L4+Stubbs,+Catherine

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:**Ms Stubbs **__Lesson #:__ 4 __Facet:__ Explanation** **__Grade Level__****: 9-10** **__Numbers of Days:__ 2** **__Topic:__ Demonstrate the use of grammar in everyday writing.**

**__PART I:__**

**__Objectives__** Students will understand that learning grammar will help them to communicate effectively outside of the classroom. Students will know nouns, verbs, adverbials, participles, prepositional phrases, independent and dependent clauses, sentence structure, verb placement, the use of phrases, and parallel structure Student will be able to know why it is they are learning grammar and they will know how important it is to have proper grammar in order to accomplish such tasks as a job interview or while writing a professional template for a job. Product: Zoho Notebook

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** Common Core State Standards Content Area: Language Grade Level: Grade 9-10 Domain: Conventions of Standard English Standard: Demonstrate command of the conventions of standard English grammar and usage when speaking

**Rationale:** Students will meet this standard by understanding that grammar will help them to communicate effectively outside of the classroom with the use of creating a story that deals with all of the aspects of grammar they have been taught throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Assessments__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will use quickwrites in the classroom to demonstrate if they remember the material that they need to know in order to complete their short story and to complete their Zoho Notebook. I will give the students a random prompt question that has to do with an aspect of grammar that they have previously been taught. They will then be given 5 minutes to explain what aspect of grammar is being demonstrated in the prompt and why they think that.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After the students finish their quickwrites, I will ask them how they believe they did on it. I will then see if any students had problems with a particular quickwrite and tell them that they will need to go back over it on their own time. If I notice that many students had trouble with one specific quickwrite, I will go over that aspect of grammar again for a different class, as a little review.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Zoho Notebook (200 points):** This is the final product after the students post their blog entries. Students will use the program Zoho Notebook to post the final product from their short stories from their blogs. The Zoho Notebook has tabs on the side and on each tab, the students will write what parts of grammar are found in that page of the Notebook so as to make it easier to tell where they are in the story. The final product of their story will involve every part of grammar that was taught to them in the unit so as to create a full understanding of how to use the parts of grammar and what they are.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Technology:** Online Zoho Notebooks will be used for students to post their stories on that they have been creating throughout the unit from their blog entries. The Notebooks allow students to create tabs on certain pages of their stories which will indicate what part of grammar is being used in that particular page of the story. The Notebooks will be the final project that the students will use for their blogs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Creative Writing:** Students will use creative writing when they are finishing up their short stories from their blog entries. Their short stories can be about anything they wish to write about as long as it is appropriate.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be using the Story Map 3 organizer which they will use in order to organize their short story before putting it onto their Zoho Notebooks. Students will also use the Numbered Heads activity in which students will be put into groups and each student in a group will be given a number. The teams will be given a series of questions and students will have to talk amongst their groups in order for everyone to know and understand the answer to the questions. I will then ask one of the questions and say a number as all of the students who have that number then have to give the answer. This activity makes sure that all students know what the types of grammar are that we have been learning about throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will work individually on their stories since it is the ones that they wrote on their own in their blog entries. They will be responsible for their own story map organizer as well as their final Zoho Notebook product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** We will create an organization web on the board to help students organize their story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students will create a song about a story from the beginning to the end in order for them to organize it better when they start to write it up. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** We will organize a story by basing the organization on how a tree grows from the seed, to the trunk, to the branches, to the leaves, and then to the apples. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** We will read a short story aloud as a class and students will have to find out which part is the introduction, the different topics, and then the conclusion and how they are written to fit the story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Body/Kinesthetic:** We will demonstrate the organization of a story based on the human body. The feet can be the introduction, then the legs, the torso, the arms, and the head can finish as the conclusion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students can write down from the start of their day to the end of their day to understand the organization of a story from the introduction to the conclusion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Modifications/Accommodations__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Absent students will need to check in with me when they get back into school. I will go over with them what we did in class and have a handout ready for them to take home.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Extensions__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Type II technology:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Online Notebooks will be used for students to post their stories on that they have been creating throughout the unit from their blog entries. The Notebooks allow students to create tabs on certain pages of their stories which will indicate what part of grammar is being used in that particular page of the story. The Notebook will be the final project that the students will use for their blogs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Gifted Students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Gifted students can create pictures onto their Zoho Notebooks and can add in more than just the required parts of grammar into their story.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Materials, Resources and Technology__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Laptops
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Prompts for quick writes
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">List of Questions for numbered heads activity

