Punctuation in Writing

Punctuation in Writing

Author(s): Jeremy Bandy

Grade Level: 4th

Timeframe:
6 Days
30-45 min (Days 1-5)
1 hr+ (Day 6)

Lesson Description or Explanation

Punctuation In Writing
During this lesson, students will write stories illustrating their comprehension of genre characteristics while utilizing proper grammatical punctuation. The students will be reviewing what they know about punctuation (mostly question marks, commas, periods, and exclamation points) and incorporating them correctly into their writing correctly. They will be writing in a genre of their choice, adding what they have reviewed and learned for punctuation throughout the week. At the end of the lesson, the students will publish their written work.

Indiana Curricular Standards


English

Standard 6: WRITING: English Language ConventionsConventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form.

Standard 4: WRITING: ProcessThe writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.


ISTE Standards

Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes

Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources

Assessments
Formative/Summative

Formative Assessment:
Class discussions, writing they have done so far – During class discussions, students will be assessed on what they already know about certain forms of punctuation, such as commas, question marks, periods, etc. For example, during the Period review day, students will be asked what they believe the uses of periods are and will create a class list. The students will be assessed on their current knowledge of periods. This will happen for all forms of punctuation that are reviewed for this lesson. In addition, students can discuss and edit their writing with peers to get feedback before publishing.

Summative Assessment:
Final published writing, class review of punctuation – Students will be assessed on if they used the required forms of punctuation in their writing. For example, for periods, students are required to show 5 examples of how periods are used (imperative, declarative, abbreviations, etc.) in their writing. During some of the reviews of a certain punctuation mark, students will be asked to complete a small worksheet to show their knowledge of what they have learned for that punctuation mark. For example, during the Question Mark review, students will complete a worksheet that asks them to identify questions that show disbelief or are a direct question, and they will change non-imperative sentences to questions.

Prior Knowledge

Curricular Knowledge or Skills:
Students have background knowledge in the uses of punctuation, including how/when to use question marks, periods, commas, and exclamation points. Students will be pre-assessed by creating a class list of what they know about each type of punctuation.

Technology Knowledge:
Students have some knowledge and are familiar with using the internet, Microsoft PowerPoint, and Microsoft Word. The students have used these programs in their weekly computer education class.

Technology
Internet Resources: (please list URLs): NONE

Hardware: Computers and/or Laptops

Software: Microsoft Word, Microsoft PowerPoint, Inspiration, CorelDraw, Kidspiration

Procedure


Day 1 – Introduction to Punctuation Mark Lesson
1) Teacher will begin with by reading aloud one of several books on punctuation. Examples might include:
Twenty-Odd Ducks: Why Every Punctuation Mark Counts! By Lynne Truss
Eats, Shoots, & Leaves: Why, Commas Really Do Make a Difference! By Lynne Truss
Punctuation Power: Punctuation and How to Use It by Marvin Terban & Eric Brace

2) Teacher will facilitate a KWL chart with students that include each of the punctuation marks being investigated during the unit (question marks, exclamation points, periods, and commas).
Students will also be asked to provide examples of how different forms of punctuation can be used to change meaning in a sentence.
3) The teacher will then explain to students that they will create a piece of writing in a genre of their choice, using what they have learned about question marks, exclamation points, periods, and commas in their writing.
4)Invitations to different genres will be placed in front of the class for students to choose. They will select one of the available instruction form sheets. Sheets should be created so there are a variety of genres in the class. Genres to choose from can include fantasy, science fiction, mystery, realistic fiction, and poetry.
5)Students will discuss in groups their ideas for their stories. If students already have an idea, they may use the computer program Inspiration to map out brainstorming ideas.

