Lesson Planning of Questions / Punctuation Marks

 

Lesson Planning of Questions and Punctuation Marks

Subject English

Grade 1^st

 

Students` Learning Outcomes

• Use questioning words: who, what, where, when, and why.
• Comprehend and respond to simple wh- questions.
• Use am, is, are, in short sentences to identify and describe a person, place, and thing e.g. I am…..
• Recognize and use a full-stop at the end of a question.
• Recognize and use a question mark at the end of a question.
• Recognize and use exclamation mark with words or statements showing emotions.

Information for Teachers

• As you move forward with this lesson plan, make sure to repeat the learning from the previous activity.
• While teaching the lesson, the teacher should also consult with textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk/marker, duster, textbook

Introduction

• Ask students if they could meet Shahid Afridi, what 3 questions they will ask him (or any other personality, depending on their interests)
• Tell them that we ask question questions to get information, because we like to find things out.

Development

Activity 1

• Ask the students to answer some simple questions of ‘what’. Tell them that you are going to ask something and they have to answer. The teacher may write these questions on the board.
• The questions may be:

1. What is in my hand?
2. What is on the table?
3. What do you have in your hand?

• These questions help the students understand the function of the question word. Use proper intonation for questions. Help them see the difference in the way we read a sentence that ends with a full-stop and one that ends with a question mark.
• Point out the punctuation mark? Ask/tell them why there is no full stop at the end of this sentence.
• Ask a few students to volunteer to ask ‘what’ questions.

Activity 2

• Ask the students to answer some simple questions of ‘when’. The teacher may write these questions on the board or bring a chart of the questions.
• The questions may be, as;

1. When do you get up?
2. When do your summer holidays start?
3. When is your birthday?

• These questions help the students understand the function of the question word. Use proper intonation for questions.

Show capitalization

• Point out the punctuation mark. (?)
• Ask/tell them why there is no full stop at the end of this sentence.
• Ask students to use ‘what’ and ‘when’ in connected questions, as;

1. When is your birthday?
2. What presents do you want on your birthday?

• This will help them revise the learning from the last activity.

Activity 3

• Ask the students to read the text having information of things and time. The text should be selected in such a way that simple questions of ‘what’ and ‘when’ are / can be answered.
• Ask the students to think about the function of ‘what’ and ‘when’ and answer the questions starting with ‘what’ or ‘when’.
• Write questions in students` notebooks and ask them to write the answers using capitalization and correct punctuation.
• Ask them to copy questions from the board/textbook to get practice in writing the symbol for a question, as; (?)
• Ask students to use ‘what and when’ in sentences.

Activity 4

• Ask the students to read the text having information answering the questions of ‘who’.
• Select a picture from the lesson in which some persons are present somewhere in the room, in the park or somewhere else.
• Prepare questions like:

1. Who is this?
2. Who has a blue cap?
3. Who can jump?
4. Who has come?

• These are sample questions. The teacher should prepare questions according to the pictures they have selected for this activity. The students may answer, as;
• A boy is sitting on the sofa. They may not be able to tell their particular names. Accept common names for the activity of pictures.
• Ask students to write the answers in their notebooks.
• Ask students to use ‘who’ in sentences.
• Ask students to answer ‘what’ ‘when’ and ‘who’ questions that are connected, to revise learning from the last two activities, as;

1. When is you birthday?
2. What presents do you want for your birthday?
3. Who will you invite to your birthday party/who will be the first person to wish you Happy Birthday!

Activity 5

• Repeat similar activities for ‘where’ and ‘why’

Activity 6

• Prepare a chart of questions and their answers given in the above activities.
• Ask the students to write the mark at the end of questions in their notebooks taking cues from the question words practiced earlier.
• Provide the students some questions and statements without punctuation marks at the end. Ask the students to recognize the questions and put question mark at the end.
• Now ask the students to observe answers to the questions. Ask the students to write the mark at the end of each answer in their notebooks.
• Provide the students some questions and statements without punctuation marks at the end. Ask the students to recognize the statements and questions and put question mark or full-stop at the end.
• Now ask the students to observe first letter of questions as well as answers. Ask the students to write the first letter of questions as well as that of answers in their notebooks. Tell the students that first letter of questions as well as that of answer (statement) is written with a capital letter.
• Provide the students some questions and statements without capitalization in the beginning and punctuation marks at the end. Ask the students to recognize the statements and questions and put question mark or full stop at the end. Ask them to capitalize first letter of every sentence.

Activity 7

• Ask the students how they will announce if there is a fire in the room: how will they say ‘fire’. Give other examples, ask them if they see someone after a long time, how they greet them etc. other examples:

1. My cat is gone!
2. The little boy cried!
3. How pretty! (Pointing to something pretty)
4. Don`t jump from the chair!

• Point to the exclamation mark, tell them that this mark tells us that we will say something with a lot of emotion: as; It can be happiness, anger, fear, etc.
• Repeat a few times. Ask the students to read the same text with emotion and see the exclamation mark.

Activity 8

• Use am, is, are, with different substitution and pointing words in short sentences to identify and describe a person, place and thing e.g. I am….
• For description of a person, provide a situation e.g. on telephone, to the students in which one student is asking another student some questions written on a card. The conversation may take the following form.

• Tell them that in a description, you talk about what you see in a person, place, animal or thing e.g. height, weight, colour of skin, eyes, hair, etc.
• Ask the students to repeat the dialogue with the other boys/girls. Complete the dialogue and write description. Draw and colour.
• For description of an animal, show a picture of a cat and ask questions to describe it. The first question may be, as;
• What is this?
• The answer will be as; “It is a cat”
• What is its name?
• The answer will be, as; “Its name is Dolly”. And so on, the students will repeat the description of the cat.
• Repeat the procedure with a picture of two cats: as;
• What are these? (The answer will be, as; these are cats)
• What are their names? (The answer will be, as; their names are Dolly and Billu, etc.)
• For description of a place show a picture of a room / park and ask the students to describe it by asking questions. The first question may be, as;
• What is this? , is it a big? And so on.
• Students compile answers to write a description and draw and colour it.
• Repeat the process with pictures of two or more objects, as;
• What are these? (The answer will be, as; these are trees)
• Are they green or yellow? (The answer will be, as; these are green, etc.)
• After writing description, underlines “am, is, and are”. This activity will help to understand the use of “is, am, and are”.
• Ask students to note that the initial letter of the first word of a sentence and the initial letter of the names of people, pets and places are capitalized.
• Now ask students to write description of their friend/pet or a place, and draw and colour it.

Conclusion / Sum up

• Ask students to role play: one student has just joined the school, and the other is asking him/her some questions. Help them to prepare question beforehand.

Assessment

• Use the follow-up activity to assess student`s progress.
• Teacher is also required to involve the students in the solving the problems given in the exercise at the end of unit/chapter.

Follow up

• For all ‘wh’ question activities, encourage students to create their own questions and ask the rest of the class.
• Encourage students to use two kinds of ‘wh’ question together, as;
• What is in this big blue box? Who brought it here?
• Continue to give students practice in the use of ‘is’, ‘am’, ‘are’, by giving fill in the blanks for homework or as classwork.