L4+Kiley,+Daniel

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

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Kiley **__Lesson #:__** 4
 * __Facet: __** Interpret
 * __Grade Level __****: **9th-10th **__Numbers of Days:__** 7 days
 * __Topic: __**Syntax and Diction

Student will understand that syntax and diction creates a vivid picture of a narrativeStudent will know narrative vocabulary (dialogue, experience, character, etc.) and terminology (diction, syntax, etc.)Student will be able to evaluate diction and how it can enhance/hinder their narrative.Product: Vlog**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**Common Core State StandardsContent Area: Language ArtsGrade Level: 9th-10thDomain: WritingStandard: Text Type and Purpose: //Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences//**Rationale:** Being able to identify poor diction and syntax from better worded sentences as well as well-structured sentences will help students effectively create detailed events and characters as well as developed experiences. **__Assessments__**
 * __PART I: __**
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section I – checking for understanding during instruction**Students will be given a survey where students will decide which diction is better in different situations. Students will also use the Give One, Get One to check each other’s understanding of good diction/syntax and bad diction/syntax.**Section II – timely feedback for products (self, peer, teacher)** Give One, Get One will provide peer feedback as well as self-reflection for students.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be creating Vlogs about examples of good diction/syntax and examples of bad diction/syntax.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Groupings__** **Section I - Graphic Organizer & Cooperative Learning used during instruction**Problem-Solution charts will be used for students to write examples of bad diction and bad syntax, then formulate solutions to make it stronger.Numbered Heads Together will be used. Students will be put into groups of three. I will give the group examples of bad usages of diction and syntax, and then ask them to provide better examples. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Section II – Groups and Roles for Product****__Differentiated Instruction__****__MI Strategies__****Verbal:** Students will write examples of good diction and bad diction on a wiki.**Logical:** Students will use a graphic organizer to group examples of good diction and bad diction together.**Visual:** Students can draw out any signs they have seen that contain bad diction or bad syntax. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Modifications/Accommodations__****//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.//**Plan for accommodating absent students:** If students are absent from class, I will send them an email explaining what they missed and what is due for next class. It is also mandatory that when students come back that they meet with me so we can discuss our plan to bring the student up to par. If any quizzes or tests are missed, students are allowed to make up the quiz up to one class after they return.
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Technology:** Vlogs will be created. Many students use these tools to express themselves to the world around them, so I have turned the use that will express the knowledge of students as well as give them an opportunity to share their knowledge to the rest of the world.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Grammar: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be choosing correct words as well as structuring proper sentences which will help them write better.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Bodily Kinesthetic: **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will act out idioms as well as construct sentences using word blocks.**Musical:** Students will create a musical melody listing examples of good and bad diction.**Intrapersonal:** Students will keep a blog of examples of good and bad diction.**Interpersonal:** Students will get into groups of three and discuss among themselves how diction can enhance or hinder a narrative.**Naturalist:** Students will give examples of good and bad diction using nature (i.e. The ocean is blue=bad, The ocean swirls with a mixture of green and blue=good)
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**Type II technology:** Vlogs will be created. Many students use these tools to express themselves to the world around them, so I have turned the use that will express the knowledge of students as well as give them an opportunity to share their knowledge to the rest of the world.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For gifted students, I will have them find a real example in their community of bad diction/syntax. This will show me that they can recognize the difference between good and bad diction/syntax, and it relates back to the real world.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 4 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 5 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 6 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Day 7 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will understand that syntax and diction creates a vivid picture of a narrative. At the beginning of class, I will handout a pre-assessment survey that involves diction and syntax. There will be a variety of different sentences containing different words and structure, and students will decide which sentences display the best diction and syntax. Once the survey is completed, I will go over the correct answers. Afterwards, I will start teaching a phony lesson using poor word choice and sentence structure. I want my students to see and hear the difference of my word choices and sentence structure. Once they realize it, I will explain why it is important to properly articulate words and construct well-structured sentences. After this, we will begin a discussion about real life examples of bad diction and bad syntax. The reason for this is because I want students to start thinking of times where they see cases of bad grammar in the form of diction and syntax. Students can draw out any signs they might of seen, or search on the Internet to back up their claims.**Where, Why, What, Hook Tailors:** Verbal (Discussion), Intrapersonal (survey), Visual (image of sign) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know what syntax and diction means, as well as passive and active voice, parallel structure, when to use who and whom, [|inflated phrases], and idioms (see content notes). At the beginning of the second day of class, I will be introducing passive and active voice, parallel structure, who and whom, inflated phrases, and idioms. With some of these concepts (like idioms and parallel structure) I will have students physically involved in the activity. With the parallel structure, I will have different styles of blocks that represent nouns, verbs, etc., and ask students to build a tower trying to use the different blocks to show that you cannot have verbs with nouns and so on. With idioms, I will have students act out the literal meaning of the [|idioms], like "Under my wing." I will then give students a practice sheet that asks them to identify any mistakes and correct them using the knowledge they just gained. For the last half of class, I will ask students to formulate questions over the concepts for a quiz. Having the students be a part of the creation of the quiz will not only help them gain understanding, but also give them autonomy so they feel like their views matter. Next class, after the students have their quiz they created, I will have students create a Vlog account and explain to them that at the end of this lesson they will be creating Vlogs about bad diction/syntax. I will handout the rubric for the final product, and then move on to the next part. Students will be given a Problem-Solution chart and then asked to think of examples of bad diction and bad syntax, and then create solutions to fix them. Once they have completed this, they will be paired and partake in a Give One, Get One activity where each student will share their example of bad diction or syntax and how they fixed it. If students feel like their examples do not show how to correct an example of bad diction, they are allowed to change it.