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CEP Lesson Plan Form

Teacher: Emi Felser


16th, 2016

Date: November

School:
Rocky Mountain High School
Content Area: English

Grade Level: 9th

Title: Punctuation
Lesson Idea/Topic and
Rational/Relevance:
What are you going to
teach and why is this
lesson of importance to
your students? How is it
relevant to students of
this age and background?
Why are you teaching
this lesson now (what
came before/what will
come after)? What
teaching
methods/strategies will
you use and why?

Lesson #: 1 of 1
*In our society we adhere to the rules of Standard
English, a systematic set of rules and regulations of
how to write and speak. In professional settings,
proficient use of Standard English is crucial to the
success of the individual. For example, when one is
trying to get a job they usually need to write a cover
letter and submit it with their application. If their cover
letter is riddled with errors they will most likely not get
the job, despite their qualifications. The best way to
learn these skills is to practice them, and practice often.
The sentence is the basic unit of all written
communication. Everything is built upon its structure.
Now that students have learned the structural part of
sentence they can now move onto properly punctuating
their sentences, building upon the previous lesson.
In her book The Grammar Plan Constance Weaver states
that using worksheets and teaching grammar isolation is
the most ineffective way to teach grammar to students.
Knowing this I have planned for active practice and
relevant assignments. Students will work on skills of
identifying where punctuation belongs in a sentence as
well as crafting their own in a real world situation.

*Information is taken from the previous lesson.

Content Standard(s) addressed by this lesson:


(Write Content Standards
directly from the standard)
Content Area: Reading, Writing, and
Communicating
Standard: 3. Writing and Composition
3. Writing for grammar, usage, mechanics, and clarity requires ongoing refinements
and revisions
a. Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2)
i. Identify comma splices and fused sentences in writing and revise to
eliminate them
ii. Distinguish between phrases and clauses and use this knowledge to
write varied, strong, correct, complete sentences
Understandings: (Big Ideas)

The importance and application of grammar in everyday life

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CEP Lesson Plan Form

The significance of punctuation in writing and its stylistic benefits.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of


instruction, select applicable questions from standard)

Why is it important to code switch between everyday English to Standard


English during formal settings?

How does different forms of punctuation create clarity for the reader?

How does punctuation aid your voice and style in your writing writing?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)


I can: Identify and create complete sentences with correct punctuation to create
clarity.
This means: I add punctuation to a block of text without punctuation to create
clarity for the reader, and I can use punctuation and complete sentences in my own
writing.
List of Assessments: (Note whether the assessment is formative or summative)

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CEP Lesson Plan Form

Planned Lesson Activities


Name and
Purpose of
Lesson
Should be a creative title
for you and the students
to associate with the
activity. Think of the
purpose as the minirationale for what you
are trying to accomplish
through this lesson.

Approx. Time and


Materials

Punctuation and the Future.


The sentence is the basic unit of all written
communication. Everything is built upon its structure.
Now that students have learned the structural part of
sentence they can now move onto properly punctuating
their sentences, building upon the previous lesson. In
order for students to be successful they need to use
punctuation correctly.

75 minutes

How long do you expect


the activity to last and
what materials will you
need?

Anticipatory Set
The hook to grab
students attention.
These are actions and
statements by the
teacher to relate the
experiences of the
students to the
objectives of the lesson,
To put students into a
receptive frame of mind.
To focus student
attention on the
lesson.
To create an
organizing
framework for the
ideas, principles,
or information that
is to follow
(advanced
organizers)
An anticipatory set is
used any time a different
activity or new concept
is to be introduced.
How do you intend to
engage your students
in thinking during the

Students will be given a sticky note and asked to


write their dream job and a few steps on how
they will get their dream job on it. We will come
back to this later. (Ex- if a student wants to be a
doctor they will need to write medical school or
pass MCAT)
Students will be given a block of text with all
punctuation/capitalization omitted. This passage
will be labeled #1.
Students will be asked to fill in the punctuation
and indicate any capitalization needed. In order
for students to complete this, they will need an
understanding of sentence structure that has
been covered in the last lesson.
This section is a pre-assessment of the students
working ability to apply multiple types of
punctuation.
When the time is up students will turn in their
text.

The strategy I intend to use is pre-assessing prior


knowledge.

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CEP Lesson Plan Form


Anticipatory Set?
Why are you using it
at this point in your
lesson?

Procedures
(Include a play-by-play
account of what students
and teacher will do from
the minute they arrive to
the minute they leave
your classroom. Indicate
the length of each
segment of the lesson.
List actual minutes.)
Indicate whether each
is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

I am using this strategy here because: Some students in


this class have a running knowledge of punctuation,
others will not. The aim of this lesson is to give new
information for students regardless of their knowledge of
punctuation. Those who have shown proficiency in
commas will have an opportunity to try other areas such
as dashes or semicolons. This activity will come again
after students have learned the materials to show if any
growth took place over the course of the lesson.
Teacher Actions
Information is
presented on a
powerpoint
alongside
examples.

