Lesson 3: Ortografía y Pronunciación - Los Signos de Punctuación
Duration of Days: 2
Lesson Objective
Objectives (SWBAT): * SWBAT correctly apply the inverted question mark (¿) and exclamation point (¡) at the beginning of phrases.
SWBAT identify and use the dash (la raya) for dialogue and the comma (la coma) for list-making and parenthetical statements.
SWBAT produce sentences with proper stress and intonation based on the punctuation cues provided.
¿Cómo cambian los signos de puntuación el significado y el tono de lo que escribimos? (How do punctuation marks change the meaning and tone of what we write?)
¿Por qué es importante el uso de los signos de apertura (¿ ¡) para el lector? (Why is the use of opening signs important for the reader?)
Standard 1.3 (Presentational): Students demonstrate command of written conventions in their compositions.
Standard 4.1 (Comparisons): Students compare and contrast the punctuation systems of Spanish and English (e.g., the use of the dash vs. quotation marks for dialogue).
Lesson Description: This section provides a technical look at how Spanish differs from English in its written structure. It covers the "sandwich" method of using opening and closing signs (¿ ? and ¡ !), the use of the comma (often used more frequently in Spanish than English), and how punctuation affects the prosody (rhythm and pitch) of spoken Spanish.
Purpose: The purpose of this section is to refine the students' orthographic precision. Proper punctuation is a marker of advanced literacy. By mastering these signs, students ensure their written messages are interpreted with the correct tone and emphasis, preventing the "English-style" punctuation that often lingers in lower levels.
Level 1: Recall Identify --> Students identify punctuation marks in a text and name them in Spanish (el punto, la coma, los dos puntos).
Level 2: Skill/Concept --> Correct & Edit --> Students take a "naked text" (text with no punctuation) and insert the correct signs to make it readable.
Level 3: Strategic Thinking --> Differentiate --> Students read two identical sentences with different punctuation (e.g., ¿Quieres comer, abuela? vs. ¿Quieres comer abuela?) and explain the change in meaning.
Support (Scaffolding): Provide a Punctuation Cheat Sheet that compares English vs. Spanish side-by-side.
Extension (Challenge): Have students transcribe a recorded conversation, focusing specifically on using the dash (la raya) for changes in speakers instead of quotation marks.
Auditory/Oral: "Punctuation Reading" – Students are given a script and must "over-act" the intonation (rising for questions, falling for statements) to see how punctuation dictates voice.
Selected formative and summative assessments from the SENDEROS VISTA SUPERSITE.