Education Department Lesson Plan Date: May 9, 2013 Subject Area: Reading VA SOL: 1.5 c 1.

9 i Title of Lesson: Pirate Punctuation Grade Level: First

Name

Ashlie Carr

c) Identify letters, words, sentences, and ending punctuation. i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

Content Objective(s) 1. The student will be able to identify the correct punctuation needed at the end of a sentence. 2. The student will be able to read and say sentences with the appropriate expression given the ending punctuation. 3. The student will be able to demonstrate their knowledge correctly indicating the punctuation needed to acquire a certain tone and write the appropriate punctuation at the end of sentences. Summative Assessment (based on objectives) In order to achieve the objectives, each student will be able to: 1. identify the correct punctuation needed at the end of at least 10 teacher read sentences by showing the teacher the appropriate punctuation with their punctuation pirate sword. 2. read aloud at least 1 passage from The Pirate Cruncher script using the correct expression/intonation. 3. complete a worksheet by filling in the blanks with the correct punctuation terms and write the ending punctuation for 10 sentences. Materials Duddle, J. (2009). The Pirate Cruncher .Massachusetts: Templar books. (BL: 3.3) Copies of The Pirate Cruncher scriptA modified version of the book so it can be read by first graders (teacher created-one per student) Poem: Its Pirate Punctuation for Me! (teacher created) Punctuation pirate sword template (teacher created) Pirate Punctuation SMARTboard presentation (teacher created) List of questions for Around the seven seas Document (teacher created) Copies of the PIRATE PUNCTUATION worksheet (one per student) Teacher copy of the PIRATE PUNCTUATION worksheet A writing utensil for each student (pencil preferred) Crayons or colored pencils (in case time allows) Sticky notes Preparation: Cut out the pirate swords using the template given (each student should receive one of each punctuation mark) Put a number on sticky notes starting at 1 and number up to the amount of children in the class. (Ex. If there are 20 students, you will have 20 sticky notes with the one number from 1-20 on each one.) Put a sticky note under each students desk before they arrive. Make sure they are securely under the seat so the students do not see them until you have directed them to look. Choose 6 numbers and put them under the lower level reading students. (Make a note of these 6 numbers) Have 6 chairs ready at the front of the room to set up during the reading time. Integration of technology SMART board will be used for multiple activities throughout the lesson. A document camera could be used to display the pictures in the book if preferred.

Anticipatory Set (Focus) (Before starting the lesson, have the SMART board activity pulled up and on slide show with the intro page displayed. Be wearing some sort of pirate accessoryeye patch, hat, boots, etc.) Say: Today, we are going to learn about punctuation pirate style! So, I want all you mates to get your best pirate accents ready! We will start off by learning 3 ending punctuations. Then, we are going to practice with the help of some pirate swords. When we have practiced enough, we are going to go on a little pirate adventure. After that, we are going to play a little game I would like to call around the seven seas, and then we will finish up with a pirate worksheet! Are you ready mates?! (Have them say, I, I Captain!)

Time Planne d

1 min.

Access/Review Prior Knowledge Say: Before we get startedWhat do we need at the end of every sentence? (Allow students to answer. Take 1-3 hands that are raised) They may say a period, exclamation point, or question mark, but remind them we need some sort of punctuation at the end of every sentence. 30 sec.

Topic presentation (What will the students be told?) 1. Say: When, we talk we dont blur all our words and sentences together do we? No! We pause between our thoughts. When we talk we use expression too, right? We dont sound like robots. When we use expression in our voice, it helps whoever we are talking to know what we mean. When your friend is excited, he/she will probably talk with excitement and talk louder, right? But, if your friend comes up and just talks normal it would change the meaning of what he/she was saying. Well, when we are reading, punctuation is what helps us with all of this! I heard that punctuation is really important to pirates too. We are going to read a poem and see what advice they have for us. Pass out Its Pirate Punctuation for Me! and choral read. Go to the next slide on the SMART board presentation. There is a slide for each of the following 3 purposes Tell students that ending punctuation serves 3 purposes a. End a sentence: when to pause in the reading. b. Indicates the expression/tone that should be used: How should my voice sound when I read this? c. Establishes the meaning of the sentence: Are you asking a question, making a statement, or are you expressing yourself? We are going to learn 3 different punctuation marks that could go at the end of a sentence; a period, question mark and exclamation point. Explain the 3 ending punctuation marks: (have students say aloud each punctuation mark after you introduce it) Show students the period SMART board slide and explain that a period goes at the end of a statement. A statement is just when a person says something with little or no emotionjust states a fact. (explain example given) 7. Show students the question mark SMART board slide and explain that a question mark goes at the end of a sentence that is asking a question. (explain example given) Show students the exclamation point SMART board slide and explain that an exclamation point indicates excitement, surprise or high emotion in a sentence. (explain example given) 1 min 1-3 min.

