PART A: Rationale and PLANNING

Plan for the Teaching of Literacy using Childrens Literature

Students names: Hayley Everitt (S0013475), Elizabeth Blackwell (S00126377)

Full Childrens Literature Reference: Pulver, R. (2003) Punctuation Takes a Vacation. New York: Holiday House.

Time: 45 minutes approximately

Proposed Year Level: Year 3

CONTENT DESCRIPTORS (including Australian Curriculum Code)

During this lesson students will:

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative
situations (ACELY1676)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge,
using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
(ACELY1679)

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example,
tense and types of sentences) (ACELA1478)

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing
letters (ACELA1480)

AIM: The aim of this lesson is to develop and improve students punctuation skills in order to extend their reading and writing
skills.

1
Relevant Elaborations

Strand Content Elaboration Literacy Learning behaviours Success criteria

and sub- descriptions s learning
strand intentions
I need to ... I am doing well if I ...
We are
learning to
...
Literacy Reread and edit Whilst Edit Carefully reread through a paragraph to If I came up with ideas of
Creating texts for rereading sentences look for mistakes. my own on where the
texts meaning, texts as a and make Remove commas, full stops and questions punctuation should go
class sure the mark that are in the wrong place. If the sentence makes
appropriate
students commas, full Add commas, full stops, apostrophes and sense
structure, identify stops, questions in the right place.
grammatical correct and apostrophes
choices and incorrect and question
punctuation. punctuation. marks are in
the right
place.
Literacy Listen to and Contribute Share our When I have an idea about where the If I shared my idea with
Interactin contribute to ideas about ideas with punctuation needs to go I should put my the class clearly and
g with conversation and the the class hand up and wait my turn. confidently
others placement of and listen to When I am sharing my ideas I need to If I put my hand up and
discussions to
correct others ideas. speak loudly, clearly and confidently. waited my turn
share information punctuation I need to listen to others ideas and show If I listened to my
and ideas and in the class them respect when they are speaking. classmates
negotiate in task and
collaborative listen to
situations. classmates
ideas

2
Literacy Read an Carefully Reread and Carefully read then reread the paragraph If I carefully reread the
Interpreti increasing range reread the correct texts on the board with the incorrect paragraph
ng, of different types paragraph so that they punctuation. I should help to correct it as a If I corrected the
analysing, of texts by without make sense class and help decide when it is all fixed. punctuation by reading on
evaluatin combining punctuation and are then going back to fix it
g contextual, and the readable. If I have helped the
semantic, letter in the sentence to make sense
grammatical and book with
phonic the
knowledge, using punctuation
text processing in the
strategies, for incorrect
example place.
monitoring, Students
predicting, should read
confirming, on and
rereading, correct the
reading on and text.
self-correcting
Languag Understand how Students will How we write I need to write a postcard using the type of If I write a postcard using
e different types of write in a different writing we talked about as a class. I need the skills we learnt (eg.
Text texts vary in use postcards to way, this to make sure that my postcard has no using dear, writing an
structure of language each other, time it is punctuation. address) and make sure
and choices, meaning postcards. I need to swap my postcard with a that there is 3 missing
organisati depending on they are We are also classmate and carefully read it. parts of punctuation.
on their purpose and using a learning to I need to then write on my classmates If I carefully read my
context (for different edit other postcard where the punctuation needs to partners postcard
example, tense code and peoples go. If I can find at least 2
and types of language writing and pieces of missing
sentences) choice. know where punctuation.
to correctly
place
punctuation.
Languag Know that word Students will To begin to I need to make sure that I am carefully If I can put an apostrophe
e contractions are be able to learn about looking for words that have apostrophes in in a word to joint two

3
Text a feature of identify the different them when we are reading the book. words together.
structure informal words that jobs that If I know the difference
and language and contain apostrophes between an apostrophe
organisati that apostrophes apostrophes do. that joins words together
on of contraction are because of a or if it is there for a
used to signal the word different reason.
missing letters. contraction.

RESOURCES:

White board
Punctuation takes a Vacation. Pulver, R. (2003) Punctuation Takes a Vacation. New York: Holiday Assignment.
Post card template
Computer (to show YouTube video)
Class computers (for early finishing students to play punctuation games on)
Stamps and envelopes

LESSON INTRODUCTION:

General Introductory Statement:

Step 1. To introduce the lesson show students the following YouTube clip which explores punctuation in a song. This song aims
to both capture students interest and attention.

http://www.youtube.com/watch?v=0Wrv_ZviMEc

Step 2. After listening and viewing the YouTube clip hold a class discussion. Ask the question why do we need punctuation?

