L6+Stubbs,+Catherine

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Ms. Stubbs **__Lesson #:__ 6 __Facet:__** Empathy **__Grade Level__****: 9-10** **__Numbers of Days:__** 2 **__Topic:__** Understand that learning grammar will help students communicate effectively outside of the classroom

**__PART I:__** **__Objectives__** **Student will understand that** learning grammar will help students communicate effectively outside of the classroom. **Student will know** nouns, verbs, adverbials, participles, prepositional phrases, independent clauses, dependent clauses, sentence structure, verb placements, 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:** Audacity and ComicLife

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** Common Core State Standards Content Area: Language 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;">**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 cartoon show that sings a song about a part of grammar that has been taught.

<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;">The partners exercise will be used to test students knowledge as teams about the content that their project will be over. The project teams will be split up into pairs and each pair will be taught some new information such as what an adverb is and how it is used. The partners then have to come back as a team and each pair will have to teach the other pair the new material. This exercise will teach the teams how to work together and teach each other about new ideas they may come up with on the project and how to work together to express new ideas as a team

<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;">Once the project idea has been explained, I will use the thumbs up, thumbs down exercise see if the students have any questions over the project. At the end of each week, I will use the same exercise to make sure that the student has a complete understanding of what is expected of them in the project. While doing this exercise, students have the option to put their thumbs down if they feel they have questions. If many of them seem unsure of their expectations, I will have them collaborate with their teams and have a chance to discuss with themselves and ask questions to me. I will give them a class period to organize their thoughts and to get rid of any uncertainty they may have about the project and its contents.

<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;">**•Performance Task-Unit Project (300 points):** Students will create a new modern day episode of Schoolhouse Rock by using Audacity and Comic Life to create a song and a background comic of the episode they invented. The song should be catchy and grab the attention of the audience so as to make the grammar that is being demonstrated easier to learn. The comic should go along with the song so the audience can make connections and put a picture to a face, so to speak. This is the final project for the unit and will reflect what the students have learned overall in the unit.

<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:** Students will use ComicLife as well as Audacity to create a song and a background comic of the episode they invented for the T.V. show Schoolhouse Rock. The ComicLife portion of the project will be the storyline of the episode and will demonstrate what is going on in the song. Audacity will be used to create the song as students will need to write and record their own song about a specific part of grammar.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Chorus:** Students will need to sing and create their own song using audacity that has is them explaining a specific part of grammar. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Art:** Students will use art when they create their comic and put together either pictures they find online or create their own picture on a Paint program.

<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 planning chart to figure out who their audience is going to be when they write their song and what they are going to tell through their song such as a story, describing a person, describing a place, etc. The planning chart will help students map out their approach on the project before ever creating it. The teams will need to decide what is is they are going to sing about and what it is their comic will be about before they create their song or comic. Students will also participate in the partners exercise. The teams of four will break off into partners and the partners will then be given a part of grammar that they must know and learn about. The partners will then go back to their teams and they will have to explain to their teammates what it was that they learned from the activity. This exercise will teach the teams how to work together and teach each other about new ideas they may come up with on the project and how to work together to express new ideas as a team.

<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;">The students will be divided into teams of four and will be picked randomly out of a hat. Each team member must participate in the task. Two teammates will be in charge of the comic and putting it all together once the team has decided what they want to be in it. The other two team members will be in charge of the song and editing it and putting that together. All team members need to participate in the actual song and the comic by adding in pictures to the comic and by creating, singing or creating a backbeat to the song. All teammates must plan together what they would like to happen in their cartoon and all teammates must help to put both the comic and the song together.

<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 draw pictures of things in life that need something else to survive such as a rabbit needing a carrot to live just as a dependent clause needs an independent clause. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** We will create sentences on the board that demonstrate the use of dependent clauses and students will have to explain why they are dependent. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Body/Kinesthetic:** We will give the idea that when someone does "blank" they will gain muscle. Students will then hopefully guess "push-ups" and will have to do some in the classroom. This demonstrates how to become a sentence there needs to be an independent clause and there can also be a dependent clause. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** We will demonstrate the idea of independent and dependent clauses by using invasive species and comparing how they cannot live without their host just as dependent clauses can't live without independent clauses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** We will write a rhyming song in order to demonstrate the rules of clauses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** We will organize how to create a sentence using dependent clauses and independent clauses and what order they go in in a sentence.

