Lesson+Plan+-+Indenting

Emergent Literacy ELD 307 Dr. McKool March 30, 2011 toc =Lesson Plan= THIS LESSON IS A CONTINUATION OF THE QUOTATION LESSON PLAN BUILDING ON PRIOR KNOWLEDGE.

Subject: Language Art Literacy Topic Punctuation/Grammar

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 identify that you must indent whenever a new person starts speaking in a story.

Materials: quotes from “The Summer I Shrank My Grandmother” document camera, worksheet with parts of the story written on it without an indentation, dialogue from the book for anticipatory set.

Anticipatory Set: Boys and girls, I want you to come sit in from of the smart board. I am going to test your memory a little here. Can I hear three good listeners tell me what was the last thing you read in the book The Summer I Shrank My Grandmother.[ I am assuming you finished the book by now so I am looking for the ending/Student Responses-Teacher Validates- take 3 responses] I really liked the book because of all the dialogue that was used in it. Can you tell me what you learned about dialogue last time I taught a lesson? [Student Responses-Teacher Validates- take 3 different students responses] (if not said remind students that quotes only go around what the character is actually saying- need to get that point across in order for this lesson to run smoothly)Okay, so if I put up these sentences could you tell me where the quotations go? (this is for reinforcement to build on the lesson since it was a while ago) Let’s read them allowed. Remember to use your air quotes as you read. (Fill in the quotes together) What else do you notice about where we put the quotes? What do you notice about where the sentence starts? [Student Responses-Teacher Validates- additional prompts if need be to get to the fact it is indented]

State Objective: Today, we are going to learn when we should indent your dialogue so that when you write your next story or you revise your story you can add this. This way next time you show someone your writing you can show that you know how to write dialogue correctly.

Instructional Input/Teaching: Before we talk about indenting dialogue, when do you normally indent a now? [Student Responses-Teacher Validates] Right, we indent at the beginning of a sentence. While we also noticed that wherever we put quotes on this last work sheet the dialogue was indented. Let’s take a look at another page from the book. [Put the page on the document camera. Possibly also show the page of the book as well so students see that I wrote the page exactly the same.] Let’s read this allowed, remember to use your air quotes. Okay, boys and girls if you agree that this follows suit I want you to put a thumbs up. [Look at responses] When you are writing dialogue you indent every time a new character starts speaking in addition to indenting at the beginning of a paragraph. Writers use this to help make it easier for readers.[Point to th e sample worksheet and show that my statement is true] Do you notice that every time a new character starts talking the sentence is indented? [Student Responses-Teacher Validates] Every body stand up. I am going to count to ten and I want you to shake all your “sillies “out, when I reach ten I want you to stop. [Count to ten] Okay boys and girls we shook out our sillies so now when we read this sentence every time we indent I want you to jump to your right, but do not get out of hand. We do not want anyone to get hurt. When we indent we indent to the right. So when we jump you are going to jump to the right. So if to remind everyone, if we put our hands up like this (show them) the one that is the proper facing “L” is the left so the backwards-facing “L” is the right. Let’s take on practice so we all know we have enough room. Spread out if you need to. Ready one two three jump! Okay lets read this dialogue and jump when we indent. Good boys and girls!

Guided Practice: Okay I am going to give you a sheet with another page from the book. Let’s read it out loud. Lets do this together, everyone stand up again. (read aloud and jump where the indents go, write the arrows for indentation on the document camera for the students to see)

Independent Practice: Okay when I give you, your worksheet I want you to go back to your desk and copy down where we found the indents go so you have an example. Then I want you to try the next three on your own. If you have time you can do the challenge where you need to insert both quotation marks and indents. And I would like you to rewrite it so it looks correctly formatted.(walk around and observe the children’s working, prompt if necessary) Go over the worksheet together.

Assessment: If students can correctly identify on the worksheet where the dialogue of each character is and correctly place an arrow in front of it signifying indentation.

Closure: So lets recap boys and girls. When do we use quotation marks? [Student Responses-Teacher Validates] When are the two times we indent that we know?[Student Responses-Teacher Validates] Why do they indent? (to make it easier for readers) So now next time Mrs. Trzasko gives you a writing assignment for in your jot notebooks you can indent show Mrs. Trzasko and Mrs. Bush or Mrs. Borup or your parents that you know you need to indent every time a new speakers starts talking as well as at the beginning of a paragraph.

=Worksheet= Quotation Lesson Extended Let’s Review Quotes! What kind of doughnuts? Emmy wanted to know.
 * Put the Quotes where they belong.**

No, I want to stay in and swim. Emmy answered, lying back in the water.

Can you do something for me? she asked softly.


 * Let’s try one together. Put an arrow where the sentence should be indented.**

“You’re right. We’ve got to work on a new formula.” Nelly turned around and walked toward the kitchen. Let’ go out to my lab and see what we can come up with.” “Uh, aren’t you forgetting someone?” Ben said pointing to the bathroom? “Oh, my gosh, Grandma!” Nelly turned and hurried into the bathroom, but there was no sign of the chubby two year old anywhere. Instead there were lots of bubbles.

“You see, Miss McFinney, I made up this formula from McFinney’s Powerful Potions and it worked…” Nelly began. “Of course it did dear,” Miss McFinney interrupted. “All of our sets are guaranteed to work or your money back,” She said proudly. “But I thought you were a mattress company?” Nelly was confused “Well,” the old woman sighed, “in business you have to move with the times.”

Hey where are you going? Nelly called after her. Me and my five belly buttons are going for a swim. Emmy Brown laughed. Why, that little liar! Nelly said loudly.
 * Challenge**
 * Rewrite the conversations with quotes and proper indenting.**

=Reflection= This lesson was so much fun! I worked off of the previous lesson I taught. I thought it was important to review my last lesson since they were a couple weeks apart. This time I was well prepared on how I wanted everything to go. I made the students use air quotes again to keep it interactive, to extend this interactive setting, I made the students get up and jump to the right every time we indented. It was a phyisical reminder that students needed to indent. I was really convincing and authoritative this time. I keep the kids under control and there attention on the lesson. Before having the students jump to the side, I made a point to "shake out the sillies," I think this was a great classroom management technique to put in. Another thing I changed for this lesson, was bringing the students in front of the smart board, with nothing. This gave them the opportunity to only have to focus on one task. Then I sent them back to their seats with directions.

One thing that I wish I had done differently was addressing dialogue as a new paragraph. It was not until the student's started writing that I realized I did not address this enough. I started seeing students "indenting" in the middle of a line. Basically making extended spaces between sentences. After I brought the kids back to the carpet to go over the independent work, I realized it was easier to explain it as starting new paragraphs even if they were only a sentence long. I think this was one of my best lessons so far and I was happy to end on such a positive note.

=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.