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Assignment 1: Lesson Introduction Video recording, lesson plan and critical reflection

Jessica Woods S00112916



Lesson Plan







Curriculum












Lesson Objectives:

Students Prior Knowledge:
Students have a basic knowledge of Quotation marks when reading and discussing texts. We have
discussed as a group where quotation marks are used in texts to signal dialogue, titles and direct
speech. Their writing has indicated that they are working towards an understanding of the
punctuation; however, they need to revise the correct use of the quotation marks in written dialogue.


LESSON STRUCTURE:

Time


10
15 min
Introduction & Motivation:


1min Clap hands and allow time for children to settle into
their desks and take out pen, pencil and their English
workbooks. Wait at the front of the class for students full
attention, point out children who are ready to learn.

Teaching Approaches &
Resources

Wait for the sound of silence
before giving further
instruction, so students know
my expectations.

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech
(ACELA1492)
Exploring texts to identify the use of quotation marks
Experimenting with the use of quotation marks in students own writing including
paragraphing and punctuation.
Date: 23/08/13 Time: 9am 10am

Unit: Text Structure and Organisation
Lesson: Using Quotation Marks

Level: Year 4
Year 4 Achievement Standard
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand
how to express an opinion based on information in a text. They create texts that show understanding
of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations
and contribute actively to class and group discussions, varying language according to context. They
demonstrate understanding of grammar, select vocabulary from a range of resources and use
accurate spelling and punctuation, editing their work to improve meaning.





2min Introduce our topic for the day Using Quotation
Marks.
Draw students attention to our learning goals for the week.
One of the learning goals this week is, Revise the correct
use of Quotation Marks in direct speech.
Discuss that we will be focussing on this learning goal for
the lesson and it should help the students to improve their
writing as they will be able to quote direct speech in order
show the reader when someone is talking. We will also be
discussing some of the verbs we could use to show
someone is talking.

3min Concept map
Gauge the students understanding of the topic by creating a
concept map. Ask the students what they think direct
speech is and how we might use Quotation marks in a
text. I will write student responses on the concept map,
which will act as our rules to follow for the rest of the
lesson.
Some questions:
Q: What words do we place in Quotation marks?
A: Only the words spoken are placed in Quotation Marks.
Q: What special marks can we use to to draw attention to a
fact that the speaker has used certain words.
A: Quotation marks
Q: Where does the punctuation go?
A: Punctuation goes inside the quotation marks when it is
part of the actual quotation e.g. I wish, he shouted, you
would stop doing that!
Q: What verbs could we use to show the speaker is
talking/shouting/whispering etc.
A: Said, shouted etc.
Q: When dont we use quotation marks?
A: We do not use quotation marks when reporting what
someone has said. This is called reported speech.

Ask students to look at our concept map and reflect on
their understanding of Quotation marks by giving
themselves a rating from 1 5. 1 being I dont understand
the learning goal 5 being I understand the learning goal
so well I can teach it to others Hold the number up on
your show me board.

10min Modelling
Draw students attention to the comic strip on the board and
ask the students to name our characters.
Ask them, How do we know when someone is talking?
Expected response: The words are in a speech bubble/
there is a line pointing to the person

Model changing the first frame and second frame to direct
speech on the board. Explain the steps I am taking as I






Have learning goals to work
towards.
Use data from the Concept
map in order to guide
teaching and learning.

- Childrens learning goals
poster for the week
- Whiteboard and Coloured
markers
- Big comic strip on the
whiteboard (See Appendix 1)
- Childrens understanding
indicator on the whiteboard
(See Appendix 2)
- Quotation mark rules (See
Appendix 3)

















Value reflective feedback from
students.
- Show me boards (small
white board for each child and
a white board marker)



Students need to be familiar
with the characters in order to
write who is speaking and it
gives students ownership of
the learning.

Charlie said, .
- Favourite animal comic strip
write.

Ask students, So if I were to change this third cartoon
frame to direct speech, what words would I include inside
my quotation marks?
Call one of the students to come up to the board and
convert the third comic strip to direct speech. Ask students
if they feel that his/her answer is correct. Were there any
errors?

Blutac the 4
th
cartoons words and punctuation (broken up)
onto the board. Choose 2 children who havent had a turn
at answering questions to come up to the front of the class
and organise the words and punctuation correctly.
I like Dinosaurs! I have a Dinosaur Fossil Tooth. Would
you like to see it? asked Ben.
Ask students still at their desks, if they have done it right.
Fix any errors.




Discussing the answer before
I call the child up, will give
them more confidence in their
answer.
Encourage an atmosphere
where it is okay to make
mistakes.


- Comic strip words and
punctuation written on
different strips of paper

Time Main Content: Teaching Approaches &
Resources
30 min






Activity
Request students re-visit their understanding of quotation
marks and direct speech now that we have worked through
some examples. Give themselves a rating out of 5 on their
show me board and hold it up.

