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TAT 2 Task 3: Integration Technology Production

Sentence Semantics

Kaylee Bartlett

May 8, 2018

Student ID: 435100

Student Mentor: Nina Smith


Table of Contents
Instructional Goal..................................................................................................................Page 3

Audience................................................................................................................................Page 3

Length....................................................................................................................................Page 3

Delivery Approach of Instructional Unit...............................................................................Page 4

Instructional Sequence...........................................................................................................Page 4

Materials Needed...................................................................................................................Page 6

Instructional and Lesson Overview........................................................................................Page 7

Assessment Overview………………………………………………………………………Page 8

Instructional Strategies……………………………………………………………………...Page 9

Task or Goal Analysis with Supporting Performance Objectives………………………..Page 10

Lesson 1 Overview................................................................................................................Page 11

Lesson 2 Overview...............................................................................................................Page 20

Lesson 3 Overview...............................................................................................................Page 28

Lesson 4 Overview...............................................................................................................Page 31

Lesson 5 Overview...............................................................................................................Page 35

Appendices...........................................................................................................................Page 38
Unit Overview

Instructional Goal

Given a reading passage at the students instructional reading level that contains errors

within sentence semantics, students will be able to correctly identify the errors and correct the

errors with 80% accuracy. Students will then be able to correctly identify errors in sentence

semantics in their writing with 80% accuracy. They will show their understanding of the given

information when they receive at least an 80% accuracy on their MobyMax assessment with the

given sentence semantics standards.

Audience

The third-grade resource room students at Marie Curie STEM Elementary range in age

from eight to nine years old. During instruction time, it was found through assignments, quizzes

and tests that these three students did not pass with 80% accuracy. After not receiving a passing

score, these students were then given intervention time on sentence semantics. After instruction,

students will then be tested again to verify their passing score.

Length and Delivery Approach of Instructional Unit

This unit is designed to encompass nine hours of instruction with five different lessons.

Each lesson will consist of a time limit of 90 minutes. Each lesson will start with determining

prior knowledge of sentence semantics and what was covered in the previous lesson as a review.

Each instructional unit will begin with either a video on the new content being introduced, a

practice worksheet or a Moby Max lesson. With each lesson, the teacher will assess students

with observations, their work that is turned in or the data from Moby Max. All these assessments

will be reviewed thoroughly after they are given to determine what areas of the units need to be
reviewed and retaught. At the end of this unit, the teacher will give a formal assessment where

the students need to identify sentence semantics error in a reading at their instructional reading

level and they will be able to write at least 3 sentences with correct sentence semantics.

Delivery Approach

This instructional unit on sentence semantics will be taught by a resource room teacher in

person, in a resource room setting of third graders. To teach new materials and lessons, direct

instruction approach will be used. There will also be small group instruction and one on one time

to ensure the students are reaching the accuracy to show they have mastered the skills. The small

group instruction will be used in regard to activities and assignments to ensure their

understanding of all needed skills.

Instructional Sequence

There are five lessons beginning with the sentence semantics basics and then working our

way to writing with appropriate and correct sentence semantics. These lessons will be most

effective if they are delivered 3-week span to allow students ample time to learn each lesson and

build upon the concepts with each lesson to the following lesson. This recommended 3-week

span will allow students the opportunity to work on their assignments and assessments within the

classroom and given teacher assistance when appropriate.

Each lesson will include a pre-assessment or activity to give students the opportunity and

support to dive into their prior knowledge. The pre-assessments or activities will provide

students with the opportunity to recall information on previous lessons within the unit. Group

work will be required in 4 of the lessons where each student will need to participate and

complete their own work for an assessment grade. Each lesson will also be followed up with
some form of a post assessment or activity, whether that is an assessment or question and

answering. This will provide the students with background knowledge of the next lesson in this

unit and provide the students with further answers on questions that were unclear to them.

Within this unit, students will start out with an assessment to verify information that they

recall during previous units on the same material. That assessment information will be used to

build the remaining information in each lesson within this unit. Students will work at the basics

of sentence semantics and their importance. This will guide them through readings and locating

sentence semantics on their own. Once they are accurately able to determine sentence semantics

within readings, we will then work on writing our own stories about our summer vacation, which

will be geared towards using sentence semantics within our own writings. Students will then

show their understanding of basics of sentence semantics, sentence semantics writing and how to

locate errors with sentence semantics when given a computer based assessment and a paper and

pencil based assessment.


