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| Maury Middle School Lesson Plan Punctuating Direct Quotes |
|Teacher: Becky McGaha |
|Grade/Subject: Seventh Grade Language Arts |
| Unit: Punctuation |
|Lesson Title: Punctuating Direct Quotes with Knock Knock Jokes |
|STATE STANDARD(S) |Identify what you want to teach. Reference State, Common Core, Standards, and/or State Competencies |
| |(SPIs, GLEs). |
| |
|SPI 701.1.15 Choose the correct use of quotation marks and commas (i.e., in direct quotations, with explanatory material within the quotes, proper use with end |
|marks). |
|LESSON OBJECTIVE |Clear, Specific, and Measurable – NOT ACTIVITIES |
| |Student-Friendly: "The student will…" |
| |Explicitly Stated for Students |
| |
|Students will create a dialogue using knock knock jokes and correctly use quotation marks and commas within the direct quotes. |
|ASSESSMENT/EVALUATION |Measures Student Mastery In More Than Two Ways |
| |Aligned with the Lesson Objective |
| |Includes Measurable Formative and Summative Assessments |
| |Requires Written Task |
|Students will correctly reproduce their knock knock jokes into a dialogue format using direct quote verbage and quotation marks, and write these correctly on the |
|card stock paper. |
|Students will then punctuate their knock knock joke dialogue reproductions by clueing elbow macaroni in the correct grammatical location for the commas and |
|quotation marks. |
|Formative Assessment Slips will be filled out by each student during this activity so that I can check for mastery. Reteaching and individual accommodations will |
|be made based on student answers. If time doesn’t allow for individual student accommodations during this lesson, the assessment slip information will be used to |
|plan additional practice in future instruction. |
|Students will be assessed based on their understanding and interpretations of today’s objectives. Formative Assessment Slips will be used during today’s lesson and|
|will guide future instructional planning. Formative Assessment Slip example: |
|NAME:_______________________________ |
|I understand completely how to punctuate quotes. |
|2 - I somewhat understand how to punctuate quotes. |
|3 - I do not understand how to punctuate quotes. |
|Summative assessment will take place at the end of the punctuation unit. The summative assessment will include multiple choice questions, essay questions, and |
|short answer questions. Students’ work will be checked for mastery using correct punctuation. The results of the summative assessment will determine future |
|planning instruction to reteach and do independent practice using correct punctuation. A nine week’s exam will also be given at the end of the second nine week |
|grading period and these results will also guide future planning preparations to assure student mastery of the content standards. |
|MATERIALS |Aligned with the Lesson Objective |
| |Rigorous & Relevant |
| |
|Promethean Board and Projector |
|Flip Chart – “Punctuation, Does it Matter?” |
|Correctly Punctuated Direct Quotes using Knock Knock Jokes (Copy Attached) |
|Knock Knock Jokes (Example Copy Attached) |
|Card Stock Paper |
|Glue Stick |
|Pencil |
|Elbow Macaroni (uncooked) |
|Formative Assessment Slips |
|ACTIVATING STRATEGY |Hook |
| |Essential Higher Order Question(s) |
| |Activates Prior Knowledge |
| |Real-World Connections |
|Higher Order Thinking Prompts/Questions |
|What do the use of quotation marks represent? (Analyzing and Evaluating) |
|How do we know where to put the quotation marks? (Applying and Understanding) |
|When punctuating direct quotes with quotation marks, what other punctuation marks are used? (Remembering) |
|Does the end mark (period, question mark, or exclamation mark) go before or after the end quotation marks? (Understanding and Remembering) |
|Prior Knowledge: |
|Students will rely on prior basic knowledge from their elementary school years to correctly punctuate the contraction “who’s” and to begin each sentence with a |
|capital letter. Based also on prior knowledge, students will correctly use the appropriate end mark. More complex prior knowledge will help students remember how |
|to punctuate the end of declarative, exclamatory, and interrogative sentences. Prior knowledge of today’s more complex earlier subobjective lessons (Daily Oral |
|Language and Skills Check) will be used to help relate to students’ lives and other curricular disciplines, we will view a flip chart entitled, “Punctuation, Does |
|it Matter?” This flip chart shows an example of one particular letter with punctuation and without punctuation, and how the meaning of the letter is totally |
|misunderstood due to lack of punctuation. I will relate how the love letter becomes a break-up letter due to no punctuation, and how misunderstandings between |
