We Remember the Holocaust
Katie O'Malley

Daily Oral Language

Teacher of the Lesson: Katie O'Malley
Lesson Topic: Daily Oral Language
Grade Level: Fifth
Approximate Time: 20 to 30 minutes

Objectives:

  1. Students will apply grammar, punctuation, and capitalization rules to correct sentences (taken from the novels on the Holocaust) on the board.
  2. Students will defend their corrections with support from the rules orally for the class and teacher.

Materials:

Procedures:
Introduction --

  1. Before the students come into the building, write/draw the incorrect sentences and analogies on the board in white chalk. [These sentences will focus around the theme of the Holocaust, taking quotes from both reading books.]
  2. When the students enter the room in the morning, instruct them to begin working on their sentences and analogies for the first ten minutes prior to Music or P.E. class.
    [This exercise will only be done for two weeks of the three and a half week unit.]

Sequence of Instruction --

  1. As routine, upon return from the bathrooms, direct the students to sit down, take out their assignment, and switch papers with someone around them.
  2. Ask for volunteers to start off the discussion. Call on students for each mistake. Correct the mistake using a different color of chalk.
  3. Once the student has identified and corrected the error, probe them with the questions:
    Why? How come? How did you know that?
    What rule or convention told you that this was wrong and here is the correct way to do it?
  4. The student will respond with an answer. If the convention is a more difficult or oftentimes confused one, then intrigue the students further by asking:
    Does everyone agree with what [BLANK] said? Does it make sense to you?
  5. Continue through all sentences and analogies using the same method. Take note to monitor everyone's level of participation. In the case that an individual is not giving full attention, it may be appropriate to call on them to regain it.
  6. Upon finishing the sentences and analogies, add up the number of mistakes in the first two sentences only (the last two don't count, they are for critical thinking). Instruct the students to score the papers and double check to make sure the author's name is at the top. Direct the students to pass the papers forward and across.

Closure --

  1. Direct the students into the next activity for the day. [Current Events]

Evidence of Achieving the Objectives:

  1. Students will apply the conventions with 70% of accuracy or better. Check the papers for evidence of this.
  2. Students use the rules correctly and can show evidence to support this.

Adaptations:

  1. For the student who is a slower learner, a typed version of the sentences will be given to them so that they can focus more of their efforts on correction and less on writing out the sentences.

Reflection:

Daily Oral Language
(Each day these sentences are written incorrectly on the board in white chalk. Later the sentences are corrected as a whole
class using colored chalk to fix the errors.)

4/7/97 -
kirsten mama said soothingly you know it ain't a Fish stores
"Kirsten," Mama said soothingly, "you know it isn't (wasn't) a fish store."

seeing that He was not taking her serious hannah decided their were nuttin else too do but go along
Seeing that he was not taking her seriously, Hannah decided there was nothing else to do but go along.

4/8/97 -
should me leave them or took them to fayges village with us
Should I leave them or take them to Fayge's village with us?

please dont woken my children mama requested again there are no need to frighten little ones
"Please don't wake my children," Mama requested again. "There is no need to frighten little ones."

4/9/97 -
together the soldiers strolled threw the car glancing at passengers stoping hear and their two ask a question
Together the soldiers strolled through the car, glancing at passengers, stopping here and there to ask a question.

in lublin she began thinking of new rochelle i live in a house that has eight rooms and the toilets is inside the house
"In Lublin," she began, thinking of New Rochelle, "I live in a house that has eight rooms and the toilets are inside the house."

4/10/97 -
papa fayge said turning to him what is those automobiles and trucks doing in front of the shul
"Papa," Fayge said, turning to him, "what are those automobiles and trucks doing in front of the shul ?"

youre parents are really city people isnt they annemarie said
"Your parents are really city people, aren't they?" Annemarie said.

4/11/97 -
are the weather good four fishing henrik papa had said
"Is the weather good for fishing, Henrik?" Papa had said.

the men down their she cried out desperately there not wedding guests
"The men down there," she cried out desperately, "they're not wedding guests."




On the following page you will find the worksheets explained in the adaptations section of the Daily Oral Language lesson.


Daily Oral Language
4/7/97 -
kirsten mama said soothingly you know it ain't a Fish stores






seeing that He was not taking her serious hannah decided their were nuttin else too do but go along




Daily Oral Language
4/8/97 -
should me leave them or took them to fayges village with us







please dont woken my children mama requested again there are no need to frighten little ones




Daily Oral Language
4/9/97 -
together the soldiers strolled threw the car glancing at passengers stoping hear and their two ask a question






in lublin she began thinking of new rochelle i live in a house that has eight rooms and the toilets is inside the house




Daily Oral Language
4/10/97 -
papa fayge said turning to him what is those automobiles and trucks doing in front of the shul








youre parents are really city people isnt they annemarie said



Daily Oral Language
4/11/97 -
are the weather good four fishing henrik papa had said







the men down their she cried out desperately there not wedding guests






Return to the Holocaust Unit page
Return to the 96-97 Lesson Plan page