Flipped Lesson 1

Name: Annabelle Vought

Date: June 8th, 2016
Instructor: Rybakova
Grade Level: 9/10th grade
Title of Lesson: Passion of Punctuation
Purpose/rationale: The purpose of this lesson in my 9th grade English Language Arts class is to
have my students distinguish the appropriate uses of, and practice using, comma, colon, and
semi-colon. The lessons listed in Appendix A and B, were assigned to students the night prior.
The first video lesson discusses the purpose of the comma, how its used in a variety of different
contexts, such as salutations, addresses, lists, dialogue. The latter discusses the purpose of the
colon and semicolon, providing a variety of sample sentences demonstrating proper use. This is
the appropriate use because students have an upcoming collaborative article and essay
assignment, where students have to practice writing in article format. Students will demonstrate
how to add meaning, style, and voice to their own writing and indicate how to properly use
certain types of punctuation. Students will reference mentor texts (excerpts from Harry Potter
and The Road) to see how the comma, colon, and semi-colon is used. The students will practice
punctuation in small groups by editing a small passage from the listed texts. We will begin the
lesson by filling out the Writing with Passion worksheet, attached in Appendix C, followed by
Practicing Punctuation in Appendix D.
Florida Standards:
LA.910.3.4.3. The student will edit for correct use of punctuation, including commas, colons,
semicolons, apostrophes, dashes, quotation marks, and underlining or italics.
LA.910.6.4.1. The student will use appropriate available technologies to enhance communication
and achieve a purpose (e.g., video, digital technology).
Objectives:
SWBAT demonstrate the appropriate uses of, and practice using, the semicolon, comma, colon,
and exclamation point
SWBAT evaluate punctuation choices found in published texts.
SWBAT apply meaning, style, and voice to their own writing through deliberately placed and
chosen punctuation marks
Materials:
Teacher

Writing with Passion worksheet (19 copies)

Practicing Punctuation worksheet (20 copies, 1 for teacher)

Board
Projector
Pen
Computer
Student

Copy of worksheets
Pen
Anticipatory set:
S.O.C.K.S. (Start of class kicks): Written on board:
Please take a copy of the worksheet placed at the front of the classroom. You will have 5
minutes. After you are finished, we will share our sentences.
*See Appendix C for copy of worksheet*
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

5 minutes

Students will follow normal

routine of sitting down and
looking to the board for the
opening activity. Teacher will
list directions on the board.
Students will ask questions
about the opening activity if
they do not understand.
Students will ask questions if
necessary.

Teacher is waiting for students to settle

into class. Teacher will provide
directions for opening activity.

5 minutes sharing

Students will share responses

to worksheet.

Teacher will share her response to the

worksheet and then prompt students to
share theirs by asking What did your
sentence say before the emoticon?

20 minutes

Students will begin worksheet

activity titled Practicing
Punctuation. Students will
have ten minutes to read a
short passage included on the

Teacher will split classroom into two

groups (half and half), assigning one
group an excerpt from Harry Potter
and the other, an excerpt from The
Road. Teacher will briefly go over the

worksheet. After reading the

passage, students have ten
minutes to complete the
reflection portion of the
worksheet. Students will be
split into two groups: one
group reading an excerpt from
Harry Potter and the other
group reading an excerpt from
The Road.

worksheet and answer any questions

before. Teacher will circle room while
students are working in groups to
make sure they are on task.

15 minutes reviewing

Students will share with their

groups after completing their
worksheet, as to what
elements of punctuation they
chose to examine and their
response to the reflection
questions. If time allows it,
will share with teacher.
Students will turn in
worksheets after finishing.

Teacher will listen to groups discuss

their answers to the worksheet.
Teacher will ask students to share
some of their responses if there is
enough time. Teacher will spend extra
time on this activity if students seem
to be struggling with the correct usage
of the comma, colon or semi-colon.
Teacher will collect worksheets.

5 minutes

Teacher will put a closing

activity on the board: Will
write a subject on the board,
such as Puppies and ask the
students to write a sentence
using one of the three forms of
punctuation learned using
Puppies are the subject.

