L1+Stubbs,+Catherine

LESSON PLAN FORMAT **__Teacher’s Name__****:** **Ms. Stubbs** **__Lesson #:__ 1 __Facet:__** **Interpret** **__Grade Level__****: 9-10** **__Numbers of Days:__ 2** **__Topic:__** **Using clauses and phrases to create detail.**
 * UNIVERSITY OF MAINE AT FARMINGTONCOLLEGE OF EDUCATION, HEALTH AND REHABILITATION

**__PART I:__**  **__Objectives__** Students will understand that using different types of clauses and phrases in writing will help to bring more understanding and meaning to the writing  Students will know independent clauses, dependent clauses, sentence structure, and verb placement.  Students will be able to illustrate meaning in their writing with the use of different phrases and clauses.  Product: Blog

 **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**  Common Core State Standards  Content Area: Language  Grade Level: Grade 9-10  Domain: Conventions of Standard English <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 understand how to write in more detail and will know how to use the detail to describe what they are writing by writing blog entries about what they have learned about grammar throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__Pre-Assessment:__** Pre and Post surveys will be given out to students asking them what they know before the unit and then comparing that to what they know after the unit is completed

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will use journals when they look at other students blogs and they will write in their journals about how their understanding of the material was similar or different. They will compare their blogs entries to those of their peers and will then describe in their journals of how their understanding of the parts of speech that they wrote about were either different or similar and why.

<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;"> I will then look over the blog entries and read the journal entries and respond to the students journal entries so I can check that they got a full understanding of the specific parts of speech that they wrote about. Students will also assess themselves using their journals by going back through their blog and adding to what they originally wrote in their explanation of what they learned about a specific part of speech that was covered in the class that week. If their explanations were similar to those of their peers, it will not be required of them to add on to their blog entries.

<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;"> •**Online Blog (200 points)**: Students will create a weekly blog demonstrating what they learned about grammar throughout the week. A different aspect of grammar will be taught and focused on every week throughout the unit and students will write a blog entry over what they learned at the end of each week. Students will write about what they learned during the week and then will write a part of a short story that they created and which will demonstrate what they learned using examples of the part of speech that was taught that week. The short story will continue throughout the blog entries and students will build upon it until the end of 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:** Online blogs will be used by the students so that they can post entries based on what they learned throughout the week about a specific type of grammar. Students will be able to edit these blog entries after they have posted them and will use them for their own knowledge. At the end of the unit, students will need to go back through their blog posts and use the different parts of their short story they have been building upon to create and write their whole story which will demonstrate the different parts of grammar that has been taught throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Writing:** Students will be writing their blog entries about what they learned about grammar and will have to write parts of their short stories as well as their journal entries that they will be writing to compare their blog entries with their peers.

<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 sequence chart throughout the unit and will fill them out in class when new material is given to them during the week. They will then take what they wrote and incorporate it into their weekly blogs. The three minute review exercise will be used each week after new material has been taught in order to give students the chance to stop and reflect upon the information that has been given to them. They will discuss the new material with their tables and ask or answer questions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will work individually on their blog entries at the end of the week. They will then meet with another peer and discuss what they wrote in their blogs. Students will write a journal entry explaining if what they wrote about is similar or different and can then go back through to their blog entries and edit them as they wish.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Verbal**: We will write sentences on the board and underlining the parts of speech that were learned in class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Logical**: We will write down what they learned first and what might make the most sense to them or even what might show up first in a sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Interpersonal:** Students will blog about the parts of speech that they learned and will create story segments after their blog which will be them creating examples of what they learned. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Body/Kinesthetic**:We will make flash cards with each one having a different word in a sentence and will then have to put them together in the correct sentence structure and will have to name what part of speech the sentence is demonstrating. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Naturalist**: We will notice and identify the parts of speech that were taught in class in every day life outside of the classroom. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Musical**: We can listen to an audio clip of a song about the part of speech that was taught in the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> <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:** Online blogs will be used by the students so that they can post entries based on what they learned throughout the week about a specific type of grammar. Students will be able to edit these blog entries after they have posted them and will use them for their own knowledge. At the end of the unit, students will need to go back through their blog posts and use the different parts of their short story they have been building upon to create and write their whole story which will demonstrate the different parts of grammar that has been taught throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Gifted Students:** Students can decorate their blog entries and will need to find an example on the web such as a video that incorporates what their blog entries are about.

