Design for Learning

Instructor: Emily Kelley Lesson Title: Actors and Actresses using Punctuation Curriculum Area: English Language Arts Grade Level: 2 Date: November 25, 2013 Estimated Time: 45 minutes

Standards Connection: 21.) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

Learning Objective(s): When given a readers theater, students will use punctuation to read fluently based on the rubric.

Learning Objective(s) stated in kid-friendly language: Class, today we are going to look at how punctuation can determine how we use our voice when we are reading fluently.

Evaluation of Learning Objective(s): Students will have the chance to read their passage and practice during the assessment time. Once sufficient time has been granted, each student will read their passage to the teacher. The teacher will

use a rubric to score the child. The rubric has two different focuses: punctuation and expression. There are 4 levels of achievement, the goal being number 4. Number 1 for punctuation was if they ignored punctuation when reading and then the goal is number 4 where they always acknowledge punctuation and it sounds correct. Expressions level 1 is when the students reading sounds boring and has little expression and the goal is number 4 where they always read with expression and it sounds interesting.

Engagement: (The students had a lesson on punctuation the previous day) Who remembers the different ypes of punctuation? Good! Lets review just to be extra sure. The teacher will draw the different types of punctuation on the board- period, question mark, exclamation point. The teacher will point to each mark and wait for the student's correct response before proceeding to the next. Good! Now have any of you ever wanted something really, really badly? Turn and talk to a partner and tell them something youve asked your parents for in the past. Students will discuss all of the things they have really wanted to have (dog, video game, etc.). It seems like we all have wanted something really badly at some point in our life! Now we are going to read a book about a pigeon, who wants something really, really bad- a pigeon! Now did any of you say you wanted a pigeon? No? The book we are about to read is called The Pigeon wants a Puppy! Now we have to be on the lookout for the different types of punctuation in the book. Look, even on the title of this book there is punctuation, an exclamation point. Also listen to how my voice changes for the different punctuation they use. Can we all turn our listening ears on? Great! Here is the book The Pigeon Wants a Puppy!, by Mo Willems. The teacher will read the book, emphasizing the use of their voice with the punctuation. Teacher will finish book. Oh no! Even after the pigeons first bad idea, he still came up with something else he really, really wants. Do you think it will work out this time?

Learning Design: I. Teaching: Raise your hand if you saw the different punctuation in the book. Yes, we saw all the different types of punctuation in this book. Now let's back up for a second, I know you all know which punctuation mark is which, but does anyone know what the definition of punctuation is? The teacher will wait for the correct response. Yes! That's correct. Punctuation is at the end of a sentence to tell readers what their voice should sound like. This can also help us read the book easier and more fluently because we have a better understanding of what is happening in the book. Now I am going to hand out notecard with different punctuation on them. When you get your card, please think quietly about what the punctuation is and if you saw it in the book. The teacher will pass out notecards to the group with different types of punctuation on them. Thank you for waiting quietly for everyone to get a card. Ok, so a period (points to mark on whiteboard) is at the end of a sentence to show that it is just a normal sounding sentence and to take a short pause after reading it. So if you have a period on your notecard, please come up to the front of the classroom with me. The few students that have that notecard will come to the front of the class. All of my period people, I am going to have you practice a sentence with that punctuation at the end. The teacher will pull sentences from the book The Pigeon Wants a Puppy! with a period at the end and the teacher will demonstrate how the sentence should be read in a normal voice and stops at the end of the sentence. Wow, these students read the sentences perfectly! Please have a seat. Now I need my exclamation marks to stand up and come to the front of the class. You all have the important job to make sure we know that you have a lot of emotion from your sentence. Whether it is anger or excitement, sentences with an exclamation point at the end need enthusiasm. The teacher will do the same thing, only finding sentences with exclamation points instead. Last but not least, I need my question marks to come to the front! You all have the job of letting us know the sentence you are

reading is not just a regular sentence, but that you are asking a question. The way you can do this is to make your voice go up at the end. Listen to our friends read some questions. The students will read the sentences with a question mark at the end. You all did such a good job reading your sentences, it made me believe that you are actors and actresses! Actors and actresses have a lot of emotion behind their voice to make people believe and understand the scene they are acting out. If they spoke a sentence with a period, it would be just a normal sentence without much change in their voice. If they read a voice with a question mark, their voice would go up at the end so that viewers can tell they are asking a question without it being written down on paper. Now you can always tell when an actor or actress uses an exclamation point because they raise their voice louder and read with more emphasis and it can show the emotions of excitement or even anger. Turn and talk to a partner and tell them your favorite actor or actress and talk about if they are good at speaking with emotions. Students will share different famous people and discuss if they are fluently reading their scrip with expression. This allows them to make a connection to the outside world. I heard some really good names, and I know what they all have in common. When they read what the author of the show writes for them, the use question marks, periods, and exclamation points to determine the tone of their voice to help use better comprehend the scene. I have a rubric to hand out to you all. Teacher passes out rubric. Can someone raise their hand and tell me what level, 1-4, that they think the actors would have to be able to read the script? Thats right, a 4! They would use the punctuation to help me know how to read the story, so that it sounds right and makes sense. They will also read with expression so that it sounds interesting and makes sense- both characteristics of a level 4 reader. So does everyone see how the author of our book and even authors of movie scripts uses these marks to help us know what to make our voice do?

