Tat2 Task 3

TAT 2 Task 3: Integration Technology Production
Sentence Semantics
Kaylee Bartlett
May 8, 2018
Student ID: 435100
Student Mentor: Nina Smith

Table of Contents
Instructional Goal..................................................................................................................Page 3
Audience................................................................................................................................Page 3
Length....................................................................................................................................Page 3
Delivery Approach of Instructional Unit...............................................................................Page 4
Instructional Sequence...........................................................................................................Page 4
Materials Needed...................................................................................................................Page 6
Instructional and Lesson Overview........................................................................................Page 7
Assessment Overview………………………………………………………………………Page 8
Instructional Strategies……………………………………………………………………...Page 9
Task or Goal Analysis with Supporting Performance Objectives………………………..Page 10
Lesson 1 Overview................................................................................................................Page 11
Lesson 2 Overview...............................................................................................................Page 20
Appendices...........................................................................................................................Page 38
Unit Overview
Instructional Goal
Given a reading passage at the students instructional reading level that contains errors
within sentence semantics, students will be able to correctly identify the errors and correct the
errors with 80% accuracy. Students will then be able to correctly identify errors in sentence
semantics in their writing with 80% accuracy. They will show their understanding of the given
information when they receive at least an 80% accuracy on their MobyMax assessment with the
given sentence semantics standards.
Audience
The third-grade resource room students at Marie Curie STEM Elementary range in age
from eight to nine years old. During instruction time, it was found through assignments, quizzes
and tests that these three students did not pass with 80% accuracy. After not receiving a passing
score, these students were then given intervention time on sentence semantics. After instruction,
students will then be tested again to verify their passing score.
Length and Delivery Approach of Instructional Unit
This unit is designed to encompass nine hours of instruction with five different lessons.
Each lesson will consist of a time limit of 90 minutes. Each lesson will start with determining
prior knowledge of sentence semantics and what was covered in the previous lesson as a review.
Each instructional unit will begin with either a video on the new content being introduced, a
practice worksheet or a Moby Max lesson. With each lesson, the teacher will assess students
with observations, their work that is turned in or the data from Moby Max. All these assessments
will be reviewed thoroughly after they are given to determine what areas of the units need to be
reviewed and retaught. At the end of this unit, the teacher will give a formal assessment where
the students need to identify sentence semantics error in a reading at their instructional reading
level and they will be able to write at least 3 sentences with correct sentence semantics.
Delivery Approach
This instructional unit on sentence semantics will be taught by a resource room teacher in
person, in a resource room setting of third graders. To teach new materials and lessons, direct
instruction approach will be used. There will also be small group instruction and one on one time
to ensure the students are reaching the accuracy to show they have mastered the skills. The small
group instruction will be used in regard to activities and assignments to ensure their
understanding of all needed skills.
Instructional Sequence
There are five lessons beginning with the sentence semantics basics and then working our
way to writing with appropriate and correct sentence semantics. These lessons will be most
effective if they are delivered 3-week span to allow students ample time to learn each lesson and
build upon the concepts with each lesson to the following lesson. This recommended 3-week
span will allow students the opportunity to work on their assignments and assessments within the
classroom and given teacher assistance when appropriate.
Each lesson will include a pre-assessment or activity to give students the opportunity and
support to dive into their prior knowledge. The pre-assessments or activities will provide
students with the opportunity to recall information on previous lessons within the unit. Group
work will be required in 4 of the lessons where each student will need to participate and
complete their own work for an assessment grade. Each lesson will also be followed up with
some form of a post assessment or activity, whether that is an assessment or question and
answering. This will provide the students with background knowledge of the next lesson in this
unit and provide the students with further answers on questions that were unclear to them.
Within this unit, students will start out with an assessment to verify information that they
recall during previous units on the same material. That assessment information will be used to
build the remaining information in each lesson within this unit. Students will work at the basics
of sentence semantics and their importance. This will guide them through readings and locating
sentence semantics on their own. Once they are accurately able to determine sentence semantics
within readings, we will then work on writing our own stories about our summer vacation, which
will be geared towards using sentence semantics within our own writings. Students will then
show their understanding of basics of sentence semantics, sentence semantics writing and how to
locate errors with sentence semantics when given a computer based assessment and a paper and
pencil based assessment.

