Name: Elizabeth Martin

Grade Level: 1st Grade

Subject: ELA
Cross-Subject: Social Studies
Content Area Topic: Distinguishing Types of Sentences
PA Standards Aligned System (SAS):
 CCSS.ELA-Literacy.RF.1.1a
Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
 CCSS.ELA-Literacy.L.1.2b
Use end punctuation for sentences.
 CCSS.ELA-Literacy.L.1.1j
Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences in response to
prompts.
I.
Content & Standards Pennsylvania English Language Proficiency Standard, Grade Level
Cluster 1-3 (WIDA):
 English Language Proficiency Standard 1: English language
learners communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
 English Language Proficiency Standard 2: English language
learners communicate information, ideas, and concepts necessary
for academic success in the content area of LANGUAGE ARTS.
 English Language Proficiency Standard 4: English language
learners communicate information, ideas, and concepts necessary
for academic success in the content area of SOCIAL STUDIES.
Students should have a basic understanding of:
 Writing basic sentences in English.
 The basic understanding of periods, exclamation points and
II.
question marks and that they can all end a sentence.
Prerequisites
 Knowledge of cultural heritage of the US or their country of
origin.

After this lesson the student will be able to:

 Identify the different punctuation for a declarative, interrogative,
imperative and exclamatory sentence.
 Distinguish when each type of punctuation (period, exclamation
point and question mark) should be used.
III.
 Classify sentences and intonation based on which punctuation is
Instructional Objectives
used.
 Infer emotion based on which punctuation is used.
 Create simple sentences with proper punctuation to convey
cultural knowledge about the US or their country of origin in
narrative form.
 Introduction:
The students will join the teacher on the carpet and the teacher will hold
up the Opening Lesson Cards (Appendix A) one at a time and read the
sentences, emphasizing the emotion when the punctuation is used. The
teacher will show the emotion cards (Appendix B) and call on students
to pick how the person in each example probably felt as they said each
statement. The teacher will also visually change the emotion card and
insert a different punctuation card over the original one and audibly say
each sentence with the different punctuation too. This will start to
emphasize how emotions will often determine which punctuation mark is
needed at the end of a sentence when writing and how it can change the
meaning when changed.

Multimedia:
The following BrainPop video will be shown, which will provide a visual
for students to learn about the different types of punctuation. BrainPop
has captions at the bottom of their screen for all videos.
https://educators.brainpop.com/bp-jr-topic/types-of-sentences/

Individual Work (Written Practice):

After students watch the video, they will have the Punctuation Word
IV. Bank Worksheet (Appendix D) to fill in, which will help them to
Instructional reinforce the concepts learned so far about the differences in punctuation.
Procedures The Types of Sentences Reference Sheet (Appendix C) will be
distributed as a visual of the oral lessons just seen, and it includes the key
vocabulary words in L1 of the most common languages in the class.
Presenting key content words in the L1 and English provides another
access path to curriculum for the student (Balderrama and Diaz-Rico
2006, page 157).

Group Work/Partner Work (Oral Practice):

The teacher will call all students back to the carpet. She will ask for a
volunteer to come to the front so that she can model the next activity with
everyone. When the student joins her up front, a series of culture cards
(Appendix E) will be presented, face up. Each will have a picture, as
shown in the series of Culture Cards included in this lesson. The student
will select a card of his choice and the teacher will show the class.

She explains that she will model how different sentences can be made
from this one picture card and that she will ask the student a question
about what is happening in the card, will make a statement about what is
happening in this card and will show emotion about something happening
in this card. Her partner can try to answer her question when asked. She
models with the student.
(ex. The card shows a family at a baseball game. She asks: “Who is at
the game with the child?” Her partner looks at the card and answers the
 question. Then she makes a statement about the card – “It is a hot day to
play baseball.” Finally, she shows excitement – “Wow! He hit a
homerun!”)

All students will be given a partner and will visit 4 stations around the
room together, where they will find 4 different cards at each station.
Each partner should select a different card than their partner and they
should engage in discussion about each student’s card, one at a time.
Teacher reminds students that when emotion is seen, be sure to show
emotion in their tones when speaking!

Closing Activity:
Students will return to their seats and will given the blank narrative
picture box/ writing worksheet (Appendix F). They will be asked to
think about how they have been using different types of sentences to
express themselves in different situations and to show their emotions.
They also saw many different cultural activities in the cards from the
group activity they did with their partners.

