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Home Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard10 **Teachers know the subjects they are teaching. **  The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

**Evidence1:** Sentence activity from Quotation Lesson Plan

**Rationale 1:** I created this lesson for my sixth grade English class to review the rules for using quotation marks in writing. A few days before the lesson, I had students write sentences about themselves and others in the classroom that use dialogue. I chose a few of the sentences and placed the dialogue in different parts of the sentence. I printed and cut out the individual words and punctuation marks for each sentence and placed them in envelopes. On the day of the lesson, I grouped students in teams of four and gave each team an envelope with the same words and punctuation marks. I then read a sentence with dialogue outloud. Students had to arrange the words and punctuation marks correctly based on what they heard. Teams “buzzed in” on a Jeopardy like button and I checked to see if they had the sentence punctuated correctly. I displayed the correct answer on a SmartBoard so students could visually check their answers. I then used the same words and phrased the sentence with dialogue differently than the first time, so the quotation marks and commas changed positions. This lesson was kinesthetic because the students had to manipulate the words and punctuation marks. It was auditory because they had to listen to me read the sentence, and it was visual because they could see and check their answers on the SmartBoard while I was reading outloud. The students worked collaboratively in groups to show that they understood the rules for writing dialogue in sentences. This lesson was a fun, interactive way for my students to practice using the rules for writing quotation marks that they learned. I was able to integrate technology using the Jeopardy style buttons that students “buzzed in” on and the SmartBoard for students to check their answers. Student motivation was very high during this lesson because they were working in teams to see which group could “buzz in” first. I believe it was a very successful lesson because the sentences that I was reading were written by and about students in the classroom and because it was interactive and collaborative. I learned that connecting the sentences to my students made the lesson more meaningful to them. 1.K. 2 The teacher understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. This lesson allowed students to practice using proper punctuation for using quotations in writing in a meaningful way. It was more meaningful than completing a worksheet. The sentences were about the students themselves; this motivated students. Students had to listen carefully to decipher which part of the sentence was dialogue and then arrange the words and punctuation accordingly. 1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings. This lesson reached all students because it utilized multiple learning styles. Students worked together to share their knowledge of writing quotations and corrected one another. 1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. Teaching students how to write quotations was important for my unit that requires the students to write and illustrate a childrens book. When teaching about reading text with dialogue outload, I emphasized how to read the speaking parts with a different voice. My students shared their favorite childrens books with each other and practiced changing their voices to reflect when a character in the book was talking. During this lesson, I enthusiastically read the sentences and changed my voice to indicate when the dialogue was taking place in the sentence. We discussed the importance of reading to young children outloud and memories we have from when someone read to us. When my students completed their childrens books, we took a trip to one of the district’s elementary schools and read our childrens books to first graders.