Materials Needed
 SmartBoard
 Laptops (teacher and students)
 Writing notebook
 Pencil
 Red pens
 Correcting Mistakes in Sentences Worksheet
 Individual white boards, dry erase markers and erasers
 MobyMax website link
 Sentence builder flip chart
 Anchor charts
 Writing Rubrics
 Reading at each student instructional reading level
 Newspaper clippings
 TeacherTube.com
 Reading Passage to correct

Plan of Instruction Overview
Lesson one will start with an introduction to sentence semantics, more specifically capital
letters in our sentences and where they should be placed. Lesson two will then build upon that
and teach students the importance and place of different punctuations within a sentence. Lesson
three will provide the students with the opportunity to show their understand of capitalization
and punctuation usage by reading and correcting a reading passage. Lesson four will then work
on how to apply our knowledge of sentence semantics into our own writings. Finally lesson five
will focus on students showing their understanding of the previous 4 lessons on a final
MobyMax grade equivalent assessment and a paper assessment on the overall information from
the previous lessons.
The material will be pulled directly from each students MobyMax language tests that
were taken prior to these lessons. The students struggled with their sentence semantics based on
their assessment scores, therefore after thoroughly teaching the material, the students will then
take another MobyMax assessment similar to the previous one to ensure they are mastering the
materials. Weekly, MobyMax is used within the resource room setting to ensure that students are
showing progress on their assessments and their knowledge is expanding into further uses of the
language lessons.
The activities in lesson one and lesson two are used to have the students show their
understanding of the materials learned. For example, students need to learn how to correct
mistakes within their own writing, therefore by applying methods to someone else's writing, it
gives students the confidence and understanding of how to locate mistakes. We will also work as
a group on lessons one, two and four to ensure that we are all on the same page as far as
knowledge and that each student is understanding the given materials. Working as a group will
help each student with their confidence in sharing their answers.
Assessment Overview
There will be three different assessments used within this unit to ensure that each student
is understanding the given material within the lessons. The first assessment will be a MobyMax
assessment that will be similar to the paper and pencil test they took in their general education
class upon completing this lesson. This assessment will be used as a data point to compare to the
first assessment. This assessment will be used to show the growth that these students are making
and will also work as a deciding factor on further areas that need reviewed.
The second assessment approach that I will take is giving each student a writing
assessment. Students will be asked to complete a writing prompt based on what they have
planned for their summer vacation. Within this assessment, they will be asked to correctly use
sentence semantics. After their writing, we will then pass the writings around to other peers in
the class. The peers will grade the students based on a writing rubric and determine if they were
using appropriate sentence semantics.
The third assessment that will be used within this unit will be the MobyMax language
grade equivalent assessment. This assessment will be used to determine what grade level each
student is performing at when looking at their sentence semantics area. This assessment will start
at a Kindergarten level and will automatically end when the students have missed several
questions in a row. This assessment will be used to guide future lessons and determine if the
students are near or below grade level.

Instructional Strategies
The first instructional strategy that will be used is teaching within a small group. These
three resource room students have been working together within the resource room setting all
year. This group has consisted of only the three students and they have all become comfortable
and open when working in this group. This instructional approach will provide each student with
a more personalized learning lecture. Instead of having a teacher trying to teach 30 students, the
students will have individualized attention and their needs will be able to be met quicker. I will
be able to gear their instruction more easily with their assessment and be able to touch base with
areas of concern before they reach the final assessment.
Another instructional approach that I will take is to ensure that my students have ample
time to apply their knowledge. They will be given worksheets to show that they are
understanding the material. They will also be able to apply their understanding ot their own
writing and will be given direct feedback within their writings. This will give the students the
time to apply what they know and cement it further into them by applying their knowledge and
skills that were taught.
With my students, I have found that scaffolding a lesson for them is what they truly need.
Within this lesson unit, I plan to use the strategy of modeling the information that I am teaching
for my students. Instead of having them read what they are supposed to do, I will apply what
they are asked to do and show them exactly what they are being asked. I will also dig into their
prior knowledge. Since this lesson was previously taught and we are working on cementing the
material, I will work on their prior knowledge and things that they took out of the previous
lesson and build upon that information.

Task or Goal Analysis with Supporting Performance Objectives
Task 1.0 Importance of Using Correct Sentence Semantics focusing on Capitalization

1.1 Identify the importance of sentence semantics
1.2 Using capital letters at the beginning of a sentence
1.3 Using capital letters with proper nouns
1.4 Identify all capital letter errors within a given sentence.
Performance objective: Given reference notes on the given lesson and a reading passage,
students will be able to correctly identify 3 out of 5 capital letter errors in the given
passage
Task 2.0 Punctuation marks within a sentence

2.1 Define what punctuation marks are.
2.2 Define where to use punctuation marks appropriately.
2.3 Identify all punctuation errors within a given passage.
Performance objective: Given reference notes on the given lesson and a reading passage,
students will be able to correctly identify 3 out of 5 punctuation errors in the given
passage.
Task 3.0 Identifying Sentence Semantic Errors within Readings

