STEPP Lesson Plan Form Teacher: Miss Gerkin School: Poudre High School Title: Breaking It Down in Style

Grade Level: College Date: 09/12/2013

Content Area: English Lesson #: mini lesson

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) S3_GLE1_G12 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose e. Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect Understandings: (Big Ideas) Using a handout given to students in class, they will be able to diagram sentences. This will take place in a writing unit where we focus on the importance of words in a sentence and how they can add detail to writing. Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
How does learning how to diagram sentences enhance your ability to critically analyze text and your writing skills?

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format) After learning how to diagram sentences, every student will be able to diagram the last sentence on the handout without leaving out any of the words in the sentence. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will show that they understand how to diagram sentences by turning in their handout/worksheet at the end of the lesson. The last sentence on the page is independent practice and if their diagrams are correct, Ill know they understand.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Breaking It Down In Style

Approx. Time

10 minutes

Anticipatory Set

Have everyone write their best, most descriptive sentence possible in 30 seconds. (45 sec: 15 for me to talk, 30 to write) Have two people share their sentences (1 minuite).

Teaching/ Presentation: (Direct Instruction) (Select the most appropriate teaching model; see attached teaching model description form for multiple options.)

Includes: Input, Modeling and Checking for Understanding 1. Input: We will be learning about diagramming sentences. I will ask if everyone remembers what the seven parts of speech are. Then I will pass out the handout that we will be using for the lesson. 2. Modeling: I will be going over one example sentence on the handout and explain how we diagram it (2 minutes). 3. Questioning Strategies: We will be asking the following questions both out loud and to ourselves: A.Rapunzel did what? B. Ajax won what? C. What kind of ogres? Eat how? What kind of weeds?

Teaching Strategy: (Guided Practice)

After going over the two examples, we will work through another sentence as a class, and I will have a volunteer to come up to the board to diagram it (3 minutes).

Teaching Strategy: (Independent Practice)

The final part of the assignment is for students to see if they can diagram the last sentence on the handout by themselves. This needs to be turned in to me by the end of class (2 minutes).

Closure

During the last minute of the lesson, I will ask students if they have any quick clarifying questions. I will let them know that diagramming gets more difficult the longer the sentence and the more parts of speech involved, but for the purpose of learning how to diagram sentences, they should have an understanding of it. Page 2

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form Materials White board, dry erase marker, handout, writing utensil

Differentiation

To modify: If the independent practice is too difficult for a child or group of children, we will do another example in class before trying a sentence on our own. To extend: If the activity is too easy for a child or group of children, I will provide a longer sentence, with more parts of speech, that they will need to diagram.

Assessment

I will assess students based upon their end of class questions and the way they diagrammed the last sentence on the handout. If students are still having trouble, then I will take more time to explain diagramming sentences, do more hands on work in front of the class, and provide more handouts/worksheets to complete until we have the basic understanding of how to diagram sentences. Because the extra words in the last sentence are descriptive words, students should be able to diagram them, especially since I told them to pay attention to descriptive words and how to diagram them on the handout.

Colorado State University College of Applied Human Sciences

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