The teacher models on the SMART Board so that students can see what
the closing activity is. She says that they will now think of something
that they would like to write about that is either part of the US culture or
the culture of any of their native countries. They are to draw a picture of
their activity/cultural event and then write 3 sentences about their event –
1 sentence using a period, 1 sentence using an exclamation point and 1
sentence using a question mark. Following is an example of what the
teacher can model on the SMART Board:

(She draws a picture of her family buying corn at a local farm stand in
the summer.) She tells the class that they visit this farm every week to get
fresh fruit and vegetables all summer. Below, she writes 3 sentences:
- In America, we buy fresh fruits and vegetables at a farm in the
summer.
- The strawberries are so juicy!
- Would you like to visit ABC Farm too?

They are reminded to do their best in stretching out their words and that
they can use words in their native languages to name anything cultural in
their narratives, but that they must write their sentences in English.

 SMART Board for modeling of the writing activity and to show

the BrainPop video.
V.  BrainPop login ID is required.
Materials & Equipment  Opening Lesson Cards (see attached).
 Emotion Cards and Punctuation Cards (see attached).
 Punctuation Word Bank Worksheet (see attached).
  Cultural Cards (see attached).
 Narrative Writing Picture/Writing Sheet (see attached).
 BrainPop Cartoon Homework (see attached).

Teachers of ELL should not rely on only one method assessment when
checking for student understanding. Using ongoing assessment checks
throughout the lesson as well as opportunities for language enrichment
are good ways to monitor progress (Balderrama and Diaz-Rico 2006,
page 127).
 Formative Assessment: Make observations while going around
the room during the individual and group activities. Note student
responses and interactions during whole group lesson and with
partners.
 Note student oral interactions with partners through intonation of
speech and whether they were able to answer their partner’s
VI. question when asked during the activity.
Assessment/Evaluation  Assessment of the Punctuation Word Bank sheet is performed
after students have populated it once the BrainPop video is over.
This should be a way to check understanding of content and to see
what has been retained from the lesson and multimedia.
 Exit ticket is the Narrative cultural writing piece that is handed in
at the end of class. This will check for understanding and
application of the three different types of sentences within a real-
life scenario of their choice that is culturally-relevant to them. A
rubric will be used to assess this assignment. (Appendix H)
 Homework will be collected the next day to check understanding:
Practice the imperatives with the Brainpop Cartoon worksheet
(Appendix G).
Accommodations for ELL students:
 Visual accommodations will be used throughout the lesson to help
to increase vocabulary and provide clarity. (Balderrama and Diaz-
Rico 2006, page 126)
 Modelling is used throughout the lesson to provide a visual for
what is expected and how to go about performing the expected
VII. tasks. (Rea and Mercuri 2006, Chapter 2)
Accommodations and  Groupwork is done with partners so that students can lead
Modifications students and learning can occur between students as they engage
and discover together. Groupwork allows students to interact
freely in a low-pressure atmosphere and student-centered
classrooms provide many opportunities for language development
(Balderrama and Diaz-Rico 2006, page 126)
 L1 is incorporated into the lesson visually for clarification and
foreign culture opportunity is presented in the narrative piece and
 the partner activity, so that native cultures can be preserved and
honored as English is learned. (Igoa, 1995)
 Closed captioning is used on the BrainPop video so that students
can read the words on the screen if they are being spoken more
quickly than can be understood.

 BrainPop – These videos are excellent instructionals that are

relevant to the lesson. They include the cartoon homework sheet
I will be assigning as well. They have closed captions so they are
VIII.
an excellent resource for ELL students.
Technology
 SmartBoard: Used to visually display the BrainPop and for
teacher modeling via overhead projection so that it is clear for all
students to view and provides a visual for tasks and lessons.
The teacher will be able to see how the visual and interactive lesson –
including multimedia visuals and visual activities that aimed to increase
oral and written language while at the same time teaching the ELA
content - helped the students to meet their objectives. This lesson crosses
over from ELA to include cultural sharing and discussions in order to
incorporate a Social Studies aspect as well. At the end of the is lesson,
the teacher can evaluate success by comparing the Narrative writing
IX. piece and formative observations to gauge if students have met the 3
Self-Assessment main objective goals:
 Identify, distinguish, and create different types of sentences;
 Apply different types of sentences to convey cultural narrative
writing
 Increase the basic interpersonal conversational skills (BICS) and
cognitive academic language proficiency (CALP) oral language
abilities in the English language (Balderrama and Diaz-Rico
2006, page 126)

References:

Balderrama, M. and Diaz-Rico, L. Teaching performance expectations for educating english learners (2006)..
Portland: Ringgold Inc.