Materials Needed

 SmartBoard

 Laptops (teacher and students)

 Writing notebook

 Pencil

 Red pens

 Correcting Mistakes in Sentences Worksheet

 Individual white boards, dry erase markers and erasers

 MobyMax website link

 Sentence builder flip chart

 Anchor charts

 Writing Rubrics

 Reading at each student instructional reading level

 Newspaper clippings

 TeacherTube.com

 Reading Passage to correct


Plan of Instruction Overview

Lesson one will start with an introduction to sentence semantics, more specifically capital

letters in our sentences and where they should be placed. Lesson two will then build upon that

and teach students the importance and place of different punctuations within a sentence. Lesson

three will provide the students with the opportunity to show their understand of capitalization

and punctuation usage by reading and correcting a reading passage. Lesson four will then work

on how to apply our knowledge of sentence semantics into our own writings. Finally lesson five

will focus on students showing their understanding of the previous 4 lessons on a final

MobyMax grade equivalent assessment and a paper assessment on the overall information from

the previous lessons.

The material will be pulled directly from each students MobyMax language tests that

were taken prior to these lessons. The students struggled with their sentence semantics based on

their assessment scores, therefore after thoroughly teaching the material, the students will then

take another MobyMax assessment similar to the previous one to ensure they are mastering the

materials. Weekly, MobyMax is used within the resource room setting to ensure that students are

showing progress on their assessments and their knowledge is expanding into further uses of the

language lessons.

The activities in lesson one and lesson two are used to have the students show their

understanding of the materials learned. For example, students need to learn how to correct

mistakes within their own writing, therefore by applying methods to someone else's writing, it

gives students the confidence and understanding of how to locate mistakes. We will also work as

a group on lessons one, two and four to ensure that we are all on the same page as far as
knowledge and that each student is understanding the given materials. Working as a group will

help each student with their confidence in sharing their answers.

Assessment Overview

There will be three different assessments used within this unit to ensure that each student

is understanding the given material within the lessons. The first assessment will be a MobyMax

assessment that will be similar to the paper and pencil test they took in their general education

class upon completing this lesson. This assessment will be used as a data point to compare to the

first assessment. This assessment will be used to show the growth that these students are making

and will also work as a deciding factor on further areas that need reviewed.

The second assessment approach that I will take is giving each student a writing

assessment. Students will be asked to complete a writing prompt based on what they have

planned for their summer vacation. Within this assessment, they will be asked to correctly use

sentence semantics. After their writing, we will then pass the writings around to other peers in

the class. The peers will grade the students based on a writing rubric and determine if they were

using appropriate sentence semantics.

The third assessment that will be used within this unit will be the MobyMax language

grade equivalent assessment. This assessment will be used to determine what grade level each

student is performing at when looking at their sentence semantics area. This assessment will start

at a Kindergarten level and will automatically end when the students have missed several

questions in a row. This assessment will be used to guide future lessons and determine if the

students are near or below grade level.


Instructional Strategies

The first instructional strategy that will be used is teaching within a small group. These

three resource room students have been working together within the resource room setting all

year. This group has consisted of only the three students and they have all become comfortable

and open when working in this group. This instructional approach will provide each student with

a more personalized learning lecture. Instead of having a teacher trying to teach 30 students, the

students will have individualized attention and their needs will be able to be met quicker. I will

be able to gear their instruction more easily with their assessment and be able to touch base with

areas of concern before they reach the final assessment.

Another instructional approach that I will take is to ensure that my students have ample

time to apply their knowledge. They will be given worksheets to show that they are

understanding the material. They will also be able to apply their understanding ot their own

writing and will be given direct feedback within their writings. This will give the students the

time to apply what they know and cement it further into them by applying their knowledge and

skills that were taught.

With my students, I have found that scaffolding a lesson for them is what they truly need.

Within this lesson unit, I plan to use the strategy of modeling the information that I am teaching

for my students. Instead of having them read what they are supposed to do, I will apply what

they are asked to do and show them exactly what they are being asked. I will also dig into their

prior knowledge. Since this lesson was previously taught and we are working on cementing the

material, I will work on their prior knowledge and things that they took out of the previous

lesson and build upon that information.


Task or Goal Analysis with Supporting Performance Objectives

Task 1.0 Importance of Using Correct Sentence Semantics focusing on Capitalization


1.1 Identify the importance of sentence semantics
1.2 Using capital letters at the beginning of a sentence
1.3 Using capital letters with proper nouns
1.4 Identify all capital letter errors within a given sentence.
Performance objective: Given reference notes on the given lesson and a reading passage,
students will be able to correctly identify 3 out of 5 capital letter errors in the given
passage

Task 2.0 Punctuation marks within a sentence


2.1 Define what punctuation marks are.
2.2 Define where to use punctuation marks appropriately.
2.3 Identify all punctuation errors within a given passage.
Performance objective: Given reference notes on the given lesson and a reading passage,
students will be able to correctly identify 3 out of 5 punctuation errors in the given
passage.

