Part A: Lesson Plan Template

Your Name: [ Megan Belits ] Date of Lesson: [ January 12, 2021 ]

School: [ Harrington Park School ] Number of Students: [ 5 ]

Grade Level: [ Fourth Grade ] Subject Area: [ Writing and Reading ]

Course Title (if applicable): [ Language Arts ] Lesson Topic: [ Grammar ]

Time Allocated: From [ 9:14 ] To [ 9:50 ]

Unit and/or Lesson Segment: [ Understanding when to use commas and creating sentences
with correct punctuation. ]

A. Purpose/Central Focus of Lesson: [ Good writers understand the 10 comma rules and are
able to apply those rules to their writing by using correct punctuation with commas. ]

B. Student Learning Objectives: [ After viewing a PowerPoint about the 10 comma rules,
students will be able to write sentences that need commas showing where they go. ]

C. Learning Standards: [ NJSLSA.L2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.
L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing B. Use commas and quotation marks to mark direct speech and
quotations from a text. C. Use a comma before a coordinating conjunction in a compound
sentence. ]

D. Instructional Materials:
[ Instruction Material 1.1: Computer
Classroom material; no citation.
Instruction Material 1.2: Comma PowerPoint
Teacher created material; no citation.
Instruction Material 1.3: Comma Rules Pink Sheet
Brodie, Sherry.
Instructional Material 1.4: Comma Worksheet
Teacher created material; no citation.
Instructional Material 1.5: Elbow Macaroni
Classroom material; no citation.
Instructional Material 1.6: Markers
Classroom material; no citation.
Instructional Material 1.7: Chart Paper
Classroom material; no citation.
Instructional Material 1.8: Rubric for student’s creation of sentences
Teacher created material; no citation. ]

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E. Procedures:
1. Motivation / Hook / Anticipatory Set: [ To get students excited and motivated about
the lesson I will include current real-world examples in the sentences. I will also use
student’s names and their favorite things to get them motivated to answer questions during
the lesson. Time: Throughout the entire lesson. ]

2. Activation of Prior Knowledge: [ Students will be reminded of the 10 comma rules by

looking at a piece of paper that they have seen before that refers to the comma rules. I will
ask students “What have you already learned about commas? When do you use
commas? (KEY QUESTION) Time: About 3 minutes. ]

3. Delivery of Lesson Content:

[ Step 1: The teacher will show a PowerPoint that reminds the students about the 10
comma rules that we use during class. She will go through the entire PowerPoint and ask
students for examples of each comma rule before showing them examples. Time: About
10 minutes.
Step 2: The teacher will hand out worksheets that have sentences on them that the
teacher created. There will be sentences that need commas and students will have to find
where the comma goes. Time: About 3 minutes.
Step 3: The teacher will hand out individual bags of elbow macaroni so that the students
can use these to place a comma where it should go. Time: About 2 minutes.
Step 4: The students will put an elbow macaroni where the comma should go in each
sentence, once a worksheet in done the teacher will come over and check for the correct
answers. Once the correct answer is received, students can wipe away their macaroni
commas and do the next page the same way. Time: About 8 minutes.
Step 5: Once students have completed all the worksheets and all the macaroni has been
completed, they will take out a marker. The teacher will hand them chart paper and they
will work individually on creating sentences that need commas in them. Each student will
have to create 2 sentences (depending on class size) and they can use the PowerPoint or
pink sheet for reference while creating their sentences. Time: About 10 minutes.
Step 6: Students will now move around the class and a different student will add macaroni
commas to the sentences that need them. The students will not be adding commas to their
own sentences, they will be adding commas to the sentences that their classmates
created. We will check answers as a group. Time: About 4 minutes. ]

4. Guided or Individual Practice: [ Guided Practice: The teacher will have a whole class
discussion about the 10 comma rules. Students will also check answers as a group in the
second part of this activity.
Individual Practice: The students will work individually on their worksheets. Students will
also work individually at creating their own sentences. ]

5. Closure: [ The teacher will end the lesson by stressing the importance of commas. They
make a sentence mean something different if not used properly. The teacher will also
provide real world examples of when they will need to use proper grammar (commas) such
as emails, letters, school work, and future jobs. Time: About 2 minutes. ]

F. Assessments: [ After viewing a PowerPoint about the 10 comma rules, students will be able
to write sentences that need commas showing where they go.
Assessment 1.1: Formative: I will observe answers given during the filling out of the worksheet. I
will also observe example sentences while reading the PowerPoint for students.

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Assessment 1.2: Summative: I will use the attached rubric to see if students were able to make
sentences that need commas. ]

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 Part B: Supplemental Lesson Plan Elements

A. Differentiation:

Category # of Identify how you will differentiate instruction

Students for these students
English Language 0
Learners
Struggling Readers 1 I will check in with student and help him/her with the
and/or creation of their sentences if needed.
Underperforming They will be asked to look over the comma rules the
Students night before so that they have extra experience
working with commas.
Advanced and/or 0
Gifted Students
Students with 2 We will use many different types of learning material.
Different Learning Technology will be utilized. Chart paper as well as
Styles worksheets will be used. We will also be doing a
hands- on activity.

B. Accommodations:

Category # of Identify how you will accommodate instruction

Students for these students
Students with IEPs 0 N/A
Students with 504 0 N/A
Plans

C. Extension: [ If time permits I could have students create more than 1 or 2 sentences and
they could even pair up on a Google Doc to complete this. ]

D. Technology: [ I will use technology to show students a PowerPoint. I will also have the
worksheets that will be completed during class displayed on the white board. ]

E. Language Demands & Supports:

i. Language Function: [ Students will need to know how to creates lists and conjunctions.
They will also need to know how to sort. ]
ii. Key Vocabulary: [ Comma, conjunction, series, introductory words/phrases, compound
sentence, dialog. ]
iii. Syntax and/or Discourse: [ Syntax: Students will need to know how to write sentences
that are phrases, clauses, conjunctions, and that make sense when spoken orally as well as
written. ]

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F. Prior Academic Learning and Prerequisite Skills: [Students will need to know how to
create grammatically correct sentences. They will also need to know how to properly say
sentences orally. ]

G. Learning Theories: [ Vygotsky’s learning theory of believing students learned by doing

themselves guided my decision of how to plan this lesson. Students learn when they are hands-
on and experience lessons themselves and that is why I did the macaroni activity as well as the
sentence creation activity. ]

H. Culturally Responsive Teaching: [ I will include sentences that are culturally respectful and
inclusive of all students. ]