**Equip, Explore, Rethink, Revise, Tailors:** Bodily Kinesthetic (blocks and acting out idioms), Verbal (notes), Intrapersonal (Problem-Solution chart), Interpersonal (Give One, Get One), Logic (Problem-Solution chart).Students will be creating Vlogs involving bad diction/syntax and good diction/syntax. The Vlog must be at least 5 minutes long with at least two examples of bad diction and their corrections, and two examples of bad syntax and their corrections. Students, at the end of the unit, will be creating their own narrative. I want them to be aware of the word choices and sentence structures they use, because I want their stories to be well-written. It will be explained that sometimes authors use poor diction and syntax for effect, but for the sake of proper usage, I will address that they will make sure everything is used correctly. Students will be able to evaluate diction and how it can enhance/hinder their narrative. As students partake in the classroom activities, I will monitor the process to make sure all students are participating and staying on task. Students will be grouped however they choose, as I am allowing them to choose their partners for the Give One, Get One activity. In this activity, students have a chance to rethink their understanding of proper diction and syntax, and revise any examples they feel are not adequate. When they are grouped, students will be learners as well as teachers. They will listen when their partner is explaining their examples, and will teach their partner about their example when it is their turn to share. Students will take part in a quiz that they created to show their learning about different concepts, including idioms, parallel structure, and who and whom.**Explore, Experience, Revise, Refine, Tailors:** Bodily Kinesthetic (Vlog), Verbal (Vlog), Intrapersonal (Problem-Solution chart), Interpersonal (Give One, Get One).Student will able to self-reflect during the Give One, Get One activity. Once they hear other students' examples, they have a chance to revise their own work if they feel like their examples are wrong. Throughout the entire lesson, I will be providing students with feedback. I will meet with students once they complete their scripts and provide them more examples and ideas to make their script better. During class time when students are creating their vlogs, I will also help them and answer any question they have about the Vlog or script. All the homework, quizzes, and Vlog all relate to the final project students will be creating. When constructing a narrative, it is important to realize and master syntax and diction, otherwise the readers will be confused and uninterested. I want my students to see the important of creating structured sentences and proper word choice, because not only does it help them create well-written stories, but is also a life skill that will help them with anything and everything.**Evaluate, Tailors:** Interpersonal (Give One, Get One), Verbal (Quiz)
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">List all the items you need for the lesson. ////<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Laptop ////<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Microphone //**__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**//<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">List all URL and describe. //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;"> [] provides examples of bad diction in real life situations. [] describes the use of passive voice which can cause a lot of diction problems in formal writing. [] explains what inverted syntax is. [] Examples of idioms [] and [] Inflated Phrases and other mistakes.**__PART II:__** **__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','serif'; font-size: 16px;">Pre-Assessment: I will handout a survey with different types of diction and syntax in certain situations and ask students to choose which one they feel is stronger in each situation (10 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook: After survey, I will begin teacher but using poor word choices in my lesson. I will sound unprofessional, but not inappropriate. I will also structure my sentences incorrectly as well. After a little while I will example to them how important it is that words are used properly in the real world as well as in writing (30 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We will have a discussion about diction as well as syntax for the rest of class. Discussion will involve the importance of proper word choice and any examples students have seen. The reason for this is because students will be creating their own vlog about diction and syntax, so I want them to start thinking about bad diction and syntax (40 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class will be devoted to learning about passive and active voice, parallel structure, who and whom, inflated phrases, and idioms. Students will be asked to take notes over these concepts, and then I will give them a practice sheet that asks them to identify mistakes and correct them. For the next half of class, I will ask the students to develop question about the concepts that will be used to make a quiz for next class. This gives them an opportunity to develop understands about the concepts, as well as see where they struggle. I will assist them in creating questions and answers, and at the end of class I will take their answers and create a quiz for next class (80 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quiz (10 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will introduce students to Vlogs. They will create accounts if do not already have an account to a blog website. I will then explain what they will be doing with the vlogs (20 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will pass out Problem-Solution charts to the students who will then start to think of examples of bad diction and bad syntax, then formulate solutions to make them stronger. Afterwards, I will have students partake in a Give One, Get One activity where students will be paired and then asked to give an example of good diction/syntax and bad diction/syntax to each other to record. Students will receive their Vlog rubric, and for homework, students will begin to work on their rough draft of their Vlog script by thinking of real world examples of bad diction/syntax, which will be due next class. (50 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have their