Task 3.0 Identifying Sentence Semantic Errors within Readings


3.1 locating capital letter errors within a reading passage
3.2 locating punctuation errors within a reading passage
3.3 applying knowledge to correct and re-write a reading passage
Performance objective: Given a passage at their reading level, students will be able to
accurately locate at least 8 out of 10 sentence semantic errors within the passage reading.

Task 4.0 Writing with correct sentence semantics


4.1 Correctly write capital letters at the beginning of a sentence
4.2 Correctly write capital letters at the beginning of a proper noun
4.3 Correctly write punctuation marks at the end of a sentence
4.4 Correctly write punctuation marks (commas, semi-colons, etc) within the sentence.
Performance objective: Given reference notes on the given lesson and a writing prompt,
students will be able to correctly answer questions on correct sentence semantics and
write a sentence using appropriate sentence semantics with 80% accuracy.

Task 5.0 MobyMax Grade Level Equivalent


5.1 Correcting mistakes in a sentence worksheet
5.2 How many sentence semantics are in one article? Activity
5.3 Sentence Semantics writing activity
5.4 Language grade level equivalency test on MobyMax
5.5 Sentence semantics Moby Max quiz
Performance objective: Given a grade level assessment on their language abilities on
MobyMax, students will show their understanding of appropriate sentence semantics by
receiving 80% accuracy on their grade level language assessment.
Lesson Plans for Unit of Instruction
Lesson 1: Importance of Using Correct Sentence Semantics focusing on Capitalization

Lesson Overview: This lesson will dive into the prior knowledge that students have obtained in

their general education class regarding sentence semantics. We will understand the information

they are already familiar with. We will work on identifying errors in sentence semantics within a

reading.

Performance Objective: Given reference notes on the given lesson and a reading passage,

students will be able to correctly identify 3 out of 5 capital letter errors in the given passage.

Resources or Materials Needed:

 Individual laptops

 Pencils

 Writing notebook

 Whiteboard

 Dry erase markers

Time: 90 minutes

 Step 1: Pre-Instructional Activities: (15 minutes)

o Students will start this lesson by taking a MobyMax language assessment. This

assessment will also be re-taken at the end of the unit to determine the knowledge

that was retained within this lesson unit.

 Students will be asked to get a computer

 They will then be asked to log in to MobyMax


 Teacher directions will instruct on where the students will go to take the

assessment

 They will find the assessment under Language and then tests (Appendix

A)

o The instructor should start the activity by asking students to share what sentence

semantics mean to them? The definitions that each student has will be placed on

the whiteboard to reflect on during the lesson. The definitions will be added to

with updated information throughout the lesson.

o The teacher will ask a few questions to see what information they know before the

lesson:

 What are the importance of using appropriate sentence semantics?

 What is a capital letter?

 Where can you find capital letters in writing?

 What is a noun?

 What is a proper noun?

o Instructor should share a time when they were using incorrect sentence semantics

and how it influenced their life. For example, “When I was in school, I was

writing a story for our school newspaper. The story I was writing on was about

how writing can benefit you in more ways than school. Unfortunately, I did not

check my paper, and after publishing the paper to the entire school, it was brought

to my attention that I made several mistakes in my writing, I did not use capital

letters on some of my words, and my sentences were what is called run-on’s, that

means that I did not use punctuation marks and my sentences became one long
sentence. This caused my teacher to approach me after class and asked to see my

rough draft and my final draft. You see in writing, you should always have a

rough draft, what you are starting off writing, and then a final draft, what you plan

on publishing after identifying any errors within your writing. I did not have a

final draft. My rough draft is what I used and instead of checking my work and

writing another final draft, I submitted the paper with various mistakes

throughout. Things that are called sentence semantics, which causes writing to be

extraordinary. I learned a valuable lesson that day, you should always edit your

paper and then double check to make sure the errors are corrected. You should

double check your capitalization and your punctuation marks.”

o At this point the instructor should ask the students if they can remember a time

where they did not use capital letters or punctuations in their writing or if they

noticed it within someone else’s writing. Also, how did it affect them? Ask them

if they have ever had a time where they had to write a rough draft and a final

copy, or if they have noticed that their parents write something down and then

correct it and re-write it.

o The instructor should also draw on the fact that when they are typing on the

computer or a phone and they get the red squiggly lines under their words, that is

called spell check, which lets them know if they are forgetting to use capital

letters, punctuation marks or if they have spelled a word wrong. Let them know

that this is the computers way of giving you a final draft. When you are writing on

paper with a pencil, we do not have that luxury, therefore we need to review our

own papers and check for any errors.


