Liberal Studies Lesson Plan for LS 4000/4001

Name
1

Nicole Johnson

Grade Level for this Lesson

Academic Content Standards

1.2.b. Use end punctuation for sentences
Unit of Study
The key concept that will be focused on during this lesson is
the use of punctuation in
writing.
Academic Learning Outcomes
TLW be able to identify a variety of declarative, exclamatory, and
interrogative sentences.
TLW be able to write a variety of declarative, exclamatory, and
interrogative sentences using the correct form of punctuation.
Implementation
1. Introduction to Lesson
TTW remind students about how they had previously learned the different parts of a
sentence (capitals, punctuation, etc) and ask the students what they put at the end of a
sentence. TLW respond period and TTW write a period on the board next to the word
declarative and remind them that there are three different types of sentences
(declarative, exclamatory, and interrogative) and that a period is used at the end of a
declarative sentence. TTW ask the same for a question mark and an exclamation point
and write the words and punctuation on the board.
TTW then play the video provided in the link below for further explanation of the
different types of punctuation. For this lesson stop the video at 0:47 (not focusing on
commas for this lesson) but if the teacher wishes to mention commas they can end the
video at 1:08.
https://www.youtube.com/watch?v=LdCOswMeXFQ
TTW read the book Goggles! by Ezra Jack Keats and point out the first few examples
of each type of sentence.
2. Sequence of Activities
Modeling & Rationale
TTW write 3 sentences on the board (see attached section A) and
read each of the sentences with each version of punctuation.
TLW read the sentences with the teacher out loud as a group

 TTW listen to students to determine whether or not they are changing

their voice for the different types of punctuation.
This is done so that the students are able to see an example of what
the sentences should sound like.
Guided Practice & Rationale
TTW then hand out sentence strips to small groups of 2-3 students
(see attached section B) which should be printed out and cut before
in preparation for the lesson.
TLW practice saying each sentence with their groups and decide and
fill in which one should be ended with a question mark, period, or
exclamation mark.
TTW walk around observing their progress, offering suggestions or
reminding the students to say the sentences out loud with each
punctuation option if they are struggling.
TLW share their sentence strips out loud with the punctuation they
decided on.
If the punctuation is incorrect TTW discuss with the students what
other punctuation also might work with the sentence.
After all groups have shared, TTW collect their sentence strips.
This is done so that they students can practice writing sentences with
punctuation with some assistance, and when they have reached 8090% accuracy.
Independent Practice & Rationale
TLW get out their writing journals (or a piece of paper)
TTW have the students write an entry in their journal about what
their friends like to do (just like Peter, Archie, and Willie in the book)
for fun.
TTW say You must write at least 3 sentences and use one of each
type of punctuation in your journal.
TLW write in their journals and should use best guess and inventive
spelling to write their sentences.
This is done so that the teacher is able to see what the students are
able to do on their own and how much practice they will still need.
3. Closure
After the teacher feels most students have finished their work TTW
have the students come to the carpet with their journals
TTW ask the students to recap what we learned (punctuation for 3 types of
sentences)
TLW have the opportunity to share their work if they want
The group will discuss what their favorite part of the lesson was.
TTW collect their journals

Grouping Strategies
Whole: During the introduction, modeling and closure, whole group
instruction is used.
Small: During guided practice (i.e. sentence strips), small group
instruction is used.
Independent: During independent practice (i.e. journals), independent
instruction is used.

Differentiated Instruction
Students with an emergent/early understanding of the concept being
taught can be paired with students who are able to grasp the concept
better or they can be given additional time.
Students who are on-level with the concept being taught might not need
additional support or time but if they do, the teacher or a partner can help
them, or they can be given extra time. If they are on-level and leading
towards being ready to move on they can be invited to write more than 3
sentences in their journals.
Students who are ready to move to a more complex level of the concept
being taught can be given sentences that require commas, and the
teacher can replay the video until 1:08 which includes the section on
commas. They can also be invited to write more than 3 sentences in their
journals.

Assessment:
To assess the students ability to identify declarative, exclamatory, and
interrogative sentences, the teacher will listen to the children while they
are working on their sentence strips, and will also be able to review the
sentence strips after they have turned them in. To asses the students
ability to write declarative, exclamatory, and interrogative sentences, the
teacher will informally review their journals when some students share
their work, and the teacher will also review the journals post-lesson.
Materials

Whiteboard and markers

Computer with access to YouTube
Projector
Goggles! by Ezra Jack Keats
Sentence strips (can be printed or handwritten)
Pencils for each student
Writing journals or lined paper