Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Barbara Chang
11/7/16

Subject/ Topic/ Theme Punctuation- Commas-Introductory Elements & Interrupters Grade _9th_grade English___

I. Objectives
How does this lesson connect to the unit plan?
In the third lesson, students will be able to understand the correct usage of commas during their unit on punctuation in order to help with their future writing.
cognitiveR U Ap An E C*

Learners will be able to:

Remember the basic sentence structure of English.

Apply the commas correctly within a sentence.
Understand the meaning behind the commas in certain places.
Analyze the differences in meaning if the comma were to be placed in different spots, or omitted.
Create a small writing sample of the correct placing of commas through a practice exercise in the textbook.

R
Ap
U
An
C

physical
development

socioemotional

X
X
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know basic English sentence structure, such as must having a subject and verb in each sentence. Punctuation
will be covered in this unit.

Pre-assessment (for learning):

None for this lesson.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will be given assignments from the textbook to work on and will be checked together the day after in class.

Formative (as learning):

Students will participate in class activities, such as playing trivia games like Kahoot, to see how well theyve retained the
knowledge given.

Summative (of learning):

None for this lesson.

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

-fill-in-the-blank notes make it easier

for students to retain the important
terminology for this subject

-N/A

What barriers might this

lesson present?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

-giving many examples of each part of

the section on commas, placements, and
end marks, seen in the Kahoot! Game
and see how well the students
understood the notes.

Provide options for comprehensionactivate, apply & highlight

-The teacher can pause the game to
further explain if a student has a
question or if most of the class got a
question wrong.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Interactive games like Kahoot give
students the incentive to respond and see
how their answer is correct and
compared to the rest of the class.

-N/A

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
-Kahoot can show which answer is right
(if made properly) and compare the
whole class on the question; there is a
scoreboard at the end for students to
check their progress with others.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

-N/A

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
- Homework from the textbook will be
given so the students can practice what
they have learned in class
-It will then be graded the next day to
correct errors..

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?

Textbook for Grammar (Element of Writing: Revised Edition, by Kinneavy/Warriner

Handouts/Notes on End Marks and Commas
Computers to connect to play games on (kahoot!)
Projector for sharing PowerPoint slides for notes
Computer to display PowerPoint with
Notebooks to record and practice exercises in for students (homework)
Tables will be set into rows for easier note-taking
Whiteboard/projector in the front
Helpful posters will be put around the classroom for students to look (taken down for tests)

III. The Plan

Time
10-15
min

Components
Motivation
(opening/
introduction/
engagement)

15
min

Describe teacher activities

AND
student activities
For each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Go over exercise assignment given the
- Correct the errors that may be in their exercise
day before with students, correcting what
done previously.
they did wrong in their grammar
notebooks.
- Answer any questions the students may
- Ask any questions if not understanding of a
have during the correction process.
correction.
- Pass out notes for the new section,
- Be able to understand the reasoning and rules that
commas and prepare PowerPoint
are followed regarding the correct answers.
presentation.
-

20
min

Development
(the largest
component or
main body of
the lesson)

5
min

Closure
(conclusion,
culmination,
wrap-up)

Present presentation of notes to students,

using a PowerPoint, which are given to
the students in note form (fill-in-theblank).
Explain the rules and reasoning behind
each comma placement and structure,
giving extra examples while the students
are copying the notes down, to further
help their understanding.
Answer any questions or clarifications
students may have during this time.
(Set up Kahoot game to review and to
check knowledge)
After the students log in their computers,
they are able to answer the questions
given to them via Kahoot.
See the amount of students who have
gotten it right, but mostly used as an
introduction. Explain each answer, which
would then be further explained and
examples given in the notes next.
Assign exercise in textbook that lets the
students practice what theyve learned in
the notes today.

Students will take the notes presented to

them.

Students, during the note-taking process,

may ask any questions or clarifications
needed during the introduction of new
concepts.

Students will show their understanding of

the lesson by providing the correct
answers through their computers when
playing the games.

Students may also ask any questions or

clarifications needed during the game.

Students will be able to work on exercises

to help practice and further understand the
new concepts just introduced. Students
would be encouraged to use the notes and
see the examples given in the textbook.

Reflection on Lesson 3:
Students really like the game Kahoot; everyday, when they walk in, at least one will ask Will we play Kahoot? I didnt
personally use this in my unit plan, but I observed before teaching the plan my teacher using a Kahoot game to review and to see the
progress with students. I never used or seen Kahoot before, and I think its quite interactive and fun way to review. There is also the
usage of technology using this review, different than the way I review, through writing corrections, in my unit that I did. So, I added
this style to my ideal unit plan also.
One drawback would be some students would be guessing, as some have admitted. So they arent really understanding the
concept, rather guessing one out of the two or four choices so. Thats what the pausing is for, to see if students need anymore
explanation. I have observed my teacher doing this. I would think to rectify this situation by pausing and answering each question, or
perhaps asking a student to volunteer to answer instead.