L2+Stubbs,+Catherine

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

** LESSON PLAN FORMAT **

**__Teacher’s Name__****:** Ms. Stubbs **__Lesson #:__** 2 **__Facet:__** Application **__Grade Level__****:** 9-10 **__Numbers of Days:__** 3 Days **__Topic:__** Understand that parallel structure, clauses, and phrases create clearer and more detailed sentences.

**__PART I:__** **__Objectives__** Student will understand that parallel structure, clauses, and phrases create clearer and more detailed sentences Student will know sentence structure, verb placement, independent clauses, dependent clauses, and parallel structure. Student will be able to do create clearer sentences with the use of parallel structure, clauses, and phrases. Product: ComicLife

**__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 how to use phrases, clauses, and parallel structure to create clearer sentences in their writing and they will know how to use phrases, clauses, and parallel structure by demonstrating how they create clearer sentences in their comic on ComicLife.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Assessment__** <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 the give one, get one exercise in order to gain a deeper understanding of what they may think about the use of parallel structure, clauses, and phrases and what their classmates also think about how they work. They will write a response to a prompt that asks them how they feel about the parts of speech mentioned and will then have to meet with a partner to discuss what both of the students wrote in their response, thus creating a better understanding of what was taught to them. The class will then hand in their responses to the prompt after already meeting with a peer and I will then comment on their assessment.

<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;">Students will write a response to a prompt that asks them how they feel about clauses, phrases, and parallel structure and how they think each part of speech is used and what they are used for. The will then meet with a partner to discuss what they each wrote about in their responses and compare them, thus creating a better understanding of what was taught to them. Once finished comparing, the students will hand in their responses to the prompt to the teacher and the teacher will comment on their assessment. The teacher will hand the response back to the students for next class so they can see if they were correct in their understanding of phrases, clauses, and parallel structure so that they will be able to create their comics correctly.

<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;">**•Comic Life (100 points):** Students will make a digital comic showing an understanding between clear and unclear sentences with the use of independent and dependent clauses as well as phrases. They will create characters in the comic and put them in a scenario where they will be demonstrating how unclear sentences effect conversations and understanding of what is being said. The characters will be made up, but they can be taken from pictures that are found on the internet. The conversation the characters have in the comic must be related to that of grammar so that if a student was to look at the product they will be able to tell the difference of what happens when using unclear sentences versus clear sentences.

<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:** ComicLife will be used by the students as they create comic stories that demonstrate their knowledge of how clauses, phrases, and parallel structure create clearer and more detailed sentences. Students will be assessed on their knowledge of these parts of speech by their peers and the teacher in order to check that they have a full understanding of what they are and how to use them before their comic is due in class. Students can go back through their comic in case they feel they did not complete the project correctly and correct whatever they feel they may have done wrong in demonstrating how phrases, clauses, and parallel structure create clearer and more detailed sentences.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Art:** Students will use their creativity and art in their comics by finding pictures online or make their own pictures for the characters in their comics. They can use background color and/or images to let their peers get an understanding of the setting of the comic and what it is that their characters are doing.

<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 use a story map (2) to map out how they will create their ComicLife and what it is they will include in their comic. They must create a story in their comic in order to demonstrate how parallel structure, clauses, and phrases, give more detail in their writing. Students will fill out in class as a team the setting of the comic, where it takes place and when it takes place. They will then figure out who will be the major characters of the story and who will be the minor characters using fictional characters and not themselves as that would not be very creative. They will then figure out the problem that will occur in their comic that will demonstrate the idea of how parallel structure, phrases, and clauses create clearer and more detailed sentences. Students will then have to come up with and create a sequence of events that happen in the comic that demonstrate the problem and how it can be fixed. There needs to be at least 2 events that must occur in the comic that have to do with parallel structure, phrases, and clauses (all three do not have to be used in each event). Students must also have an outcome or a conclusion to what was learned based on the events and problem and thus conclude their comic.