3.1 locating capital letter errors within a reading passage
3.2 locating punctuation errors within a reading passage
3.3 applying knowledge to correct and re-write a reading passage
Performance objective: Given a passage at their reading level, students will be able to
accurately locate at least 8 out of 10 sentence semantic errors within the passage reading.
Task 4.0 Writing with correct sentence semantics

4.1 Correctly write capital letters at the beginning of a sentence
4.2 Correctly write capital letters at the beginning of a proper noun
4.3 Correctly write punctuation marks at the end of a sentence
4.4 Correctly write punctuation marks (commas, semi-colons, etc) within the sentence.
Performance objective: Given reference notes on the given lesson and a writing prompt,
students will be able to correctly answer questions on correct sentence semantics and
write a sentence using appropriate sentence semantics with 80% accuracy.
Task 5.0 MobyMax Grade Level Equivalent

5.1 Correcting mistakes in a sentence worksheet
5.2 How many sentence semantics are in one article? Activity
5.3 Sentence Semantics writing activity
5.4 Language grade level equivalency test on MobyMax
5.5 Sentence semantics Moby Max quiz
Performance objective: Given a grade level assessment on their language abilities on
MobyMax, students will show their understanding of appropriate sentence semantics by
receiving 80% accuracy on their grade level language assessment.
Lesson Plans for Unit of Instruction
Lesson 1: Importance of Using Correct Sentence Semantics focusing on Capitalization
Lesson Overview: This lesson will dive into the prior knowledge that students have obtained in
their general education class regarding sentence semantics. We will understand the information
they are already familiar with. We will work on identifying errors in sentence semantics within a
reading.
Performance Objective: Given reference notes on the given lesson and a reading passage,
students will be able to correctly identify 3 out of 5 capital letter errors in the given passage.
Resources or Materials Needed:
 Individual laptops
 Pencils
 Writing notebook
 Whiteboard
 Dry erase markers
Time: 90 minutes
 Step 1: Pre-Instructional Activities: (15 minutes)
o Students will start this lesson by taking a MobyMax language assessment. This
assessment will also be re-taken at the end of the unit to determine the knowledge
that was retained within this lesson unit.
 Students will be asked to get a computer
 They will then be asked to log in to MobyMax

 Teacher directions will instruct on where the students will go to take the
assessment
 They will find the assessment under Language and then tests (Appendix
A)
o The instructor should start the activity by asking students to share what sentence
semantics mean to them? The definitions that each student has will be placed on
the whiteboard to reflect on during the lesson. The definitions will be added to
with updated information throughout the lesson.
o The teacher will ask a few questions to see what information they know before the
lesson:
 What are the importance of using appropriate sentence semantics?
 What is a capital letter?
 Where can you find capital letters in writing?
 What is a noun?
 What is a proper noun?
o Instructor should share a time when they were using incorrect sentence semantics
and how it influenced their life. For example, “When I was in school, I was
writing a story for our school newspaper. The story I was writing on was about
how writing can benefit you in more ways than school. Unfortunately, I did not
check my paper, and after publishing the paper to the entire school, it was brought
to my attention that I made several mistakes in my writing, I did not use capital
letters on some of my words, and my sentences were what is called run-on’s, that
means that I did not use punctuation marks and my sentences became one long
sentence. This caused my teacher to approach me after class and asked to see my
rough draft and my final draft. You see in writing, you should always have a
rough draft, what you are starting off writing, and then a final draft, what you plan
on publishing after identifying any errors within your writing. I did not have a
final draft. My rough draft is what I used and instead of checking my work and
writing another final draft, I submitted the paper with various mistakes
throughout. Things that are called sentence semantics, which causes writing to be
extraordinary. I learned a valuable lesson that day, you should always edit your
paper and then double check to make sure the errors are corrected. You should
double check your capitalization and your punctuation marks.”
o At this point the instructor should ask the students if they can remember a time
where they did not use capital letters or punctuations in their writing or if they
noticed it within someone else’s writing. Also, how did it affect them? Ask them
if they have ever had a time where they had to write a rough draft and a final
copy, or if they have noticed that their parents write something down and then
correct it and re-write it.
o The instructor should also draw on the fact that when they are typing on the
computer or a phone and they get the red squiggly lines under their words, that is
called spell check, which lets them know if they are forgetting to use capital
letters, punctuation marks or if they have spelled a word wrong. Let them know
that this is the computers way of giving you a final draft. When you are writing on
paper with a pencil, we do not have that luxury, therefore we need to review our
own papers and check for any errors.