II. Opportunity for Practice: Who wants to be an actor or actress when they grow up? Who thinks they would be able to read the written story, or the script, fluently with lots of expression? Well, now its our turn to practice! I hire all of you to star in my next big movie, "The Pigeon wants a Puppy!"- Originally written by Mo Willems. I want you and a partner to grab the first different script of "The Pigeon wants a Puppy." The first script only has periods as punctuation. You and your partner will read through the script in a regular voice without too much emotion. Let's see if this is the kind of script we want for our movie. Please spread out across the room and use your inside voices. Students will spread out across the classroom with a partner and the first script. Students will read the story and realize that there is not much emotion or excitement behind the text. Wait for students to finish. If some students finish early, have them admire the illustrations in the book, also done by Mo Willems. Hmm, should I hire these types of actors for my show? Why or why not? Students will say no because there wasn't much emotion behind it and it was easy to not comprehend the story because people wouldn't be able to tell if they had a question or were excited. Is this how our favorite actors and actresses are? No. Let's try script number two, how the story is actually written, with lots of punctuation. Students will split back up into pairs and read the script with the appropriate emotions based on punctuation. WOW! That's it. You are all hired for the movie!! What amazing acting and expression my class has! I am so proud of you all. I heard the correct emotions for periods, question marks, and exclamation points. III. Assessment Now lets look at this fluency rubric. We have used rubrics in the past and know that we have a goal we are trying to achieve. For this assessment we are going to put our acting skills to the test in a readers theater. Lets all read together the goal for this assessment: (together) Student read the script with confidence and expression, made gestures and good eye contact, and used props to add to the

performance. The teacher will continue to read with the students the different levels of the rubric. Now, I will be calling you up to my desk to read me one more script. And take one guess on the author of this one. I'll give you a hint: It's the same author who wrote the book we read. That's right! Mo Willems, so we can expect lots of different punctuation. I will call two of you at a time and one person will be Gerald and the other will be Gerald. You can pick a prop from my prop box to help your acting. I will be bird 1. The teacher will call the pairs of students up to her table to do the readers theater and see how they use punctuation to add emotion and if it is read fluently. The teacher will show them the rubric so they know what they need to work on. Teacher will have other children doing literacy centers or reading time during the assessment. IV. Closure: Can I get thumbs up if you think you can use punctuation to help you become a better actor or actress? Wow, I guess Ill be seeing a lot of you on the big screen! We want to keep our goal of reading fluently and smooth but now we want to challenge ourselves to looking at punctuation and adding emotion to the story. This is important to learn, even if we are not going to be the next Hannah Montanna or Zac Efron.

Materials and Resources: Notecards with period, question mark, exclamation point Book: The Pigeon Wants a Puppy, by: Mo Willems Copy of the book written in script form with only periods Copy of the book written in script form with correct punctuation

Reader's theater: There is a Bird Fluency rubric

Differentiation Strategies (including plans for individual learners):

H- Have students read a more complex story and see if they can maintain expressive reading while comprehending the longer and more in depth story line.

L- Keep focusing on one sentence at a time. Make sure they understand the different types of punctuation and can use it one sentence at a time.

There is a Bird on Your Head! By Mo Willems Readers Theatre Adapted by Mrs. Eley Characters: Piggie Gerald Bird 1 (girl) Bird 2 (boy)

(Bird 1 flies and lands on Geralds head.)

Gerald: Piggie!!! Is something on my head?

Piggie: Yes. There is a bird on your head.

Gerald: There is a bird on my head? Aaaaaaaaagghhh!!!

(Bird 2 flies and lands on Geralds head.)

Piggie: Now there are two birds. They are in love!

Gerald: The birds on my head are in love?

Piggie: They are love birds!

Gerald: Love birds! How do you know they are love birds?

Piggie: They are making a nest, and laying eggs.

Gerald: I do not want eggs on my head.

Piggie: Then I have good news! The eggs are hatching! Now you have 3 baby chicks, two birds, and a

nest on your head.

Gerald: I do not want 3 baby chicks, two birds, and a nest on my head!

(Birds 1 and 2 do not listen to Gerald.)

Piggie: Where do you want them?

Gerald: SOMEWHERE ELSE!

Piggie: Try asking them to go somewhere else.

Gerald: (nicely) Excuse me, birdswill you please go somewhere else?

Bird 1: No problem.

(Birds take their nest to Piggies head.)

Gerald: It worked! Thank you, Piggie! Thank you very much!!!

Piggie: (mad) You are welcome

THE END