Day 2 – Periods
1) The class will have an open discussion. In the discussion, the class will tell what the period is and its different uses. The teacher will ask an open-ended question such as, “Who can tell me when a period is used and why?” The teacher will write on the board to make a list of all the class’s reasons for when to use a period. The students will give some examples, such as in sentences, abbreviations, titles, etc. The teacher then will open up the discussion to the difference between declarative (statements) and imperative (command) sentences.
Wrapping up the discussion, the teacher will cover some of the uses of the period (end of sentences, abbreviations, titles, etc.) and clarify the difference between declarative and imperative sentences.
2) At this point the students will be asked to create a few sentences of their own, both declarative and imperative, while using the other uses of periods (abbr., title, endings, etc.) The students will then share their examples and explain why their sentence is one of the two types that use periods.
3) Students will continue with their weeklong genre writing. Students will be asked to give 5 examples of how periods are used within their writing by making declarative and imperative sentences, and using titles (Mr., Dr. etc.), abbreviations, etc. (make the students aware this can be achieved by editing already written work or through new writing).
4) Students can begin their writing piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
5) Students will be asked to share how they incorporated the period and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the period.

Day 3 – Question Mark
1) The class will have a mini-congress. In the congress, the class will discuss the question mark and its different uses. The teacher will ask an open-ended question such as, “Who can tell me when a question mark is used?” The teacher will put examples given by the class on the board. The teacher will ask if a statement such as, “There is peanut butter pie in the refrigerator” can be followed by a question mark, have the students defend their reasoning. Ultimately (hopefully), coming to the conclusion a question mark can be used in a disbelieving statement.
2) Wrapping up the discussion, the teacher will cover some of the uses of the question mark, 1- It can be used to ask a direct question. 2- It can be used to show disbelief.
3) At this point the students will be asked to split into groups of 3-4 students per group. Each group will be given a handout with several sentences without punctuation. The groups will be asked to identify and discuss the interrogative sentences. The groups then will convert any non-interrogative sentences into a disbelieving statement using proper punctuation. Closing the mini-lesson, the students will be asked to share their sentence exercise.
4) Students will continue with their week long genre writing. Students will be asked to write at least three sentences that demonstrate proper use of the question mark (make the students aware this can be achieved by editing already written work or through new writing). Additionally, the students will be encouraged to write at least one sentence as a direct question and one as a disbelieving statement. However, this is not a requirement.
5) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
6) Students will be asked to share how they incorporated the question mark and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the question mark.

Day 4 – Exclamation Point
1) The teacher will write two sentences on the board. One will end in a period, and the other will end in an exclamation point.
- Example: Sally bought ice cream for all of us.
- Sally bought ice cream for all of us!
2) Students will be asked to identify what is different about these sentences and to figure out which punctuation is correct.
- Chances are that some students will argue that one is right over the other.
- The point of this to get the students to talk about the punctuation used is how it is meant to be said.
§ Every sentence could include an exclamation if it is meant to show expression or feeling.
3) When students can finally agree that punctuation describes how something is said, they will be asked to think about a few more sentences.
- Example: Yow! That hurt.
- That hurt.
- Example: Get over here.
- Get over here!
4) Students will be asked to identify what they notice about these sentences and discuss the reason the sentences with exclamation points require an exclamation point and the other does not.
5) For the first set of sentences, if the students do not already know it is called, the teacher would tell them that they are called “interjections” and ask children to work in their groups to come up with other ideas for an interjection.
6) For the second set of sentences, students will hear the phrase “imperative sentence” and understand that it means a strong command for an exclamatory sentence.
7) Each group of students will be asked to write a sentence using an interjection and an imperative sentence on the board.
8) When every group has finished the class will talk about each groups’ sentences and discuss if they are or are not appropriate sentences for the exclamation point.
9) All week long, students will be working on genre writings, and each day they will be revising and adding onto their writings based off of the punctuation lesson for that day. For the lesson on the exclamation point, students will be asked to include at least three sentences with exclamation points into their stories.
(1) At least one sentence needs to include an interjection.
(2) At least one sentence needs simply be meant for expression and feeling and end in an exclamation point.
10 ) When students have had plenty of time working with their genre writings and revising to include sentences that include a variety of punctuation, students will have the opportunity to share some of the ideas they had come up with in including exclamation points. Students may also discuss what was difficult about being asked to include these kinds of sentences in their writing. Lastly, students will be given the opportunity about something they learned about exclamation points.
11) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.