 Step 2 and 3: Content Presentation and Learner Participation: (45 minutes)
(Content presentation will intertwine with learner participation)
o Have a group discussion about the importance of using sentence semantics. Each student
should have their writing notebook and a pen. They should be ready to take notes on the
discussion.
o I want you guys to think about what do I mean when I say capital letters and
where should they go?
o Within the SmartBoard technology, students will be shown the word Capital letters, we
will then need to determine on our own, what our definitions of Capital Letters is.
 At this point, students will participate by giving me their responses. I am
looking of the response of the bigger letter is a capital letter and they can
be found at the beginning of a sentence.
 If that is the response, I will inform the students that they are
correct, they do go at the beginning of a sentence, however, they
can also be found in what is known as a proper noun.
 Ask the students the question of what is a noun?
 Write noun and proper noun on the board and have the students
define it.
o Student participation: A people, place or thing?
 Correct. That means that a proper noun means the
specific name. For example, we are currently at a
school, school would be the noun, however, if I say
we are at Marie Curie Elementary School, that

would be the proper noun of the school I was
referring to. Another example (will be written on
the board)
 What is the boy doing?
o The instructor will ask the students
what the noun is?
o The instructor will circle the noun
and ask if they can think of a proper
noun for the boy?
o If the students share a name, let them
know that it is correct.
o If they are having difficulties coming
up with a proper noun, ask them their
names.
 Let them know that their
names would be proper
nouns, so for example, we
could change the noun boy to
Harry because that is a name
of the boy, right?
 Show the students an
example of the writing for the

newspaper (2 sentences) each
student will receive a copy.
 We will read the example together.
 Then the students are to identify the nouns and any proper nouns
within the sentences.
 Give them 2 minutes to look through the sentences.
 After two minutes, bring the students back to the front.
 Have each student take turns sharing what the nouns and proper
nouns they found until they do not have any more or all of them
have been shared.
 Ask them to look back at the sentences and see if the proper nouns
that we discussed were capitalized?
o If not, ask them how they knew that they were proper
nouns?
o Ask them when they write their name, if they are expected
to write with a capital letter or a lowercase letter?
o Give the students the 2-sentence example of the newspaper writing. Ask them to
check for errors on the capitalization of letters.
 As a whole group, we will edit the 2 sentences together on the interactive
SmartBoard, once they have got 1 minute to look over the sentences.
 Ask them why it is important to make sure we capitalize words at
the beginning of a sentence and why do we need to capitalize
proper nouns?
o Share with them the importance because you need to let the
reader know when one sentence begins, that way you do
not have run-on sentences that make the reading hard to
read. The reader also needs to understand that the proper
nouns are important within your writing.
 After looking over the notes that we have just written, ask the students
these questions: (They can be written down as we go in their notes)
 what are the benefits of sentence semantics within the classroom?
o Looking for, the teacher can read our writing and
understand what we are talking about. They are also able to
determine when a sentence starts and another begins
o We can write complete sentences.
o Our grades improve because of our writing.
 What are the benefits of using sentence semantics at home?
o Our parents can determine what our writing is about
o We can write notes or emails or text messages to our
friends that they are able to read with correct capitalization
and punctuation marks
o We are able to help our family members improve their
writing
 What are the benefits of good sentence semantics in our future
career?
o Writing with capitalization and periods can help us get
good jobs
o We can show our bosses that we have good writing abilities
o We can conduct emails that sound professional with our
capitalization skills and our punctuation marks.
o The instructor will display two examples of 2 sentence
writings on the board. One will have errors within the
sentence and show non-capital words, that should be
capitalized. They will then show the students the same 2
sentence writing that has appropriate capital letters.
o Without prompting the students, the teacher will ask them
which one they feel is the one that has correct
capitalization?
 They are to share why they feel that way and what prompted them to know
that it was correct capitalization usage.
Step 4: Assessment: (15 minutes) Students will be given the following assessment:
1. Why is it important to use proper sentence semantics?
a. You can play video games better
b. Your dog will want to play with you
c. The reader of your sentence will know what you are trying to say
2. What is a proper noun?
a. A word describing what the noun is doing
b. The name of a noun

