Candidate: Subject: Grade level(s): Date:

Karen Fombona ELA T-K & Pre-K November 15, 2017

Hannah Migliorini
Standard:
California ELA Standard: 1.5 Use a period, exclamation mark, or question mark at the end of sentences.

CCSS.ELA-Literacy.RF.K.1
Demonstrate understanding of the organization and basic features of print.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will be learning punctuation, specifically a period (.), question mark (?) , and exclamation mark
(!). Students learn that the way a sentence sounds determines what punctuation point is used at the end
of a sentence. Students will learn that if there is emotion behind the sentence, they will use an
exclamation point, if there is doubt or questioning behind a sentence the student will use a question
mark, if the sentence is direct the student will use a period at the end of the sentence.

II. LEARNING OUTCOME (Objective):

Given the definition of a period, exclamation point, and question mark, students will be able to identify
when to use certain punctuation by identifying what correct punctuation will go at the end of each
sentence.

DOK/Cognitive Rigor Level: Skills and Concepts

Language Demands:
This lesson requires that students know English and are able to understand how to speak, read and write in
English at a kindergarten level. We will be reading and constructing simple sentences together.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
The lesson that would come before this lesson would be constructed on learning what sentences are and
how a simple sentence is structured. After students understand simple sentence construction and structure,
the teacher will read a book to students and elaborate on the different punctuation in the print being read
aloud. After this lesson students will be able to identify what proper punctuation mark will go at the end of
a sentence. This lesson overall fits into the unit of written and oral English language conventions, which
include sentence structure, grammar, punctuation, capitalization, and spelling.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Student friendly objective: By the end of our lesson you should be able to recognize a period, question
mark, and exclamation mark by properly identifying which correct punctuation goes at the end of a
sentence based on the structure of the sentences.
Purpose: Students are learning this because punctuation is very important to sentence structure and in
order for the students to be able to read and write correctly they must have a good grasp on punctuation.
This lesson helps them start this process and helps them get a taste of some type of punctuation that is very
important in English.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Tell students what we are going to learn today (punctuation)
a. T input: Today we will learn about punctuation and when to use a period, question mark, and
exclamation mark.
a. T model: Show the students what each punctuation looks like.
b. Student response: Tell students to tell their neighbor what we are going to learn today and to
discuss what they already know about punctuation points.

Step #2: Show Period definition (Construction paper with definition)

a. T input: Read along definition with students (point as you read).

a. T model: Discuss with students what a period is and when to use a period.
b. Student response: Pair share when and what a period is. After, have one student tell teacher what
their partner shared and as a whole group ask students if they agree or disagree with what the student
said.

Step #3: Show Question mark definition (Construction paper with definition)

a. T input: Read aloud with students what the question mark definition is (point as you read).
a. T model: Discuss with students what a question mark is and when it should be used in a sentence.
Give students examples of sentences that would use a question.
b. Student response: Have students tell you what kind of sentences would need a question mark at the
end of the sentence. Have students come up with one sentence that would need a question mark and
then have students share what they came up with as a whole group.

Step #4: Show Exclamation mark definition (Construction paper with definition)
 a. T input: Read along definition of an exclamation mark (point as you read.)
a. T model: Discuss with students what an exclamation mark is and when it is required. Emphasize
that you must show some type of strong emotion/feeling when you use an exclamation mark
b. Student response: With a partner have students say a sentence with a lot of emotion and tell their
partner why they would need an exclamation mark at the end of that sentence. Pair share when finished
as a whole group.

C. APPLICATION ACTIVITY: Poster paper with multiple sentences but with no punctuation at
the end. As a whole group we will decide what punctuation mark goes at the end of each sentence.
Each student will have a flashcard with a period, question mark and exclamation point. We will read
the sentences together one by one and discuss which punctuation best fits that sentence. Once the
sentence is read, they will hold up what punctuation point they believe goes at the end of the sentence.
Then using a post it note with the above punctuation points written on it, the teacher will put the
correct post it at the end of the sentence on the poster paper. The teacher will guide the students with
the first couple sentences but as the teacher observes confidence in the students the teacher will slowly
be less involved in helping them figure out what punctuation mark goes where. If students are showing
a good understanding, the teacher will call on an individual student to come up and put the post it note
where they believe it goes, and after discuss with the class if students agree or disagree. This will
assist the teacher in assessing individual student understanding.
D. MATERIALS & RESOURCES:
1. Construction paper with definitions
2. Poster paper with multiple sentences but with no punctuation at the end
3. Post it notes with period, question mark, and exclamation mark
4. Markers
5. Flash cards with period, question mark, and exclamation point

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: Teacher observation during lesson activity with sentences on the poster paper. Teacher will
observe by seeing which student is participating more and which student is just being quiet and not
saying much. You can check for understanding by observing the childs behavior as you are conducting
the activity.
Summative: After the lesson, students will do a quick short activity where they will individually select
what correct punctuation goes at the end of a sentence. Each student will get a worksheet with three
different type of sentence created by the teacher, in order to check for understanding. After the student
puts the correct punctuation, the student will create three sentences, using each of the punctuation points
used in the lesson. This activity will help the teacher check for understanding.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
To accommodate teacher can learn the words for period, question mark, exclamation point in the target
secondary language. The other words the teacher can learn are end, strong feelings (ie. Anger, despair,
excitement, joy), etc.

To challenge higher achievers the teacher can have the student create their own sentences using
punctuation points.

To modify for struggling students the teacher can create visuals for students who do not understand.