Lesson Plan Form - LBS 400

Candidate: Alondra Marin Subject: ELA Grade level(s): Date: 11/28/2017

Kindergarten
Standard:
CCSS.ELA-LITERACY.L.K.2.B
Recognize and name end punctuation.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will be able to identify when to use a period and a question mark. They will also be able to name
the punctuation marks. Students will determine whether the sentence is a statement or a question.

II. LEARNING OUTCOME (Objective):

Given a whiteboard along with a marker, students will relate what a question mark and period are and
identify what sentences need a question mark or a period by drawing both punctuation marks on their
whiteboard when asked what each looks like and identifying if the sentences the teacher writes on the
whiteboard are a statement in need of a period or a question in need of a question mark by giving the
teacher a verbal answer once they are asked to do so.

DOK/Cognitive Rigor Level: Level 2, because students will apply concept learned to determine what
punctuation mark will fit best in the given example sentences.

Language Demands: Students will need to possess a basic understanding of language functions, syntax,
and high frequency vocabulary.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
The lesson before, will focus on defining punctuation and its importance in clarifying a sentence meaning.
Furthermore, the lesson after will focus on reviewing the concept learned and checking for
understanding.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):

Students will be shown a book they are familiar and comfortable with. The book, chosen is The Very
Hungry Caterpillar by Eric Carle. The teacher will then ask students about their experience with the book
and let each share out loud, one by one. Follow up questions regarding concepts of print will then be asked
and rewarded with positive reinforcement. Following the I do, we do method the teacher will read the first
page of the book alone and then ask students to follow in chorus as students and the teacher read the
following pages. As the teacher reads he will pointed out the punctuation present on each page (question
marks and periods). The teacher will discuss the content with the students.
Student friendly objective: By the end of our lesson you should understand that all texts contain
punctuation to make its meaning known by verbally telling your peers the purpose of question marks
and periods and discussing examples of sentences you remember that have a question mark and/or a
period.
 Purpose: Students are learning this skill because punctuation is an unavoidable concept and
understanding its purpose and knowing how to use it helps students to understand syntax and build
their knowledge upon it by adding other concepts.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Step #1: Define Question mark and Period.

a. TI: Provide definition of question mark and period.
a. TM: A question mark is: A punctuation mark used at the end of a sentence to ask a question.
A period is: A punctuation mark used at the end of a sentence to indicate a stop.
b. Student response: Students will discuss with their peers both definitions and give me their own
definition of what a period and a question mark are.

Step #2: Exceptions to definition given

a. TI: Teacher will briefly tell students that every rule has an exception and discuss the exceptions of
when a question mark is not needed at the end of what seems to be a question.
a. TM: Showcase indirect questions that do not need a question mark at the end. Example: The
policeman asked the students what they were doing The mom asked her puppy where her shoe was
b. Student response: Students will share an example of a question that does not need a question mark
by making their own indirect question.

Step #3: Example of sentences with question marks

a. TI: Teacher will give students with definition of direct question sentences.
a. TM: Direct questions are provided to students: Are you in kindergarten? How old are you?
b. Student response: Students will tell each other a direct question and share with the whole group
their favorite one.

Step #4: Examples of sentences that end in a period.

a. TI: Teacher will retell the purpose of a period in a sentence.
a. TM: Make up sentences that involve each students name to get them involved. Example: Joe has a
pink bunny.
b. Student response: Students are asked to make own sentence that ends with a period and share with
a partner.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will play a game where the
teacher asks each student to make a silly sentence or a silly question. Once students are done they will
give the sentence to the teacher who will write it on a large strip of paper. The teacher will then put the
strip of paper inside a box. Next, he will ask each student to pick a stick and the student with the
shortest stick gets to pick from the box first and so on. Once the strip of paper is chosen the teacher
will clip it on the whiteboard and ask students what type of punctuation the sentence needs at the end.
A cutout of a question mark and a period will be added at the end of the sentence once students give
the correct answer. For every correct answer students get positive reinforcement. Once every strip of
paper has been clipped and answered the teacher will ask the students to point out the sentences that
end in a question mark and those which end in a period. Afterwards, the teacher will ask students to
explain why punctuation marks are important and to define in their own words what a period and
question mark is.
D. MATERIALS & RESOURCES:
paper
box
book
pen
whiteboard
clip
cut out of period and question mark
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative: During step 2, the teacher will observe each students physical response when they hear the
exception to the rule of indirect questions. The teacher will pick up on any cues that show uncertainty
like looking around, talking about another subject, acting out or disturbing fellow peers. Once the
teacher sees confusion he will break down the rule into a basic and easy sentence and check for
understanding by asking students to tell in own words why indirect questions do not need a question
mark at the end. During the application activity, the teacher will get up and listen to the discussion when
students are creating their sentences. He will also stay alert to hear any evidence of confusion audibly or
visually and access the confusion right away with simple language and examples.

Summative: Exit slip- Teacher will ask each student to share out loud one by one something they learned
during the lesson.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)

Accommodation: Let students who are falling behind hear instructions slowly more than once. Allow
students to point if they have trouble responding verbally.

Modifications: Allow students with speech impairment a longer response time. Reduce noise level in
classroom. Shorten oral directions and make them short and to the point.

VII. HOMEWORK (if appropriate): Find question marks and period mark on anything that has text and
show the teacher the examples.