c. A greeting
3. Where can you find a capital letter?
a. At the beginning of a sentence and a proper noun
b. At the end of a sentence or to create a break in the sentence
c. When listing items in your sentence (Appendix A.1)
Step 5: Follow-Through Activities: (15 minutes)
o We will review the notes that we just wrote together as a group.
o Teacher will ask the students if there are any questions or things they are still have
trouble understanding.
o As a guide into the next lesson, students will be given the following exit ticket to
determine what the students know about punctuation marks:
1. What is a period?
a. !
b. ?
c. ,
d. .
2. What is a question mark?
a. ?
b. !
c. ,
d. .
3. What is an exclamation mark?
a. ?
b. !
c. ,
d. .
4. Where can you find punctuation marks?
a. At the beginning of a sentence
b. At the end of a sentence, when there needs to be a break in the sentence, and
when listing items within your sentence
c. In the middle of a sentence (Appendix A.2)
Lesson Plan #2 Title: Identify semantic errors focusing on punctuation
Lesson Overview: This lesson will dive into the importance of punctuation within our writing.
We will add to our list from yesterday about sentence semantics and how they are important
within our writings.
Performance Objective: Given reference notes on the given lesson and a reading passage,
students will be able to correctly identify 3 out of 5 punctuation errors in the given passage.
o Individual laptops (within the resource room)
o Pencils
o Writing notebook
o Whiteboard
o Dry Erase Markers
o https://www.teachertube.com/video/punctuation-385136
Time: 90 minutes
Step 1: Pre-Instructional Activities: (10 minutes)
o As a group, we will answer the questions from yesterday’s post assessment to check for
understanding and build upon that lesson:
o Why is it important to use proper sentence semantics?
 You can play video games better
 Your dog will want to play with you
 The reader of your sentence will know what you are trying to say
o What is a proper noun?
 A word describing what the noun is doing
 The name of a noun
 A greeting
o Where can you find a capital letter?
 At the beginning of a sentence and a proper noun
 At the end of a sentence or to create a break in the sentence
 When listing items in your sentence (Appendix B)
o I will ask students what types of sentence semantics are there within our writings? We
have talked about capital letters, but what about our punctuation marks? Are those just as
important to use? Can anyone tell me the different types of punctuation marks there are?
Where can we find them within our writings?
o We will also discuss that this lesson will focus on using capital letters within our
writings, as well as working on our punctuation marks.
o As a group, we will watch the following youtube video:
o https://www.youtube.com/watch?v=BgcokHqAXUk
 This video is an introduction video of punctuation marks
 Let the students know that we will be discussing the importance and
variations of punctuation marks that this video introduces.
Step 2 and 3: Content Presentation and Learner Participation: (50 minutes)
(Content presentation will intertwine with learner participation)
o Have a group discussion about what punctuation marks mean. Each student should have
their writing notebook and a pen. They should be ready to take notes on the discussion.
o I want you guys to think about what do I mean when I say punctuation marks and where
should they go?
o Write a period on the board and define as a group what that symbol is called.
 At this point, students will participate by giving me their responses.
 They should share that it is a period
 Prompt the students by asking where they find periods.
 Answer should be at the end of a sentence.
o Let them know that it is correct. A period is also called a
punctuation mark. We are going to be learning about
several different types of punctuation marks. While most of
them will be found at the end of a sentence, there a few that
will be found within the sentence itself.
o Write a question mark on the board and define as a group
what that symbol is called.
 Students will again participate by sharing their answers.
 They should share that it is a question mark.

 Ask students what types of sentences that question marks are used on.
 If they are unsure, state that a question mark is used in a sentence
that is asking a question. Underline the word question on the board
in question mark. Have them copy that same thing within their
notes.
o Write an exclamation point on the board and define as a group what that symbol
is called.
 They should share that it is an exclamation point.
 Ask students what types of sentences that an exclamation point is used for.
 If they are unsure, state that an exclamation mark is used in a
sentence that is stating excitement. Underline the exc part of
exclamation mark and write the word excited. Show them that the
3 letters match, therefore that will be a way for them to understand
what an exclamation point is.
o Write a comma on the board and define as a group what that symbol is called.
 They should share that it is a comma.
 Ask students where they will find a comma in a writing sentence.
 If they are unsure, state that a comma is used within a sentence
when the sentence is listing different parts. For example: For lunch
I ate carrots, peas, and a sandwich.
 Circle the commas within the example sentence.

o Write quotation marks on the board and define as a group what those symbols are
called.
 They should share that it is quotation marks.
 If they have not seen that symbol before, explain what they are
called.
 Ask students where they believe that they use quotation marks within a
writing sentence.
 If they are unsure, state that quotation marks are used within a
sentence when someone is speaking or sharing a quote.
o Underline the word quote and quotation marks and let the
students see how they can connect the two meanings in
their heads.
 Write the sentence on the board:
o He said, “Billy was sick today.”
 Circle the quotation marks within the sentence so
the students can see where they are supposed to be
used.
o Students will then be given a passage to read. They will need to highlight the
capital letters that are found within the reading and also the punctuation marks
that are used within the reading.
 Refer students towards our whiteboard discussion about the different types
of capital letters and the punctuation marks that can be written.

