Lesson Plan:

Once Upon a Question Mark

4.0 based on 4 ratings
March 21, 2016
by Nekeisha Hall
Download lesson plan
March 21, 2016
by Nekeisha Hall

Learning Objectives

Students will use question marks effectively in oral and written language.


Introduction (10 minutes)

  • Pass out the Summer Camp worksheet to your students.
  • Read the passage aloud, not using inflection as you read.
  • Discuss the missing punctuation marks. For example: How would the story sound if I used a question mark here? How does punctuation tell us to read?
  • Show students the symbol for the question mark.
  • Instruct them to write the symbol in their notebooks.
  • Explain that a question mark is used at the end of an asking sentence.

Explicit Instruction/Teacher Modeling (15 minutes)

  • Write a list of question words on board, such as why, how, and when.
  • Have students generate a list of question sentences beginning with one of the question words listed.
  • Record your students' sentences on the board.
  • Encourage students to read sentences with correct intonation and pitch.

Guided Practice/Interactive Modeling (15 minutes)

  • Give your students cards with a question mark.
  • Explain that they will listen to some sentences and raise the question mark card when they hear an asking sentence.
  • Make up various sentences, and have students respond by raising the question mark card if it is an asking sentence.

Independent Working Time (20 minutes)

  • Write different types of sentences on board, modeled after the ones on the worksheet.
  • Instruct students to write these sentences in their notebooks and put a question mark where appropriate.



  • Enrichment: Give students the Summer Camp 2 worksheet to complete. Have them fill in the blanks with the correct punctuation marks.
  • Support: Instruct students to complete the Question Words worksheet to become familiar with common question words.


Assessment (5 minutes)

  • Circulate and offer help where needed.

Review and Closing (5 minutes)

  • Invite students to explain what they have learned.
  • Have students come up with sentences, and direct them to take turns marking the sentence with a partner.

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