|loved ones and friends could arise due to misreading or misunderstanding due to no punctuation. I will relate how important punctuation is in a science |
|experiment, for example, and how dangerous a misunderstanding could possibly be. |
|Real-World Connection: |
|To relate to students’ lives and other curricular disciplines, we will view a flip chart entitled, “The Importance of Punctuation”. This flip chart shows an |
|example of one particular letter with punctuation and without punctuation, and how the meaning of the letter is totally misunderstood due to lack of punctuation. I|
|will relate how the love letter becomes a break-up letter due to no punctuation, and how misunderstandings between loved ones and friends could arise due to |
|misreading or misunderstanding due to no punctuation. I will relate how important punctuation is in a science experiment, for example, and how dangerous a |
|misunderstanding could possibly be. |
|INSTRUCTIONAL PLAN |Step-by-Step Procedures and Times |
| |Modeling Strategy – “I Do” |
| |Planned Questioning (Knowledge/Comprehension, Application/Analysis, Creation/Evaluation) |
| |Multiple Thinking and Problem Solving Strategies |
| |Grouping Strategies |
| |Differentiated Instructional Strategies to Provide Intervention & Extension |
|Class time Required: Approximately 50 minutes |
|Procedures: |
|To relate to students’ lives and other curricular disciplines, we will view a flip chart entitled, “Punctuation, Does it Matter?” This flip chart shows an example |
|of one particular letter with punctuation and without punctuation, and how the meaning of the letter is totally misunderstood due to lack of punctuation. I will |
|relate how important punctuation is in a science experiment, for example, and how dangerous a misunderstanding could possibly be. |
|The correctly punctuated dialogue using direct quotes with knock knock jokes will be taught, explained, viewed, and discussed. |
|With partners, students will pick two knock knock jokes to correctly punctuate. |
|Students will get card stock paper, a glue stick, and a handful of elbow macaroni. |
|Accommodations for Individual Students: |
|Accommodations will be made for students by peer tutoring in the high/low group pairing and with individual assistance from me. I will frequently monitor student |
|work and will check for understanding. I will use the formative assessment understanding slips as an indicator to assist individuals. I will reteach and reword |
|the lesson as necessary. I will display correctly punctuated direct quotes using knock knock jokes on the Promethean Board. |
|Grouping: |
|High-Low Pairing in Groups of 2 or 3 |
| |
|Higher Order Thinking Prompts/Questions |
|What do the use of quotation marks represent? (Analyzing and Evaluating) |
|How do we know where to put the quotation marks? (Applying and Understanding) |
|When punctuating direct quotes with quotation marks, what other punctuation marks are used? (Remembering) |
|Does the end mark (period, question mark, or exclamation mark) go before or after the end quotation marks? (Understanding and Remembering) |
| |
|GUIDED & INDEPENDENT PRACTICE |“We Do”-“You Do” |
| |Student Work Encourages Higher Order Thinking & Problem Solving |
| |Relevance to Students' Lives |
| |Differentiated Strategies for Practice to Provide Intervention & Extension |
| |
|Students will correctly reproduce their knock knock jokes into a dialogue format using direct quote verbage and write these correctly on the car d stock paper. |
|Students will then analyze their dialogue examples and evaluate their quotes for correct placement of commas, end marks, and quotation marks. |
|Students will view correctly punctuated direct quotes with two knock knock joke examples. These will be displayed on the Promethean Board. |
|Students will then punctuate their knock knock joke dialogue reproductions by clueing elbow macaroni in the correct grammatical location for the commas and |
|quotation marks. |
|I will relate this activity to students’ lives by explaining how a love letter could become a break-up letter due to no punctuation, and how misunderstandings |
|between loved ones and friends could arise due to misreading or misunderstanding when punctuation is lacking or misplaced. |
|Accommodations will be made for students by peer tutoring in the high/low group pairing and with individual assistance from me. |
|CLOSURE |Reflection/Wrap-Up |
| |Summarizing, Reflecting, Restating, Connecting |
| |Provides for Student Engagement |
| |
| |
|When all students have finished punctuating their jokes, all peer group members will analyze each others’ dialogue sentences before turning the assignment in. |
| |
|Students will share their individual knock knock jokes with the class and restate why they punctuated the quotes as they did with correct comma and quotation mark |
|placement. |
| |
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