Day 5 – Commas
1)To introduce the lesson on commas, read the book “Why Commas Really Do Make a Difference!” to the whole class.
2) Explain to the class that an independent clause is a part of a sentence that has both a subject and a verb and can be a sentence all by itself. A dependent clause is a part of a sentence that by itself is not a sentence. Ex: I want to go where Frank live. Part 1: I want to go is an independent clause Part 2: where Frank lives is a dependent clause. Knowing these distinctions will help the students understand some of the comma rules.
3) Help the students come up with a list of “Rules for using Commas” and to give an example for each rule:
- Use a comma to separate 2 independent clauses joined by for, and, nor, but or yet or so. If there is a list of three or more items
- If there are two or more adjectives in a row-
- When a dependent clause, unnecessary word or phrase and an independent clause are put together
- When an adjective clause is unnecessary
- Before a direct quote
- A name or title that is used to address or call a person to attention.
- A comma usually follows a transition word.
4) Students will be required to choose which three rules they want to include in their writing.
5) Students can continue to write their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
6) Students will be asked to share how they incorporated the comma and its uses into their writing. The teacher will be looking for students who have been successful and for students who are having difficulty in using the comma.

Day 6 – Wrapping up / Publishing/ Sharing Writing
1. Students will finish writing their piece on paper, Microsoft Word, or Microsoft PowerPoint. They can edit with peers or use Microsoft Word.
2. Students can create their story using slides on Microsoft Word and illustrations from CorelDraw. They can use Microsoft Word to print and type out. They may also use paper to write or draw on. They could even present their information using Kidspiration.
3. Students will have the opportunity to share their stories with the class or another student.
4. Students will discuss what they have learned about the different types of punctuation.
5. Students will share how they implemented punctuation marks into their writing.

Differentiated Instruction

ESL
- ESL students can use Microsoft Word to instantly get feedback on spelling by using the spell check feature.
- ESL students may use CorelDraw to show their writing through pictures (mostly pictures/limited text).
- ESL students have the option to present their information in a variety of ways (Microsoft Word, Microsoft PowerPoint, CorelDraw, Kidspiration, etc).

Challenge/Extend

- Gifted students can write their stories in multiple genres (a sci-fi poem, a mystery that uses slide shows with drawings, etc.)
- Gifted students would be able to self-assess their projects and understanding of punctuation.
- Gifted students could find other ways in which periods, question marks, exclamation points, and commas are used in writing.
- Gifted students could use Talking Text to access texts about punctuation and genres that are more advanced.


Special Needs

- Students could use Microsoft’s Ease of Access Center to make their/classmate’s texts larger for visually impaired students. In addition, they could also make their texts text-to-speech for hearing impaired students.
- Students can Microsoft Word for a variety of reasons such as read aloud text, spell check, one click thesaurus, highlighted text, outlining, etc. for their writing project.

SHH!! BEAR’S SLEEPING: LEARNING ABOUT NONFICTION AND FICTION USING READ-LOUDS.

SHH!! BEAR’S SLEEPING: LEARNING ABOUT NONFICTION AND FICTION USING READ-LOUDS.

Author(s):
Courtney McFarland-
W401; Section 19017

Lesson created and written by Denise B. Loucks
http://www.readwritethink.org/lessons/lesson_view.asp?id=897

Grade Level:
1st Grade

Timeframe: During Reading Workshop
Five 45 minutes sessions, 2-3 days per week. (1 1/2 weeks)

Lesson Description or Explanation
Read-alouds provide an unmatched opportunity to engage students and motivate them to learn. This lesson uses read-alouds of Bear Snores On by Karma Wilson, Every Autumn Comes the Bear by Jim Arnosky, poems, and songs to teach about the distinction between fiction and nonfiction. Students are encouraged to participate in the read-alouds and to use singing and finger play to make meaning out of the printed words. As a final project, on PowerPoint, students use the knowledge they have gained to write a non-fiction All about Us class book. (Loucks)

Indiana Curricular Standards

English-
1.3.4 Distinguish fantasy from reality.
1.2.7 Relate prior knowledge to what is read.


