Lesson Plan #2 Title: Identify semantic errors focusing on punctuation

Lesson Overview: This lesson will dive into the importance of punctuation within our writing.

We will add to our list from yesterday about sentence semantics and how they are important

within our writings.

Performance Objective: Given reference notes on the given lesson and a reading passage,

students will be able to correctly identify 3 out of 5 punctuation errors in the given passage.

Resources or Materials Needed:

o Individual laptops (within the resource room)

o Pencils

o Writing notebook

o Whiteboard

o Dry Erase Markers

o https://www.teachertube.com/video/punctuation-385136

Time: 90 minutes

Step 1: Pre-Instructional Activities: (10 minutes)

o As a group, we will answer the questions from yesterday’s post assessment to check for

understanding and build upon that lesson:

o Why is it important to use proper sentence semantics?

 You can play video games better

 Your dog will want to play with you

 The reader of your sentence will know what you are trying to say
 o What is a proper noun?

 A word describing what the noun is doing

 The name of a noun

 A greeting

o Where can you find a capital letter?

 At the beginning of a sentence and a proper noun

 At the end of a sentence or to create a break in the sentence

 When listing items in your sentence (Appendix B)

o I will ask students what types of sentence semantics are there within our writings? We

have talked about capital letters, but what about our punctuation marks? Are those just as

important to use? Can anyone tell me the different types of punctuation marks there are?

Where can we find them within our writings?

o We will also discuss that this lesson will focus on using capital letters within our

writings, as well as working on our punctuation marks.

o As a group, we will watch the following youtube video:

o https://www.youtube.com/watch?v=BgcokHqAXUk

 This video is an introduction video of punctuation marks

 Let the students know that we will be discussing the importance and

variations of punctuation marks that this video introduces.

Step 2 and 3: Content Presentation and Learner Participation: (50 minutes)

(Content presentation will intertwine with learner participation)

o Have a group discussion about what punctuation marks mean. Each student should have

their writing notebook and a pen. They should be ready to take notes on the discussion.
o I want you guys to think about what do I mean when I say punctuation marks and where

should they go?

o Write a period on the board and define as a group what that symbol is called.

 At this point, students will participate by giving me their responses.

 They should share that it is a period

 Prompt the students by asking where they find periods.

 Answer should be at the end of a sentence.

o Let them know that it is correct. A period is also called a

punctuation mark. We are going to be learning about

several different types of punctuation marks. While most of

them will be found at the end of a sentence, there a few that

will be found within the sentence itself.

o Write a question mark on the board and define as a group

what that symbol is called.

 Students will again participate by sharing their answers.

 They should share that it is a question mark.

 Ask students what types of sentences that question marks are used on.

 If they are unsure, state that a question mark is used in a sentence

that is asking a question. Underline the word question on the board

in question mark. Have them copy that same thing within their

notes.

o Write an exclamation point on the board and define as a group what that symbol

is called.
  Students will again participate by sharing their answers.

 They should share that it is an exclamation point.

 Ask students what types of sentences that an exclamation point is used for.

 If they are unsure, state that an exclamation mark is used in a

sentence that is stating excitement. Underline the exc part of

exclamation mark and write the word excited. Show them that the

3 letters match, therefore that will be a way for them to understand

what an exclamation point is.

o Write a comma on the board and define as a group what that symbol is called.

 Students will again participate by sharing their answers.

 They should share that it is a comma.

 Ask students where they will find a comma in a writing sentence.

 If they are unsure, state that a comma is used within a sentence

when the sentence is listing different parts. For example: For lunch

I ate carrots, peas, and a sandwich.

 Circle the commas within the example sentence.

o Write quotation marks on the board and define as a group what those symbols are

called.

 Students will again participate by sharing their answers.

 They should share that it is quotation marks.

 If they have not seen that symbol before, explain what they are

called.
  Ask students where they believe that they use quotation marks within a

writing sentence.

 If they are unsure, state that quotation marks are used within a

sentence when someone is speaking or sharing a quote.

o Underline the word quote and quotation marks and let the

students see how they can connect the two meanings in

their heads.

 Write the sentence on the board:

o He said, “Billy was sick today.”

 Circle the quotation marks within the sentence so

the students can see where they are supposed to be

used.

o Students will then be given a passage to read. They will need to highlight the

capital letters that are found within the reading and also the punctuation marks

that are used within the reading.

 Refer students towards our whiteboard discussion about the different types

of capital letters and the punctuation marks that can be written.

o Once they have read their passage and highlighted their capital letters and

punctuation marks, we will go around as a group and share how many of each that

we have located. I will have each one of them write one of their sentences that

they found on the board.

 I will then take out the capital letter and the punctuation mark and ask the

students if it looked correct?

  Why is it important to have capital letters in our sentences?

 Why should we have punctuation marks in our sentences?

 Both have an important role in our writings. We cannot have good writing

with just one, we need both things to be included in our sentences or it will

not make sense or look right for our readers. We need to show them that

the content we are writing about is valid, and with simple errors in our

writing, they are not going to take us serious.

Step 4: Assessment: (15 minutes)

o Instruct the students that they will retake the exit ticket from yesterday’s lesson on

punctuation marks to see if we can now increase their scores after the information that we

just learned about.

1. What is a period?

a. ?

b. !

c. ,

d. .

e. “ “

2. What is a question mark?

a. ?

b. !

c. ,

d. .

e. “ “
3. What is an exclamation mark?

a. ?

b. !

c. ,

d. .

e. “ “

4. What is a comma?

a. ?

b. !

c. ,

d. .

e. “ “

5. What is quotation marks?

a. ?

b. !

c. ,

d. .

e. “ “

6. Where can you find punctuation marks?

a. At the beginning of a sentence

b. At the end of a sentence, when listing items within your sentence, and when

someone is speaking within the sentence.

c. In the middle of a sentence (Appendix B.1)

Step 5: Follow-Through Activities: (10 minutes)

o We will correct the assessment as a group.

o I will call on each student to share their answer for each problem. We will discuss the

answer and determine as a group what the appropriate answer is for each question.

o I will then ask the students if there are any further questions after taking the quiz about

determining what punctuation marks are.

o If no questions, we will discuss that the following lesson we will be writing our own

sentences with the correct sentence semantics within them.