Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Barbara Chang
11/2/16

Subject/ Topic/ Theme Punctuation-End Marks

Grade _9th_grade English___

I. Objectives
How does this lesson connect to the unit plan?
In the first lesson, students will be able to understand the correct usage of end marks during their unit on punctuation in order to help with their future writing.
cognitiveR U Ap An E C*

Learners will be able to:

Remember the basic sentence structure of English.

Apply the end marks correctly within a sentence in the exercises in their notebooks.
Understand the meaning behind the end marks in certain places (through working with peers and asking the teacher).
Analyze the differences in meaning if the end marks were to be placed in different spots, or omitted (through working
with peers and asking the teacher).
Create a small writing sample of the correct placing of end marks through a practice exercise in the textbook.

R
Ap
U
An
C

physical
development

socioemotional

X
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
(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
knowledge and skills.

Students should know basic English sentence structure, such as must having a subject and verb in each sentence. Punctuation
will be covered in this unit.

Pre-assessment (for learning):

Students will be given a diagnostic test first to see how much prior knowledge of the concept is understood already.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will be given assignments from the textbook to work on at home and will be checked together the day after in class.

Formative (as learning):

Students will participate in asking questions regarding the ones gotten wrong in the diagnostic test to

Summative (of learning):

None in this lesson.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

-Notes are given on the topic today to

help the students, along with going over
various examples of the different marks
to show them the wide range they are
used.

-N/A

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

-Show how marks can make a sentence

that sounds the same different; show
how meaning is changed with the
changing of end marks. (symbols)

Provide options for comprehensionactivate, apply & highlight

-N/A

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Give interesting and eye-catching
examples to keep students interested and
to see how the meaning of a sentence
changes if the end mark is changed.

-Usage of technology and handwriting

to help the students practice the concept
over and over until they are able to
remember the rules for this topic.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
-Students will practice with each other
and work together in small groups on
other class practices.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Quizzing the students from time to

-The students would see how well they

do in the diagnostic test, and see what
will be gone over in the next few
lessons.

time during the notes to see how well

they understand the new topic.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Textbook for Grammar (Element of Writing: Revised Edition, by Kinneavy/Warriner (source)

Handouts/Notes on End Marks and Commas
Projector for sharing PowerPoint slides for notes
Computer to display PowerPoint with
Notebooks to record and practice exercises in for students (Homework)

How will your classroom

be set up for this lesson?

Tables will be set into rows for easier note-taking

Whiteboard/projector in the front
Helpful posters will be put around the classroom for students to look (taken down for tests)

III. The Plan

Time
15
min

Components
Motivation
(opening/
introduction/
engagement)

15
min

15
min

Describe teacher activities

AND
student activities
For each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Give a diagnostic test to see how much
- Students will answer questions to see their
students know already.
prior knowledge of end marks in
- (The diagnostic test will given from the
punctuation.
textbook)

Development
(the largest
component or
main body of
the lesson)

Go over the diagnostic test as a class and

see which problems were most troubling
for students.

Students will ask questions and further

clarification regarding the diagnostic test,
as well as see what would be covered in
the future.

Present presentation of notes to students,

using a PowerPoint, which are given to
the students in note form (fill-in-theblank).
Explain the rules and reasoning behind
each comma placement and structure,
giving extra examples while the students
are copying the notes down, to further
help their understanding.
Answer any questions or clarifications
students may have during this time.

Students will take the notes presented to

them.

Students, during the note-taking process,

may ask any questions or clarifications
needed during the introduction of new
concepts.

Assign exercise in textbook that lets the

students practice what theyve learned in
the notes today.

Students will be able to work on exercises

to help practice and further understand the
new concepts just introduced. Students
would be encouraged to use the notes and
see the examples given in the textbook.

5 min

Closure
(conclusion,
culmination,
wrap-up)

Reflection on Lesson 1:
I actually did not cover the diagnostic test in my actually unit; it was covered Monday before by my teacher. However, I did
go over it the next day, with my teacher explaining each answer when students looked confused. I do agree with starting off with a
diagnostic test to see the level students are at, as well as which topics to focus more on and which can be quickly gone over. Since I

did not go over the diagnostic test myself, I am unsure of how much time it would require to finish it. I did, though, correct it (with
explanations included) with the students, which was around 15 minutes, so I gave them same amount of time.
The drawback may be that it seems tedious and not too dynamic, but I felt that it would be necessary as the first day to assess
where the students were as a class and to see how should and could I style the rest of the lessons to fit their knowledge and add to what
they already know.