<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 be in groups of 3 to 4 people. The teacher will determine who will be in groups by dividing them based on what they wrote in their responses about what they think parallel structure, phrases, and clauses are and how they are used. The teacher will put people who seem to be having a difficult time with the parts of speech with others who seems to know exactly what they are and how to use them. This will give the students that are having a more difficult time with the material a chance to get a complete understanding of it by working with other students who seem to have a good understanding of it. Each student in the group will have to work together to determine what they would like to do for their comic and will be given class time to work together and organize their thoughts as a group. Once they determine their idea, they will need to come up with a team name and then fill out their story maps. They will fill out their story maps in class and once they feel like they have their story map completed, they will need to show the teacher and have the teacher approve their idea and story map. The students will then work in their groups to determine who will do what in the project. There needs to be at least one narrator (can be two) and there needs to be at least 2 characters (can be three). The two characters will need to create who they will be and what their job will be in comparison with the other characters. The narrator must explain the setting and what is happening outside the dialogue.

<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;">**Verbal**: We will write down sentences some that use and others that do not use the types of speech that were learned and then they can compare them to gain a better understanding of how they create clearer and more detailed writing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: We will discuss things that students they have read or witnessed that have to deal with more details and clearer writing because of clauses, phrases, and parallel structure such as books or newpapers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** We will describe the setting outside using phrases, parallel structure, and clauses to give more detail to what they are seeing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students can form into groups and create a story with each person focusing on using one part of speech. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**: Students form into groups and are given a sentence that has one part of speech whether it be parallel structure, phrases, or clauses, and will then draw a picture that they believe represent that sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: We will listen to audio that have sentences with the three different parts of speech and will then be able to identify them.

<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;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Plan for accommodating absent students:** Students who are absent will have to read online what I posted about the lesson that was taught on the day that they missed or will need to check the folder for their class where I will put photocopies of the lesson plans for that day as well as worksheets and handouts for that class. They will be responsible for the work that they missed and will need to complete it as soon as possible. They will need to come see me before class the next day they are back in the school so I can help them to explain tell them what it is that the project is that they missed and have them get caught up to speed with the rest of the class.

<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:** ComicLife will be used by the students as they create comic stories that demonstrate their knowledge of how clauses, phrases, and parallel structure create clearer and more detailed sentences. Students will be assessed on their knowledge of these parts of speech by their peers and the teacher in order to check that they have a full understanding of what they are and how to use them before their comic is due in class. Students can go back through their comic in case they feel they did not complete the project correctly and correct whatever they feel they may have done wrong in demonstrating how phrases, clauses, and parallel structure create clearer and more detailed sentences.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Gifted Students:** Students who need more of a challenge with this assignment will be asked to incorporate sentence structure and other parts of grammar that have already been taught thus far in the unit. The can add them into their comics along with clauses, phrases, and parallel structure.

<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;">Laptops
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">ComicLife
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Story Map
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Notebook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Pencil/Pen

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://www.winportal.com/comic-life?utm_source=google&utm_medium=cpc&utm_campaign=sistema&utm_term=download%20comic%20life&utm_content=javi%20Comic%20Live <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Download of ComicLife if students do not have it on their computer

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Story Map print-offs that the teacher will need

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://www.youtube.com/watch?v=CyW_Ji2DUgA <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">ComicLife tutorial.

<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;">The classroom will be set up in clusters in order to make it easier for the groups to work on their project together during class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">This lesson will take 3 Days

