Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Lexi Gezon

Date: 4/6/2020 Subject/ Topic/ Theme: Paying Attention to Punctuation Grade: 2

I. Objectives

How does this lesson connect to the unit plan? This lesson is the first lesson in the Reading Fluency and Comprehension
Unit Plan.

cognitive- physical socio-

Learners will be able to: R U Ap An E development emotiona
C* l

• List and identify various punctuation marks R/K

• Explain the purpose of punctuation U

• Justify why punctuation is important for fluent reading and writing E X

• Improve/regulate reading pace C X

Common Core standards (or GLCEs if not available in Common Core) addressed:
RF 4: Read with sufficient accuracy and fluency to support comprehension

L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular
learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students are already familiar with punctuation and are able to identify it in writing. This lesson is
knowledge and skills. intended to give students clear definitions of various punctuation marks and give students practice
using them correctly in sentences.
Pre-assessment (for learning)(if applicable): N/A

Formative (for learning): students will correct a sample letter for correct spelling and punctuation.
Outline assessment Students will then practice reading the corrected letter aloud to practice fluent reading while paying
activities special attention to punctuation.
(applicable to this lesson)

Formative (as learning): Students will create a booklet with pictures, descriptions, and examples of
various punctuation marks.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & Use of punctuation song posters term goals, monitor progress, and
reflection to present definitions in another modify strategies
Ensure class environment is way
supportive of everyone's ideas so
students feel comfortable to share
What barriers might this
lesson present?

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What barriers might this
lesson present? Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- optimize challenge, mathematical expressions, and communication- increase medium
collaboration, mastery-oriented symbols- clarify & connect of expression
What will it take – feedback language Students who struggle with
neurodevelopmentally, Alter requirements for booklets- Clarify the symbols AND names discussion/sharing in class could
experientially, struggling students only need 4/6 of each punctuation mark clearly write their thoughts in their
emotionally, etc., for your marks, and students who need a journals instead
challenge could add ellipsis or
students to do this lesson? semicolon

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Instead of students changing the
Instead of the introduction being Allow students who struggle to speed of their voices when
a discussion, I could begin by construct a physical booklet to focusing on punctuation, they
reading a story with NO make a booklet or flashcards could also act this out with their
punctuation and see if students online bodies
are able to see what is wrong

- Punctuation song posters packet

Materials-what materials
- Whiteboard and marker
(books, handouts, etc) do
- Sample letter worksheet (copies for each student)
you need for this lesson
- Materials for booklets- construction paper and white paper
and are they ready to use?
- Projector

Students will be sitting in groups of four. Small group discussions will be with table groups, partner
activities will be done with elbow partners.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

5 1. Lead beginning discussion: brainstorm as many 1. Raise hand and share ideas of different
mins punctuation marks as you can think of. Write punctuation marks
Motivation down on the whiteboard each idea shared
(opening/
10 introduction/ 2. Introduce/monitor small group discussion. Post 2. Discuss in small groups questions on the
mins engagement) following questions on projector to answer: projector, share ideas with entire class after
- “when do we use punctuation marks?” discussion
- “why are punctuation marks important?”
- “how do punctuation marks help us read and
write?”
write down responses as a whole class on the
whiteboard after small groups have finished
discussing
5 1. Hand out pre-constructed booklets. Allow five 1. Decorate cover of punctuation booklet
mins minutes for students to decorate the cover

2. After students have finished decorating their 2. Write the name of one punctuation mark on each
booklets, have students write the name of one half page in the booklet
4
punctuation mark on each half page
mins
- Comma
- Period
- Exclamation point
- Question mark
- Quotation marks
- Apostrophe

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 - Apostrophe

15 3. *Go over the purpose of each punctuation mark 3. Carefully listen to the descriptions of each
mins with the students. Write on whiteboard punctuation mark. Sing each page of the
- comma: pause in a sentence, separate words in a punctuation song posters packet with peers
list, separate words in places and days, after the
greeting or closing in a letter
- period: end of a sentence
- Exclamation point: end of sentence with
excitement
Development - question mark: end of a sentence when asking a
(the largest question
component or - quotation marks: when someone is talking, when
main body of quoting someone
the lesson) - apostrophe: to show someone owns something
When discussing the purpose of each punctuation
mark, also project the corresponding paper from
the “punctuation song posters” packet. Sing each
page together as a class to the tune of Jolly Old St.
Nicholas

10 4. Instruct students to complete their punctuation 4. Complete punctuation booklet based on

mins booklets. Post requirements on projector. instructions/requirements
Each page should include:
- name of punctuation mark
- picture of punctuation mark
- description of its purpose (refer to our
descriptions/punctuation song posters on the
whiteboard)
- Example of a sentence with the punctuation mark
Monitor students’ work as they complete their
booklets. Answer questions as needed.

1. Hand out sample letter to students. Explain that 1. Correct letter; read corrected letter aloud to a
they find 13 punctuation/spelling errors in the parent at least twice
letter and correct them. After they have corrected
the letter, work with elbow partners and read the
letter aloud to each other. Remind students to
pay special attention to punctuation and adjust
Closure their rate/tone accordingly. Each partner should
(conclusion, read the letter aloud at least twice before handing
culmination, it in. ** this will now be homework.
wrap-up)
10 2. Closing large-group discussion: refer back to our 2. Participate in discussion
mins introductory discussion about why punctuation is
important and how they help us read. Have students
re-answer these questions, sharing how they read
their sample letter differently when paying
attention to punctuation. *Reiterate that
punctuation is an important part of fluent reading!!
- how might punctuation be an important part of
our faith? Suggest ideas such as the ability to read
the Bible and reading our devotionals.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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