BrainPop video. 2017. Retrieved from https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

BrainPop Comic strip. 2017. Retrieved from https://educators.brainpop.com/printable/commands-comic-strip/

Igoa, C. (1995). The inner world of the immigrant child. Mahwah, NJ: Lawrence Erlbaum Associates.

Rea, D. M., & Mercuri, S. P. (2006). Modeling: Show them, help them, let them do it. In Research-based
strategies for English language learners (pp. 14-27).

Types of Sentences Reference Sheet (image only). Retrieved April 2017.

http://www.madefor1stgrade.com/search/label/writing
(Appendix A) Opening Lesson Cards:

I ate lunch with my friends .

They won the soccer game !

Do you take the bus to school ?

(Appendix B) Emotion Cards:

Punctuation Cards for Whole Group Lesson:

(Appendix C) Types of Sentences Reference Sheet

El Signo de exclamacion Punto Signo de interrogación

Le point d’exclamation Le point Le point d’interrogation
Dau cham than Diem ket thuc Dau cham hoi

*Includes most prevalent L1 languages in a class. Here, Spanish, French and Vietnamese are included
as they are the three foreign languages spoken in my fieldwork class for this quarter.
(Appendix D)

Name: ____________________________________________ Date: _________________________

Punctuation Word Bank: BrainPop

WORD BANK

Question Exclamation Point Anger

Period Question Mark Statement

Excitement Confusion Yelling

Fill in the blanks with the best answer. You will see examples in the BrainPop: Types of Sentences
video.

1. A _________________________ is used at the end of a sentence when someone is asking

something.
2. Emotions such as ________________________, __________________________ or
____________________________ call for an exclamation point.

3. When you are telling something, or making a _________________________, a

____________________ is used.

4. Curiosity or ___________________________ sometimes mean that the person wants more

information and is asking a _____________________.
5. If emotion is shown, often an ________________________________________ is used.

6. Practice.
 I like going to the library (Circle one: . ? !)
 I can’t wait to go to the fiesta (Circle one: . ? !)
 Do you like my new sandals (Circle one: . ? !)
 What is your mom’s name (Circle one: . ? ! )
 I have a fish for a pet (Circle one: . ? !)
 I am so happy that my cousins are visiting (Circle one: . ? !)
(Appendix E) Culture Cards:

Station 1-
Station 2-
Station 3-
Station 4 –
(Appendix F) Narrative Writing Picture Worksheet:
(Appendix G) BrainPop Commands Homework:
(Appendix H) Rubric
Category 4 - Excellent 3 - Good 2 - Fair 1-
Needs Improvement
Applied Accurate Mostly accurate Punctuation and Poor punctuation and
Punctuation punctuation and punctuation and capitalization is capitalization. Poor
capitalization. capitalization. inaccurate spelling and
Complete Complete One of the grammatical errors.
sentences. Three of sentences. Two following types No punctuation is
the following types of the following of sentences are used showing
of sentences are types of used: telling understand of telling,
used: telling sentences are (period), exciting exciting or asking
(period), exciting used: telling (exclamation sentences.
(exclamation (period), exciting point), asking
point), asking (exclamation (question mark).
(question mark). point), asking
(question mark).
Cultural Student Student mostly Student does not Student does not
Content understands that a understands that understand that a understand that a
cultural nonfiction a cultural cultural cultural nonfiction
topic is to be used nonfiction topic nonfiction topic topic is to be used and
and applies is to be used and is to be used and does not apply
background applies does not apply background
knowledge to form background background knowledge to form
distinct sentences knowledge to knowledge to sentences according
according to the form distinct form sentences to the applied
applied sentences according to the punctuation
punctuation according to the applied guidelines. All
guidelines. applied punctuation sentences are fiction
punctuation guidelines. or irrelevant.
guidelines. One More than one
sentence may be sentence may be
irrelevant. irrelevant.
Visual A picture is drawn A picture is A picture is Images have not been
that is relevant to drawn that is drawn that is included or are not
the writing. mostly relevant mainly irrelevant appropriate to the
Layout of images to the writing. to the writing. topic.
is pleasing to the Layout of images Layout of
eye. is mostly images is messy
pleasing to the or irrelevant.
eye.
Organization Student uses Student uses Student uses Student’s work is
handwriting that is handwriting that handwriting that illegible and cannot
neat and legible. is mostly neat is mostly be read.
Few typographical and legible. Few illegible. Many
or conventional typographical or typographical or
errors are made.
conventional conventional
errors are made. errors are made.