Language Arts Lesson

Author: Ilona Loni Chasar Taught: 2/29; 12:20 1:40 Subject: Language Arts Grade: 3; Chapin School Standards: L.3.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. c. Use commas and quotation marks in dialogue. SL.4.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.3. 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.

Topic: Quotation Marks, Grammar, Reading, Writing Prompt

Objective: Students will be able to use quotation marks properly in a sentence.

Students will read a chapter aloud in the African American History book, A Strong Right Arm and create true and false questions to ask their partners to check their comprehension. Students will able to identify homonyms and homophones in their practice book and text they are reading in class. If extra time permits students will be introduced to Alliteration poetry and will brainstorm words they know are homonyms and homophones.
Materials: Quotation Mark papers, Language Arts Textbook, A Strong Right Arm book, Grammar Notebook, Worksheets with quotation marks and homophones/homonyms Anticipatory Set: Good afternoon boys and girls, today we are going to talk about how to properly put quotation marks in a sentence. Similar to the activity we completed with the timeline in Social Studies were going to silently work together to make sure our quotation marks and other punctuation are in the correct spot in our sentences. Sentences: Mrs. Vienneau asked, Who enjoyed our class trip to Howell Farm last week? Miss Chasar told her friends, I am a student teacher at the Chapin School in Princeton, New Jersey. We are learning about the Southwest in our new Social Studies Unit! the third grade exclaimed. Divide students into three separate groups and allow them to create their sentences with proper punctuation. I believe the last sentence may have more of a challenge than the other two. Have all groups share with the class and if students makes mistakes allow them to help one another. Have the

students complete a worksheet with quotation marks for individual assessment and review a few sentences in the text book on page 194 if students are struggling. Procedure: Have you ever noticed a word was spelled the same, but pronounced differently? Those words are very common the English language and they are called homonyms or homophones. Both homophones and homonyms are spelled the same, but are usually pronounced differently. There are some words that are pronounced the same and have the same spelling. Pull up rules on the Smartboard. Bow is a stick made with horse hair to play and instrument, but it is also made with a ribbon and the Native Americans may have used them to hunt as a bow and arrow Bow is a part of a ship and it is also what you did after your amazing performance at the Pot Latch two weeks ago I would like you to complete page 103 in your workbook, when you are done please flip over your book and look at me. Now we are going to begin reading on page 37. After reading the chapter, have students create true and false questions about events that have happened in the chapter, show examples of true and false questions. Pull up two examples on the Smartboard. Mamie left and went to Princeton, New Jersey. [False] Mamie first lived in South Carolina. [TRUE] Create at least three true and false questions about the chapter and well work with a partner to see if they can identify what is true or false out of your sentences. If you know the question is false you can correct the statement to make it true. Introduce Alliteration Poetry and remind them of the Alliteration I created on the bulletin board outside of the classroom. Allow them to begin writing an alliteration poem and if they would like to share writing prompts that were unable to be shared previously due to the ERB shortened periods. Conclusion: We always seems to get so much done during Language Arts! We know how to use quotations marks properly, what homophones and homonyms are, how to create our own true and false questions, and writing poems with alliteration. Homework: Writing prompt have a conversation using dialogue with Mamie about what has happened in the book so far, you can talk about her life with her, what she thinks is going to happen, if you would give her any advice or give her some words of encouragement. Assessment: Workbook pages, interactive dialogue with team members, Worksheet with Quotation Marks, Writing Prompt from Homework Reflection: Before I began the lesson I was honestly concerned about how the students would work through the whole period since the students have been taking standardized tests, field trips,

and their Native American Potlatch so Language Arts time has been dramatically effected out of the academic subjects. The lesson began ten minutes late since one of the teachers was running late and I changed the lesson to meet the delayed start time and I went with the flow of the class. The students were more engaged in homonyms and homophones than I thought they would be so I allowed them to work in groups or independently to think of other homophones they knew. The students did not want to stop! I allowed each student to tell me a homophone and I collected the rest of their papers to see what they had written down, but they still wanted to tell me more! Since the students wanted to tell me more I was going to make it an exit questions similar to their good answers at the end of the day, but they ended up having an drill two minutes before the period ended. The students did well with the true and false questions because I noticed the previous week when they were at the African American museum they were having trouble figuring out if there were typos, if the statement was true, or if the statement was false. The students mastered quotation marks before I could pass out the paper so I was going to use the worksheet if there was extra time in addition to introducing alliteration poetry. For the second time I was about to teach a lesson the Smartboard did not work although it was working in the morning. While I looked at the projector the bulb light was on probably indicating the projector needed a new bulb, so I felt I improvised well even though I did not have the Smartboard which I had planned to use during my lesson. The students did not seem to catch on and stayed actively engaged. Some of their transitions were noisy, but they are a talkative class especially when they are engaged and excited about what they are learning. The Language Arts period is a long period, but they did very well with everything we worked on throughout the lesson and I thought it worked well I changed my lesson since the students wanted to learn more. As a teacher you have to be able to think on your feet and I did with the Smartboard malfunctioning and modifying the lesson to best meet my students needs and desire to learn. Another activity I could have done with quotations is to allow the students to use Macaronni noodles on their papers to make sentences with the uncooked noodles. I also could have had the students pull quotes from the chapter we read and if I was allowed to assign homework [I was not since it is ERB week] I would have had the students write a dialogue conversation with the main character, Mamie, in the book.
Supervisor Comments: On a rainy leap day, February 29, I observed an hour and 20 minute Language Arts lesson taught by Ms. Chasar. The lesson was divided into 3 sections - quotation marks, homonyms & homophones and reading. The Smartboard bulb blew out, so Ms. Chasar adjusted and used the white board. All standards were addressed in an exemplary manner. The class is an enriched LA class and the students all participated, followed directions and were engaged, showing respect to the teacher. Ms. Chasar used a variety of techniques for each section. To review quotation marks, she divided the students into groups and gave them 6 small posters that they put in correct order and then read aloud. One group had a hearty discussion about the order of the posters - and they got it right! During the section on homonyms, the students became so excited that Ms. Chasar adjusted her lesson and had them list as many examples as they could. They each shared one and she told them they could share another as an exit ticket. That will be an ongoing discussion in the classroom as the students find more and more examples. The students then took out books they are reading for Black History month. They took turns reading, stopping even mid-paragraph or mid-sentence and then quickly calling on the next reader. Ms. Chasar appropriately pointed out new vocabulary and provided other comments to the students. This went very smoothly. After the chapter, they were asked to

write 3 or more true/false questions from the book. This was related to an exhibit they had recently visited. Just then a condition drill - evacuation to the basement came over the loud speaker. That ended the lesson. Throughout the lesson, formative assessments were used that included participation of all students, collecting their homonym lists, and helping students as they completed a workbook page. We discussed a few ways to smooth the transitions between sections of the lesson. Ms. Chasar is performing excellently. She plans well, adjusts when needed, and is very receptive to new ideas. She has worked very well with her co-op and the other 3rd grade teachers. She has attended numerous evening activities, volunteered to help with whatever is needed, participated in ERB testing and parent meetings. It has been a pleasure to work with her.