 Step 2 and 3: Content Presentation and Learner Participation: (45 minutes)

(Content presentation will intertwine with learner participation)

o Have a group discussion about the importance of using sentence semantics. Each student

should have their writing notebook and a pen. They should be ready to take notes on the

discussion.

o I want you guys to think about what do I mean when I say capital letters and

where should they go?

o Within the SmartBoard technology, students will be shown the word Capital letters, we

will then need to determine on our own, what our definitions of Capital Letters is.

 At this point, students will participate by giving me their responses. I am

looking of the response of the bigger letter is a capital letter and they can

be found at the beginning of a sentence.

 If that is the response, I will inform the students that they are

correct, they do go at the beginning of a sentence, however, they

can also be found in what is known as a proper noun.

 Ask the students the question of what is a noun?

 Write noun and proper noun on the board and have the students

define it.

o Student participation: A people, place or thing?

 Correct. That means that a proper noun means the

specific name. For example, we are currently at a

school, school would be the noun, however, if I say

we are at Marie Curie Elementary School, that


would be the proper noun of the school I was

referring to. Another example (will be written on

the board)

 What is the boy doing?

o The instructor will ask the students

what the noun is?

o The instructor will circle the noun

and ask if they can think of a proper

noun for the boy?

o If the students share a name, let them

know that it is correct.

o If they are having difficulties coming

up with a proper noun, ask them their

names.

 Let them know that their

names would be proper

nouns, so for example, we

could change the noun boy to

Harry because that is a name

of the boy, right?

 Show the students an

example of the writing for the


newspaper (2 sentences) each

student will receive a copy.

 We will read the example together.

 Then the students are to identify the nouns and any proper nouns

within the sentences.

 Give them 2 minutes to look through the sentences.

 After two minutes, bring the students back to the front.

 Have each student take turns sharing what the nouns and proper

nouns they found until they do not have any more or all of them

have been shared.

 Ask them to look back at the sentences and see if the proper nouns

that we discussed were capitalized?

o If not, ask them how they knew that they were proper

nouns?

o Ask them when they write their name, if they are expected

to write with a capital letter or a lowercase letter?

o Give the students the 2-sentence example of the newspaper writing. Ask them to

check for errors on the capitalization of letters.

 As a whole group, we will edit the 2 sentences together on the interactive

SmartBoard, once they have got 1 minute to look over the sentences.

 Ask them why it is important to make sure we capitalize words at

the beginning of a sentence and why do we need to capitalize

proper nouns?
o Share with them the importance because you need to let the

reader know when one sentence begins, that way you do

not have run-on sentences that make the reading hard to

read. The reader also needs to understand that the proper

nouns are important within your writing.

 After looking over the notes that we have just written, ask the students

these questions: (They can be written down as we go in their notes)

 what are the benefits of sentence semantics within the classroom?

o Looking for, the teacher can read our writing and

understand what we are talking about. They are also able to

determine when a sentence starts and another begins

o We can write complete sentences.

o Our grades improve because of our writing.

 What are the benefits of using sentence semantics at home?

o Our parents can determine what our writing is about

o We can write notes or emails or text messages to our

friends that they are able to read with correct capitalization

and punctuation marks

o We are able to help our family members improve their

writing

 What are the benefits of good sentence semantics in our future

career?
o Writing with capitalization and periods can help us get

good jobs

o We can show our bosses that we have good writing abilities

o We can conduct emails that sound professional with our

capitalization skills and our punctuation marks.

o The instructor will display two examples of 2 sentence

writings on the board. One will have errors within the

sentence and show non-capital words, that should be

capitalized. They will then show the students the same 2

sentence writing that has appropriate capital letters.

o Without prompting the students, the teacher will ask them

which one they feel is the one that has correct

capitalization?

 They are to share why they feel that way and what prompted them to know

that it was correct capitalization usage.

Step 4: Assessment: (15 minutes) Students will be given the following assessment:

1. Why is it important to use proper sentence semantics?

a. You can play video games better

b. Your dog will want to play with you

c. The reader of your sentence will know what you are trying to say

2. What is a proper noun?

a. A word describing what the noun is doing

b. The name of a noun


c. A greeting

3. Where can you find a capital letter?

a. At the beginning of a sentence and a proper noun

b. At the end of a sentence or to create a break in the sentence

c. When listing items in your sentence (Appendix A.1)

Step 5: Follow-Through Activities: (15 minutes)

o We will review the notes that we just wrote together as a group.

o Teacher will ask the students if there are any questions or things they are still have

trouble understanding.

o As a guide into the next lesson, students will be given the following exit ticket to

determine what the students know about punctuation marks:

1. What is a period?

a. !

b. ?

c. ,

d. .