<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:** Students will use ComicLife as well as Audacity to create a song and a background comic of the episode they invented for the T.V. show Schoolhouse Rock. The ComicLife portion of the project will be the storyline of the episode and will demonstrate what is going on in the song. Audacity will be used to create the song as students will need to write and record their own song about a specific part of grammar.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Gifted Students:** Gifted students will be able to use what ever it is they are gifted in and make it better. If they are good at singing, I expect them to make an amazing vocal sound. If they are good at writing poetry, I will expect them to make an amazing song. If they are gifted at drawing, then they may be able to create their own drawings in comic life.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Materials, Resources and Technology__**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Laptops //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Projector
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Audacity
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">ComicLife
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Garageband

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Source for Lesson Plan and Research__** http://audacity.sourceforge.net/ Students who do not have a music maker on their laptop will need to download Audacity. http://plasq.com/products/comiclife/ipad/?gclid=COiUw7Hs7KwCFcp65Qodu20bMg Students who do not have ComicLife will need to download it onto their laptop. http://ccmixter.org/ Students who need a good backbeat for their final product can use ccmixter.org for free music. http://www.eduplace.com/graphicorganizer/pdf/planning.pdf Students will need to use the planning chart graphic organizer to organize their final product

<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;">Demonstrate the hook and show the video Schoolhouse Rock about Conjunctions. Discuss it. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Explain the project and its requirements. Show them an example of a completed project. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Divide the class into teams. Hand out rubrics. (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hand out the planning charts and have teams work on them. (35 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Show me the planning charts before the end of class.

<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 break up into teams. Do the partners activity. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Tutorial over Audacity, (Garageband if they want to use it instead), and ComicLife. Have them play around with the sites. (50 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Thumbs up, thumbs down exercise. (10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will understand that learning grammar will help students 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. The hook I am going to present to the class is an episode of Schoolhouse Rock that deals with Conjunctions. I want my students to watch this as the hook because their final project is going to be them completing a sort of mini cartoon of Schoolhouse Rock where they are going to create their own song and their own comic in the background of the song explaining what the song is talking about. This video will intrigue the students and make them want to create their own song and comic that looks like a cartoon show. Once I have shown them the video, I will ask them questions as to why they might think the T.V. show taught children about grammar and what was it that made it catchy. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook Tailors:** //List MI's you used during this section//**.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know nouns, verbs, adverbials, participles, prepositional phrases, independent clauses, dependent clauses, sentence structure, verb placements, phrases, and parallel structure (see content notes). Students will use a planning chart to figure out who their audience is going to be when they write their song and what they are going to tell through their song such as a story, describing a person, describing a place, etc. The planning chart will help students map out their approach on the project before ever creating it. The partners exercise will be used to test students knowledge as teams about the content that their project will be over. The project teams will be split up into pairs and each pair will be taught some new information such as what an adverb is and how it is used. The partners then have to come back as a team and each pair will have to teach the other pair the new material. This exercise will teach the teams how to work together and teach each other about new ideas they may come up with on the project and how to work together to express new ideas as a team. Once the project idea has been explained, I will use the thumbs up, thumbs down exercise see if the students have any questions over the project. At the end of each week, I will use the same exercise to make sure that the student has a complete understanding of what is expected of them in the project. While doing this exercise, students have the option to put their thumbs down if they feel they have questions. If many of them seem unsure of their expectations, I will have them collaborate with their teams and have a chance to discuss with themselves and ask questions to me. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Equip, Explore, Rethink, Revise, Tailors:** //List MI's you used during this section//**.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be using a planning chart in order to figure out what they are going to do with their cartoon before they even get started on their project. This will help the teams to throw their ideas out at one another and to understand what it is that they are trying to accomplish from this task. Once they have their ideas organized, they will be able to better prepare themselves for their bigger task of creating a song and comic. The partners activity will help the teams to gain a greater order of thinking about what they want to put into their cartoon. It will be used to test students knowledge as teams about the content that their project will be over. The project teams will be split up into pairs and each pair will be taught some new information such as what an adverb is and how it is used. The partners then have to come back as a team and each pair will have to teach the other pair the new material. This exercise will teach the teams how to work together and teach each other about new ideas they may come up with on the project and how to work together to express new ideas as a team. The students will be divided into teams of four and will be picked randomly out of a hat. Each team member must participate in the task. Two teammates will be in charge of the comic and putting it all together once the team has decided what they want to be in it. The other two team members will be in charge of the song and editing it and putting that together. All team members need to participate in the actual song and the comic by adding in pictures to the comic and by creating, singing or creating a backbeat to the song. All teammatesmust plan together what they would like to happen in their cartoon and all teammates must help to put both the comic and the song together. Once the project idea has been explained, I will use the thumbs up, thumbs down exercise see if the students have any questions over the project. At the end of each week, I will use the same exercise to make sure that the student has a complete understanding of what is expected of them in the project. While doing this exercise, students have the option to put their thumbs down if they feel they have questions. If many of them seem unsure of their expectations, I will have them collaborate with their teams and have a chance to discuss with themselves and ask questions to me. I will give them a class period to organize their thoughts and to get rid of any uncertainty they may have about the project and its contents. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Explore, Experience, Revise, Refine, Tailors:** //List MI's you used during this section//**.**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be self-assessing themselves when they are working together in their teams. They will be able to learn from their teammates about something they may have had a difficult time on about grammar. I will provide feedback to my students if I see that many of them are having trouble and give my a thumbs down during the thumbs up thumbs down exercise. I will go over with that team what I would then like to know about what they may be having difficulty with and help them get through it. This project will be the last major project they will be given in this unit and it ties all of the other projects and previous work they have done thus far. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Evaluate, Tailors:** //List MI's you used during this section//**.**

