Grade: 5 Size of Group: 28

Special Education Classification: Autism Spectrum, ADD/HD, Learning Disabilities

Curriculum Area or Learning Domain: ELA/Writing
Specific Lesson/Skill Taught: Quotations
Behavioral Objective: In a classroom setting, the children will identify quotes from an excerpt
from popular childrens novels with 80% accuracy. Given the short paragraph example, the
students will place the quotation marks correctly 8 out of 10 times.
Curriculum Rationale: The students have been working together in class to improve their
reading and writing skills. In this lesson, the students will take notes on the rules of quotations.
They will work independently to find quotes from popular childrens novels. Then, they will
come together in groups to discuss their findings. In the future, they will build upon this
knowledge because they will be able to identify dialogues within the materials they read.
IEP Goals:

One student will attend to task during this lesson.

One student will relate and speak to other classmates in a positive manner.
One student will look for proper grammar usage found in the text. This will help them
with their own writing in the future.

NYS Common Core Standards:

5.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
Technology Component: In this lesson, the SMARTboard will be used to present a teacher
made Prezi that the students will take notes on.
Materials:

SMARTboard
Computer
A teacher made Prezi
Excerpts from:
Grahame, K. (2005). The wind in the willows. New Jersey: Townsend Press Inc..
Riordan , R. (2005). The lightning thief. New York, NY: Hyperion Books.

Rowling, J. K. (1997). Harry potter and the sorcerer's stone. New York, NY: Arthur
aaaaaaaA. Levine Books.
Sachar, L. (1998). Holes. New York, NY: Frances Foster Books.

Printer paper
Pens
Constuction Paper
Index Cards

Development/ Procedures:
Introduction: I will start by standing in front of the class and writing the word quotation.
Then I will ask some volunteers to say what they feel relates to the word. Students could say, You
see them in books or Thats what people say. I will write the things that they say on the
SMARTboard. I will finish this introduction by saying, Boys and girls I love what we have on
the board so far! When we read stories or magazines and we see people talking, we know this is
a spoken part because of quotations! And that boys and girls is what we will be discussing today.
Instructional Strategies:
1. I will show a Prezi while the students take notes.
2. When it is time to move on to the next slide, I will say, put your thumbs up to indicate to
me that we are ready to move on to the next slide.
3. In this presentation, I will explain the rules that apply to quotes within a text.
4. Slide 1. I will review the definition with the class. I will say, when we read any sort of
conversation in literature, we are reading different quotations.
5. Slide 2. I will review quotation marks and their purpose. I will show an example of a
sentence with a quotation mark. I will also show a sentence that is not a direct quotation.
I will explain the difference by saying; We know a direct quote because the person who
says it is identified before or after. With this example that is not a quotation, who was the
person who said it? How do we know they said it?
6. Slide 3. I will review proper capitalization and punctuation with the students. I will ask
questions like, Why is it important that we capitalize the first word within the quote? or
Do we still add punctuation in our quotes? In this slide I will also explain, quotation
marks and quotations are like a family. The quotation marks are like the parents and
everything in between are like the children. The quotation marks keep their family safe,
including the punctuation!
7. Slide 4. The presentation will also have examples that follow the rules and will show the
students what is and what is not an acceptable quotation. This will give the students the

opportunity to come up to the SMARTboard and answer some of these examples. I will
say, boys and girls when we use the SMARTboard we need to be respectful, listen to our
friends, and no talking when others are up on the board.
8. Next, I will introduce their group activity (Slide 5). This activity is called A Quotation
Jigsaw. In this culminating activity, the children will work independently, at first, to
identify missing quotation marks within an excerpt from a popular childrens book. They
will use the rules that we discussed together, to help guide them in this activity. For
example:
They all have nicknames, explained Mr. Pendanski. However, I prefer
to use the names their parents gave them- the names that society will recognize
them by when they return to become useful hardworking members of society
(Sachar, 1998).
9. After they have finished finding the quotations, they will meet in expert groups that I
assign. In these groups, the children that have the same stories will discuss their answers
and how they arrived to them. The groups will meet throughout the classroom. I will
provide an answer sheet to each group.
10. At this time, I will also float from group to group. I will be observing the process, as well
as, assist any groups that need further help.
11. Finally, they will go back to their original tables. They will tell their tables about what
they have read in the short excerpt.
12. While the students are discussing, I will be passing around index cards.
Closure: When it looks as if every group is finishing up with their discussions I will say to the
class, Okay now boys and girls I know how amazing and brilliant we are at finding quotation
marks in texts so lets show off our skills. I will reveal their last task. On the Prezi I will have one
final sentence that they will need to correct. They will write their name and their newly fixed
sentence on the index card. I will finish by collecting them.
Assessment:
Short Term Assessment: The students will examine the importance of quotation marks when
reading different types of literature. If they do not meet the criteria, I will meet with a small
group later in the week.

Long Term Assessment: Next week, I will create a teacher-made poster and the class will have
to come up with rules and examples that can be written on the poster. The poster will be
displayed in the class.
Assessment of NYS Standards: The New York State Common Core Standards, 5.L.2, will be
accomplished during the lesson. The students will examine texts without quotation marks to see
the importance of having this punctuation in the text.
Adaptive Procedures:
1. The majority of the students will use the criteria of 8/10 when answering the handout. For
some students I will change the criteria to 6/10 correct.
2. For the children who may have some trouble with the lesson, I will keep some quotation
marks in the excerpt to help remind them what they are looking for (Holes).
3. For the students who need to be challenged, the excerpt will be longer and all the
quotations will be taken out (Harry Potter and the Sorcerers Stone).
Self-Evaluation:
This lesson was my observation lesson. This lesson was also the reminder for me that
teaching was not only my future career, but my passion. I was proud of myself because I was
able to educate students who are passed the elementary school level. I thoroughly enjoyed myself
while I taught this lesson. I also found that the students seemed to enjoy themselves and were
genuinely sad when it was over.
For this lesson, I wanted to reinforce the usage of quotation marks in literature. I also
wanted to show the students the importance of quotation marks, especially when they are not
there anymore. The goals I had during this lesson were accomplished and the students seemed to
grasp the idea quickly. The lesson was paced at the speed of the students. I was able to see how
they were doing while we were taking notes because I told them in the beginning of the lesson to
hold their thumbs up when they were done writing. The students used this strategy throughout
the lesson and it helped me because I was able to meet the needs of my class.
For this lesson, I do not think I would change anything-content wise. I would however,
change one aspect of my lesson. This is for me personally as a teacher. During the lesson, when
the children were in groups I was unable to spend some time with one student. This student is
known to have some difficulties is class. As I was teaching, I was fortunate enough to have the
cooperating teachers, as well as the aid, and myself going around to each group assisting the
students. Each group had one adult present at all times. This was great because if any groups had
any questions they were answered right away. What I realized later on after the lesson was that
because I was focusing on every group having an adult I was unable to have a conversation with

this student while the other groups were discussing. After my lesson when I was talking to the
observer, I made it a point to bring this up. What I have learned from this lesson is that if I feel I
should quick check on a student I should go with that instinct and do it.
Overall, this lesson went better than I could ever imagine. I was so proud of myself and
the cooperating teachers could not say enough encouraging things to me before and after I
taught. I will definitely use this lesson in the future. I will also use the Jigsaw method because
I love how the students were able to teach one another. This lesson is one that I will never forget.