English Punctuation. Content Area: English, Grammar, Phonics.

English Punctuation. Content Area: English, Grammar, phonics. Grade Level:8th Grade Overview of Lesson: The students will be introduced to 30 to 40 punctuation symbols and be expected to understand and repeat their meaning and association Learning Objectives: The purpose of this lesson is to enhance the English speaking and writing skills of these underdeveloped students in order to increase their ability to communicate. Target Student Group: 8th Grade Hispanic Girls Key Content Concepts: Symbols, communication, grammar, logic, rhetoric, social cognition.

Rationale for Instructional Remediation Strategy and Universal Design Principles: Universal Design for Learning (UDL) Materials Required for Lesson: Paper, pen, pencil, chalk chalkboard, classroom, 45 minutes. Instructional Steps For Conducting The Lesson: Introduction to Lesson; 3 min Practical Application Demonstration 3 min Lecture; 14 min Class Participation 15 min Quiz 5 min Discussion/Conclusions 2 min Part 2 Assessment Rubric Action Pts Grade Student participated in class, took an active interest in learning. Scored above 90% on quiz. 5 pts Grade B Student took an active role in participation. Scored between 80% and 90% on quiz 3.

Grade C Student did not participate in class. Scored between 80%-90%. 2 pts Grade F Scored below 80% 0 pts Part 3 Question 1 The research associated with this module has introduced to me that importance of imagination and creativity within the art of teaching steeped in the science of education. The target group selected is 8th grade Hispanic girls and developing a more empathetic understanding of their situation has made me a better student and teacher.

Universal Design of Learning theory applied to ESL lessons are helpful in reaching out to these types of students. Sahin (2003) agreed: "more teachers need to become familiar with Universal Design techniques in order to embrace and use it so that they can instruct and support ESL students in an inclusionary setting." Question 2 Improvement is almost inevitable when the concepts of UDL theory are applied in an ESL situation.

This is due in most part to the subjective nature of language and communication which may require a subjective or individual routine to help bring about this knowledge and understanding. What is needed is more experiments and more efforts to applying these ideas to see if they can.