Lesson Plan Quotation Marks Final 1q6072

Assignment 1: Lesson Introduction – Video recording, lesson plan and critical reflection Jessica Woods S00112916 Lesson Plan Date:

23/08/13

Time: 9am – 10am

Unit: Text Structure and Organisation Lesson: Using Quotation Marks Level: Year 4 Curriculum Year 4 Achievement Standard Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Lesson Objectives: Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)  Exploring texts to identify the use of quotation marks  Experimenting with the use of quotation marks in students‟ own writing including paragraphing and punctuation.

Students Prior Knowledge: Students have a basic knowledge of Quotation marks when reading and discussing texts. We have discussed as a group where quotation marks are used in texts to signal dialogue, titles and direct speech. Their writing has indicated that they are working towards an understanding of the punctuation; however, they need to revise the correct use of the quotation marks in written dialogue.

LESSON STRUCTURE: Time

Introduction & Motivation:

1min Clap hands and allow time for children to settle into 10 – 15 min their desks and take out pen, pencil and their English workbooks. Wait at the front of the class for student‟s full attention, point out children who are „ready to learn‟.

Teaching Approaches & Resources Wait for the sound of silence before giving further instruction, so students know my expectations.

2min Introduce our topic for the day – Using Quotation Marks. Draw student‟s attention to our learning goals for the week. One of the learning goals this week is, “Revise the correct use of Quotation Marks in direct speech”. Discuss that we will be focussing on this learning goal for the lesson and it should help the student‟s to improve their writing as they will be able to quote direct speech in order show the reader when someone is talking. We will also be discussing some of the verbs we could use to show someone is talking. 3min Concept map Gauge the students understanding of the topic by creating a concept map. Ask the students what they think direct speech is and how we might use “Quotation marks” in a text. I will write student responses on the concept map, which will act as our rules to follow for the rest of the lesson. Some questions: Q: What words do we place in Quotation marks? A: Only the words spoken are placed in Quotation Marks. Q: What special marks can we use to to draw attention to a fact that the speaker has used certain words. A: Quotation marks Q: Where does the punctuation go? A: Punctuation goes inside the quotation marks when it is part of the actual quotation e.g. “I wish,” he shouted, “you would stop doing that!” Q: What verbs could we use to show the speaker is talking/shouting/whispering etc. A: Said, shouted etc. Q: When don‟t we use quotation marks? A: We do not use quotation marks when reporting what someone has said. This is called reported speech. Ask students to look at our concept map and reflect on their understanding of Quotation marks by giving themselves a rating from 1 – 5. 1 being “I don‟t understand the learning goal” 5 being “I understand the learning goal so well I can teach it to others” Hold the number up on your show me board.

Have learning goals to work towards. Use data from the Concept map in order to guide teaching and learning. - Children‟s learning goals poster for the week - Whiteboard and Coloured markers - Big comic strip on the whiteboard (See Appendix 1) - Children‟s understanding indicator on the whiteboard (See Appendix 2) - Quotation mark rules (See Appendix 3)

Value reflective from students. - Show me boards (small white board for each child and a white board marker)

10min Modelling Draw students attention to the comic strip on the board and ask the students to name our characters. Ask them, “How do we know when someone is talking?” Expected response: The words are in a speech bubble/ there is a line pointing to the person

Students need to be familiar with the characters in order to write who is speaking and it gives students ownership of the learning.

Model changing the first frame and second frame to direct speech on the board. Explain the steps I am taking as I

Charlie said, “….” - Favourite animal comic strip

write. Ask students, “So if I were to change this third cartoon frame to direct speech, what words would I include inside my quotation marks?” Call one of the students to come up to the board and convert the third comic strip to direct speech. Ask students if they feel that his/her answer is correct. Were there any errors? Blutac the 4th cartoon‟s words and punctuation (broken up) onto the board. Choose 2 children who haven‟t had a turn at answering questions to come up to the front of the class and organise the words and punctuation correctly. “I like Dinosaurs! I have a Dinosaur Fossil Tooth. Would you like to see it?” asked Ben. Ask students still at their desks, if they have done it right. Fix any errors.

Time

Main Content:

30 min Activity Request students re-visit their understanding of quotation marks and direct speech now that we have worked through some examples. Give themselves a rating out of 5 on their „show me board‟ and hold it up.

Discussing the answer before I call the child up, will give them more confidence in their answer. Encourage an atmosphere where it is okay to make mistakes.

