Lesson plan
|Writing Lesson: Quotation Marks |Grade Level: 5 |
|Lesson Summary: The teacher will pre-assess students’ knowledge of what different punctuation marks look like, making sure students recognize quotation marks. |
|Students will begin the lesson by working in pairs to look in books for different instances where quotation marks are used. The teacher will take this information |
|and show students how to correctly punctuate dialogue and titles of songs, poems, and newspaper and magazine articles. Students will then play a team game in which|
|they will have to identify punctuation problems in sentences. For independent practice, students will choose the correctly punctuated sentence in a group of |
|sentences. Advanced learners will create an original comic strip that includes illustrations, correctly punctuated dialogue, and a correctly punctuated song, poem,|
|or article title. Struggling learners will use a visual to help them remember how to punctuate dialogue and then use highlighters to separate dialogue from the |
|rest of the sentence. |
|Lesson Objectives: |
| |
|The students will know… |
|How to use quotation marks correctly. |
| |
|The students will be able to… |
|Use quotation marks correctly. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: Give each student a copy of the Pre-Assessment Quiz*. Make sure students understand the directions, and allow them to work for 1-2 minutes. When |
|all students finish, go over the correct answers as a class, making sure that students understand what quotation marks look like. |
|Whole-Class Instruction |
|Materials Needed: books or magazines from the classroom library, 1 piece of notebook paper per pair of students, writing utensils, 2 pieces of chart paper, Example|
|Chart Paper* for teacher reference, Problem Finder Game*, computer connected to a projector, 1 copy of the Independent Practice* per student |
|Procedure: |
| |
|Tell students that they are going to learn how to use quotation marks correctly in two different instances. Put students into pairs, and give each pair a piece of |
|notebook paper and a few books or magazines from the classroom library. Tell students that you want them to work with their partners to look through the books and |
|magazines and to copy a few examples of sentences that they find that use quotation marks. Allow students to search the books for 5-10 minutes. While students are |
|searching, post two pieces of chart paper for students to see. Walk around and look at the examples found by students. Choose a few pairs to share when the search |
|is over. Make sure there are several examples of dialogue with the “John said” part of the sentence in different places. Make sure there are a few examples of |
|quotation marks used in titles. |
| |
|When students have finished searching, ask a few pairs to share their findings. As students share aloud the sentences, copy the examples of dialogue on one chart |
|paper and the examples of titles on the second chart paper. See Example Chart Paper in supplemental resources, if necessary. Continue until both posters have |
|several examples. Explain to students that quotation marks are used around spoken words and for titles of poems, songs, and newspaper and magazine articles. Title |
|each of the pieces of chart paper appropriately. |
| |
|Explain to students that quotation marks are used in dialogue to surround the actual words spoken by the speaker. Refer to one of the examples found by students in|
|their search. Point out the placement of the comma in relation to the “John said” part of the sentence. Emphasize that the sentence’s punctuation is inside the |
|quotation marks, not outside. Have students look at the other examples on the chart paper. Make sure you explain the punctuation for dialogue where the “John said”|
|is in the beginning of the sentence, the middle of the sentence, and the end of the sentence. |
| |
|When you think students understand how to punctuate dialogue correctly, move to the second piece of chart paper. Tell students that quotation marks are used around|
|the titles of songs, poems, and newspaper and magazine articles. Refer to the examples found by students. If students didn’t find many of these examples, ask |
|students for some example sentences that include the title of a song, poem, or article. Record these as examples on the chart paper. |
| |
|Tell students that they are going to practice punctuating sentences with quotation marks by playing a team game. Put students into 4-5 teams. Project the first |
|slide of Problem Finder, and explain the game to students. Choose a team to go first, and project the second slide. Read aloud the sentence, and ask the team if it|
|can figure out what is wrong with the sentence. If the team identifies the problem correctly, click the slide so the point value appears. The team earns that many |
|points, and play moves to the second team. If the first team doesn’t identify the problem correctly, play moves to the second team, who has the opportunity to |
|answer and earn the points. Play continues moving from team to team until the last slide of the game appears. |
| |
|After the guided practice game, give each individual student a copy of the independent practice, and allow them to work independently. |
|Advanced Learner |
|Materials Needed: 1 copy of the Advanced Learner Comic Strip* per student, writing utensils, drawing supplies (crayons, colored pencils, markers, etc.) |
|Procedure: |
| |
|Give each student a copy of the Advanced Learner Comic Strip, and explain the directions to students. Allow them to be creative, but remind them that they have |
|specific guidelines to follow. Tell students that they can draw their comic strips at the bottom of the page. There is no minimum number of panels, but again |
|remind students that they must include 4 sentences of correctly punctuated dialogue and 1 sentence with a correctly punctuated title. When students understand the |
|directions, allow them to work independently. |
|Struggling Learner |
|Materials Needed: 1 copy of the Struggling Learner Graphic* to project under a document camera, a document camera connected to a projector, 1 copy of the |
|Struggling Learner Sentences* per student, 1 copy of the Struggling Learner Sentences* to project under a document camera, 1 highlighter per student, writing |
|utensils |
|Procedure: |
| |
|Tell students that they are going to concentrate on punctuated dialogue with quotation marks and commas. Project a copy of the Struggling Learner Graphic. Tell |
|students that this picture will help them remember what to put quotation marks around because the picture shows quotation marks around the face’s mouth. Quotation |
|marks go around the outside of the words that come out of someone’s mouth. Leave the graphic posted during the small-group lesson with the struggling learners. |
|Refer back to it as needed. |
| |
|Give each student a copy of the Struggling Learner Sentences and a highlighter. Project a copy of it under the document camera. Go through each of the three |
|examples at the top, explaining to students how the punctuation changes as the location of the “John said” changes. Ask students to look at each of the 9 sentences|
|and use a pencil to underline the “John said” part of the sentence. When students have finished, ask students to help you underline that part of the sentence on |
|the projected copy. Tell students that knowing where the “John said” part of the sentence is can help them figure out how to punctuate the rest of the sentence |
|with quotation marks and commas. |
| |
|Tell students that the quotation marks go around the exact words that are spoken in each sentence. You may want to remind students of the graphic with the |
|quotation marks around the mouth of the face. Under the document camera, model for students how to highlight the spoken words in each of the 3 example sentences at|
|the top of the page. Have students look at the other 9 sentences and highlight only the spoken words in each sentence. When students finish, go over the correct |
|answers as a group. |
| |
|Now that the “John said” has been underlined and the spoken words have been highlighted in each students, tell students that they should look at each of the models|
|at the top of the page to remind them where to put the commas and quotation marks. Go over 1-2 examples as a group, and allow students to work on punctuating the |
|rest of the sentences independently. Monitor that students are doing this correctly. |
*see supplemental resources
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