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Source for Lesson Plan and Research__** http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf Graphic Organizer: Story Map 3.

https://notebook.zoho.com Zoho Notebook site where students will need to post their stories.

http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Numbered Heads Together Activity

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__PART II:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Teaching and Learning Sequence__ (Describe the teaching and learning process using all of the information from part I of the lesson plan) //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 1
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I will ask the class how they believe life would be like if everything was written in incomplete sentences with dependent clauses, phrases, and fragments. I will then show them an example that I created of a news article that is only made up of incomplete thoughts and sentences and ask them to read it aloud.(10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">We will go over the story as a class and what they students found about grammar in the story (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I will give the students a quickwrite about one part of grammar that they should already know about (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I will hand out the Story Map 3 organizers and have them take the time to organize their story onto it from their blog (40 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 2
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be put into teams and we will do the number heads activity (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">We will go over the quickwrites that we did in class and I will go over any material that students had difficulty with (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will then log onto Zoho Notebook and familiarize themselves with the program (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students can begin working on their Notebooks(10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will understand that learning grammar will help them to communicate effectively outside of the classroom. This will help students to know why it is they are learning grammar and they will know how important it is to have proper grammar in order to accomplish such tasks as a job interview or while writing a professional template for a job. Students will demonstrate command of the conventions of standard English grammar and usage when speaking. For the hook for this lesson, I will start by asking everyone how they think the world would be if everything was written using sentence fragments such as dependent clauses and phrases where not everything is explained. I will have them have a discussion over it with me and the class. I will then bring up an example that I made where I create an article that is just made up of sentence fragments and then a short story that is made up of only sentence fragments. I will then read both examples aloud and have them look at them and we will then discuss what was read. I will then ask them how they believe they think they could make both examples better. Students will have the option of acting out the story to the class in order to get them moving and up out of their seats. I will also show the story and the article that have the mistakes on them on a projector or smartboard and have the students come up to the board and fix the mistakes they think are present.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook Tailors:** Visual, Intrapersonal, Interpersonal, Verbal, Kinesthetic

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know nouns, verbs, adverbials, participles, prepositional phrases, independent and dependent clauses, sentence structure, verb placement, the use of phrases, and parallel structure (see content notes). Students will use the story map 3 organizer in order to organize their story based on the different segments of it that they wrote in their blog posts throughout the unit. They will need to organize their story so that it makes one complete and coherent short story from beginning to end while keeping in mind which parts of grammar they used in each segment of their story. They will then use their story maps to transfer their story to their Notebook already having situated it in an organized fashion. The numbered heads together activity will also be used before the students write their stories onto their Notebook in order for them to gain a complete understanding of all the material that has been taught in the unit. Students will be put into teams of four and each team member is then given a number 1 through 4. Each team will be given questions over all of the grammar that has been taught in the unit and each team member will need to be able to answer each question, so that if I was to ask a question and then call out the number 2, every student given the number 2 will be able to answer the question. This activity will let the students explore more about the material that has been taught to them as I will ask them certain questions pertaining to the parts of grammar that they have been taught and every question will be slightly different. Students will also have to do quick writes during class periods and they will not know ahead of time when these quick writes will take place. By randomly giving out quick writes during class over the parts of grammar that<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> have been taught throughout the unit, I will be able to see if the students have a complete understanding of what has been taught to them. I will give students a prompt at random during class about what they know/remember about a specific part of speech that has already been covered in class and the students will have to write as much as they know in a period of 5 minutes. I will then ask them how they think they did and tell them that if some of them had trouble over a specific quick write that they should go back over the material. If there are many students that have trouble with one specific quick write in general, then I will plan accordingly to teach another class over it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Equip, Explore, Rethink, Revise, Tailors:** Intrapersonal, Intrapersonal, Visual, Verbal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will have to organize their own short stories into a sequence that makes sense to them and to the reader. They will need to organize their stories in the story map 3 handout where they will have to give the order of events that occur in their story as well as write what grammar is being demonstrated in each section. Students will need to organize their story by themselves as they put the order that they want the events in their story to play out. In their story, every part of grammar that has been taught in the unit must be demonstrated an used properly. When students do the numbered heads together activity, they will know all of the material that must be in their story as they will randomly be asked questions over the material that they must be able to answer.Students will be able to know why it is they are learning grammar and they will know how important it is to have proper grammar in order to accomplish such tasks as a job interview or while writing a professional template for a job. During the hook of the lesson, when the idea of fractions being the only sentence structure that is used in the world, students will already begin to understand why grammar is important in the outside world if they wish to communicate properly and professionally with others. This project is not a team project, so students will not need to be in groups. The only time students will need to be in groups will be when they do the numbered heads together activity where they will be randomly placed in a group of four, probably out of a hat or bucket. All groups must contribute in this activity because I will be asking them questions over the material they should already know and they must work together in order to get to the right answer. In order to make sure that the students are learning the material that they were taught throughout the semester, I will be doing a quick write randomly during class periods that will be about the parts of grammar that they should have in their short stories. I will then be checking over their short stories to make sure that every student understands the material. This final product that is their short story will be given to them at the halfway point in the unit in order to give them plenty of time to work on it. They will be able to go back to their story and tweak it any time between the time they begin to write their blog entries, to the time that the story is due. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Explore, Experience, Revise, Refine, Tailors:** Intrapersonal, Interpersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be able to self assess themselves during the numbered heads activity as they can work together in their groups and answer the questions that are given to them individually. They can then go back through their stories and blog entries to see if they did everything correctly and correctly demonstrated the parts of grammar that were taught every week. After the students finish their quickwrites, I will ask them how they believe they did on it. I will then see if any students had problems with a particular quickwrite and tell them that they will need to go back over it on their own time. If I notice that many students had trouble with one specific quickwrite, I will go over that aspect of grammar again for a different class, as a little review. This lesson will help students to figure out and get ideas on how to create their final product in the unit which is for them to create a song that deals with an aspect of grammar and how they can teach it through a song. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Evaluate, Tailors:** Interpersonal, Muscial