<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;">Laptop
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Laptop charger
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Rubrics Handouts
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">LCD projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Video for my hook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Screen
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have steps for creating blogs
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have blogger.com bookmarked
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Backup plan - discuss the idea and write it on paper

<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;"> [|Blogger.com.] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will need to use this link to get onto blogger.com where they will create and post their blogs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> [|Sequence Chart] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> The sequence chart is what the students are going to use to write about what they have learned throughout the week and what they would like to put into their blogs at the end of the week. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> [|Three Minute Review Exercise] <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> The three minute review exercise will be used by the students when the teacher stops and pauses to make sure that students understand the work that has been presented to them.

<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 with be set up in a Perimeter shape so that students can work individually on their blogs, but they can still have peers on either side of them who they can talk to and discuss with if they get lost or need help finding out what to do next. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> This lesson will be taught in 2 days.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Day 1
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Bring in Pre assessment survey all filled out (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Class discussion over the survey. What they knew and didn't know (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Show video about George W. Bush and have students discuss it as a class (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Talk about what was learned about grammar over the week and review it as a class (30 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Introduce blogger.com to the class and have them play around with it to become familiar with it and give them time to log into it (15 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Check that everyone is all set with blogger (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;">Students will log into their blogger account and set up their page (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">As a class, I will ask them to write and explain in their blog what they think about the grammar they learned this week. (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">I will then ask them to use what they have learned and create a short story with it. Write it on a word document at least 1 page double spaced. Must have an example of the grammar they learned that week (40 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hand out journals and have them write their names on them. Explain what they are for. Have students partner up and use journals (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Go over any question that students may have. Pass journals back in to me (10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">After this lesson, students will understand that using different types of clauses and phrases in writing will help to bring more understanding and meaning to their writing. They will be writing blog entries about what they learned that week about grammar and about what might be new material for them and what they might already know. Students will then write parts of short stories to give an example of what it was that they learned. This will teach the students how the use of different parts of grammar they are taught will bring more understanding and meaning to their writing. Detail will be evident in the parts of their short stories so that other can also clearly understand what they are trying to say through their writing. I will begin the lesson by showing the [| video of George W. Bush] as he uses bad grammar in his speeches. Visual and verbal students will enjoy this video because students will have to listen to what parts of bad grammar the former president uses and will have to write them down as they hear them for a class discussion that will happen after the video. This video will help to introduce students to the ideas of how grammar creates better communication for people as well as more understanding in their writing and speech. We will watch the video twice so that the second time around, students will be able to focus more on what the former president is saying and will be able to write down anything they feel they have missed. Once the video is finished the second time, we will come back together as a class and discuss what some people have found in the use of bad grammar. After pointing out what was wrong in the video, we will discuss how to make it right and connect it to the idea that good grammar creates more meaning and detail in writing and speaking. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Where, Why, What, Hook Tailors:** Verbal, Visual