o Once they have read their passage and highlighted their capital letters and
punctuation marks, we will go around as a group and share how many of each that
we have located. I will have each one of them write one of their sentences that
they found on the board.
 I will then take out the capital letter and the punctuation mark and ask the
students if it looked correct?
 Why is it important to have capital letters in our sentences?
 Why should we have punctuation marks in our sentences?
 Both have an important role in our writings. We cannot have good writing
with just one, we need both things to be included in our sentences or it will
not make sense or look right for our readers. We need to show them that
the content we are writing about is valid, and with simple errors in our
writing, they are not going to take us serious.
Step 4: Assessment: (15 minutes)
o Instruct the students that they will retake the exit ticket from yesterday’s lesson on
punctuation marks to see if we can now increase their scores after the information that we
just learned about.
a. ?
b. !
c. ,
d. .
e. “ “
a. ?
b. !
c. ,
d. .
e. “ “
a. ?
b. !
c. ,
d. .
e. “ “
4. What is a comma?
a. ?
b. !
c. ,
d. .
e. “ “
5. What is quotation marks?
a. ?
b. !
c. ,
d. .
e. “ “
b. At the end of a sentence, when listing items within your sentence, and when
someone is speaking within the sentence.
c. In the middle of a sentence (Appendix B.1)
o We will correct the assessment as a group.
o I will call on each student to share their answer for each problem. We will discuss the
answer and determine as a group what the appropriate answer is for each question.
o I will then ask the students if there are any further questions after taking the quiz about
determining what punctuation marks are.
o If no questions, we will discuss that the following lesson we will be writing our own
sentences with the correct sentence semantics within them.

Lesson Plan #3 Title: Identifying Sentence Semantic Errors within Readings
Lesson Overview: Students will get a reading passage at their reading level, they will need to
read through it at least 3 different times. They will need to locate all the sentence semantic errors
and then re-write the passage correctly.
Performance Objective: Given a passage at their reading level, students will be able to
accurately locate at least 8 out of 10 sentence semantic errors within the passage reading.
 Whiteboard and dry erase markers
 Scratch paper
 Reading passages at their reading level
 Writing Notebook
 Pencil
 Highlighter
Time: 90 minutes
Step 1: Pre-Instructional Activities (10 minutes)
o The information from the previous 2 days will be covered with a large piece of paper. As
a group, the teacher will ask the students to share the importance of using correct
sentence semantics? The different types of sentence semantics? Examples of correct
sentence semantics?
o I will ask each student if they have any questions on the sentence semantics of
capitalization and punctuation marks before we begin our new lesson.

o I will also prompt each student to look through their notes for information if they have
any questions during the activity. I will say that they can ask the teacher, however, I want
them to go through their notes first to see if they have written their answer down with the
previous information.
o We will then talk about how within this lesson, we are going to focus on locating errors
within sentence semantics with readings. We are going to highlight capital errors with a
yellow highlighter, and punctuation errors with an orange highlighter.
o Students will each be given a reading passage at their reading level. (Appendix C)
o They are to read the passage one time without making any corrections.
o Once they have read it through completely the first time, the second time they
should go through with their yellow highlighter and highlight errors with
capitalization.
 Refer students to their notes to locate the information and identify the
errors within their reading.
o After they have read it a second time and highlighted all the capitalization errors,
they should use their orange highlighter and highlight all the punctuation errors.
o Students should then read through the passage again to make sure they did not
miss any errors.
 If they locate errors, they will correct them. They will then need to read
the passage through until they have made sure they do not have any
further errors.
 Once they have located all the errors that they believe, they are to re-write
the sentence with the corrections.
o As a whole, we will come back and talk about our readings.
o Students will be asked how easy was it to find errors within the reading?
o When you found the errors, how did it make you feel about the author?
 Do you think the author knew what they were trying to say even when
they used errors?
 Was it hard to read with all the errors?
o I will then ask the students how they feel about their own writings?
o Are there errors they feel that they could focus on and improve?
o If you published your article with errors, how do you think other people may feel
when they are reading it?
o How do you want people to feel when they are reading your writing?
o Students will be given the worksheet Fix ‘Em Up. They will need to go through the
worksheet and identify the errors within the worksheet. (Appendix C.1)
o Once they have located the errors, the students will need to correct the sentence and re-
write it with the appropriate corrections.
o As a group, we will discuss what errors we noticed within the Fix ‘Em Up worksheet. At
that time, students that may not have located all of the errors, they will have time to
correct their errors.