Pair students together with children of a high
understanding and children who have a lower
understanding. Students can find their own partners, by
looking at their show me board ratings. Help any children
who dont have a partner.

Give each pair a quotation mark poser and some short
curly noodles, which will act as quotation marks. Together
the children need to place the quotation mark noodles in
the correct places and add in any missing punctuation with
their pencils.




Check the students noodle quotation marks are in the right
place, before allowing them to write the sentences in their
books.
Propose that the children colour in the quotation marks,
other punctuation marks and the talking verbs with
different colours, to make them stand out.

Draw a cartoon on the board for the children to convert
into direct speech, without the help of their peer. Get the
peers to double check their partners work after they have
finished, remembering to check punctuation, if the
quotation marks are in the right place and if they have used
Students take responsibility
for their own learning
- Show me boards



Children with a high
understanding of the concept
will be able to scaffold the
learning of their peers.


Ensure students are engaged
in a cognitively demanding
and interesting task.
- Quotation mark worksheet
with large writing.
- Curly noodles
- pencil
- English book








Draw the cartoon while
children are doing their
noodle quotation marks.
Children have the opportunity
to reflect on their own work
appropriate saying verbs.



Support and/or Extension Activities
There is child with a mild hearing impairment in the
classroom.
- She needs to be seated at the front of the class so
she can hear my voice clearly.


Early finisher task cards:
Practise card game for after the children have learnt the
Quotation rules. There are some more challenging cards
which include song and poem titles, quotes within quotes
and Interrogative sentences.
and the work of their peers.




Double check that she has
heard and understood my
explanation before moving on
with the task.

Early finishers can challenge
themselves with a fun task
card game from the literacy
centre.
Children can work in groups
of up to four.

Time Conclusion: Teaching Approaches &
Resources
10 min







Clap hands to get students attention.
Revisit the concept map and identify some of the rules we
have learnt today. I will also let the children know how
knowing and using these skills will help to improve their
writing and make it easier to read.



Ask children to come up and get a feedback card from the
desk in the front of the class and write how they felt the
lesson went today, what rating from 1 5 would they give
themselves on their understanding at the end of the lesson
and any new skills they may have learnt. When they have
finished, they can put the card in the feedback box on the
teachers desk.



Request children put away their English books and sit at
their desks ready for the next lesson.
Wait for the sound of silence
before giving further
instruction.
Students understand how these
skills will help them in the real
world context.


- Feedback cards (small
square paper)
- Feedback box
Reflect on the feedback cards
to gauge how the students
enjoyed the lesson and if there
were any gaps in their
understanding of quotation
marks and direct speech

Assessment of Learning
Formative assessment - Gather feedback that can be used to guide improvements in the ongoing
teaching and learning context. Learning goal scale, classroom interactions and feedback sheets are
used to judge this.
Students are successful in this lesson when they can
Demonstrate an understanding of using quotation marks to signal direct speech.
Select appropriate vocabulary to describe how the person is talking.
Punctuate the direct speech.
Edit their work to improve meaning.

Evaluation Checklist
Were my expectations for the lesson achievable?
Was I asking appropriate questions?
Was my pace easy to follow?
Did I model the concept clearly before allowing the students to try?
Were my visual aids effective?
Were the children engaged in their task?
Did the peer scaffolding benefit the children?
Were the children successfully able to do the activities?
Did I have all the materials I needed?
Was the early finisher task engaging and fun?
What was the noise level in the classroom?
Did the students finish their work in a timely manner?
What was the students feedback on the lesson?
Did we achieve our learning goal?


Safety Considerations




































Children should be aware that they are not to eat the raw pasta noodles.



References:
Australian Curriculum, Assessment and Reporting Authority (2013). Uusing quotation
mark: Year 4. Retrieved from
http://www.teachingacenglish.edu.au/differentiation/punctuation--grammar/diff-
punctuation-and-grammar-year4.html

Goebel, G., & Seabert, D. (2006). Put on your thinking hats. American School Health
Association, 76(7), 393. Retrieved from
http://go.galegroup.com/ps/i.do?action=interpret&id=GALE|A152195904&v=2.1&u=acu
ni&it=r&p=AONE&sw=w&authCount=1


Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education.
SouthMelbourne, VIC: Oxford University Press.

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs
Forest, NSW: Pearson Australia.

Marsh, C. (1996). Handbook for beginning teachers. Melbourne: Longman Australia .

Skwirk Interactive Schooling. (2013). When do we use quotation marks? Retrieved from
http://www.skwirk.com/p-c_s-6_u-278_t-690_c-2604/when-do-we-use-quotation-
marks-/nsw/when-do-we-use-quotation-marks-/punctuation/quotation-marks

Tompkins, G.E., Campbell, D., & Green, D. (2012). Literacy for the 21st Century: A
balanced approach (5th ed.). Frenchs Forrest: Pearson.