ISTE Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.

Assessments
Formative/Summative

Formative:
Students will write in the journal daily about their noticings about the fiction and non-fiction books.
Students will have writing conferences with teachers to assess where they are in their understandings.
Students will share with partners their understandings of fiction and non-fiction.
Summative:
Students will not be assessed on their ability create a PowerPoint but more specifically, if they can create a PowerPoint with fictional information about themselves. (Students will be working with the 4th graders for assistance with PowerPoint).


Prior Knowledge
Curricular Knowledge or Skills:Students have heard stories read to them out loud. Student have experience reading different genres and it is not their job to use their knowledge to determine the difference between fiction and non-fiction.
Technology Knowledge: Students have already used PowerPoint to create a slide show about their family earlier in the year. They are also in a media class every Tuesday so they are familiar with PowerPoint

Technology
Hardware: Read alouds including Bear Snores on by Karma Wilson and Every Autumn Comes the Bear by Jim Arnosky

Software: Microsoft PowerPoint

Procedure
All the sessions are taken from Denise B. Loucks lesson, “Shh!! Bear’s Sleeping: Learning about non-fictions and fictions using read-alouds. Some of the lessons have accommodations and others have technology additions.
Sessions one:
Introduce the story Bear Snores On by taking students on a picture walk through the book. As you look at the pictures, elicit students' responses about what the other animal characters are doing while the bear is sleeping. Ask students if they know what the words lair and hibernate mean, working toward the following definitions, which you can add to the "About Bears" list:
lair — a sleeping or resting place for wild animals; a den

hibernate — to spend the winter in a resting or sleeping state
Tell students that as you read, they should think about whether what happens in the story is true or not. Tell them that this story repeats the words "but the bear snores on" throughout the story and that they will help you by reading "but the bear snores on" with you.
Read aloud Bear Snores On. Allow students to say "but the bear snores on" as it occurs in the story.
After you are done reading, talk about whether what happened in the story is true or made up. Why do they think so? Questions for discussion include:
Do they think that real animals would sneak into a bear's cave
during the winter? Why or why not?

Would real animals cook food using utensils, pots and pans, or
campfires? Why or why not?

How do real animals communicate? Can real animals be friends?

How would a real bear treat small animals?
ALL THESE QUESTIONS WILL BE NOTED ON A LARGE CHART THAT
WILL REMAIN ON THE WALL UNITL THE UNIT IS OVER.
Read the story again, pausing to ask the questions you prepared in advance (see Preparation, Step 2).
Sessions two and three:
Next students will listen to Every Autumn Comes the Bear. After the story students will go to the media center and get on a computer. While on the computer they will be asked to get onto PowerPoint and use Microsoft word to document their noticings between the two books. They students then save their documents to their jump drive and save it for the next day.
Session four: Students will create a simple PowerPoint. Within the PowerPoint, the students will compare and contrast the two genres.
Session five: Students will present their finished PowerPoint presentation.
Differentiated Instruction

ESL ESL students are going to have the opportunity to record the noticing about non-fiction and fiction in Spanish. They will then lead (if they want) what their noticing say in Spanish.

Challenge/Extend

For students that may need extra time, they will be allowed to go to the media center with their jump drive and work either with the librarian or an IA that come assist them. For students that are advanced, they will have the opportunity to add effects such as sound and backgrounds to their PowerPoint and are also welcome to help others that are still struggling. We are all about building a strong community.


Special Needs
Any student that may need assistive technology is going to have that available to them. Students that have trouble using the key on a keyboard might ask a partner to help them type their thoughts.
McFarland, Technology Lesson Plan.