Lesson+Plan+-+Quotations

Michelle Lapointe Emergent Literacy ELD 307 Dr. McKool toc March 1, 2011

=Lesson Plan=

Subject: Language Arts Literacy Topic: Punctuation School: Wicoff Elementary School

Standard: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Objective: The students will be able to put quotation marks into their scenes correctly. (Students are already creating stories one scene at a time and they are required to put dialogue in them.) Also they will be able to finish the worksheet on their own.

Materials: //Ship of Dreams// by Dean Morrissey, overhead projector, worksheet with quotes from texts (one for overhead camera)

Anticipatory Set: Boys and girls, do you remember when I read you the book the ship of dreams? Can two people tell me something they remember about the book //Ship Of Dreams//? [Student Responses-Teacher Validates] Can two people tell me something they liked about the book? [Student Response-Teacher Validates] Those are really good parts of the story, I really liked how the author Dean Morrissey developed the characters by using dialogue, did you? One way an author develops their characters is by having then talk or speaking the story. Don’t you feel like you are closer to the story and feel like you are a part of the conversation when you hear the characters talking? Do you remember Joey and the sandman talking?

State Objective: Today boys and girls, we are going to give your character dialogue to give them voices.

Instructional Input/Teaching: Can everyone please look up at the board. [Put up the worksheet on the overhead.] This is a sentence from the book we read //Ship of Dreams//. Let’s read the first sentence together. [Maybe I’m just dreaming!” Joey hoped out loud as he hung on for dear life.] What do you notice about this sentence that is different? [Student Response-Teacher Validation—I am assuming at least a few students know they are quotation marks because I saw a few use them in their writing] I want everyone to read the sentence aloud with me and put the quotations marks in the sentence with their hands. [mimic hand gesture] The quotation marks go around the words that you are actually saying. So as I am speaking right now I have my hands up because it is the words that I am actually saying. If someone were to right down the words I am speaking they would put quotation marks around them. So let’s look at the first sentence again. What is Joey actually saying in this sentence? Well I see a quotation mark here and another one here. [Pointing to each quotation] So I know the words in between are the words Joey is speaking. Let’s take a look at another sentence, Let’s read this one allowed. [“I guess I must have been dreaming,” he thought.] Okay, lets read it again allowed this time using quotations with our hands. Very Good. Who is he in this sentence? [Joey] Let’s look where the quotations are… what is Joey saying in this sentence. Very Good. Can you ask a question in your dialogue? [yes] So, Boys and girls do you notice that the punctuation of the sentence goes inside the quotation mark? So whether you are asking a question or making a statement or using an exclamation point, where do you put the end punctuation? [inside the quotation marks]

Guided Practice: Okay let’s try one more. [You know it’s lucky I spotted you, the old man interrupted.] What do you notice about this sentence? [no quotation marks] Let’s read this sentence aloud. [pass out worksheet] Where do you think the quotes go? I want you to put the quotes where you think they go on your worksheet. [Walk around the room to check papers randomly] Great! Who is speaking in this sentence? And what are they saying in the sentence? Can someone please come up here and put the quotations where they think they belong. [Call on a student] Okay, can you please read allowed and use your hands to put the quotations where they belong. Put your finger on your nose if you agree with your classmate. [See if the students agree, if not do more together] Okay boys and girls let read aloud with our air quotes.

Independent Practice: Now boys and girls I want you to do the rest of the sentences on the page by yourself then we will go over it. If you need any help raise your hand. [Walk around the room and help students and observe them. Assessment: Children will correctly use quotes on the rest of the worksheet, and go back to their writing and add them where they belong.

Closure: So boys and girl, today we learned how t o insert dialogue in our writing to make the characters come alive and give them depth. This is one way that we as writers can develop our characters. So when you go to write your story, you can keep these pointers in mind.

=__Worksheet__=

Name: Date:

Let's do some together

"Maybe I’m just dreaming!” Joey hoped out loud as he hung on for dear life.

“I guess I must have been dreaming,” he thought.

You know it’s lucky I spotted you, the old man interrupted.

Try it on your own.

1. What does he look like? Joey asked Henry.

2. I can see you’ve got a heard full of questions, Joey, but right now we’ve got to make up for lost time, said the Sandman.

3. He walked to the ship’s bug wooden wheel and called out, Alright now, hang on!

4. Every child, every night, no exceptions, came the reply.

5. The Sandman closed his eyes and began to speak, through stardust and comets and wind and bad weather, may this star that I hang in the sky stay forever!

Bonus!

I guess I must have been dreaming. He said. I guess there’s nothing to tell Henry. But it all seemed so real.

=Reflection= This lesson was my first lesson ever in my third grade classroom at Wicoff. I was very nervous and I wanted to make sure things went well. This was the first time my teacher got to see me in action, so I felt there was a lot riding on this performance. At first I thought this lesson was not my best, but with more talking with my teacher, she reminded me it was my first one. Some of the things I wish I could have changed was the way I prepared myself to answer questions from the students that I was not expecting. One student, told me that she would not put quotes around the dialogue because it was not something she would say, so why would anyone else say it. It took me a second to gather my composure and figure out an answer without telling directly she was wrong. Her opinion counted but, she needed to be detached from the situation. Another thing that really still bothers me about the lesson is the fact that I had two spelling mistakes on the paper. How can children learn from my model, if I am messing up on it. Granted it is okay to make mistakes sometimes, but they were easy mistakes that I should have picked up on. I was very embarrassed by the mistakes, in front of the kids and especially my teacher.One more thing I wish I was more proficient in was being convincing. I think had I been more strong in my instruction, it would have been more convincing to the students.

Some of the things I really liked about my lesson was the classroom management I used. I used things like put your finger on your nose if you agree with them. Or put up a peace sign if you had the same answer. Things like this. I also put main points of my lesson on post its and taped them to the back of the book to reference. I really wanted to make sure I covered everything and in the order I wanted to.I also really think that the use of air quotes helped make the lesson more interactive which kids are really perceptive too.

The lesson was not that bad. If I could go back and do it over, I would try a different approach to trying to explain it to the students. I think finding a video on youtube would have been really cool. It would have given us a jumping off point. I also wish I had researched some other lesson plans to get a better sense on explaining things to students. But overall the lesson was successful and I know this because students were excited to use it in their writing and they could not wait to show me!

=Evaluation= Teacher indicated meant that a plus sign meant closer to the lower number. For example, 2+ is close to 1 but not quite there.