Lesson Plan

Teacher name: Natalie Cole and Addiva-Gay Griffith’s

Grade: 3CG

Date: May 3, 2021

Time: 9:00 – 9:40 am

Duration: 40 minutes

Subject: Language Arts

Strand: Writing

Sub-strand: Grammar and Convention

Topic: Punctuation Mark

Sub-topic: comma

Term:2 Unit: 2

Attainment Target:

1) Write sentences which are grammatically accurate and correctly punctuated, using SJC

and JC appropriately.

2) Use and adapt a range of sentence structures according to context, distinguish between

SJC and JC.

Focus Question: What types of relation do we have with people of other countries?

Objectives: students should be able to:

 1. State what is a comma base on the poem? (Cognitive)

2. Create a 2D model of the comma by working collaboratively in pairs. (Psychomotor)

3. Analyze poems and sentences to see if the comma is being used correctly. (Affective\

cognitive)

Key Vocabulary: comma, separate, critique and poem

Skills- combine sentences, complete sentences, punctuate sentences/paragraph.

Resource materials: video, laptop, and speaker.

Instructional Materials: PowerPoint

Summary of content:
The coma is a punctuation mark. Use commas to separate independent clauses when they are

joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet. The

comma is also use commas to separate three or more words, phrases, or clauses written in a

series. A comma near the end of a sentence to separate contrasted coordinate elements or to

indicate a distinct pause or shift.

Procedure:
Engage: Whole group activity
Students will listen carefully to a dub poem that will be performed by the teacher. At the end of

the poem students will write in their books what is a comma along with when it is used. Selected

students will share what they have written.

The poem:

The comma, the comma.

Yes, the comma. The coma is useful when you are writing.

The comma, the comma.

Yes, the comma. This is one of the punctuation marks.

The comma, the comma.

Yes, the comma. You use me to separate words or when joining two or more independent

clauses.

The comma makes your words and phrases flow.

Explore:
Students will select their peer and search for a picture of the comma. Base on picture they have

selected students will work on a 2D model of the comma. Students will decide among

themselves who will create model and which material should be used. Student will be given ten

minutes to create the modern then post an image in the chat. Students model should be labelled

and cooperate with each other.

Explain:
Students will watch a video about the comma. Students would have to listen carefully because

they will be asked to explain what they understand from the video. Questions will be asked to

students to guide their explanation and allow the teacher to do further explanation where

necessary.

Questions:

1. What did you understand from the video?

2. Was the video similar to the poem? Explain.

Students will write information in their book that will be projected on the PowerPoint.

Elaborate: Students will be divided into two groups to completed different activity.

Activity one

Students will be given two poems from which they will examine. Students will see that one

poem has commas while the other is missing commas. Students would have to fill in the missing

commas in the poem.

Activity two

Students will be given five sentences to place the commas where it is necessary.

Evaluate:

Students will be given an activity.

Activity: Students will then write their own short poem with four stanzas about “The type of

relation they have with other countries”. Students should include commas where necessary in the

poem that they create.

Extended Practice/ home work:

Students will complete an activity sheet.