Running Head: LINGUISTIC LANGUAGE SERIES

Linguistic Lesson Series

Samantha Watts
LAE 4332
Florida State University

























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LINGUISTIC LESSON SERIES
What Is You Sayin: An Introduction to the Importance of Grammar and Communication

Purpose/Rationale
This week long series of mini-lessons is intended for a 10
th
grade Language Arts honors course,
occurring within the second week of classes. After reviewing class essays written within the first
week of the semester, I have noticed a recurring theme within each students paper. A majority
of students lack an understanding of the function of language when used for academic purposes,
in addition to a lack in basic understanding of sentence structure. The purpose of this lesson is to
give students a better understanding of sentence structure, so that they will have an improved
command of the use of language and will thus be better able to communicate an idea in a way
that is informative and understandable. The mini-lessons will focus on sentence expansion and
sentence chunking, including a lesson on punctuation. In this way, the lessons will introduce
students to many of the concepts to be developed throughout the school year. Finally, this lesson
gives value to all forms of language students may use, while emphasizing the importance of
possessing a mastery of academic and formal language, in addition to the benefits this
knowledge will have for students in their day to day lives and in the future. By connecting voice
to sentence structure, students may better understand their own voice and how to appropriately
communicate in their personal writing styles.

Standards
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.9-10.3: Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.

CCSS.ELA-LITERACY.L.9-10.6: Acquire and use accurately general academic and domain-
specific words and phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression. *This standard is more so a
yearlong endeavor and will be a continuous focus throughout students studies, as it will be an ongoing effort.*

Objectives
Students will be able to
Demonstrate an understanding and function of sentence structure
Identify incorrect uses of commas and incorrectly structured sentences
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Demonstrate use of formal language in academic setting
Analyze sentence structures for intent and meaning
Materials
Writing utensils
Composition books
Literary examples (from classroom texts, or located online)
Computer access
Projector
Speakers
Individual Handouts
timer
Anticipatory Set
This series of mini-lessons will begin with the viewing of a TED Talk video titled Three Ways
to Speak English, by Jamila Lyiscott. The speaker goes through a spoken word piece that
emphasizes the importance and value of varied dialects, showing her mastery of an island
tongue, of urban talk, and of academic language and outlining the fact that each form of language
has its own rules, in that each form follows its own grammatical mandate. This video will
introduce the idea that language is multi-faceted and has many different forms, all of which carry
their own function. In this way, when we begin mastering a more formal language, students will
better understand the value of academic language, while not devaluing other forms of language.
By treating language in all of its forms with respect, we make the lesson more applicable to
students as their natural tongues are not being attacked or devalued in the classroom. By
introducing this idea, we teach that there is a place and time for everything, and teach students to
know their audience so as to better communicate an idea. The overall intent and use of this video
is to start a discussion on language as a whole, so that students can begin to break down and
understand language in all its forms and functions.

Teaching Strategy/Procedure/Activity
Time Instructor is Doing Students are Doing
Day 1:
Anticipatory Set (5 minutes):
introduce TED talk video





Discussion (7 minutes):
Instructor will briefly discuss

Instructor will gain students
attention as soon as the bell
rings and begin the video.
Instructor will take attendance
while the video is playing.


Instructor will lead the
discussion following the prezi

Students will conclude all
conversation when the bell
rings and silently watch the
video.



Students will quietly pay
attention to the lecture and ask
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the function of language and
introduce idea of different
forms of language and the
purpose of each form.










Private Work/Closing (3
minutes): Students will work
privately
(see Appendix A). Instructor
will focus on explaining
language and its uses as a
means of communication, in
addition to emphasizing the
meaning behind different uses
of language, being sure to
refer to the video. Instructor
will break down transactional,
expressive, and aesthetic
functions of language, as seen
on prezi.


Instructor will outline the
closing assignment: You will
now choose a sentence from
your essay, and rewrite in the
style of all three functions of
language that we just learned
about. Make sure to record
your work in your
composition books.
Instructor will then answer
questions as needed and
ensure that students are on
task.
questions when necessary.
Students will also take brief
notes, in addition to
participating in discussion
when appropriate.









Students will complete the
assignment silently and will
only confer with classmates on
the subject of the assignment.
Day 2:
Anticipatory Set (3 minutes):
Instructor will give a brief
introduction to days work and
intent of assignments.













Sentence Expansion (7

Instructor will gain students
attention when the bell rings
and explain the intent of the
mini-lesson: Today we will
be working on sentence
expansion, meaning that we
will practice making simple
sentences more complex and
detailed. I want you to take a
moment and look through last
weeks essay, and pick out 2-3
simple sentences, or sentences
that seem incomplete or bare
of details. Instructor will
answer questions as needed.