<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;">Teacher will go over and discuss what the students already know about clauses, phrases, and parallel structure. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will go to the grammar vandal website. Will discuss what pictures are wrong and why. What will make them correct? (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will go over and do the Give One, Get One exercise. Tell the students the prompt questions. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will write down their responses to the prompt questions on a piece of paper. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will partner up and compare their responses with those of their partner. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will collect the responses from the students and ask any questions they might have over them and bring up some important points of what was in the questions. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Tell them what materials they will need for next class. (5 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;">Teacher will go over last class and the grammar vandal website as well as the students responses. Review. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will download ComicLife if they do not already have it. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will watch the ComicLife tutorial. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be separated into their groups based on their responses to the prompt questions. Will come up with their team names. (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will individually explore around ComicLife and will create their own comic at least one page but can be more. (40 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will need to hand in their comics whether they are finished or not, will need to have at least one page of it printed out for participation credit. Teacher will give brief description of project. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Day 3
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will sit in their groups and teacher will discuss the project. Hand out the checklist and story map. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students work in groups of five and do the jigsaw activity. Will end up back with their groups with fresh ideas. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Groups will work together to fill out their story maps of what their project is going to be and will organize their projects. (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will have to check with the teacher to make sure that their project meets the basic criteria and that they are on the right track (This will be happening within the 30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher will put a demonstration of a good story map up for people to see in order for some groups who may be having a hard time to fully understand what is expected of them. Teacher will explain the filled out story map. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will then work on their projects with their groups. Can ask questions to the teacher if needed. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Any final questions before they are set out on their own to finish their projects. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After this lesson students will understand that parallel structure, clauses, and phrases create clearer and more detailed sentences. This will help students to realize that using and learning these types of speech such as phrases, clauses, and parallel structure, will enable them to create clearer and more detailed sentences. This is also an important concept for students to know so that when they graduate from school and find jobs in the real world, they will know how to write and talk correctly. If they have to write something for their job such as a memo or a letter, they will know how to form complete and grammatically correct sentences with their knowledge of how to use phrases, clauses, and sentence structure. Students will be able to use more description in their writing by forming sentences with parallel structure that will flow when it is read or being said. Having a sentence flow is a key part of understanding what someone is trying to say and by students knowing what phrases, clauses, and parallel structure is, they will be able to make their sentences flow with the intent of their audience being able to understand what they are saying. Detail and clarity will be evident in students writing once they have been able to grasp the concept of being able to correctly use clauses, phrases, and parallel structure in their writing. The teacher will introduce to the students the website called [|the grammar vandal]. This website gives real world examples of how bad grammar can be found on street signs or on the pavement or any where in the outside world. People take pictures and post them on the website to show off the evidence of the use of bad grammar that they have found and then the grammar vandal posts his thoughts about the picture. Students are going to look at some of the many pictures on the website and the class will go over them by finding out what is incorrect about the picture and the how it can be fixed. This exercise will help students to become more familiar with how bad grammar gives an impact on the real world and how even in an advertising standpoint, people will not want to go into a store that has a misspelled billboard because they start to judge how the store may be on the inside if the people selling the products cannot use correct English. This exercise also gives students the idea of bad grammar is used all the time around country and connects to the idea of their comic and how they must incorporate instances of the usage of bad grammar through a series of events. This website gets the students thinking about how bad grammar influences the outside world as well as the website demonstrates what the students might be able to do for their comic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook Tailors:** Verbal, Visual