o If there are any errors, we will discuss why we did not correct it and the teacher will
answer any questions.
o I will ask the students how they are feeling with sentence semantics and if they are ready
to focus on their own writing using sentence semantics.
Lesson Plan #4 Title: Writing with correct sentence semantics
Lesson Overview: Students will then be given a writing prompt to write about their summer
vacation focusing on their sentence semantics (capitalization and punctuation).
Performance Objective: Given reference notes on the given lesson and a writing prompt,
students will be able to correctly write a sentence using appropriate sentence semantics with 80%
accuracy.
o Pencils
o Writing notebook
o Whiteboard
o Dry Erase Markers
o https://www.youtube.com/watch?v=0Wrv_ZviMEc
Time: 90 minutes
o We will watch the video: https://www.youtube.com/watch?v=0Wrv_ZviMEc

o After watching the video about capitalization and punctuation marks within writing, I
will ask the students if there are any concerns or questions as we will be focusing on
using them in our own writings the next few days.
o As a whole group, the students and I will review what a capital letter looks like, where
you will find them within the writing process, the difference aspects of punctuation marks
and where to find them within the writing.
o I will write a sentence on the board that has errors with capitalization and punctuation
marks. I will ask each student to write the sentence correctly with correct capitalization
and punctuation marks on their own paper. We will then share our answers and the
writing that they were able to come up with.
 If there were any issues within their corrections of the writing, we will
practice writing another sentence again after correctly identifying the
appropriate writing in the first example.
 I will give the students 5 minutes to discuss and re-write the sentence on
their own paper with the corrections.
 We will again talk and share what corrections they made within
their paper.
o Once the students have mastered how to correctly write sentences with capital
letters and punctuation marks, I will have the students write their own sentence
about what their favorite food to eat on Thanksgiving is. I will ask them to focus
on capitalizing the appropriate words within their writing.

o I will give each student 10 minutes to write their sentence. I will then look them
over and explain any errors that they had and talk to them about why they needed
to fix those errors.
 I will talk about the importance of reviewing and editing the paper before
turning it in.
o With the necessary corrections talked about, I will have the students re-write the
sentence with the appropriate corrections.
o Once they have re-written their sentences, I will have them write a second
sentence focusing on capitalization and have them edit the sentence before turning
it in.
 Their second sentence will be on what one gift they want for Christmas.
 They will have 5 minutes to write their sentence and another 5
minutes to edit and re-write their sentence before turning it in.
 I will look over their sentences and talk about any errors.
o Once they have mastered capitalizing words, I will have them write a 3rd sentence
focusing on punctuation, while also watching their capitalization. Their sentence
prompt will be “what is one thing you are looking forward to doing over
Christmas break?”
 They will have 10 minutes to write one sentence, focusing on their
punctuation and watching their capitalization. They should also take time
to edit their sentence before turning it in.
 Any errors that need to be addressed will be addressed with
individual students.
o If they feel that they need practice on a 4th sentence, we will write a 4th sentence
focusing on punctuation and capitalization. If they feel that they have mastered
the sentence semantics, we will address and review our notes from all 3 lessons at
this point.
o Students will be given a writing prompt and asked to write a sentence with no sentence
semantic errors. In order to show their understanding of sentence semantics, they should
receive a score of 80% (only one error).
o Sentence prompt:
o This is what I would do on my perfect summer vacation… (Appendix D)
o The students will use a writing rubric to grade their own paper (Appendix D.1)
o Once they have given themselves a score, they will be asked to turn it in to the teacher to
check over for sentence semantic errors.
o We will review the notes from all 3 lessons. I will discuss with each student any areas
that they feel they need to have clarification on. I will notify each student that they need
to take their notes home and study them for the final assessment we will conduct.
o I will ask each student to take 1 minute to privately speak with me before returning to
class.
o In this meeting, I will ask:
o If there is anything they would like to re-learn.
o Was there anything that you felt we moved to fast through?

o Was there anything you would have liked to change within this lesson?
o Overall, how happy are you with this lesson?
Lesson Plan #5 Title: MobyMax Grade Level on Sentence Semantics
Lesson Overview: Students will apply their knowledge from the previous lessons and increase
their MobyMax language grade level equivalent.
Performance Objective: Given a grade level assessment on their language abilities on
MobyMax, students will show their understanding of appropriate sentence semantics by
receiving 80% accuracy on their grade level language assessment.
o Pencils
o Writing notebook
o Whiteboard
o Dry Erase Markers
o Magazine Articles
Time: 90 minutes
o Students will be asked by the teacher to share the importance of using appropriate and
correct sentence semantics within their readings and their writings.
o Students will ask the teacher questions based on areas of concern with their sentence
semantics.
o Students will be asked to take out their writings from the previous lesson. The teacher
will have already circled errors that they may have had with punctuation and
capitalization errors.
o The students will read through their passage and re-write the passage without any errors.
o They are to turn it in to the teacher
o Once the teacher has verified that their passage is error free with sentence
semantics, students will be asked to get a computer and log in to MobyMax.
o Student will be asked to complete the grade level language assessment on MobyMax.com
that will focus on sentence semantics. Students will be asked grade level questions based
on the material that was learned within the 6-lesson unit. They will show their knowledge
when they receive an 80% accuracy on their assessment. (Appendix E)
o Based on the materials that were addressed within the assessment, the teacher will use
this information to address areas of concern.
o Students will have the opportunity to ask questions based on the material that they are
unsure of.
o As a group, we will discuss the information and address all questions.

