Kimberly Soutiere 001015686 LESSON PLAN TEMPLATE A

ED 3508-D 2013

Assignment 4 Lesson Plan for SMARTBoard The COMMA Conundrum

Grade/Subject: Grade 3 4 split Unit: Commas Lesson Duration: 7 min.
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: - Attend to Conventions Specific Learning Outcomes: - Attend to capitalization and punctuation. Grade 3: identify commas, end punctuation, apostrophes and quotation marks when reading, and use them to assist comprehension Grade 4: use commas after introductory words in sentences and when citing addresses in own writing LEARNING OBJECTIVES Students will: 1. be able to distinguish the difference in meaning of a sample sentence with an incorrect or absent comma, as compared to a correct comma. 2. be able to correctly insert, move or remove a comma within a sample sentence to create a grammatically correct sentence that is also logical in meaning. ASSESSMENTS Observations: Key Questions: Written/Performance Assessments: LEARNING RESOURCES CONSULTED Resource # Elliot, Rebecca (2011). Barrons Painless Grammar, (3rd ed.). New York, NY: Barrons Educational Series, Inc. Resource #2: Taylor, Russell. (2011, January 17). SMARTboard training with Russell Taylor. Retrieved 2013, October 5, from http://www.youtube.com/watch?v=kcRJW-arn48 MATERIALS AND EQUIPMENT * Smart Board * Students: Notebook and writing tool * PowerPoint presentation. PROCEDURE Introduction (2 min.): Hook/Attention Grabber: 1. Use of sound and visual trick Not Commas and making the word spin. 2. Use of humour by selecting images of actual comma misuse where the meaning becomes silly because it is either absurd or impractical. 3. The use of humour continues in the body of the lesson by incorporating inside jokes and silly content into the sample sentances. Assessment of Prior Knowledge: 1. Using the slide 3 images, invite a short discussion on the meaning of the sign as it is, and what the sign should mean. This will assess initial grammatical competency: Low will not be able to distinguish a dual meaning to the sign or make a guess as to how it might be corrected, High will be able to recognize the potential dual meaning if the sign and willing to make a guess as to how the sign could be fixed. 2. I will present the concept of correct sentence structure vs. logical sentence meaning. - It is possible for a sentence to be grammatically correct and not be logical in meaning. Expectations for Learning and Behaviour: 1. Students will actively participate in the class. 2. Students will take legible notes about commas. 3. Students will participate through commentary, questions, and correction attempts on the SMARTBoard.

Kimberly Soutiere 001015686 LESSON PLAN TEMPLATE A

ED 3508-D 2013

Transition to Body: 1 Go to covered notes slide (slide 4), pause to allow students to get notebooks. (Note: The EDUC 3508 will not actually need to take out note books.) Body (4 min.): Learning Activity #1: Note taking: The cover over the notes on slide 4 will be lowered as each of the four comma types are revealed. Assessments/Differentiation: There is no assessment performed on this task. If it were an actual classroom setting I would possibly verify that notes were tidy. Because of the core nature of the topic, I would not differentiate by content for students. I would however differentiate on note taking methods. Other note taking methods could include allowing notes on the computer, handing out almost complete notes with blanks to be filled in, or other options. Action: Students will take down provided notes while the four presented comma rules are explained. The focus is on note writing, but questions are acceptable as they pertain to explanation of a rule. It is noted that questions should be limited as examples of each rule will follow. Learning Activity #2: Sentence Corrections: Using a sample sentence, make the appropriate comma related corrections, and explain why the correction was needed. Assessments/Differentiation: Assessment of understanding is performed through the evaluation oral explanation for comma use/misuse, ability to correct sample sentences in written form, propensity to ask questions to garner information necessary to verify the logical meaning if a sentence. Differentiation is achieved through the allowance of various forms of verbal and written response. In a classroom setting, the sample sentences may be varied in difficulty for certain students (e.g. ESL), or in quantity. Action: Students will come up to the SMARTBoard, mark what they feel is the correction needed, check with the class, then erase the space below to check the answer. The class will then discuss any questions. Closure (1 min.): Consolidation/Assessment of Learning: Open up the class to general discussion about commas. For ED3508: Open up the class to questions regarding the presentation and its content or features. Feedback From Students: Feedback To Students: Transition To Next Lesson: For ED3508 End the lesson with the reference slide, and mention both sources and their use. Grammar book the base informational text for the grammar rules and examples. Web site A presentation by a representative of SMART Technologies demonstrating how to use the SMARTBoard and its features.