1. Topic-
|
Using Commas to separate items in a series |
|
|
2. Content-
|
vocabulary: phrases, clauses, comma, series, conjunctions, yield |
|
|
3. Goals: Aims/Outcomes-
|
1.Ability to correcting use commas in sentences to separate three
or more words, phrases, or clauses in a series.
2.Reminder of the goal of the written word (to communicate) and the
necessity of communicating clearly.
|
|
|
4. Objectives-
|
1.Students will be able to write self-generated sentences that contain
commas separating words, phrases, and clauses.
2.Students will be able to correctly punctuate pre-written sentences
that contain single words, phrases, and/or clauses in a series.
3.Students will recognize that when items in a series are joined by
conjunctions, no commas are needed. |
|
|
5. Materials and Aids-
|
White board
large, hanging yield sign
Cut up sentences in envelopes |
|
|
6. Procedures/Methods-
|
A. Introduction-
As students enter the room, they will notice a large yellow yield
sign hanging from the ceiling near the center of the room. Their daily
warm-up will consist of the following sentences and questions: 1)
In the beginning Henry Lashonda Steve the kid next door the brilliant
but boastful Gail from Buffalo, New York, and Luis all remembered
their lines. And 2) Bob went to the store and bought coffee beans
and milk. For each sentence there would be a question: 1)How many
people remember their lines? and 2) How many items did Bob buy at
the store?
After giving the kids some time to copy down the sentences and reflect
on the answers to the questions, I would begin to discuss the possibilities
with them and then lead into what these sentences are missing (commas)
and how the use of commas might make these sentences easier to read. |
|
|
B. Development-
From here, students would open their texts to page 601. Together
we would read the key concept introduced on the page and discuss/decode
any vocabulary (listed above) that might cause students difficulty
in understanding the concept. I would use choral responses, repetition,
and the fist of five to help aide reflection and to assess understanding.
We would also discuss the meaning of the large yield sign and how
it pertains to and could be a symbol for comma usage. |
|
|
C. Practice-
To practice the concept, students will work with their seatmate
(desks are arranged so that students sit in teacher-selected pairs)
to unscramble and punctuate sentences containing items in a series.
Separate envelopes will contain cut up individual words and punctuation
marks (end punctuation and commas)that students will hands-on manipulate
into sentences on their desktops. I will cruise the room giving immediate
feedback, maintaining focus, and engaging in Socratic dialogue when
necessary to clarify understanding.
A final activity will consist students reflecting upon the newly learned
knowledge by answering the following questions on their exit tickets:
1) Why is it important to use commas to separate items in a series.
2)Rewrite the key concept in your own words. 3)Describe how a yield
sign might be a good symbol for the comma. |
|
|
D. Independent Practice-
For homework, students will be expected to copy down the key concept
on page 601 of their texts. Write their own, original example of the
concept, and complete exercise 12 as directed in the text. This assignment
will be corrected together in class the following day. Students will
receive a completion grade only. Answers and concepts will be placed
on the overhead projector as we discuss them so visual learners can
see what we are talking about. |
|
|
E. Accommodations (Differentiated Instruction)-
1. IEP students who have physical writing difficulty my utilize
the "dragon dictate" program to complete their homework during their
study skills class in the resource room.
|
|
|
F. Checking for understanding-
I will begin with oral feedback as the students work with the manipulatives.
They will also receive peer feedback at this point as well since
they will be working with a partner.
I will provide written feedback on the exit tickets which students
will complete at the end of the class and receive back at the beginning
of the class the following day. Finally, students will self-assess
as we correct the homework together in class the following day.
|
|
|
G. Closure-
The exit ticket described above will serve as our closure for the
first day of this unit. |
|
|
7. Evaluation-
|
Measures of progress will include oral questioning and checks for
understanding during the large group discussion as well as during
the partner activity. The exit tickets and a review of the homework
will also provide feedback and a measure of each student's understanding
of the topic after the first day of the unit. |
|
|