<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 = 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 = <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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 = <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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;">**Complex Sentence:** A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as //because, since, after, although,// or //when// or a relative pronoun such as //that, who,// or //which//.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**A Simple Sentence:** A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**A Compound Sentence:** A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: //for, and, nor, but, or, yet, so//. (Helpful hint: The first letter of each of the coordinators spells //FANBOYS//.) Except for very short sentences, coordinators are always preceded by a comma.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Sentence Structure:** The use of nouns, verbs, and parts of a sentence arranged in grammatically correct order.

// Rubrics //
 * __ Handouts __**


 * __ 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: //** Students who learn by making checklists will need to use the planning chart in order to organize their project by figuring out what they are going to write for the song and what the song is going to be about.


 * // Microscope: //** Students who learn by delving deeper into the material will be able to look up more information on the T.V. show Schoohouse Rock and will be able to make their product basing it on how the T.V. show worked.


 * // Puppy: //** Students who learn with others will be able to work with their group to come up with a song and a video/comic strip to go along with it.


 * // Beach Ball: //** Students who learn best when they are given choices will be able to chose what type song they would like to do and what they want their characters in their story line to do and what they want their song to be about. Students have an array of choices in this project.


 * // 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 writing a song and making a comic strip on order to create a sample cartoon T.V. show. 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;">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
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Student will know nouns, verbs, adverbials, participles, prepositional phrases, independent clauses, dependent clauses, sentence structure, verb placements, phrases, and parallel structure.
 * // MLR or CCSS: //**
 * // Facet: //** Students will use empathy when they make their final product of this unit by creating a mini T.V.cartoon show using music and a comic strip that plays out what their song is about.
 * // Rationale: //**<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 cartoon show that sings a song about a part of grammar that has been taught.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Visual:** We will draw pictures of things in life that need something else to survive such as a rabbit needing a carrot to live just as a dependent clause needs an independent clause. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Verbal:** We will create sentences on the board that demonstrate the use of dependent clauses and students will have to explain why they are dependent. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Body/Kinesthetic:** We will give the idea that when someone does "blank" they will gain muscle. Students will then hopefully guess "push-ups" and will have to do some in the classroom. This demonstrates how to become a sentence there needs to be an independent clause and there can also be a dependent clause. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** We will demonstrate the idea of independent and dependent clauses by using invasive species and comparing how they cannot live without their host just as dependent clauses can't live without independent clauses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** We will write a rhyming song in order to demonstrate the rules of clauses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** We will organize how to create a sentence using dependent clauses and independent clauses and what order they go in in a sentence.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**


 * // Type II Technology: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will use ComicLife as well as Audacity to create a song and a background comic of the episode they invented for the T.V. show Schoolhouse Rock. The ComicLife portion of the project will be the storyline of the episode and will demonstrate what is going on in the song. Audacity will be used to create the song as students will need to write and record their own song about a specific part of grammar


 * // 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.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The partners exercise will be used to test students knowledge as teams about the content that their project will be over. The project teams will be split up into pairs and each pair will be taught some new information such as what an adverb is and how it is used. The partners then have to come back as a team and each pair will have to teach the other pair the new material. This exercise will teach the teams how to work together and teach each other about new ideas they may come up with on the project and how to work together to express new ideas as a team. Once the project idea has been explained, I will use the thumbs up, thumbs down exercise see if the students have any questions over the project. At the end of each week, I will use the same exercise to make sure that the student has a complete understanding of what is expected of them in the project. While doing this exercise, students have the option to put their thumbs down if they feel they have questions. If many of them seem unsure of their expectations, I will have them collaborate with their teams and have a chance to discuss with themselves and ask questions to me. I will give them a class period to organize their thoughts and to get rid of any uncertainty they may have about the project and its contents.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will create a new modern day episode of Schoolhouse Rock by using Audacity and Comic Life to create a song and a background comic of the episode they invented. The song should be catchy and grab the attention of the audience so as to make the grammar that is being demonstrated easier to learn. The comic should go along with the song so the audience can make connections and put a picture to a face, so to speak. This is the final project for the unit and will reflect what the students have learned overall in the unit.
 * // Summative: //**

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 * // 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 as they work with their teams and with their classmates. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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