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will know from this lesson what dependent and independent clauses are as well as sentence structure, and verb placement **(see content notes).** Students will be learning these throughout the unit and will use these in their blog entries. In their blog entries, students will become more familiar with these terms and should be able to identify them in every day writing and recognize that they are used to make sentences more clear and will bring more meaning to their writing. Students will be learning sentence structure, verb placement, and independent and dependent clauses throughout the unit as each week the teacher will be teaching the students a different part of grammar and will be focusing on that part of grammar for the whole week. Students will then be able to blog about that part of grammar and use it in an example as a part of their short story in their blog entry. Students will use a sequence chart throughout the unit and they will fill them out in class when new material is given to them during the week. After teaching new grammar material at the beginning of the week, students will use the three minute review exercise to take a minute and think about what has just been taught to them. On Friday of each week, blog entries should be posted by each student and they will then collect their journals. These journals will be used by the students each Friday as they will have to partner up with other students in the classroom and each partner will read each other their blog entry for the week. Then the partners will go back to their seats and write in their journals about how their understanding of the grammar that was taught that week was either similar or different than what their partner wrote about. The teacher will collect the journals once the students are done writing in them and will then be able to understand if the students are correctly understanding the material. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Equip, Explore, Rethink, Revise, Tailors:** Visual, Logical, Interpersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will use a sequence chart in order to organize what goes on in the classroom based on the new part of grammar that is being introduced to them. They will fill out the charts according to what they learn such as, when the first part of grammar is taught, students will write about it in their first "next" box and will later be able to reflect upon it when they write out their blog entries at the end of the week. Students will be asked to write what they believe the part of grammar does and explain what it is and then they will have to write one example of how it can be used in a sentence. This gives students the chance to organize their thoughts about what is being taught to them and to put whatever they want down knowing that they will have to look back upon it at the end of the week to decide what to write about in their blog entries. The teacher will be checking with the sequence charts come the last class before Friday to be sure that each student has something written down with the intent that they will use the information in their blogs. Students will use the three minute review exercise to demonstrate that they understand the material they have been taught before they blog about it. The teacher will pause after giving an example of a part of grammar in a sentence and have the students take three minutes to review and evaluate the idea with their table groups and they can even write out their own sentences to match the example written out on the board. After each example is expressed that could relate to the part of grammar that has just been introduced to the students, the students will then be able to ask any questions they have over anything that has been taught. This is the chance for them to try and find any flaws or other possibilities of how the part of speech could be incorrectly used. Students will then use journals in order to go over their blogs and assess what they wrote and see if it seems to be correct. These journals will be used by the students each Friday as they will have to partner up with other students in the classroom and each partner will read each other their blog entry for the week. Then the partners will go back to their seats and write in their journals about how their understanding of the grammar that was taught that week was either similar or different than what their partner wrote about. Students will be able to go through their blogs and add or change anything they feel they need to according to what they wrote about in their journals. The teacher will then look over the journal entries and will respond to them and give the students feedback on what they thought about the part of grammar they blogged about. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Explore, Experience, Revise, Refine, Tailors:** Visual, Interpersonal

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will use their journals every Friday and will partner up with another student and each student will share their blog entries. Each student will then write in their journals about how their blog entries were either similar or different. They can then go back to their blogs and either add to them or change them to make more sense to them for when they have to reflect back upon them later in the unit. The teacher will also respond to the journal entries by writing in what they feel the student may need to add to their explanations of the type of grammar they wrote about. At the end of the unit, the students will need to complete the parts of their short story they have been working on on their blog entries that each have a part of grammar that has been taught to them. In order for them to correctly finish their story, each part of grammar must be correctly used which is why they must refer back to their blog entries and what they wrote in their journals so that they get a complete understanding of the parts of grammar addressed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Evaluate, Tailors:** Visual, Verbal, Interpersonal, Intrapersonal <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> <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 independent clauses, dependent clauses, as well as sentence structure and verb placement. Student will know what independent clauses, dependent clauses, sentence structure, and verb placement are by understanding throughout the unit different parts of grammar and how they are used correctly in a sentence. This lesson should last about 2 days to teach, but the different parts of grammar will be taught throughout the unit as the students will have to blog every week about a different part of grammar that they learned.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Independent Clause: An independent clause makes a complete sentence and can stand on its own. In a compound sentence, it is usually followed by a subordinate clause or dependent clause. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Dependent Clause: A dependent clause is usually a fragment and not a real sentence. Also known as a subordinate clause. Dependent clauses are usually used after an independent clause.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Sentence Structure: How words are arranged in a sentence. There are simple sentences, compound sentences, and complex sentences.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Verb Placement: Some verbs are being used in a sentence to describe an action that is being done in the sentence while others are used to clarify objects in meaningful ways. Every subject in a sentence must have a verb or else the sentence will be a fragment. There are also linking verbs that connect the subject of the sentence to what the subject is doing.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__Handouts__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Checklist and directions for the blogs
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Worksheets over subject, verb, clauses, and sentence structure
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Journals
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Sequence Chart