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know from this lesson what a dependent and independent clause is. They will also know what parallel structure and phrases are in a sentence. The will know what each of these are and they will know how to use them in order to create clear and detailed sentences in their writing. This lesson will create a better understanding for students for how good grammar and bad grammar both influence the world outside the classroom and how it is important for students to have clarity in their words and writing so that others can understand what it is they are trying to say.The Give One, Get One exercise will be used to determine what the students have already learned and what has been taught to them about parallel structure, clauses, and phrases. They will each need to respond to the prompt questions that will be given to them during class about how well they know phrases, clauses, and parallel structure and how/why they are used. They will then partner up with another person in the class and both students will go over what they wrote in response to the prompts and how their responses are different or similar. Students will then hand in their responses to the teacher who will look over what they wrote and from there, will determine who will be in groups with one another for the ComicLife project. Students will use a story map in their groups for their projects. They will be given them right after their groups are determined by the teacher and after they have picked a group name. They will have to create a story map for their group comic based on what they want to have happen to their fictional characters in the comic and how those characters will demonstrate the idea of how clauses, phrases, and parallel structure create better clarity in sentences. Students will have nearly a whole class period in order to fill out their story maps with their groups and will have to show the teacher once they are done so that the teacher can approve their idea and know that they are on the right track to completing their comics. Students will also use the Jigsaw exercise and will separate into groups of 5. Each group member will be experts on one type of grammar and will teach it to the other group members. They will then meet up with another student from the other groups that are teaching the same type of grammar and can discuss what they believe is important. They will later go back to their original groups and teach more about their specific part of speech. This will help students to better get an idea of what it is they are trying to demonstrate in their comics and this will also help them to get ideas on how to set up their comics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Equip, Explore, Rethink, Revise, Tailors**: Verbal, Visual, Intrapersonal, Interpersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">In the jigsaw exercise, students will have to be grouped into groups of five. Each person in the group will be given a specific type of grammar to know such as an independent clause, a dependent clause, a prepositional phrase, parallel structure, and sentence structure. Each student will need to try and describe what their part of speech is to their group to the best fo their knowledge. Once they have done that, the students will need to meet with the other students in the other groups who have the same part of speech as them. Those students will then discuss what they know about that specific part of grammar. Once they have discussed and each given their different opinions, they will then meet back with their original groups and tell them what they have learned, gaining knowledge for themselves, as well as their group members. Students will also need to use their story map that they created in class and that they got approved by the teacher to create their comic. The story map is the outline of the groups comic and if the comic changes, the changes must also be made to the story map as the story map will also be graded in with the final comic. Students will need to write down in the story map who the characters are going to be and what they are going to be doing in the comic. They will also need to have a main idea in all of the events that are going to take place in the comic as well as the problem that will occur. The problem will need to be in relation with the events that happen, that is to say that the events that happen must some how go along with how the problem was caused and/or how it will be solved. The students then need to come up with a conclusion for their comic which must describe how their comic as a whole demonstrates how phrases, clauses, and parallel structure and how they are incorporated in the world outside of the classroom. Students will be able to apply what they have learned about phrases, clauses, and parallel structure to correctly, creates clarity and detail in sentences. They will need to apply what they have learned in the classroom to their comics by being able to show what can happen when phrases, clauses, and parallel structure are used incorrectly. Students will be grouped based on what they had responded to the prompt questions that were given out to them the class before. The students who seemed to misunderstand most of what was asked of them in the prompt will be grouped with students who seemed to understand what phrases, clauses, and parallel structure were based on their responses. This will insure that students who did not fully understand the prompt will be able to learn more about it when they are able to work with students whose responses were more accurate. There will need to be at least two characters in the comic and they must be fictional characters. Two students will have to be in charge of these characters and will have to pick out who they are going to be and figure out what each character is going to do in the comic. They will need to give them names and identities in order to make their roles in the comic clear to the audience. There can be no more than three characters and all three characters must have roles in the comic that play a significant part of what the problem is that occurs in the story line and how it is solved. There needs to be one group member who will be the narrator of the comic and who will need to explain to the audience where and when the comic takes place and what happens in the comic when the characters are not talking. All group members will be expected to help with the creation of the actual comic on comic life as the students with inal ideas they may have about their comic by using their story map and mapping out what it is they want their comic to be about.their own character will need to create them either using a picture online that is not copyrighted or by making their own character.Students will have the opportunity to change any orig <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Explore, Experience, Revise, Refine, Tailors:** Visual, Verbal, Kinesthetic,

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will always be able to go back through what they originally wrote down on their story maps edit and revise their ideas when they change about their comic. During the third class, students will be filling out their story maps and will have to show the teacher their completed ideas before the end of the period. The teacher will also be sure that students know how to use ComicLife by giving them some time during a class period to create at least one page of a comic that they can make up. Students will have to print out their comic and hand it in to the teacher so that they know if the student knows and has familiarized themselves with the program. The project as a whole will help students to understand more clearly why grammar is important in the outside world and why it should be taught to them. Projects and assignments after this one will be based off of the knowledge that students already know how to use phrases, clauses, and parallel structure in order to create clear and detailed sentences. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Evaluate, Tailors:**