2. What is a question mark?

a. ?

b. !

c. ,

d. .

3. What is an exclamation mark?

a. ?
b. !

c. ,

d. .

4. Where can you find punctuation marks?

a. At the beginning of a sentence

b. At the end of a sentence, when there needs to be a break in the sentence, and

when listing items within your sentence

c. In the middle of a sentence (Appendix A.2)

Lesson Plan #2 Title: Identify semantic errors focusing on punctuation

Lesson Overview: This lesson will dive into the importance of punctuation within our writing.

We will add to our list from yesterday about sentence semantics and how they are important

within our writings.

Performance Objective: Given reference notes on the given lesson and a reading passage,

students will be able to correctly identify 3 out of 5 punctuation errors in the given passage.

Resources or Materials Needed:

o Individual laptops (within the resource room)

o Pencils

o Writing notebook

o Whiteboard

o Dry Erase Markers

o https://www.teachertube.com/video/punctuation-385136

Time: 90 minutes
Step 1: Pre-Instructional Activities: (10 minutes)

o As a group, we will answer the questions from yesterday’s post assessment to check for

understanding and build upon that lesson:

o Why is it important to use proper sentence semantics?

 You can play video games better

 Your dog will want to play with you

 The reader of your sentence will know what you are trying to say

o What is a proper noun?

 A word describing what the noun is doing

 The name of a noun

 A greeting

o Where can you find a capital letter?

 At the beginning of a sentence and a proper noun

 At the end of a sentence or to create a break in the sentence

 When listing items in your sentence (Appendix B)

o I will ask students what types of sentence semantics are there within our writings? We

have talked about capital letters, but what about our punctuation marks? Are those just as

important to use? Can anyone tell me the different types of punctuation marks there are?

Where can we find them within our writings?

o We will also discuss that this lesson will focus on using capital letters within our

writings, as well as working on our punctuation marks.

o As a group, we will watch the following youtube video:

o https://www.youtube.com/watch?v=BgcokHqAXUk
 This video is an introduction video of punctuation marks

 Let the students know that we will be discussing the importance and

variations of punctuation marks that this video introduces.

Step 2 and 3: Content Presentation and Learner Participation: (50 minutes)

(Content presentation will intertwine with learner participation)

o Have a group discussion about what punctuation marks mean. Each student should have

their writing notebook and a pen. They should be ready to take notes on the discussion.

o I want you guys to think about what do I mean when I say punctuation marks and where

should they go?

o Write a period on the board and define as a group what that symbol is called.

 At this point, students will participate by giving me their responses.

 They should share that it is a period

 Prompt the students by asking where they find periods.

 Answer should be at the end of a sentence.

o Let them know that it is correct. A period is also called a

punctuation mark. We are going to be learning about

several different types of punctuation marks. While most of

them will be found at the end of a sentence, there a few that

will be found within the sentence itself.

o Write a question mark on the board and define as a group

what that symbol is called.

 Students will again participate by sharing their answers.

 They should share that it is a question mark.


 Ask students what types of sentences that question marks are used on.

 If they are unsure, state that a question mark is used in a sentence

that is asking a question. Underline the word question on the board

in question mark. Have them copy that same thing within their

notes.

o Write an exclamation point on the board and define as a group what that symbol

is called.

 Students will again participate by sharing their answers.

 They should share that it is an exclamation point.

 Ask students what types of sentences that an exclamation point is used for.

 If they are unsure, state that an exclamation mark is used in a

sentence that is stating excitement. Underline the exc part of

exclamation mark and write the word excited. Show them that the

3 letters match, therefore that will be a way for them to understand

what an exclamation point is.

o Write a comma on the board and define as a group what that symbol is called.

 Students will again participate by sharing their answers.

 They should share that it is a comma.

 Ask students where they will find a comma in a writing sentence.

 If they are unsure, state that a comma is used within a sentence

when the sentence is listing different parts. For example: For lunch

I ate carrots, peas, and a sandwich.

 Circle the commas within the example sentence.


o Write quotation marks on the board and define as a group what those symbols are

called.

 Students will again participate by sharing their answers.

 They should share that it is quotation marks.

 If they have not seen that symbol before, explain what they are

called.

 Ask students where they believe that they use quotation marks within a

writing sentence.

 If they are unsure, state that quotation marks are used within a

sentence when someone is speaking or sharing a quote.

o Underline the word quote and quotation marks and let the

students see how they can connect the two meanings in

their heads.

 Write the sentence on the board:

o He said, “Billy was sick today.”

 Circle the quotation marks within the sentence so

the students can see where they are supposed to be

used.

o Students will then be given a passage to read. They will need to highlight the

capital letters that are found within the reading and also the punctuation marks

that are used within the reading.