Teacher will explain closing activity to

students, stating Please take out a
piece of paper, and write one sentence
using one of the three types of
punctuation you used today. The
subject of your sentence is Puppies
such as Puppies are like children;
they cry all day and are always
hungry. to demonstrate proper usage.

Summary/Closure:
Students will place their response to the closing activity at the front of the classroom before
leaving. Students will check the board, under Homework and to see if there is any.
Assessment:

Formal assessment: The Practicing Punctuation worksheet for a participation grade.

Informal assessment: The S.O.C.K.S. and closing activity will monitor comprehension of
material, indicating if teacher should slow down or pick up the pace of the lesson.
Homework/follow-up assignment:

None.
Accommodations/adaptations:
2 ELLs: To accommodate the English Language Learners, teacher will follow up with students
at the beginning of class to make sure the content of the video was clear for them. Teacher will
give students shorter passages to edit if necessary. Teacher will use the opening activity, Writing
with Passion, as a visual way for ELLs to understand using correct punctuation before starting
the class.
5 low SES students: To accommodate these students, teacher will make sure students have the
proper technology to watch at home. If not, teacher will provide time after school, before school
or during lunch to watch the videos.
Herbert Millner (ADHD): To accommodate Herbert, I will provide setting accommodations,
sitting Herbert where he learns best, next to the teacher at the front of the classroom. I will also
use sensory tools, such as an exercise band looped around Herberts chair, so he can kick it and
quietly get his energy out during group activities.
Paten Vander (Speech Impairment):To accommodate Paten, who is uncomfortable speaking in
front of the class, I will not call her to speak during the sharing activities. I will address her while
circulating during group activities to make sure she is understanding the material. She will
always have the option to choose written response over oral.
Lya Gross (Mild Dyslexia): To accommodate Lya, I will give her timing accommodations, giving
her more time to complete the worksheet with a reading passage. I will also give her more time
to process written directions and check in during worksheet activities.
Oliver Fore (Mild Autism): To accommodate Oliver, I will provide organization skills
accommodations as well as setting accommodations. I will mark texts with a highlighter as well
as helping him with coordinating assignments in a book or planner. I will also place him in a
different setting such as a quiet area if necessary.
Attachments/Appendices:
Appendix A
https://youtu.be/Wk0k2FLjM1c

Appendix B
https://youtu.be/KUwN4qvHAwohttps://youtu.be/KUwN4qvHAwo
Appendix C

Answer Key:
For example, student would circle the heart, music note, flower and crab emoticon. Student
would place an X through the martini glass, cake and crying face emoji. Students sentence
before the selected emoticon would sound like this: Hey Girl! Have you been to the new
seafood restaurant down the road from us? They have great crab (crab emoticon). I was thinking
we could stop there before that concert (music note) on Friday. I cant wait to see the Kings of
Leon play (heart emoji) !!!

Appendix D

Answer Key:
1. First mark: very stupid:
2. Second Mark: hanging there,
3. Third Mark: fright;
Reflection Questions:
1. The colon made Harrys reactions read like a list. The comma added a pause so I could collect
my thoughts. The semi-colon breaks the sentences into two ideas. It gives us one statement, and
follows the statement with an action that could be a complete sentence but would not make sense
without the other part. It made me pause and connect the two.
2. Fiction uses more commas because there are more descriptive details that make for better
character development...
3. I think Rowling would support being creative with your punctuation and not being afraid to take
the risks...

Plan B:
If the lesson plan is too hard, we will spend more time practicing parts of punctuation with easier
mentor texts. If the lesson plan is too easy, teacher will use more difficult mentor texts to
challenge student understanding. Teacher will spend more time on Practicing Punctuation
worksheet if necessary and spend time on the overhead projector giving students examples of
how to use correctly.
References:
http://www.readwritethink.org/classroom-resources/lesson-plans/passion-punctuation30809.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lessonplans/passion-punctuation-30809.html?tab=1 - tabs