Lesson Planning Form for Accessible Instruction Calvin College Education Program

ONLINE LESSON PLAN Teacher Courtney Gruner Date 10/21/12 Subject/ Topic/ Theme _Punctuation End Punctuation Online_ Grade _3rd_

I. Objectives How does this lesson connect to the unit plan?

The overall unit plan is about writing conventions and being able to use a variety of punctuation at the end of sentences, as well as to know to always put punctuation at the end of sentences is an aspect, a very important one, of writing conventions.

Learners will be able to:

Use periods, question marks, and explanation marks at the end of their own sentences Understand how the end punctuation affects the voice in the writing Recognize correct and incorrect punctuation usages in what they read, as well as their own writing

cognitiveR U Ap An E C*

physical development

socioemotional

C/App U An

GLCEs or Common Core standards addressed:

W.PR.03.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups. (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.

Knowing the basic format of sentences, and how to read and write.
Pre-assessment (for learning):

Discuss end punctuation usage and do examples with the class.

Formative (for learning):

Outline assessment activities (applicable to this lesson)

I will have access to computers students can use online quizzes to practice: http://www.harcourtschool.com/menus/preview/harcourt_language/grammar_park.html http://teacher.scholastic.com/activities/adventure/ http://www.eduplace.com/kids/hme/k_5/quizzes/ http://www.ellwood.goleta.k12.ca.us/GrammarGames/grammargames.html
Formative (as learning): Summative (of learning):

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible We will do examples and read the sentences out loud, the students will then be reading, correcting, and typing sentences with end punctuation.

Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will add comas where they are needed on the online worksheets.

Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Help will be available for students from teacher.

students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Example will be done on board as well as read to emphasize what the usage of end punctuation does to break up a sentence.

This activity will be one of several for building the students understanding of end punctuation usage in a series/ list. Online activities have easier to more challenging quizzes to do.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Students can use teacher as a resource to complete online activities and feedback will be given as they are working, and there will be more challenging worksheets/ online activities for students who excel in their understanding of end punctuation.
Provide options for selfregulation- expectations, personal skills and strategies, self-assessment & reflection

Provide options for comprehensionactivate, apply & highlight

Students will use their recognition of usage in the precreated sentences to correct the online ones.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Students will be able to see right away if they understand when to use end punctuation or not, I will also walk around to provide feedback right away.

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

computers

Students will be at their own computers in order to complete this activity. How will your classroom be set up for this lesson? III. The Plan Time 2min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. We are going to learn how to use end punctuation They want to enhance their abilities to read to make our writing even better, and our reading and write and be more expressive, and better and be able to be expressive and exciting practice first to get good at recognition and while we read and write. Introduce the how to use using end punctuation. They will also be end punctuation, when, and what it sounds like excited to be able to use computers and when you use them. So the first thing we are going play games while they are learning about to do is practice. I will do an example first. Now punctuation. we are going to go to the computer lab to play games that will help us practice punctuation! We are going to be working online that has several Students will work on online individually and complete as many activities as they different activities and you can try any level that can. They will be able to ask for help if you wish. You will be given sentences that do not they get stuck. have correct end punctuation, and you have to make corrections to them, as well as missing end punctuation. If you have any questions just let me know and I will be over to help you! (Write websites on the board so the students can

40min Development (the largest component or main body of the lesson)

copy them to get to them and help them get onto the websites as well possibly already have the websites pulled up when they get into the computer lab).

3min

Closure (conclusion, culmination, wrap-up)

We will talk about what they saw with the sentences or what they noticed about why they needed to change the sentences and how changing the punctuation made the sentences better.

Students will discuss the answers to the questions posed, and continue thinking about how this can enhance their reading as well as future writing.

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.)

Context Options The Class as a Whole Variables Class Description based on observations and data The online activities will have different sentences related to students interests or what they Individual differences Oakes/Lipton (174-178) know. Levine (299-302, 321-327) Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental Constructs)

The online activities will be a little different for students. There are students in the class who excel with reading and skills regarding reading and writing, as well as students who struggle with concepts of punctuation and writing or are slow in getting their work done.

Learning style differences Levine (27-50) Students with disabilitiesIDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff) Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

For students who learn best by auditory means we will be reading and going through an example out loud at first to show how to read the sentences using end punctuation. For students who are visual we will be reading, as well as doing online activities and I will be doing the first one for an example for the students. For students who are hands-on they will be able to type the sentences. We will have more than one person in the room to allow for multiple people to help, and be able to do one-on-one if need be.

Variety of online activities and some will be more challenging, and they will be challenged.

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Gender differences Bridging(212-224) Oakes/Lipton (277-278) Language differences Bridging(125-153) Oakes/Lipton (197-202)

Every student needs to know end punctuation conventions and sentences will have boys and girls names as well as things that are related to both sexes.

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