 Refer students towards our whiteboard discussion about the different types

of capital letters and the punctuation marks that can be written.


o Once they have read their passage and highlighted their capital letters and

punctuation marks, we will go around as a group and share how many of each that

we have located. I will have each one of them write one of their sentences that

they found on the board.

 I will then take out the capital letter and the punctuation mark and ask the

students if it looked correct?

 Why is it important to have capital letters in our sentences?

 Why should we have punctuation marks in our sentences?

 Both have an important role in our writings. We cannot have good writing

with just one, we need both things to be included in our sentences or it will

not make sense or look right for our readers. We need to show them that

the content we are writing about is valid, and with simple errors in our

writing, they are not going to take us serious.

Step 4: Assessment: (15 minutes)

o Instruct the students that they will retake the exit ticket from yesterday’s lesson on

punctuation marks to see if we can now increase their scores after the information that we

just learned about.

1. What is a period?

a. ?

b. !

c. ,

d. .

e. “ “
2. What is a question mark?

a. ?

b. !

c. ,

d. .

e. “ “

3. What is an exclamation mark?

a. ?

b. !

c. ,

d. .

e. “ “

4. What is a comma?

a. ?

b. !

c. ,

d. .

e. “ “

5. What is quotation marks?

a. ?

b. !

c. ,

d. .
e. “ “

6. Where can you find punctuation marks?

a. At the beginning of a sentence

b. At the end of a sentence, when listing items within your sentence, and when

someone is speaking within the sentence.

c. In the middle of a sentence (Appendix B.1)

Step 5: Follow-Through Activities: (10 minutes)

o We will correct the assessment as a group.

o I will call on each student to share their answer for each problem. We will discuss the

answer and determine as a group what the appropriate answer is for each question.

o I will then ask the students if there are any further questions after taking the quiz about

determining what punctuation marks are.

o If no questions, we will discuss that the following lesson we will be writing our own

sentences with the correct sentence semantics within them.


Lesson Plan #3 Title: Identifying Sentence Semantic Errors within Readings

Lesson Overview: Students will get a reading passage at their reading level, they will need to

read through it at least 3 different times. They will need to locate all the sentence semantic errors

and then re-write the passage correctly.

Performance Objective: Given a passage at their reading level, students will be able to

accurately locate at least 8 out of 10 sentence semantic errors within the passage reading.

Resources or Materials Needed:

 Whiteboard and dry erase markers

 Scratch paper

 Reading passages at their reading level

 Writing Notebook

 Pencil

 Highlighter

Time: 90 minutes

Step 1: Pre-Instructional Activities (10 minutes)

o The information from the previous 2 days will be covered with a large piece of paper. As

a group, the teacher will ask the students to share the importance of using correct

sentence semantics? The different types of sentence semantics? Examples of correct

sentence semantics?

o I will ask each student if they have any questions on the sentence semantics of

capitalization and punctuation marks before we begin our new lesson.


o I will also prompt each student to look through their notes for information if they have

any questions during the activity. I will say that they can ask the teacher, however, I want

them to go through their notes first to see if they have written their answer down with the

previous information.

Step 2 and 3: Content Presentation and Learner Participation: (50 minutes)

o We will then talk about how within this lesson, we are going to focus on locating errors

within sentence semantics with readings. We are going to highlight capital errors with a

yellow highlighter, and punctuation errors with an orange highlighter.

o Students will each be given a reading passage at their reading level. (Appendix C)

o They are to read the passage one time without making any corrections.

o Once they have read it through completely the first time, the second time they

should go through with their yellow highlighter and highlight errors with

capitalization.

 Refer students to their notes to locate the information and identify the

errors within their reading.

o After they have read it a second time and highlighted all the capitalization errors,

they should use their orange highlighter and highlight all the punctuation errors.

o Students should then read through the passage again to make sure they did not

miss any errors.

 If they locate errors, they will correct them. They will then need to read

the passage through until they have made sure they do not have any

further errors.
 Once they have located all the errors that they believe, they are to re-write

the sentence with the corrections.

o As a whole, we will come back and talk about our readings.

o Students will be asked how easy was it to find errors within the reading?

o When you found the errors, how did it make you feel about the author?

 Do you think the author knew what they were trying to say even when

they used errors?

 Was it hard to read with all the errors?

o I will then ask the students how they feel about their own writings?

o Are there errors they feel that they could focus on and improve?

o If you published your article with errors, how do you think other people may feel

when they are reading it?

o How do you want people to feel when they are reading your writing?

