Lesson plan



|Reading Lesson: Punctuation |Grade Level: 1 |

|Lesson Summary: Students will learn how to identify a period, a question mark, and an exclamation point and how to decide which punctuation mark belongs at the end|

|of a sentence. They will complete a punctuation chart to keep in their notes, and using sentence strips and index cards, they will practice with the teacher |

|correctly punctuating the end of sentences. Students will complete a worksheet to practice independently. Advanced learners will go a step further and write their |

|own examples of sentences that end in periods, question marks, and exclamation points. Struggling learners will further discuss punctuation with the teacher and |

|will work on a different worksheet with fewer questions. Teacher and peer direction will be provided as needed. |

|Lesson Understandings: |

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|The students will know… |

|What a period, a question mark, and an exclamation point look like. |

|How to decide if a period, a question, or an exclamation point should end a sentence. |

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|The students will be able to… |

|Identify a period, a question mark, and an exclamation point. |

|Correctly punctuate the ends of sentences, using periods, question marks, and exclamation points. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Have students complete the activity in the “Warm-up” supplemental document. Ideally, each student should have a copy, but you may also display it |

|on the projector and have students write the correct punctuation on a sheet of notebook paper. You may want to read each sentence aloud for the students. Pick up |

|the students’ work before you begin the whole-class instruction. |

|Whole-Class Instruction |

|Materials Needed: computer and projector, a punctuation song with lyrics for students to see (Suggestions: or |

| – For these songs, stop the song after period, question mark, and exclamation point are covered), chalkboard, |

|“Identifying Punctuation” PowerPoint*, “Warm-up” document* to project, copies of “Punctuation Chart” document* for students, “Punctuation Chart” document* to |

|project, 5 sentence strips with sentences missing ending punctuation, index cards (3 per student), copies of “Punctuation Worksheet” document* for students |

|Procedure: |

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|Tell students that they will be learning about three types of punctuation today. Play the punctuation song for students to hear. Then, play the song again for |

|students to sing along. You may also have students get up to dance to the song, drawing out the punctuation marks in the air using their hands. |

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|Go through the “Identifying Punctuation” PowerPoint with the students. Ask all students to say aloud the name of the punctuation shown. Then, reveal the answer on |

|the next slide. Take note of the students who shout out the wrong answer and/or say nothing. |

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|Project the “Warm-up” document and ask students for their answers. Ask students to explain why they put a period, a question mark, or an exclamation point. Jot |

|down their reasons on the chalkboard. Depending on what your students know already, your notes may look something like this: |

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|Period |

|Question Mark |

|Exclamation Point |

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|Shows a statement |

|Shows a question |

|Shows strong feeling |

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|Shows a command that has no strong feeling |

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|If students do not know the correct reasons why to place a period, a question mark, or an exclamation point, then, together as a class, fill out the Punctuation |

|Chart. The Punctuation Chart Key shows how the chart should be filled out. Ask students for examples of sentences that use the punctuation. Write down the examples|

|so that students can copy them on their personal chart. Students should keep these charts in their notes. |

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|Pass out the 3 index cards to each student. Tell students to draw an exclamation point on one, a question mark on the second, and an exclamation point on the |

|third. |

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|Hold up a sentence strip with a sentence missing ending punctuation. Read aloud the sentence and then ask students to hold up the punctuation mark they think |

|should end the sentence. Call on a student with the correct answer to explain why he or she chose that punctuation mark. Do this with each of the sentence strips |

|you have. |

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|For independence practice, have on-level students complete the punctuation worksheet. |

|Advanced Learner |

|Materials Needed: notebook paper and writing utensils |

|Procedure: Have students write a story or a letter to the principal that includes 5 sentences that end with a period, 5 sentences that end with an exclamation |

|point, and 5 sentences that end in a question mark. |

|Struggling Learner |

|Materials Needed: copies of “Punctuation Cartoon Worksheet” document* for students |

|Procedure: |

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|While the advanced learners/on-level learners are working on their independent practice activities, work with the struggling learners in a small group. |

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|If students are having trouble using question marks, then go into more depth about what a question is. Say that a question is an asking sentence. It always wants |

|an answer in return. Brainstorm with the students a list of question words (for example: why, when, where, who, how) and have the students copy these words down to|

|keep in their notes. Get the students to ask you questions. |

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|If students are having trouble using exclamation points, ask them to talk about things they love or get excited about. Ask for words that people say with strong |

|feeling, like “Wow!” or “Awesome!” Point out sentences that they say that would need exclamation points in writing. |

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|If students are having trouble using periods, then tell students that if a question mark and exclamation point do not belong at the end of a sentence, a period |

|belongs there. Tell students that periods belong at the end of telling sentences. Explain that teachers tell students what to do every day, like “Write your name |

|at the top,” or “Line up at the door.” These are telling sentences. Answers to questions also need a period. Have sentences give examples of sentences that need |

|periods. |

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|Then, have the students complete the “Punctuation Cartoon Worksheet.” Read aloud the sentences for the students if they are having trouble comprehending the |

|sentences. If students are still having trouble correctly punctuating the sentences, then have the students explain their answers. Let them argue about the answers|

|among themselves. Guide them if necessary. |

* see supplemental resources

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