)

This lesson will be presented in the learning acquisition stage.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

This lesson will be completed in one day.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science
lab…) AND what materials will be needed?

The lesson will be presented in the classroom for maximum student access and
participation.
This lesson calls for the use of:

- White board/Eraser/Markers
- Prewritten list of sentences on chart paper
- Paper/pencil
- Chart paper
- Markers
- Journals
- KWL chart
- Punctuation worksheet
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

It is critical for students to understand the importance of using punctuations when

reading and writing. This particular information will help student become fluent readers
and quality writers.
How does this lesson relate to the PA Academic Standards?

The PA standard indicates that the students should know how to use punctuations
correctly. This lesson will provide students with the proper rules and uses for the three
punctuation marks.
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

Related previous lessons includes:

- learning how to ask questions using who, what, when, why & how.
- using words of emotion to express feelings.

Related future lessons includes:

- completing reading and writing assignments.

- the introduction of other punctuation marks.

How will you determine if students have met the lesson objective? (Think assessment)

The teacher will determine if the objective have been met if:
- the worksheet is completed with a 90% accuracy.
- the sentences in the journal are written correctly.
- through observation and discussion.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small
group activities, cooperative learning groups…)

This lesson will be presented as a whole group activity.

 Step Two and Three: Writing and implementing the
lesson plan:
Translating thoughts into a plan of action
_________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Reading, Writing, Speaking, and Listening

1.5: Quality of Writing

- use punctuations correctly

Lesson Objective(s)
(Stated in observable and measurable terms)

When given a sentence, the students will be able to select the correct ending
punctuation with 90% accuracy each time, as measured by teacher observation of oral
and written answers.
Assessment Plan
(What will be done to determine if lesson objectives have been met?)

The teacher will determine if the objective have been met if:
- the worksheet is completed with a 90% accuracy.
- the sentences in the journal are written correctly.
- Through observation and discussion.
Materials:

Prewritten sentences on chart paper/sentences on worksheet for student with ld

White board/Eraser/Dry Erase Markers
Chart paper
Markers
Punctuation Worksheets
Paper/Pencils
Journals
KWL chart
Inclusion Techniques for Students with Special Needs:

The students will be paired with a peer mentor.

Enrichment Techniques:

Each student will write a short story about themselves in 3 to 5 sentences, leaving out
punctuation marks. The teacher will collect the papers and redistribute them to each
student. Everyone should have someone else’s paper. The students will read and apply
the appropriate punctuation mark at the end of each sentence. All students will write
their name at the bottom of the paper. *Teacher will model a short story prior to the
completion of the assignment.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have
access to and are able to participate in the lesson):

The students will be given a worksheet of the prewritten sentences to help them follow
along and fill in the answers. The students with learning disabilities will be asked to
complete only sentences one through six on the worksheet, but encouraged to
challenge themselves by completing the whole sheet.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

The teacher will begin by asking:

- What are punctuation marks?

- Where have you seen punctuation marks?
- Are punctuation marks important?

The class will then complete a KWL chart.

Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are
preferred)

Next the teacher will read Punctuation Takes a Vacation, by Robin Pulver. This story
emphasizes the importance of using punctuations when writing and reading.

After the story the teacher will ask the following:

1. What are punctuation marks? Punctuation marks are symbols that mark the ending of
a sentence. (In this lesson, we will focus only on ending punctuation marks. period,
exclamation point, and question mark)
2. Can you give some examples of punctuation marks? The students response can be
any of the above or others, such as comma, quotation marks and etc.

3. Why are they important? Punctuation marks tell us that we are at the end of a
sentence. (Again, for this lesson only). They also tell us what kind of sentences we are
reading. (an asking sentence-?, a telling sentence-., or a sentence with feeling-!).

The teacher will tell the students that the lesson will be on punctuation marks that marks
the ending of a sentence.

The teacher will define and show examples using the correct punctuation marks. The
teacher will write the following on the white board:

? Question Mark- use a question mark when you are looking for an answer. A question
mark is always used when asking a question. It is always used at the end of a sentence.
Ex. What is your name?

! Exclamation point- use the exclamation point when you are referring to a strong
emotion. Use it when something is being expressed and you’re excited, sad, or mad.
Ex. This cake is fantastic!

. Period- use a period to end a sentence or when you are using abbreviations (Mr., Ms.,
Dr., Tues.). When your sentence comes to a stop and it is a complete thought, use the
period. It tells the reader to STOP.
Ex. I went to the library.

The teacher will verbally give examples of sentences. The students will guess what
punctuation mark is needed.
Ex. When is your birthday?
How old are you?
I am going skating tomorrow.
Michael has on a green shirt.
That movie was awesome!
Surprise, Happy Birthday!

Next, the teacher will draw names using popsicle sticks to have students make up their
own sentences. The student will need to tell us what punctuation mark is needed.
Guided Practice/Independent Practice/Assessment Activities

Use the prewritten sentences to practice appropriate punctuations as a group.

Chart paper sentences-
It is lunch time.
Who is at the door
Wow, that’s a cool pencil
Are you going to summer camp this year
Hurray, school is here
I lost my tooth yesterday

Next, each student will complete a punctuation worksheet independently.

In their journals, the students will write three sentences using each punctuation mark.
(to be check by teacher)
Lesson Closure:

The class will discuss the completed KWL chart. Hang the chart in the room for a guide.