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//__Learning Styles__//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Clipboard://** Students who learn by organizing will have to organize the pieces of their short stories so that they can best understand it when the final project comes around. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Microscope://** Students who learn by dissecting information will need to dig deeper into their understand of the parts of grammar that are taught every week and will need to post their understanding in their blog entries. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Puppy://** Students who learn best from socializing with others will have the chance when they use their journals to assess what they wrote in their blogs with their peers and can then change anything they wrote on their blogs. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Beach Ball://** Students who learn best when they are given choices will be able to have choices when they decide what they would like to write about in their blogs and in their short stories. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Rationale://** All of these learning styles will be addressed through this lesson because the lesson involves students using different learning styles in order to complete their task of blogging about what they learned and then creating a story out of it. Every student will then be addressed and will be able to learn to the best of their ability through this lesson.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Content Knowledge://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Student will know independent clauses, dependent clauses, sentence structure, and verb placement. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> These topics will be covered with the use of blogging, peer collaboration, and self assessment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//MLR or CCSS://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Content Area: Language <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Domain: Conventions of Standard English <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Standard: Demonstrate command of the conventions of standard English grammar and usage when speaking.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will meet this standard by understand how to write in more detail and will know how to use the detail to describe what they are writing by writing blog entries about what they have learned about grammar throughout the unit.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Facet://** Students will interpret what they have learned throughout the week by writing their short stories in their blog entries and being able to use what they know about that part of grammar in their story.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Rationale://**This standard will be represented when students use the knowledge they know about the parts of grammar that they are learning and use it in their blog entries. Students will also use this standard when they go to interpret what they have learned into a short story that will also need to be included in their blog entries.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Verbal**: We will write sentences on the board and underlining the parts of speech that were learned in class <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Logical**: We will write down what they learned first and what might make the most sense to them or even what might show up first in a sentence. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Interpersonal:** Students will blog about the parts of speech that they learned and will create story segments after their blog which will be them creating examples of what they learned. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Body/Kinesthetic**:We will make flash cards with each one having a different word in a sentence and will then have to put them together in the correct sentence structure and will have to name what part of speech the sentence is demonstrating. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Naturalist**: We will notice and identify the parts of speech that were taught in class in every day life outside of the classroom. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **Musical**: We can listen to an audio clip of a song about the part of speech that was taught in the class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">**//Type II Technology://** Students will create a weekly blog demonstrating what they learned about phrases and clauses throughout the week. This blog will explain what they think they learned about grammar at the end of the week. Students will write about what they learned during the week and then will write a part of a short story that they created and which will demonstrate what they learned. The short story will continue throughout the blog entries. At the end of the unit, the short story will be put all in one and will be one giant story demonstrating the parts of grammar the students have learned throughout the unit.

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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Formative://** Students will be checked for understanding by using their journals. Students will use their journals to look at other students blogs and they will write in their journals about how their understanding of the material was similar or different. They will compare their blogs entries to those of their peers and will then describe in their journals of how their understanding of the parts of speech that they wrote about were either different or similar and why. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> **//Summative://** Students will use online blogs to show that they understood the parts of grammar that was taught to them that week and will then write about it in their blog. They will need to explain what they part of grammar is and then give an example of how to use it by writing a part of a short story that they will make up. The short story they will create will need to have an example of the part of grammar that was taught to them. The teacher will check the blog entries every Friday morning to make sure that students are doing their work. <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 blog entries and change them as they wish. The teacher will also be able to give feedback by reading the students journals. || ||   || 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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