Name: Kelly Gaffney Date: April/May 2011 Grade Level/Subject: Kindergarten/Language Prerequisite Knowledge: Students

are aware of the use of speech bubbles within the text and have been working all year towards constructing sentences with proper capitalization, capitalization, and spacing. Approximate Time: 45 minutes Student Objectives/Student Outcomes: • Students will be able to recognize the use of quotation marks within the text to convey speech • Students will be able to transfer the idea from the speech bubble to a formal sentence using quotation marks • Students will be able to understand their writing through a writing conference with instructor Content Standards: Language Arts State Goal 3: Write to communicate for a variety of purposes. • Use correct grammar, spelling, punctuation, capitalization, and structure. o Write upper and lowercase letters. o Write words based on how they sound, using initial consonants and some ending sounds. o Begin to write simple sentences. Materials/Resources/Technology: • Smart Board • Worksheet that includes speech bubble from previous lesson • Worksheet that includes sentence structure with quotations • Can I Play With You? By Moe Willems • Sentence writing paper Time Opening of lesson: (Objectives, hook, behavior expectations) • Announce that today we will be reading another Piggie and Elephant book but this time you are challenging the students to guess what it is about before even showing them the book • Tell them to think about how excited Piggie was to play outside in the book we read the day before. Then tell them to think about in their head who Piggie might want to play with outside on a nice day other than his good friend Gerald. • Accept student responses and write the guesses in a list on the Smart Board • Tell them to hold onto their guesses until we get to the point in the book where the new playmate is revealed. • Also remind them to think to think about the speech bubbles and how they are used in the story Procedures: Include critical thinking questions and accommodations for individual needs • Read Can I Play With You? By Moe Willems out loud to the class. • Be sure to make a big deal about revealing who the new playmate is and telling students who were correct in their predictions to “kiss your brain” if you were right • After finishing the story, discuss the concept of a speech bubble yet again. Be sure that Students are aware of its purpose and how it is used

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Project on the Smart Board the worksheet from the previous lesson and the new worksheet containing a sentence structure with quotations. Both worksheets say, “What did Piggy say to Gerald about spring?” and they both have pictures of Gerald and Piggy so what is different? Students should point out that one worksheet has a speech bubble and the other one doesn’t Explain to students that even though the latter worksheet does not have a speech bubble, it means the exact same thing! Explain and highlight that the two little weird things hanging in the air are called quotation marks (write word on board) and they surround what a person says much like a speech bubble does Have students repeat the phrase “quotation marks” several times back to you so that you can be assured that they know the title of the concept Then act out quotation marks in the air with your fingers and have students mock your actions so they can visualize how quotations will appear Explain to students that we will now be taking our ideas from our speech bubble that was completed yesterday into a sentence that contains quotation marks Call students up one at a time to collect their speech bubble paper from the day before and and collect the sentence writing paper Tell students to take out a marker when they get back to their seats and wait for directions before going any further Once all students are at their seat, ask them to raise their marker into the air when they are ready to listen Explain to students that we are going to work together to construct the sentence until the point where they will be given the opportunity to fill in what they wrote on their own speech bubble Literally dictate every step of how to write “Piggy said to Gerald, “____________.” This should include directions on capitlization, spelling, spacing, the placement of the comma, why its important, the placement of the quotation marks before and after what they have written in the speech bubble, etc. Once students are finished, they may color the page and wait for further instruction in order to allow you to move around the classroom to assist struggling students and remind others about the proper components of this particular sentence.

Summary/Closing: • Once it seems most students are finished, they must turn to a partner and read to each other what they have written down on their sentence paper. • Then call students by tables to come to you in order to read their sentence and turn the final product in • Once all products have been turned in, ask students to supply the challenge word that learned today • Wait until someone is able to generate the phrase “quotation marks” and then discuss again what the purpose of quotation marks are and how they are used Student Assessment: • Students will be assessed informally throughout the discussion of quotation marks in the lesson • Additionally, students will be assessed formally through a writing conference that allows the students to asses themselves through a writing checklist: Did you start with a capital letter? Did you use spaces between words? Did you use punctuation at the end? Did you read what you wrote?

The completion of this checklist by the student will be followed by a conversation with me regarding these components as well as some skills the student should work on

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