L3+Stubbs,+Catherine

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

**LESSON PLAN FORMAT**

**__Teacher’s Name__****: Ms. Stubbs** **__Lesson #:__ 3 __Facet:__ Perspective** **__Grade Level__****: 9-10** **__Numbers of Days:__ 2** **Topic:** Learn to use clauses, phrases and parallel structure correctly.

**__PART I:__**

**__Objectives__** Students will understand that parallel structure, clauses, and phrases create clearer and more detailed sentences Students will know nouns, verbs, prepositional phrases, independent clauses, dependent clauses, and sentence structure. Students will be able to use clauses, phrases, and parallel structure correctly in their every day language.

**Product:** Wikispaces

**__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 how to use and find errors when writing and using parallel structure, phrases, and clauses.

<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;">I will hand out a worksheet that is known as the fill in your thoughts activity. Students will have to fill in the words that I leave out of the sentences which will demonstrate their understanding of phrases, clauses, and parallel structure as the sentences will be about phrases, clauses and parallel structure and how they are used in writing. The sentences on the worksheet will deal with clauses, phrases, and parallel structure, and the students will need to fill it out to the best of their ability by recalling information that we had already learned about before this lesson.

<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 Students have filled out their fill in your thoughts worksheets, they will then had them in to me and I will look over what they got right and find out what they have learned while doing the Wikispaces activity. I will find out which student need more help on knowing and understanding phrases, clauses, and parallel structure. I will help and take aside those students that seem to have a harder time understanding the material. Once I grade their fill in your thoughts worksheets, I will hand them back to the students and have them go over them with a peer who got the paper mostly correct.These students will talk with the ones that messed up on the worksheet and collaborate over the right answers explaining why they are correct and why they are wrong. I will also go on the students wiki pages to see if the students that were correcting the page did the work correctly and if they found the errors that were present in the article or story. I will then go over the article with the student who edited it.

<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;">**•Wikispaces (100 points)**: Students will find articles or short stories online, cut out one section of them, and then change around some of the grammar to create mistakes in the article. Students will then post these articles to their wikis and other students in the class will be assigned to a certain student and will have to go online onto the student's wiki and edit their page in order to find and fix the mistakes. The students will have to keep track of the mistakes they find so they can share what they found to the class the next day. The mistakes that the students make on their article must be from a part of grammar that has been taught already in the unit. The students who edit that page must make it obvious when they correct something by bolding the corrections and italicizing the mistakes.

<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 create a wikispace and will find an article they can use and edit to create incidents of improper grammar focusing on the uses of parallel structure, clauses, and phrases. Students will then be assigned a different students article and will have to go in and correct the mistakes, marking what they corrected with bold words. Students will then look over the corrections that each student made to their assigned article and I will later tell each student how they did and what they missed in their assigned article.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Editing:** Students will be editing each others articles on their wiki pages and will be checking for the errors that the students purposefully made and will be correcting them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Justifying:** Students will need to justify their corrections when they talk about their wiki articles or short stories with their partner.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Groupings__** **during** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Section I - Graphic Organizer & Cooperative Learning used instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be using a T-chart when they find the mistakes and correct the errors that they find over the article or story they are given to correct. One one side of the T-chart, students will write in the errors that they find in the article and on the opposite side, they will write the correction that they made. This will help the students to record what changes they made to the wikispace article or story. Students will need to bring in the T-chart to class the next day and present what they found to their partner. The team-pair-solo activity allows students to figure out what is expected of them to do for their project as the teacher will give each table to students either a short story or an article that has errors. The students at the table will then need to figure out what the mistakes are. They will then split into partners and elaborate further into what is wrong with the article or short story. Once the student is individually working, they will then need to think of what the corrections would need to be in order to fix the errors. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> <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 working individually on their wikispace articles when they put them up on their wikispaces and when they go to edit their partners. The only time that students will be working together is when they go over their T-charts about what they wrote down for errors and what they did to correct them. If some students missed some errors or some got their corrections wrong, then their partners will have to explain what they were missing or what they got wrong. The students will be partnered with someone else by how they did on their fill in your thoughts worksheets. If a student did badly on the worksheet, they will then be pared with someone who did well. This way, the student who did badly will be able to learn more from the student who did well.

<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:** Students will read the articled and make the corrections that are necessary. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students can create a sequence of descriptive words and then use them to make sentences using parallel structure, phrases, and clauses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** Students can give a detailed description of a sunset using parallel structure to describe the color as well as other senses they feel and see during the sunset. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** Students can use people in the classroom and describe what they are wearing using clauses, phrases and parallel structure and writing the sentences up on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students can make a list of what they have done during their day and they can then describe what they have done while including the three parts of speech as their focus. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students can find songs that describe feelings, emotions, or objects and then dissect the song by finding phrases, clauses, and/or parallel structure in the lyrics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">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 be using Wikispaces in order to post their articles or short stories that they find online. Students will then need to have their partners for the project go onto their Wikispace account and find and correct the errors that the student made on their article or short story. The errors will need to be something that deals with parallel structure, clauses, or phrases for they are what we have been learning in class thus far.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Gifted Students:** Students who need more of a challenge in this lesson can not only change their articles around to create errors for phrases, clauses, and parallel structure, but they can also make errors for other parts of grammar that we have learned thus far. Both partners must be in agreement with this idea though.

