ED 345 Calvin College Lesson Planning Form for Differentiating Instruction

Teacher: Beth Kusserow

Date: 29 Sept. 2015

Subject/ Topic/ Theme: English/Reading/Fables

I. Objectives
What is the main focus of this lesson? The focus of this lesson is introducing students to quotation marks, and giving them a
chance to familiarize themselves with their usage.
How does this lesson tie in to a unit plan? This is the grammar/punctuation piece that occurs simultaneously with the fables unit.
The class will be able to familiarize themselves with quotations, as many of their fables will involve dialogue with quotation marks.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
1) Students will write down short sentences spoken by their classmates. (General writing.)
2) Students will arrange macaroni as quotation marks around the quote. (Punctuation: quotation marks for direct speech.)
3) Students will use capital letters and correct punctuation in their sentences. (Punctuation: capital letters and full stops.)
II. Before you start
Prerequisite knowledge and skills.
Assessment
(formative and summative)

Identify those students (individuals

or groups) in your class who will
need special attention and
describe the level of support you
plan on giving them. Refer back to
the survey you did of your class.
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.
III. The Plan
Time
Parts
8:00 8:05

Motivation
(Opening/
Introduction/
Engagement)

The students are able to write sentences dictated to them.

As formative for the punctuation unit, I will check student work for accuracy as they complete
it. I will make note of any student who seems to be really struggling with the concept, and
help them as I can.
[Charlie], [Marissa], [Jada], and [Kimberly] are at the F reading level from Reading A-Z.
[Charlie]s fine motor skills are weak, but manipulating objects is better for him than writing. I
will try to pair him with someone who will let him do his share of the work. I will keep an eye
on his group and remind them if needed to let him do his work.
None of the others in the class indicated that English was hard for them at school on their
surveys.
Strips of paper and markers for writing sentences.
Macaroni for quotation marks, peas for periods, popsicle sticks and glue.
White board and markers for myself.
Mrs. [Smith]s example from last year.
Plenty of floor space as usual, white board clear, yellow table or back desk clear as a glue
station.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
With students situated at their desks, I ask for a volunteer (sleepiest student?!) to come up and help me.
I ask them to tell me what they did after school yesterday. I write on the board exactly what they said,
but without quotation marks.
Then I tell the students to watch very closely, because Im going to add something more to the sentence
so that we can understand it better. Try to build up a little silly suspense, and then add the quotation
marks.
Did anybody see what I added? What?
Ask if anyone knows what they are or why I put them there.
They are quotation marks, and I put them around exactly what my volunteer said.
I ask for another volunteer to come up and say something, and then I ask the class what I need to add
(quotation marks) and where I should put them.

8:05 8:10

Development

I will ask the students to sit back at their desks, and tell them there are strips of paper, glue, and
macaroni on a table (yellow or my desk, depending on space). Ill put them with a clock buddy, and then
they will need to take two pieces of paper each and one little pile of macaroni each. They should take
their own marker or crayon with them. When they have their paper and macaroni, they should find an
empty place in the classroom and say a sentence to the other person, who needs to write it down with
the said, Person. Then use the macaroni to put the quotation marks in. When you think they are in the
right place, raise your hand, and I will come check before you glue them.
If they need help thinking of something to say, they can talk about what they did after school yesterday,
or what they plan to do today. But they can say something else that they think of, too. Does anyone
have any questions?

8:20 8:30

I will assign a clock buddy and let them go. As they work, I will walk around and answer questions, get
them back on track, and encourage them.

- 8:35

When a group is done, I will check their work, and then instruct them how to glue their work, as well as
to put their name on their paper. Finished papers can be put on the math carpet to dry, if there arent
many students working there. Otherwise my desk or the yellow table will work.
Closure

If a group of students successfully gets four sentences completed and they have time left, I will
encourage them to get a piece of paper and try writing a fantasy story where the characters talk to each
other. They can use ideas from the fantasy paper slips we talked about yesterday, and should make sure
they have quotation marks around what they say.
Your reflection on the lesson including ideas for improvement for next time:
The macaroni activity did not go as smoothly as I had planned. I think my directions were too complicated and multi-step, so I
should have written them clearly on the board.