Instructor hands
out a type of
punctuation with
the definition and
examples to each
group.

Instructor will
facilitate the
conversationwhat is working in
the sentence,
what is not? If the
punctuation is
being used
incorrectly how
can we make it
correct.

Student Actions
Students take notes.
(20 minutes)

Students will break into


groups of three with
one group of four.

In their groups
students will work
together to create
three sentences that
correctly use their
punctuation.

Groups will pick their


favorite sentence for
the class to evaluate.
This will be typed up
and projected on the
smartboard.

Students will turn in


their groups
sentences.

*Due to time constraints this


section of the lesson may be
omitted.

Students, having
already come up with

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CEP Lesson Plan Form

The instructor will


monitor students
while they are
writing, answering
clarification
questions on the
functions of
punctuation.
(from the last
lesson I am
assuming this will
be highly needed)

Instructor will
hand out the
second text block
and collect when
completed.

their dream job earlier


in the lesson, will write
a cover letter for that
job using the
qualifications listed on
the board. Students
will use their
computers to complete
this.
Some of the things that
need to be included
are:
o What the job is
o Qualifications
they have
achieved- also
found on their
sticky note
o Why they are
the best fit for
the job
o Their
personalitypassion- why
this is their
dream job
o All grammar
rules learned
thus far should
be incorporated
(meaning only
complete
sentences can
be used)
o Include each the
punctuation
covered at least
once.
After students are done
with their cover letters
they will fill in
punctuation for a
different text block.
This will be labeled #2
This will also be turned
in

How do you intend to


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CEP Lesson Plan Form


engage your students
in thinking during the
PROCEDURE?
Why are you using it
at this point in your
lesson?

Closure
Those actions or
statements by a teacher
that are designed to
bring a lesson
presentation to an
appropriate conclusion.
Used to help students
bring things together in
their own minds, to
make sense out of what
has just been taught.
Any Questions? No. OK,
lets move on is not
closure. Closure is used:
To cue students to
the fact that they
have arrived at an
important point in
the lesson or the
end of a lesson.
To help organize
student learning
To help form a coherent
picture and to
consolidate.
How do you intend to
engage your students
in thinking during
CLOSURE?
Why are you using it
at this point in your
lesson?

The strategy I intend to use is: I do, we do, you do.


I am using this strategy here because: During the last
lesson there was a need for more structured practice
from one the lecture portion to the practice. This was
students see the information first (I do), practice
together with the support of their peers (we do), and
finally try on their own (you do).
At the end of class students will conduct a journal entry
answering questions from the first lesson. (Do you agree
or disagree with Weird Als claim that grammar is an
indicator of human worth. Is grammar so important that
it should be used in all kinds of writing? (Formal like
essays/informal like social media posts). These questions
will be reworded.
Students will pull out their journal entry they made
during the first lesson and reflect on how their thinking
may have changed from the first lesson to the end of
this one. They will be asked to focus on the comparison
between what they thought first and what they now
think.

The strategy I intend to use is I used to think, now I


think
I am using this strategy here because: Most people
dislike grammar. This is partly due to the way it is
taught. Constance Weaver argues in her book The
Grammar Plan that this is because grammar instruction
is often taught in isolation. The last two lessons I have
worked to incorporate these lessons into active writing
so students can see the importance of these structures.
By having students reflect on their thoughts before
seeing this connection and after it can get students to
start thinking about the importance of grammar in their
lives.

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Differentiation:
Differentiation
should be
embedded
throughout your
whole lesson!!
This is to make
sure you have met
the needs of your
students on IEPS or
504
To modify: If the activity
is too advanced for a
child, how will you
modify it so that they
can be successful?
To extend: If the activity
is too easy for a child,
how will you extend it to
develop their emerging
skills?

Assessment
Reflection: (data
analysis)
How will you know if
students met the
learning targets? Write a
description of what you
were looking for in each
assessment.

For students who are slow note takers the


powerpoint will be uploaded after the class. That
way students do not need to worry about writing
down everything, and instead can focus on taking
in the content.
Students will be allowed to listen to music during
this activity. For some students listening to music
can cancel out some of the distractions that can
inhibit students focus, as long as the music itself
does not become a distraction.
Most cover letters consist of about one page long.
Due to the time constraint of the class students
will not be required to write a full page.
I am aware that many students have never
written a cover letter before. Knowing this I am
not expecting a polished piece of writing. As long
as students hit on one or two qualifications and
state a career they will have complete the
assignment.
(These last two will not be made widely aware of
these to encourage students to not sell their work
short. If students, in this class particular know they
will not be held accountable they will not do it).

The block of text that students fill out before and after
the lesson will be an indicator of student growth from
the start of the lesson to the end of the lesson
regardless of previous ability.
Students will turn in all of their sentences, not just the
one they picked to share with the class. This will be
evaluated for accuracy among the three sentences.
Students will share their cover letters to my email.
These will be read over like the short stories from the
last lesson.

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