- Comic strip words and punctuation written on different strips of paper

Teaching Approaches & Resources Students take responsibility for their own learning - Show me boards

Pair students together with children of a high understanding and children who have a lower understanding. Students can find their own partners, by looking at their „show me board‟ ratings. Help any children who don‟t have a partner.

Children with a high understanding of the concept will be able to scaffold the learning of their peers.

Give each pair a quotation mark poser and some short curly noodles, which will act as quotation marks. Together the children need to place the quotation mark noodles in the correct places and add in any missing punctuation with their pencils.

Ensure students are engaged in a cognitively demanding and interesting task. - Quotation mark worksheet with large writing. - Curly noodles - pencil - English book

Check the students‟ noodle quotation marks are in the right place, before allowing them to write the sentences in their books. Propose that the children colour in the quotation marks, other punctuation marks and the talking verbs with different colours, to make them stand out. Draw a cartoon on the board for the children to convert into direct speech, without the help of their peer. Get the peers to double check their partner‟s work after they have finished, ing to check punctuation, if the quotation marks are in the right place and if they have used

Draw the cartoon while children are doing their noodle quotation marks. Children have the opportunity to reflect on their own work

Time

appropriate saying verbs.

and the work of their peers.

and/or Extension Activities There is child with a mild hearing impairment in the classroom. - She needs to be seated at the front of the class so she can hear my voice clearly.

Double check that she has heard and understood my explanation before moving on with the task.

Early finisher task cards: Practise card game for after the children have learnt the Quotation rules. There are some more challenging cards which include song and poem titles, quotes within quotes and Interrogative sentences.

Early finishers can challenge themselves with a fun task card game from the literacy centre. Children can work in groups of up to four.

Conclusion:

10 min Clap hands to get students attention. Revisit the concept map and identify some of the rules we have learnt today. I will also let the children know how knowing and using these skills will help to improve their writing and make it easier to read.

Ask children to come up and get a card from the desk in the front of the class and write how they felt the lesson went today, what rating from 1 – 5 would they give themselves on their understanding at the end of the lesson and any new skills they may have learnt. When they have finished, they can put the card in the box on the teacher‟s desk.

Teaching Approaches & Resources Wait for the sound of silence before giving further instruction. Students understand how these skills will help them in the real world context.

- cards (small square paper) - box Reflect on the cards to gauge how the students enjoyed the lesson and if there were any gaps in their understanding of quotation marks and direct speech

Request children put away their English books and sit at their desks ready for the next lesson.

Assessment of Learning Formative assessment - Gather that can be used to guide improvements in the ongoing teaching and learning context. Learning goal scale, classroom interactions and sheets are used to judge this. Students are successful in this lesson when they can Demonstrate an understanding of using quotation marks to signal direct speech. Select appropriate vocabulary to describe how the person is talking. Punctuate the direct speech. Edit their work to improve meaning.

Evaluation Checklist Were my expectations for the lesson achievable? Was I asking appropriate questions? Was my pace easy to follow? Did I model the concept clearly before allowing the students to try?

Were my visual aids effective? Were the children engaged in their task? Did the peer scaffolding benefit the children? Were the children successfully able to do the activities? Did I have all the materials I needed? Was the early finisher task engaging and fun? What was the noise level in the classroom? Did the students finish their work in a timely manner? What was the student‟s on the lesson? Did we achieve our learning goal?

Safety Considerations Children should be aware that they are not to eat the raw pasta noodles.

References: Australian Curriculum, Assessment and Reporting Authority (2013). Uusing quotation mark: Year 4. Retrieved from http://www.teachingacenglish.edu.au/differentiation/punctuation--grammar/diffpunctuation-and-grammar-year4.html Goebel, G., & Seabert, D. (2006). Put on your thinking hats. American School Health Association, 76(7), 393. Retrieved from http://go.galegroup.com/ps/i.do?action=interpret&id=GALE|A152195904&v=2.1&u=acu ni&it=r&p=AONE&sw=w&authCount=1

Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. SouthMelbourne, VIC: Oxford University Press. Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forest, NSW: Pearson Australia. Marsh, C. (1996). Handbook for beginning teachers. Melbourne: Longman Australia . Skwirk Interactive Schooling. (2013). When do we use quotation marks? Retrieved from http://www.skwirk.com/p-c_s-6_u-278_t-690_c-2604/when-do-we-use-quotationmarks-/nsw/when-do-we-use-quotation-marks-/punctuation/quotation-marks Tompkins, G.E., Campbell, D., & Green, D. (2012). Literacy for the 21st Century: A balanced approach (5th ed.). Frenchs Forrest: Pearson.