Stephanie Yonce

Audio Punctuation Lesson Plan

April 7, 2010
Lesson Plan Outline

Introduction

 Lesson topic: Phonetic Punctuation

 Length of Lesson (estimated): 10-20 minutes at an independent listening station

 VA Standards of Learning:

1.12 The student will write to communicate ideas.

e) Begin each sentence with a capital letter and use ending punctuation in final

copies.

h) Use available technology.

1.5 The student will apply knowledge of how print is organized and read.

a) Read from left to right and from top to bottom.

b) Match spoken words with print.

c) Identify letters, words, and sentences.

Learning Objectives

Students Will:

 Use tracing techniques to follow audio on handout.

 Identify missing periods on blank story handout.

 Self-correct work using completed handout and storybook.

Teaching and Learning Sequence

 Introduction/Anticipatory Set

 Start by reading a short book out loud to the students.

 Each time you get to a period, make a short “pop” sound to represent the period.

 Continue reading for a while in order to allow students time to think about the

significance of the sound.

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Audio Punctuation Lesson Plan
April 7, 2010
 Ask for volunteers to identify the significance of the sound.

 After the sound has been correctly identified as a period, explain to the students the

point of the exercise.

 Ask students if reading the period out loud sounds normal. When the students say

that it doesn’t, ask them why not.

 Give them time to work out, through class discussion, the fact that periods are

unspoken, and are usually only written.

 Explain to students that since periods are not spoken, it can be difficult to learn that

they are so important when writing.

 Tell students that, in order to become better punctuation users, they will be working

in a listening station during reading rotations on “out loud” punctuation, or phonetic

punctuation.

 Explain the center to students.

 Lesson Development –

 Walk the students through the steps they will go through when working

independently in the listening center.

 Show students the story handout.

 Explain that they will be following along on the story handout with the audio, using

their finger to trace their spot, at least 3 times.

 Model the following steps for the students:

 1st time through – Just listen and trace with finger.

 2nd time through – Listen and add in the periods when the sound is heard.

 3rd time through – Listen and check for mistakes.

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 Stephanie Yonce
Audio Punctuation Lesson Plan
April 7, 2010
 After the students have listened to the audio three times, have them go over their story

handout and color the periods they added to their paper with a yellow highlighter or

marker.

 Finally, have the students look at the real copy of the book (if available), and see if

the periods they added to their handout match the periods in the book.

 Be sure to remind students that there is more punctuation in the actual book than

just periods, and to not let that worry them.

 Have the students add any periods they missed, or cross out any extra periods they

added using a different color highlighter or marker.

 Closure –

 After reading rotations have completed, go over the handout as a class.

 Read each line and ask the students to make the “pop” sound whenever they added a

period.

 Observe which students “pop” in random locations.

 Tell the students that they will be working in the listening station for the week on

punctuation, and that they will be working with question marks in the same way as

well.

 Ask them if they would like to have the chance to record their own writing with

punctuation as well.

 The answer most likely being yes.

 Tell students that they will get to use some of their own writing from class to record

their own phonetic punctuation story in future classes.

Homework

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 Stephanie Yonce
Audio Punctuation Lesson Plan
April 7, 2010
 Tell students to read a story out loud to their parents or a sibling using phonetic

punctuation.

 Have them share their parent’s reactions the following class.

Assessment

 Formative –

 When reading the story together at the end of the lesson, how many students were

“popping” together, at the right part of the sentence, and how many were “popping”

in the wrong place? Did any students begin to overuse the period?

 Summative –

 Collect the handouts from the listening station.

 Note the number of students who were able to correctly place punctuation the first

time, and how many adjustments were made after the student was able to use the

original book.

References

Carle, E. (1987). The Very Hungry Caterpillar. New York, NY: Philomel Books.

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