Sarah Campbell

Teacher: Mrs. Roach

Grade Level: 2nd

Subject Area: Writing

Length of Lesson: 30 min
Desired Results

I3.W.6.2b: Punctuation
Correctly using apostrophes to form contractions and singular and plural possessives.
Using quotation marks to mark direct speech.
Using commas in locations and addresses; to mark direct speech; and for coordinating
adjectives (e.g., a small, red bicycle).
Enduring Understandings

Essential Question(s)
Where in a sentence do I place
quotation marks?
What are the three places in a sentence
commas are used?
Apostrophes are used in what type of
instances?

Recognize mistakes in writings

Define when to use different
punctuation marks
Edit the use of different types of
punctuation in others papers
Differentiate between types of
punctuation
Knowledge and Skill Objectives
SWBAT
Realize the misuse of punctuation in a sentence
Determine when to use a comma versus a period.
Decide to use punctuation marks to change the meaning of a sentence.
Discuss with the rest of the class what each type of punctuation is.

Assessment Evidence
Students will have completed a worksheet and a short packet at their seats. Students will
practice in groups with whiteboards the correct use of punctuation marks. The class will
make their own note cards with examples of each type of punctuation used in a sentence
Learning Plan
Learning Activities
Class discussion about each type of punctuation.
Worksheet on the use of punctuation.
Packet of examples.
Group activity with posters and markers
Resources and Materials
Mrs. Roach
My mom
Teachers resources on google
Required Accommodations/Modifications
ENL assistance for one student who does not speak English

Sarah Campbell
Name_____Sarah Campbell_______________ Date__12/10_____ Period_7th___
Lesson Plan Evaluation & Teaching Reflection
Was the content worth knowing? Support your response.
Yes, the content is worth knowing because later in higher grades every student is going to
have to write essays and stories for English and composition classes.
Describe how the activity was developmentally appropriate.
I sat down and discussed what objective would fit into the classes timeline and discussed what
she usually does. My teacher gave me a couple of resources and I came up with other activities to
get the kids involved.
Give an example of how you know the activity was interesting to the children.
All of them wanted to participate and answer questions. There was not a lot of them that did
not want to participate. And the ones that didnt were not feeling good.
Describe how the activity included opportunities for the children to test their knowledge.
The kids could test their knowledge of the subject by trying to answer the questions I asked
before explaining the topic and giving them all of the information. Also the kids filled out
worksheets and made up their own examples.
Describe a follow up activity that would build on concepts you have presented.
A good follow up activity would be for all of the kids to edit each others papers for mistakes and
problems in grammar.
What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
I saw a lot of kids getting really excited. There was a lot of shouting out answers and
discussion among the kids after each question I asked and the kids worked hard during the group
activity. There was not as much talking this time. This was most likely because they knew that bad
behavior would not be allowed.
How did you involve the children in the closure of the activity?
I included the kids in the closure of the activity by allowing them to close the activity. They
came up with their own examples and I reviewed with them when they all had turned them in.
Describe what changes you would make and what you would keep the same if you presented the
activity again.
If I were to do this activity again I would have some type of presentation prepared to explain
each type of punctuation instead of explain it to the class myself and having to go over it with each
kid after they forgot.

Sarah Campbell