Appendices
Appendix A
Can be found by going to mobymax.com
MobyMax Grade Level Equivalent Assessment
Mobymax.com
School Name: Marie Curie STEM Elementary
Username: Taskstream
Password: Taskstream
Appendix A.1
Importance of Sentence Semantics Quiz

1. Why is it important to use proper sentence semantics?
a. You can play video games better
b. b. Your dog will want to play with you
c. The reader of your sentence will know what you are trying to say
2. What is a proper noun?
a. A word describing what the noun is doing
b. The name of a noun
c. A greeting
3. Where can you find a capital letter?
a. At the beginning of a sentence and a proper noun
b. At the end of a sentence or to create a break in the sentence
c. When listing items in your sentence
Appendix A.2
a. !
b. ?
c. ,
d. .
a. ?
b. !
c. ,
d. .
a. ?
b. !
c. ,
d. .
c. In the middle of a sentence
Appendix B
a. !
b. ?
c. ,
d. .
a. ?
b. !
c. ,
d. .
a. ?
b. !
c. ,
d. .
Appendix B.1
Punctuation Mark Usage
a. ?
b. !
c. ,
d. .
e. “ “
a. ?
b. !
c. ,
d. .
e. “ “
a. ?
b. !
c. ,
d. .
e. “ “
4. What is a comma?
a. ?
b. !
c. ,
d. .
e. “ “
5. What is quotation marks?
a. ?
b. !
c. ,
d. .
e. “ “
b. At the end of a sentence, when listing items within your sentence, and when
someone is speaking within the sentence.
Appendix C
Appendix C.1
Fix ‘Em Up (copy can be found within the website: https://kbartletttet2task3.weebly.com/)
Appendix D
Writing Prompt (copy can be found within the website: https://kbartletttet2task3.weebly.com/)
Appendix D.1
Writing Rubric (copy can be found within the website: https://kbartletttet2task3.weebly.com/)
Appendix E
Can be found by going to mobymax.com
MobyMax Grade Level Equivalent Assessment
Mobymax.com
School Name: Marie Curie STEM Elementary
Username: Taskstream
Password: Taskstream

Tat2 Task 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Tat2 Task 3

Uploaded by

Copyright:

Available Formats

TAT 2 Task 3: Integration Technology Production

Student ID: 435100

Student Mentor: Nina Smith

Delivery Approach of Instructional Unit...............................................................................Page 4

Instructional and Lesson Overview........................................................................................Page 7

Task or Goal Analysis with Supporting Performance Objectives………………………..Page 10

given sentence semantics standards.

students will then be tested again to verify their passing score.

Length and Delivery Approach of Instructional Unit

understanding of all needed skills.

classroom and given teacher assistance when appropriate.

pencil based assessment.

 Laptops (teacher and students)

 Correcting Mistakes in Sentences Worksheet

 Individual white boards, dry erase markers and erasers

 MobyMax website link

 Sentence builder flip chart

 Reading at each student instructional reading level

 Reading Passage to correct

the previous lessons.

help each student with their confidence in sharing their answers.

using appropriate sentence semantics.

students are near or below grade level.

areas of concern before they reach the final assessment.

skills that were taught.

lesson and build upon that information.

Task 1.0 Importance of Using Correct Sentence Semantics focusing on Capitalization

Task 2.0 Punctuation marks within a sentence

Task 3.0 Identifying Sentence Semantic Errors within Readings

Task 4.0 Writing with correct sentence semantics

Task 5.0 MobyMax Grade Level Equivalent

Resources or Materials Needed:

 Dry erase markers

 Step 1: Pre-Instructional Activities: (15 minutes)

that was retained within this lesson unit.

 Students will be asked to get a computer

 They will then be asked to log in to MobyMax

with updated information throughout the lesson.

 What are the importance of using appropriate sentence semantics?

 What is a capital letter?

 Where can you find capital letters in writing?

 What is a proper noun?

double check your capitalization and your punctuation marks.”

correct it and re-write it.

own papers and check for any errors.

(Content presentation will intertwine with learner participation)

where should they go?

 At this point, students will participate by giving me their responses. I am

be found at the beginning of a sentence.

correct, they do go at the beginning of a sentence, however, they

can also be found in what is known as a proper noun.

 Ask the students the question of what is a noun?

o Student participation: A people, place or thing?

 Correct. That means that a proper noun means the

specific name. For example, we are currently at a

school, school would be the noun, however, if I say

we are at Marie Curie Elementary School, that

referring to. Another example (will be written on

 What is the boy doing?

o The instructor will ask the students

what the noun is?

o The instructor will circle the noun

and ask if they can think of a proper