Step 3. Prior to the class write a paragraph on the whiteboard full of sentences with incorrect punctuation. For example full
stops in the wrong place or question marks at the start of a sentence. As a class work through the paragraph and ask students
to identify any mistakes. Use a red pen to add the correct punctuation and rub out the incorrect. Finally read the edited
paragraph to the class and ask, Does it now make sense?

4
PRIOR TO READING THE TEXT:

Step 1: Book orientation

1. Show students the book, reading out the title Punctuation takes a Vacation and allow time to examine the front cover
images. Then ask students (ask a range of students to gain different insights) the following questions:

What is the title of the book?

What does the cover tell you about the book?
What do you think the book is about?
What are you curious to find out about this book?
The students may be unaware of the term vacation, therefore ask the class if firstly anyone knows what vacation
is? and what is another word for vacation? If students are unaware explain the term to them.

2. Next do a picture walk exploring the characters of the book, the setting and some possible events from the story.

Step 2: Tuning In Question.

To tune into the book ask the students the following questions after completing the book orientation:

Where do you think the characters go on vacation?

Do you think there will be a problem in this story? Why or why not?
Can anyone tell me something about the characters in this book?

DURING READING:

Step 1: Read a page in the text to the class, and then pose the question of how the sentence would sound different without
punctuation (eg. one long sentence because of no full stops). This will reinforce the idea of the importance of punctuation not
only when writing but when actually reading sentences.

Step 2: Ask about postcards and if anybody knows what they are/if anybody has sent one before.

AFTER READING:

Literal questions:
5
 Find me a word on this page that has been shortened using an apostrophe (eg. dont).
Where did the punctuation go to?

Inferential questions:

Do you think that the children in the class knew how important punctuation is?
Do you think that the punctuation would ever need to leave again?

Evaluative questions:

How do you think the author wanted you to feel when the punctuation ran away?
Why do you think that the author chose to use the word huffed?

EXTENDING BEYOND THE TEXT: Literacy-related activity: Activity: After reading the book students are to write and
design a postcard to send to any friend or family member in Australia. Upon completing the postcards students will be given a
stamp and envelope. As a mini excursion in the following week the class will walk to the post office and post their postcards.
The focus is to develop their punctuation skills as well as understand how different text types vary in language choices.

Step 1. Firstly explain the activity to the students. Your activity for today is to write a postcard to someone of your choice

Step 2. Discuss what forms of punctuation were used in the book and ask, Does anyone know of any other types of
punctuation that werent used in the book? Make a list on the white board of the punctuation for students to use in their
postcard.

Step 3. Discuss what features go on a postcard (Dear, address, stamp, etc). Make a list of these on the white board for students
to refer to.

Step 4. Before sending students off to work remind them of three things they need to take 5 minutes to brainstorm when back
at their desks.

1. Who the postcard will be sent to?

2. What will you write about in your postcard?
3. What types of punctuation will I need?

6
Step 5. Using the template postcard (attached to the back of this document) send students back to their desks to begin the
activity.

Step 6. With around 15 minutes to go stop students and tell them they have 5 minutes editing time of their work, with
particular focus on punctuation. *Note some students will finish early than others, therefore they can start to edit earlier too.
Below is a list of some great websites with punctuation games on them, early finishers may like to play these whilst waiting.*

http://www.funenglishgames.com/grammargames/punctuation.html
http://www.sheppardsoftware.com/web_games_vocab.htm
http://www.gamequarium.com/punctuation.html
http://streaming.discoveryeducation.com/braingames/iknowthat/Paintball/Medium.cfm

LESSON CONCLUSION:

Closing the Lesson

To conclude the lesson invite students to now think about the skills and learning that has taken place. Ask 3-5 students to
come out the front and share both their postcard and what types of punctuation they used with the class. The students
are to read their formed postcard aloud, thus enhancing their speaking and listening skills. Instruct fellow listeners to
listen out to see if they can here any punctuation take place when the classmate is reading (eg. taking a break at a full
stop). Students can therefore provide each other with feedback. Additionally as stated above students will post their
letters next week.