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Content Notes__**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Independent clause:** a clause in a complex sentence that can stand alone as a complete sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Example: **He was cute.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//He was cute,// only in a tough looking way //-//- complex sentence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Dependent clause:** a clause that cannot stand alone, is not a complete thought. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Example: **Only in a tough looking way** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">He was cute, //only in a tough looking way//. -- complex sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">"Only in a tough looking way" leaves the reader wondering who or what is only in a certain way.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Noun:** A person, place, thing, or idea.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verb (action and linking)**: Action verb such as "run", "jump" "fly" which all involve movement. Linking verb such as "is" links together phrases of a sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Example: **Keila <span class="special_02">is a shopaholic.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span class="special_02">Ising isn't something that Keila can do. <span class="special_02">Is connects the subject, <span class="special_02">Keila, to additional information about her.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Prepositional Phrase:** A phrase consisting of a preposition, its ob ject which is usually a noun or a pronoun, and any modifiers of the object <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Example: **In the weedy, overgrown garden** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">In = preposition; <span class="special_02">the, <span class="special_02">weedy , <span class="special_02">overgrown <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">modifiers; <span class="special_02">garden = noun.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Parallel Structure:** In grammar, parallelism is a balance of two or more similar words, phrases, or clauses in a sequence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Example: **Mary likes hik ing, swimm ing , and bicycl ing .** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">In this sequence, all words must end in --ing.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Participles:** participles come in two varieties: past and present. They are two of the five forms or //principal parts// that every verb has. They have three functions in sentences. They can be components of multipart verbs, or they can function as adjectives or nouns. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Examples: **Our pet alligator <span class="special_02">ate Mrs. Olsen's poodle.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span class="special_02">Ate = simple past tense [no participle]. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**With a broom, Mrs. Olsen <span class="special_02">was beating our alligator over the head in an attempt to retrieve her poodle.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span class="special_02">Was = auxiliary verb; <span class="special_02">beating <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> = present participle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Our pet alligator <span class="special_02">has been stalking neighborhood pets because my brother Billy forgets to feed the poor reptile.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span class="special_02">Has =auxiliary verb; <span class="special_02">been = past participle; <span class="special_02">stalking = present participle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Our pet alligator <span class="special_02">should have been eating Gator Chow, crunchy nuggets that Billy leaves for him in a bowl.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"><span class="special_02">Should, <span class="special_02">have =auxiliary verbs; <span class="special_02">been = past participle; <span class="special_02">eating = present participle.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Adverbials:** an adverbial is a group of words that functions in the same way as an Adverb. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Example: **Before the play, we met up in a pub near the theatre.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">'Before the play' functions in the same way as an adverb of time such as Yesterday, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Rubric