5 min. 2. 3. 4.

7-10 min.

5. 6.

Ask 4 comprehension questions before continuing. a. Which punctuation is at the end of a question? b. Which punctuation do we use at the end of a statement? c. If Im really excited what punctuation do I use? d. Name me one of three reasons we use ending punctuation. (Tell students to raise their hands and call on students until all three purposes have been stated)

Guided Practice/Modeling: 1. Go to the next page on the SMART board presentation (Sentences for punctuation sword activity) 2. Explain the Punctuation Swords activity. The teacher will read a sentence from the SMART board activity one at a time. The student will hold up the correct punctuation needed using the appropriate sword. 3. Teacher will read the first sentence on the board with expression and will show the students how to display the correct punctuation that is needed at the end of the sentence. Guided Practice (cont.)/ Formative Assessment: 1. Give every student a set of Punctuation Swords. 2. Display and read one sentence at a time from the SMART board slide. 3. Have students hold up the sword they think should go at the end of the sentence read. (Check that each student displays the correct punctuation and guide them if needed.) Guided Practice/Modeling: 1. Tell the students: (while you are talking, be setting the 6 chairs up in front of the room in a row facing the class) a. Alright, I think we are ready to go on a pirate adventure! I will collect all of your swords. (Collect swords) b. I will need someone to be the Captain and I will need 5 crew members. The way I will pick is like thisI am going to pick 6 numbers from 1-20 (use numbers of lower level readers). If your number is chosen, I want you to come up to the front of the room and sit in one of these chairs. If you are not chosen, you will all take turns being the fiddler. (Designate a chair for the captainchoose the captain first, then choose the 5 mates)Have students come up when number is called. 2. Go to the next slide on the SMART board activity (treasure chest). Tell the students before we start we are going to look at some of the words in this pirate story that we may not be familiar with. Read each word in the treasure chest and have students repeat after you. (Island, treasure, pirate, fiddlede-dee, Captain Purplebeard, diamonds, rubies, imagine) Leave this slide up while they readthey can refer to it during the reading. 3. Hand out a script to all the students. 4. Explain to the students that we will be reading this like a play. The teacher will read the narrator part which is in bold, Captain Purplebeard will read what is underlined, the crew reads the middle sentences (take turnsread one sentence per crew memberstart at one end of the row and go to the end each time the crew is supposed to read), and the rest of the class will take turns reading the fiddler part which his highlighted. Show students examples in the script of each different part as you explain who will be reading what. Tell students they are to use their pointer finger and follow along at all times, even when they are not reading. (Teacher needs to direct the students during the reading. Give them cues as you go along if needed) 5. Tell students that every time they see a period, question mark or exclamation point to quietly raise their hand. (Periodically throughout the reading, stop and ask them what the specific punctuation mark is.) 6. Read the script. (help students sound out words as needed during the reading) 7. Show pictures from the actual book, The Pirate Cruncher as you read. 8. After they are finished reading, you can make a comment or two about the story. Praise them if they did a good job following along and staying focused. Guided Practice/Modeling: 1. Tell students, Okay, so now we are going to play a little game. We are going to play around the world, but since we are pirates, we are going to call it around the seven seas! 2. Explain the rules of around the world. (Start at one end of the room. The first student stands beside his neighbor. The teacher asks a question. The first student to say the answer gets to move to the next student. If the person standing loses, they sit in whatever chair they lost at. Whoever goes the entire way around the room without losing, wins. For this activity though, there may not be a winner. You will only go until all students have had one turn to playStop after the last student) 3. Tell students, I am going to say a sentence from the story. You are going to try to be the first one to tell me which punctuation I need at the end of the sentence. For example, if I say, All aboard, Mates! You would sayexclamation point! Does everyone understand? Check for understanding of the game. 4. Play around the seven seas until every student has played at least one time using this list of sentences from the story. (Document: List of questions for around the seven seas) 5. When the game is over, tell them you will count to ten and they all have to be back in their own seats with their lips zipped. Count backwards from ten and wait for them all to be quiet in their seats. Independent Practice/Formative Assessment: 1. Pass out Pirate Punctuation worksheet. Explain directions. Read the paragraph on the front of the worksheet. Pause to give them time to fill in the blanks independently. Have students complete the back of the worksheet independently.

5-10 min.

15-20 min.

5-10 min.

5-10 min.

Closure

1 3 min Today we learned that there are 3 purposes for ending punctuation. (It tells us when to stop, how we should say the sentence, and what the sentence means.) Can anyone tell me one of the three ending punctuations? Let students give you 1 punctuation mark and ask general questions likequestion mark: What kind of sentence do we need a question mark for?) (Repeat until you have reviewed all three punctuation marks.)