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Lesson Plan Form - LBS 400

Candidate: Elise Foley & Subject: Grade level(s): Date:
Kimberly Nguyen Language Arts 1st grade 11/8/17

Standard: CCSS.ELA-Literacy.RF.1.2.b
Use end punctuation for sentences.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Underline content type.
Students are learning what end punctuation marks are (period, question mark, & exclamation mark), why
they are used, and how to use them effectively in a sentence.

II. LEARNING OUTCOME (Objective): Students will be able to demonstrate and recognize
periods, question marks, and exclamation marks in a sentence, and understand why these
punctuation marks are necessary for sentences to make sense.

Given the students failed the punctuation portion of the print concepts assessment, students will
demonstrate their knowledge of different punctuation marks by identifying them in a context, writing them
at the end of sentences on a worksheet, and reflecting on what they have learned with their partners.

DOK/Cognitive Rigor Level: 2

Language Demands (What demands in terms of language does this lesson require of students,
Particularly English Learners?): Students will need a basic foundational understanding of print concepts,
and be able to effectively read a sentence.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson would
come before this lesson? What lesson would come after this lesson?

Before this lesson, students have an understanding of print concepts. They will be able to demonstrate their
understanding of the organization and basic features of print.
After this lesson, students will learn how to use commas and quotation marks in dates and to separate words
in a series.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Students will be asked what they know about
punctuation marks, and where they think they are used in a sentence. From here, the teacher will
show the group a poster with the definitions of three punctuation marks (period, question mark,
and exclamation mark) and explain to them what each one looks like and why it is used.
Anticipatory Set: activate student's prior knowledge

Student friendly objective: By the end of our lesson you should be able to understand what the
different punctuation marks are, and why they are used. You will apply what you already know
and use this knowledge to help you in the future.

Purpose: Students are learning about punctuation marks because it is a crucial step to learning about
the structure of a sentence. Students will be able to use what they already know about periods, question
 marks, and exclamation marks to learn about more punctuation marks, and eventually other important
parts of a sentence.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Identifying punctuation marks in text

a. T input: Read a book and have the students flash their hands as they recognize a punctuation mark.
a. T model: Read to the students very slowly, and make sure they understand by pointing to each
word individually. Provide them with a pause at the end of the sentence so they can become familiar
with the punctuation marks and where they are placed in a sentence.
b. Student response: Active participation: Students will flash their hands in response to seeing a
familiar punctuation mark.
Step #2: Worksheet practice on writing punctuation marks
a. T input: Students will practice writing the punctuation marks on a provided worksheet.
a. T model: Pass out the provided worksheet to the students and explain to them that you want them to
practice writing each punctuation mark. Point where you have given them an example of each
punctuation mark, so they can use it to guide their writing.
b. Student response: Think Pair Share- After practicing writing their punctuation marks, students will
get with a partner and share their punctuation marks, while explaining where they are used in a
sentence.
Step #3: Using the proper punctuation mark to punctuate different sentences.
a. T input: Students will practice using the different punctuation marks by placing them on provided
sentences.
a. T model: Each student will be given a post-it with a question mark, a period, and an exclamation
mark. From here, when a student is called on, they will need to read the sentence out loud and decide
which punctuation mark is appropriate to use at the of the sentence. When they have decided, they will
stick the post-it at the end of the sentence on the poster.
b. Student response: Check for understanding: Students will provide a thumbs up or thumbs down
indicating whether they agree or disagree with their classmate.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Practice: As a closing activity, show

students three sentences without a punctuation mark. Have them turn to a partner and share what they
think the correct punctuation mark is for each sentence. Reflection: After this, have students turn to a
partner and ask them to tell each other one thing that they have learned for the day.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Punctuation Usage Reference
A book (including punctuation marks)
Practice Worksheet to handwrite punctuation marks
Board with 6 written sentences + post-its with punctuation marks (Answer collectively).
Worksheet with prewritten sentences (they write in punctuation mark).
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: After each step, the teacher will check for understanding, making sure that each student is on
task and understands what it is being asked. The teacher will also constantly monitor the students
learning by asking questions throughout the lesson.

Summative: Closure: At the end of the lesson, students will be asked to raise their hands and share what
they have learned about punctuation marks collectively.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
1. Teacher will choose appropriate book to read to students according to their reading levels.
2. Teacher will sit down with each student in the group and make sure they understand what is being
asked of them.
3. Teacher will model to students what is being asked of them before they are asked to do it
individually.
4. Students will read and work in small groups in order to help struggling readers.