<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;">Pencils/Pens
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Highlighter
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">T-charts
 * <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;">Fill in Your Thoughts worksheets

<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.wikispaces.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will need to access and get an account in order to complete assignment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">T-chart for organizing errors in articles or stories on wikis

<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)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The classroom will be set up in twos. <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;">Students will look up the wikipedia page that contains the sentence Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo and talk to their peers about it while trying to figure out how it is a correct sentence (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Class discussion over the sentence and how it is a real sentence (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have students fill out the fill your thoughts worksheets (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Do the team-pair-solo activity (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Set up partners and hand out checklists and T-charts for the wikispaces project (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;">Go on Wikispaces and set up individual accounts. Have a chance to familiarize themselves with it (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Find stories or articles individually and start creating the errors on it (40 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I will hand back the fill in your thoughts worksheet and have students work on it with their partners (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students should go through and edit each others wikis for next class. Reminder that T-charts will be collected next class.

<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 through the use of creating errors in online articles and then having to find and correct those errors on someone else article. This understanding will help students to realize that using and learning these types of speech will enable them to create clearer and more detailed sentences in their writing. Students will demonstrate command of the conventions of standard English grammar and usage when speaking. For my hook, I will have my students go on wikipedia and look up the sentence that has eight buffalo in it. I will then ask them to figure out what makes this sentence a real sentence and have them talk to their partner or table mates about it. Once they have had some time to try and figure it out using their knowledge of what makes a sentence, I will bring them all back to the front of the class and we will have a discussion over the sentence. This will get the students thinking of what makes a detailed sentence and how even if some sentences look grammatically incorrect, they actually are correct. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Where, Why, What, Hook Tailors:** Visual, Verbal, Interpersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know from this lesson what nouns, verbs, prepositional phrases, independent clauses, dependent clauses, and sentence structure are (see content notes). Students are going to be learning these throughout the lesson as they use them to make errors on their wikispaces articles and then learn how to fix other errors that deal with these grammar parts. When the class first begins, I will have the students look up the hook which will be the sentence on wikipedia that is about the word buffalo and only the word buffalo. I will have them discuss the idea with their table about how it is a real sentence and what makes it a real sentence based on what they already know about sentence structure. Students will then fill out the fill in your thoughts worksheets that give sentences about the different aspects of grammar and where students will have to fill in the words that are missing in the sentences. Students will also be using the T-chart when they begin doing their wikispace articles. Students will have to fill out the T-chart by filling in one side with the errors they find and the other side is how they corrected the errors. Students will fill in these charts on their own time when they are doing the project of finding and recording the errors in their partners wikispace article. Students will also use the team-pair-solo activity where I will hand out an article that has errors to each table group and will then give them time to find out what is wrong with the article as a team. I will then split them into partners who will go over what they wrote about in their T-charts for their homework. Then the students will break into independent work where they will individually figure out how to fix the mistakes that they found in their article as a group and in partners. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Equip, Explore, Rethink, Revise, Tailors**: Verbal, Intrapersonal, Interpersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The students will first be given there fill in your thoughts worksheet that gives examples of sentences that have to do with clauses, phrases, and parallel structure. They will have to fill in the correct answers on the worksheet based on their knowledge before he lesson even begins. This worksheet will be used when deciding on who should be wikispace article partners as I will be partnering the students who understand the material the best with the students who have a hard time with it. This will help the students who are having a harder time with the content because they will be able to learn and reflect with their partner who has an easier time with the material. I will also use the team-pair-solo activity to have students gain a higher order of thinking for they will have to as a group figure out what is wrong with the article that is given to them. They will then be split into partners and then be let out on their own to figure out how to fix the errors that them and their partners found in the article. Students will be using T-charts in order to organize the errors and corrections they found on their partners wikispace article. When they use the T-chart they will have to use one column to write down what the error was that they found and then in the other column they will write down what they did to correct it. Students will then need to use their T-charts in class to go over with their partner what they found for mistakes and find out if they did find all of the errors that their partner wrote in. This project will be an individual project and the only time that students will need to be with a partner is when they find out who's wikispace article they are going to be editing as well as who is going to be editing theirs. In order for me to know that students are learning, we will go over the team-pair-solo activity once each person has written down what they think the corrections for their article is. I will also have them change any answer they feel they may have gotten wrong on their fill in your thoughts activity and have them hand it back into me in order for them to receive credit on it. Students will gain perspective on how clauses, phrases, and parallel structure create clarity in writing because they will have been able to see the corrections and errors that were made in the article that they had to correct for their assignment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Explore, Experience, Revise, Refine, Tailors:** Intrapersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will be able to go back through their fill in your thoughts worksheets and change what they may have gotten wrong about clauses, phrases, and parallel structure. I will give feedback to students by having them do the team-pair-solo activity and then coming back together as a class to go over what people found their table article needed for corrections. I will make sure that each article gets addressed and that each student understands by having them write down all of the corrections and errors that we go over about their article so that they will know. After this lesson, we will be continuing the class over the discussion of grammar and how it will help them to communicate effectively in the classroom as well as in the outside world. Once they know how grammar can be mixed up when it is not used correctly, they should be aware of how to use it in the outside world. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Evaluate, Tailors:** Visual