Step 4: Assessment: (20 minutes)

o Students will be given the worksheet Fix ‘Em Up. They will need to go through the

worksheet and identify the errors within the worksheet. (Appendix C.1)

o Once they have located the errors, the students will need to correct the sentence and re-

write it with the appropriate corrections.

Step 5: Follow-Through Activities: (10 minutes)

o As a group, we will discuss what errors we noticed within the Fix ‘Em Up worksheet. At

that time, students that may not have located all of the errors, they will have time to

correct their errors.


o If there are any errors, we will discuss why we did not correct it and the teacher will

answer any questions.

o I will ask the students how they are feeling with sentence semantics and if they are ready

to focus on their own writing using sentence semantics.

Lesson Plan #4 Title: Writing with correct sentence semantics

Lesson Overview: Students will then be given a writing prompt to write about their summer

vacation focusing on their sentence semantics (capitalization and punctuation).

Performance Objective: Given reference notes on the given lesson and a writing prompt,

students will be able to correctly write a sentence using appropriate sentence semantics with 80%

accuracy.

Resources or Materials Needed:

o Individual laptops (within the resource room)

o Pencils

o Writing notebook

o Whiteboard

o Dry Erase Markers

o https://www.youtube.com/watch?v=0Wrv_ZviMEc

Time: 90 minutes

Step 1: Pre-Instructional Activities: (10 minutes)

o We will watch the video: https://www.youtube.com/watch?v=0Wrv_ZviMEc


o After watching the video about capitalization and punctuation marks within writing, I

will ask the students if there are any concerns or questions as we will be focusing on

using them in our own writings the next few days.

Step 2 and 3: Content Presentation and Learner Participation: (50 minutes)

o As a whole group, the students and I will review what a capital letter looks like, where

you will find them within the writing process, the difference aspects of punctuation marks

and where to find them within the writing.

o I will write a sentence on the board that has errors with capitalization and punctuation

marks. I will ask each student to write the sentence correctly with correct capitalization

and punctuation marks on their own paper. We will then share our answers and the

writing that they were able to come up with.

 If there were any issues within their corrections of the writing, we will

practice writing another sentence again after correctly identifying the

appropriate writing in the first example.

 I will give the students 5 minutes to discuss and re-write the sentence on

their own paper with the corrections.

 We will again talk and share what corrections they made within

their paper.

o Once the students have mastered how to correctly write sentences with capital

letters and punctuation marks, I will have the students write their own sentence

about what their favorite food to eat on Thanksgiving is. I will ask them to focus

on capitalizing the appropriate words within their writing.


o I will give each student 10 minutes to write their sentence. I will then look them

over and explain any errors that they had and talk to them about why they needed

to fix those errors.

 I will talk about the importance of reviewing and editing the paper before

turning it in.

o With the necessary corrections talked about, I will have the students re-write the

sentence with the appropriate corrections.

o Once they have re-written their sentences, I will have them write a second

sentence focusing on capitalization and have them edit the sentence before turning

it in.

 Their second sentence will be on what one gift they want for Christmas.

 They will have 5 minutes to write their sentence and another 5

minutes to edit and re-write their sentence before turning it in.

 I will look over their sentences and talk about any errors.

o Once they have mastered capitalizing words, I will have them write a 3rd sentence

focusing on punctuation, while also watching their capitalization. Their sentence

prompt will be “what is one thing you are looking forward to doing over

Christmas break?”

 They will have 10 minutes to write one sentence, focusing on their

punctuation and watching their capitalization. They should also take time

to edit their sentence before turning it in.

 Any errors that need to be addressed will be addressed with

individual students.
o If they feel that they need practice on a 4th sentence, we will write a 4th sentence

focusing on punctuation and capitalization. If they feel that they have mastered

the sentence semantics, we will address and review our notes from all 3 lessons at

this point.

Step 4: Assessment: (20 minutes)

o Students will be given a writing prompt and asked to write a sentence with no sentence

semantic errors. In order to show their understanding of sentence semantics, they should

receive a score of 80% (only one error).

o Sentence prompt:

o This is what I would do on my perfect summer vacation… (Appendix D)

o The students will use a writing rubric to grade their own paper (Appendix D.1)

o Once they have given themselves a score, they will be asked to turn it in to the teacher to

check over for sentence semantic errors.

Step 5: Follow-Through Activities: (10 minutes)

o We will review the notes from all 3 lessons. I will discuss with each student any areas

that they feel they need to have clarification on. I will notify each student that they need

to take their notes home and study them for the final assessment we will conduct.

o I will ask each student to take 1 minute to privately speak with me before returning to

class.

o In this meeting, I will ask:

o If there is anything they would like to re-learn.

o Was there anything that you felt we moved to fast through?


o Was there anything you would have liked to change within this lesson?

o Overall, how happy are you with this lesson?