<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;">Students will know parallel structure, clauses, and phrases and how to correctly use them in everyday language. They will know how to demonstrate the correct and incorrect use of clauses, phrases and parallel structure when they create their comic on ComicLife.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Parallel Structure: Words in a [|series] appear in parallel grammatical form: a [|noun] is listed with other nouns, an [|//-ing// form] with other //-ing// forms, and so on.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Clauses (Subordinate): Is not a complete thought and is considered to be a fragment. May have a subject and a verb, but usually has a word in the beginning of the clause such as “because” or “when” that leaves the reader needing more information.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Clauses (Independent): A complete thought and is therefore a complete sentence. Has a subject and a verb and can be followed by a subordinate clause to create a compound sentence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Phrases: Missing either a subject or a verb or both. Is considered a fragment. Is just a series of words that do not make a complete thought and therefore cannot be called a sentence.

<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;">Checklist
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Story Map
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Prompt Questions

<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://** The teacher will have instructions of what the students are expected to do written down on the board in the front of class everyday so that students who need to see what is going to happen next will be able to. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Microscope://** Students will be able to research what it is that they want to do for their comic and will be able to organize it out using the story map. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Puppy: Students will be working in groups and will have to get along and collaborate with their peers for the comic project to be a success. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Beach Ball://** Students will be given the chance to work on their project in the classroom or to work on it on their own. They will also be given the choice of what they would like their comic to be about. <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 this lesson involves students using different learning styles in order to complete their task of creating a comic that demonstrates the use of unclear sentences versus clear sentences in the outside world. Every type of student will be addressed and will therefore be able to learn to the best of their ability in 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;">**//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;">**//Facet://** Students will have to apply what they learned in this topic to the world outside the classroom. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** This standard will be represented when students use the ComicLife application to demonstrate unclear sentences versus clear sentences and how they work in the real world. Student will need to apply what they learned about this topic of clear and unclear sentences to the outside world using their comic to demonstrate what they think will happen.

<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;">**Verbal**: We will write down sentences some that use and others that do not use the types of speech that were learned and then they can compare them to gain a better understanding of how they create clearer and more detailed writing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal**: We will discuss things that students they have read or witnessed that have to deal with more details and clearer writing because of clauses, phrases, and parallel structure such as books or newpapers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** We will describe the setting outside using phrases, parallel structure, and clauses to give more detail to what they are seeing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Interpersonal:** Students can form into groups and create a story with each person focusing on using one part of speech. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual**: Students form into groups and are given a sentence that has one part of speech whether it be parallel structure, phrases, or clauses, and will then draw a picture that they believe represent that sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical**: We will listen to audio that have sentences with the three different parts of speech and will then be able to identify them.

<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;">ComicLife will be used by the students as they create comic stories that demonstrate their knowledge of how clauses, phrases, and parallel structure create clearer and more detailed sentences. Students will be assessed on their knowledge of these parts of speech by their peers and the teacher in order to check that they have a full understanding of what they are and how to use them before their comic is due in class. Students can go back through their comic in case they feel they did not complete the project correctly and correct whatever they feel they may have done wrong in demonstrating how phrases, clauses, and parallel structure create clearer and more detailed sentences. <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 used 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://** In this lesson, the students are assessed using the give one, get one exercise. Students will be given prompt questions in which they will have to respond to them according to what they think and know. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Once the students are done with their responses, they will hand them into the teacher who will then assess how much they have learned based on what they wrote in their responses. The responses will also be how the teacher organizes the group for the comic project. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Summative://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**•Comic Life (100 points):** Students will make a digital comic showing an understanding between clear and unclear sentences with the use of independent and dependent clauses as well as phrases. They will create characters in the comic and put them in a scenario where they will be demonstrating how unclear sentences effect conversations and understanding of what is being said. The characters will be made up, but they can be taken from pictures that are found on the internet. The conversation the characters have in the comic must be related to that of grammar so that if a student was to look at the product they will be able to tell the difference of what happens when using unclear sentences versus clear sentences. 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].
 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> This lesson involves different types of assessments that will demonstrate what students know with the work and knowledge that they are given. The assessments will be able to let students check their understanding of the material with their peers as well as with their teacher through the answers the students gave on their prompt questions. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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