Beruflich Dokumente
Kultur Dokumente
Date: November
School:
Rocky Mountain High School
Content Area: English
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.
Page 1
How does different forms of punctuation create clarity for the reader?
How does punctuation aid your voice and style in your writing writing?
Page 2
75 minutes
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
Page 3
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
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)
In their groups
students will work
together to create
three sentences that
correctly use their
punctuation.
Students, having
already come up with
Page 4
Instructor will
hand out the
second text block
and collect when
completed.
Page 5
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?
Page 6
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.
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.
Page 7