Lesson Plan #5 Title: MobyMax Grade Level on Sentence Semantics

Lesson Overview: Students will apply their knowledge from the previous lessons and increase

their MobyMax language grade level equivalent.

Performance Objective: Given a grade level assessment on their language abilities on

MobyMax, students will show their understanding of appropriate sentence semantics by

receiving 80% accuracy on their grade level language assessment.

Resources or Materials Needed:

o Individual laptops (within the resource room)

o Pencils

o Writing notebook

o Whiteboard

o Dry Erase Markers

o Magazine Articles

Time: 90 minutes

Step 1: Pre-Instructional Activities: (10 minutes)

o Students will be asked by the teacher to share the importance of using appropriate and

correct sentence semantics within their readings and their writings.

o Students will ask the teacher questions based on areas of concern with their sentence

semantics.
Step 2 and 3: Content Presentation and Learner Participation: (30 minutes)

o Students will be asked to take out their writings from the previous lesson. The teacher

will have already circled errors that they may have had with punctuation and

capitalization errors.

o The students will read through their passage and re-write the passage without any errors.

o They are to turn it in to the teacher

o Once the teacher has verified that their passage is error free with sentence

semantics, students will be asked to get a computer and log in to MobyMax.

Step 4: Assessment: (30 minutes)

o Student will be asked to complete the grade level language assessment on MobyMax.com

that will focus on sentence semantics. Students will be asked grade level questions based

on the material that was learned within the 6-lesson unit. They will show their knowledge

when they receive an 80% accuracy on their assessment. (Appendix E)

Step 5: Follow-Through Activities: (20 minutes)

o Based on the materials that were addressed within the assessment, the teacher will use

this information to address areas of concern.

o Students will have the opportunity to ask questions based on the material that they are

unsure of.

o As a group, we will discuss the information and address all questions.


Appendices

Appendix A
Can be found by going to mobymax.com
MobyMax Grade Level Equivalent Assessment
Mobymax.com
School Name: Marie Curie STEM Elementary
Username: Taskstream
Password: Taskstream
Appendix A.1

Importance of Sentence Semantics Quiz


1. Why is it important to use proper sentence semantics?
a. You can play video games better
b. b. Your dog will want to play with you
c. The reader of your sentence will know what you are trying to say
2. What is a proper noun?
a. A word describing what the noun is doing
b. The name of a noun
c. A greeting
3. Where can you find a capital letter?
a. At the beginning of a sentence and a proper noun
b. At the end of a sentence or to create a break in the sentence
c. When listing items in your sentence
Appendix A.2

1. What is a period?
a. !
b. ?
c. ,
d. .
2. What is a question mark?
a. ?
b. !
c. ,
d. .
3. What is an exclamation mark?
a. ?
b. !
c. ,
d. .
4. Where can you find punctuation marks?
a. At the beginning of a sentence
b. At the end of a sentence, when there needs to be a break in the sentence, and
when listing items within your sentence
c. In the middle of a sentence
Appendix B
1. What is a period?
a. !
b. ?
c. ,
d. .
2. What is a question mark?
a. ?
b. !
c. ,
d. .
3. What is an exclamation mark?
a. ?
b. !
c. ,
d. .
4. Where can you find punctuation marks?
a. At the beginning of a sentence
b. At the end of a sentence, when there needs to be a break in the sentence, and
when listing items within your sentence
c. In the middle of a sentence
Appendix B.1
Punctuation Mark Usage
1. What is a period?
a. ?
b. !
c. ,
d. .
e. “ “
2. What is a question mark?
a. ?
b. !
c. ,
d. .
e. “ “
3. What is an exclamation mark?
a. ?
b. !
c. ,
d. .
e. “ “
4. What is a comma?
a. ?
b. !
c. ,
d. .
e. “ “
5. What is quotation marks?
a. ?
b. !
c. ,
d. .
e. “ “
6. Where can you find punctuation marks?
a. At the beginning of a sentence
b. At the end of a sentence, when listing items within your sentence, and when
someone is speaking within the sentence.
c. In the middle of a sentence
Appendix C
Appendix C.1
Fix ‘Em Up (copy can be found within the website: https://kbartletttet2task3.weebly.com/)
Appendix D
Writing Prompt (copy can be found within the website: https://kbartletttet2task3.weebly.com/)
Appendix D.1
Writing Rubric (copy can be found within the website: https://kbartletttet2task3.weebly.com/)
Appendix E
Can be found by going to mobymax.com
MobyMax Grade Level Equivalent Assessment
Mobymax.com
School Name: Marie Curie STEM Elementary
Username: Taskstream
Password: Taskstream