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//__Learning Styles__//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Clipboard://** Students who learn by organizing will need to organize their short story into an actual short story that has an obvious beginning, middle, and end. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Microscope://** Students who need to dig deeper into their work will be able to know and understand how they want their story to go before they post it to their Zoho notebook. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Puppy://** Students who learn best by socializing with others will be able to collaborate with their peers when doing the numbered heads together activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Beach Ball://** Students who learn best when they are given choices will need to choose how they would like to organize their story and if they would like to add a video or picture in with their story on their Zoho notebook. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** All of these learning styles will be addressed through this lesson because the lesson involves students using different learning styles in order to complete their task of blogging about what they learned and then creating a story out of it. Every student will then be addressed and will be able to learn to the best of their ability through this lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Content Knowledge://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know nouns, verbs, adverbials, participles, prepositional phrases, independent and dependent clauses, sentence structure, verb placement, the use of phrases, and parallel structure. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">These topics will be covered with the use of blogging over the unit and then creating a story over what they blogged about. It will also be covered with the use of peer collaboration during the numbered heads together activity and their own self assessment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//MLR or CCSS://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Content Area: Language <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Domain: Conventions of Standard English <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Standard: Demonstrate command of the conventions of standard English grammar and usage when speaking

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will meet this standard by understanding that grammar will help them to communicate effectively outside of the classroom with the use of creating a story that deals with all of the aspects of grammar they have been taught throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Facet://** Students will be able to explain what they learned about grammar throughout the unit by demonstrating what they were taught through thier own short story which they will give evidence of the parts of grammar they learned.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** This standard will be met when students use what they know about the parts of grammar they were taught and create a short story that demonstrates all of the parts of grammar that they learned throughout the unit. They will then be explaining their knowledge of the parts of grammar through their story.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** We will create an organization web on the board to help students organize their story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students will create a song about a story from the beginning to the end in order for them to organize it better when they start to write it up. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** We will organize a story by basing the organization on how a tree grows from the seed, to the trunk, to the branches, to the leaves, and then to the apples. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** We will read a short story aloud as a class and students will have to find out which part is the introduction, the different topics, and then the conclusion and how they are written to fit the story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Body/Kinesthetic:** We will demonstrate the organization of a story based on the human body. The feet can be the introduction, then the legs, the torso, the arms, and the head can finish as the conclusion. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students can write down from the start of their day to the end of their day to understand the organization of a story from the introduction to the conclusion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Type II Technology://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Online Notebooks will be used for students to post their stories on that they have been creating throughout the unit from their blog entries. The Notebooks allow students to create tabs on certain pages of their stories which will indicate what part of grammar is being used in that particular page of the story. The Notebook will be the final project that the students will use for their blogs.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** All of the MI strategies can be addressed in this lesson and will be if a student seems to be having a difficult time learning the material.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Formative://** Students will use quickwrites in the classroom to demonstrate if they remember the material that they need to know in order to complete their short story and to complete their Zoho Notebook. I will give the students a random prompt question that has to do with an aspect of grammar that they have previously been taught. They will then be given 5 minutes to explain what aspect of grammar is being demonstrated in the prompt and why they think that.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Summative://** Students will be creating short stories onto Zoho Notebook. Their short stories will demonstrate how well the students know the material that they learned throughout the unit and if they are able to demonstrate and explain what they learned through the use of their short story. On each page of the short story, students will need to label what part of grammar is being represented and then be able to show where that part of grammar is being demonstrated in their short story by making it stand out to the reader and bolding it. The final product of their story will involve every part of grammar that was taught to them in the unit so as to create a full understanding of how to use the parts of grammar and what they are.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** This lesson involves different types of assessments that will demonstrate what students will know with the knowledge they are given. The assessments will be able to let students assess their own work with their peers and make sure that each of them understand the parts of grammar that have been taught to them throughout the unit. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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