<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 phrases, clauses, and parallel structure as well as how to use it correctly and clearly in their own writing.

<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;"><span class="special_02">In = preposition; <span class="special_02">the, <span class="special_02">weedy , <span class="special_02">overgrown = 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;"> <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;">T-chart
 * <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;">Fill in Your Thoughts

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Maine Standards for Initial Teacher Certification and Rationale__** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**__Learning Styles__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Clipboard:**// Students with a clipboard style of learning will have to organize their errors and corrections into the T-chart. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Microscope:**// Students who learn by exploring will be able to delve deeper into what they should use to create errors in their story or article and they can explore more ideas of what to change and what to keep the same in their article or story. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Puppy:**// A puppy learner will be able to talk with their partner about what they found in their article or story and also about their fill in your thoughts worksheet. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Beach Ball:**// A beach ball learner will be given choices such as whether they would like to find a story or an article that they would like to post and rearrange to make errors. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Rationale:**// All of these learning styles will be addressed through this lesson because the lesson involves students using different learning styles in order to complete their task of finding an article or short story and then creating grammatical errors on it for their partner to fix. Every student will then be addressed and will be able to learn to the best of their ability through this lesson.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.** // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Content Knowledge:** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know nouns, verbs, prepositional phrases, independent clauses, dependent clauses, and sentence structure. //<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 be able to find their perspective about grammar by being able to notice grammatical errors in other people's writing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Rationale://** Students will meet this standard by understanding how to use and find errors when writing and using parallel structure, phrases, and clauses

//<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;">**Visual:** Students will read the articled and make the corrections that are necessary. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Logical:** Students can create a sequence of descriptive words and then use them to make sentences using parallel structure, phrases, and clauses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Naturalist:** Students can give a detailed description of a sunset using parallel structure to describe the color as well as other senses they feel and see during the sunset. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Kinesthetic:** Students can use people in the classroom and describe what they are wearing using clauses, phrases and parallel structure and writing the sentences up on the board. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Intrapersonal:** Students can make a list of what they have done during their day and they can then describe what they have done while including the three parts of speech as their focus. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Musical:** Students can find songs that describe feelings, emotions, or objects and then dissect the song by finding phrases, clauses, and/or parallel structure in the lyrics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> //<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;"> Students will create a wikispace and will find an article they can use and edit to create incidents of improper grammar focusing on the uses of parallel structure, clauses, and phrases. Students will then be assigned a different students article and will have to go in and correct the mistakes, marking what they corrected with bold words. Students will then look over the corrections that each student made to their assigned article and I will later tell each student how they did and what they missed in their assigned article. //<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**Rational:** All of the MI strategies will be addressed in this lesson and will be used if a student seems to be having a hard time with the lesson as is. //

//<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//:** I will hand out a worksheet that is known as the fill in your thoughts activity. Students will have to fill in the words that I leave out of the sentences which will demonstrate their understanding of phrases, clauses, and parallel structure as the sentences will be about phrases, clauses and parallel structure and how they are used in writing. The sentences on the worksheet will deal with clauses, phrases, and parallel structure, and the students will need to fill it out to the best of their ability by recalling information that we had already learned about before this lesson. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Summative:**// Students will find articles or short stories online, cut out one section of them, and then change around some of the grammar to create mistakes in the article. Students will then post these articles to their wikis and other students in the class will be assigned to a certain student and will have to go online onto the student's wiki and edit their page in order to find and fix the mistakes. The students will have to keep track of the mistakes they find so they can share what they found to the class the next day. The mistakes that the students make on their article must be from a part of grammar that has been taught already in the unit. The students who edit that page must make it obvious when they correct something by bolding the corrections and italicizing the mistakes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">//**Rationale**////:// This lesson involves different types of assessments that will demonstrate what students will know with the knowledge they are given. The assessments will be able to let students assess their own work with their peers and go back through their fill in your thoughts worksheets as well as the T-charts and change them as they wish. The teacher will also be able to give feedback by reviewing the fill in your thoughts worksheets and the handing them back for the students to correct. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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