scripts. For more practice, we will participate in Numbered Heads Together. I will group students into groups of three, and give them an example of bad diction and bad syntax. I will give them a few minutes to come up with a solution and to make sure that everyone can answer the question. I will call a random number and have those students answer the question. As they work I will begin to provide feedback to the students on their scripts, and return their scripts to them at the end (20 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The rest of the class will be devoted to students working on their finalized Vlog script. The final draft will be due next class (60 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will hand in their final drafts of their Vlog scripts. We will then create practice Vlogs for the class, so students can get a feel of how to use a microphone and have an understanding of how it works. These will not be graded, as it is just practice. As students are working on Vlogs, I will be correcting their scripts and passing them back. Whatever I do not have corrected will be done next class. (80 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will pass back their scripts and I will help students create their Vlogs during this class. This will be the last time there will be in class time before presentations. Next class will be presentations (80 minutes).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentations. If there is any time left over I will briefly go over what the next lesson will entail (80 minutes).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know….. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For this lesson, students will be learning these terms as part of the lesson:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Syntax: the study of the rules for the formation of grammatical sentences in a language. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Diction: style of speaking or writing as dependent upon choice of words. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Who: what person or persons. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Whom: the objective case of who. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Idioms: an expression whose meaning is not predictable from the usual meanings of its constituent elements, as kick the bucket or hang one's head, or from the general grammatical rules of a language, as the table round for the round table, and that is not a constituent of a larger expression of like characteristics. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Passive Voice: a grammatical construction in which the subject of a sentence or clause denotes the recipient of the action rather than the performer. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Active Voice: the subject does the action designated by the verb. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Parallel Structure: In grammar, parallelism is a balance of two or more similar words, phrases, or clauses <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Inflated Phrases: excessive amount of words to describe something.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**__Maine Standards for Initial Teacher Certification and Rationale__****//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.//****//__Learning Styles__//****//Clipboard://** //I will have an outlined agenda for each day, as well as for the entire lesson so students can look ahead at what we will be accomplishing. I will have clear expectation outlined in my rubric, so there will be no question about what I want from them.//**//Microscope://** //Throughout the lesson, we will have many discussions about the usages of syntax and diction, as well as looking at different texts to see how diction and syntax can either hinder or enhance a story.//**//Puppy://** //Whenever we have discussions, students will be respect of everyone's opinion, and I will make sure that the classroom environment is fun and encouraging by setting the rules of respect.//**//Beach Ball://** //Students will have a lot of autonomy during this lesson, as they will be creating their own quiz that I will be grading. They will also be gathering a lot of information from a variety of sources to create their Vlog.//**//Rationale://** //All learning styles are addressed in this lesson. The class will have a variety of choices for students while maintaining structure and comfort in the classroom, and we will constantly be questioning diction and syntax and finding answers for our questions.// <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//****//Content Knowledge//****//CCSS://**Common Core State StandardsContent Area: Language ArtsGrade Level: 9th-10thDomain: WritingStandard: Text Type and Purpose: //Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences//**//Facet://** Students will be able to evaluate diction and how it can enhance/hinder their narrative (**Interpret).****//Rationale://** By understanding how diction can either hinder or enhance their work will help them better construct their narrative. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//****//MI Strategies://****Verbal:** Students will write examples of good diction and bad diction on a wiki.**Logical:** Students will use a graphic organizer to group examples of good diction and bad diction together.**Visual:** Students can draw out any signs they have seen that contain bad diction or bad syntax.**Bodily Kinesthetic:** Students will act out idioms as well as construct sentences using word blocks.**Musical:** Students will create a musical melody listing examples of good and bad diction.**Intrapersonal:** Students will keep a blog of examples of good and bad diction.**Interpersonal:** Students will get into groups of three and discuss among themselves how diction can enhance or hinder a narrative.**Naturalist:** Students will give examples of good and bad diction using nature (i.e. The ocean is blue=bad, The ocean swirls with a mixture of green and blue=good)**//Type II Technology://** Vlogs will be created. Many students use these tools to express themselves to the world around them, so I have turned the use that will express the knowledge of students as well as give them an opportunity to share their knowledge to the rest of the world.**//Rationale://** I have incorporated several of the intelligences that will impact the students’ learning, as well as integrated technology in a Type II way. <span style="color: black; font-family: 'Times New Roman','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.//****//Formative://** Students will be given a survey where students will decide which diction is better in different situations. Students will also use the Give One, Get One to check each other’s understanding of good diction/syntax and bad diction/syntax.**//Summative://** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be creating Vlogs about examples of good diction/syntax and examples of bad diction/syntax. <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">**//Rationale://** Many assessments will be given to students to show what they have learned as well as how they have grown. || ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * __<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">//List the items that need to be printed out for the lesson.////Rubric////Problem-Solution Worksheet//
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