Instructor will direct students

Students will look through
their essays and choose 2-3
simple sentences, and either
mark these or copy them into
their composition book to be
reviewed for later.











Students will actively
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minutes): After participating
in a class example, students
will have the option of
working in groups or
individually.















Closing (5 minutes): Instructor
will answer questions in
addition to helping students
with private or group work.
attention to the third slide of
the prezi (Appendix B),
entitled Sentence
Expansion, and will break
down the example: So we
look at this sentence, and what
do we see? What does this
sentence communicate? Does
it convey enough information?
How can we improve upon
this sentence in a way that is
meaningful and correct?
Instructor will lead discussion,
but will let students do most of
the work as the instructors
primary function will be to
record student suggestions on
the board.


Instructor will ask students to
refer back to their sentences
chosen at the beginning of
class, and have students
expand these sentences like
we did in a group. Instructor
will answer questions as
needed, in addition to keeping
students on task.
participate in discussion and
take notes to be referred back
to at a later time.

















Students will expand their
previously chosen sentences
and record their final products
I their composition notebooks.
Day 3:
Anticipatory Set (5 minutes):
Students will complete a brief
bell ringer that will be
displayed via prezi (see
Appendix C) that will
introduce students to topic of
the day.

Sentence Chunking (7
minutes): Instructor will go
over sentence chunking
examples with students as a
class, and then divide students
into groups to work further.



Instructor will direct students
attention to the projector
where the 4
th
slide of the prezi
will be displayed (Appendix
C), and ask that students
complete the prompt.


Instructor will first call on a
few volunteers and have
students write their chunked
sentences on the board and
then engage class in a
discussion on the different
ways that the sentences were
combined, and how this

Students will silently record
their answers in their
composition notebooks.





Students will participate in
discussion and work with their
partners on assignments.
Students will ask questions as
needed.



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Closing (3 minutes):
Explanation of assignment.
possibly changed the tone and
meaning. The instructor will
then move onto the next slide
and have students work in
groups (the classroom is
organized so that the desks are
clumped into groups of 4) and
students will work on
arranging the sentences shown
on the projector. After
students have compiled their
paragraphs, the Instructor will
reveal the original paragraph,
as seen on the following slide,
and read the paragraph aloud.


The Instructor will briefly
explain intent of lesson: The
reason we did this today is to
show that there are many ways
to convey information, even if
it is the same information.
This shows writing style and
that this classroom is diverse
and filled with a variety of
styles. You all have your own
voice and this sort of practice
will help you to understand
your own voice and better use
it in your writing. Instructor
will answer questions as
needed.

















Students will sit quietly and
listen to the instructor, taking
notes if needed, and asking
questions when necessary.
Day 4:
Anticipatory Set (3 minutes):
Instructor will have written a
sentence without punctuation
on the board. Students will
insert punctuation where they
see fit as a bell ringer.







As soon as the bell has rung,
the instructor will direct the
students attention to the board
where she has previously
written a sentence without
punctuation: Christine had
fastened her eyes to my face,
and I was afraid that she
would be able to read the least
twitch of my muscles. As
soon as the timer rings,
signifying the end of bell

Students will silently complete
the bell work in their
composition notebooks.









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Punctuation Discussion (10
minutes): Group discussions
and reading aloud.
























Closure (2 minutes): Students
will revise the comma usage
in a sentence from their essay.

work, the instructor will insert
the correct punctuation into
the sentence.

The instructor begins the
discussion, using the bell work
as a starting point. Instructor
will read the sentence aloud,
making sure to pause at the
comma. The instructor will
then call volunteers to read
their own sentences, being
sure to pause where they
inserted commas. Introduce
concept of viewing commas as
a marker, or as a breath in
conversation. The instructor
will be sure to draw
connections between writing
and speaking throughout the
discussion and use student
examples, (i.e students supply
sentences and the instructor
will write the sentence on the
board and add various
commas in different places to
affect reading.) All sample
sentences will be read aloud.



Instructor will outline closing
assignment: You will choose
a sentence from your essay
and revise the comma usage.




Students will actively
participate in discussion and
ask questions as needed.
Students will also record notes
and copy down example
sentences in their composition
notebooks.




















Students will complete
assignment.
Day 5:
Anticipatory Set (5 minutes):
Students will write a brief
response to how their views
on writing and language have
changed, if at all.






Instructor will have previously
written prompt on the board:
How have your views on
writing and language changed
this week, if at all? What
lessons or concepts have stuck
with you? Instructor will
begin timer at the start of the
bell work and make sure that
students are on task until the

Students will silently respond
to the bell work in their
composition notebooks.







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Language Discussion (7
minutes): Discuss language
and writing. Introduce concept
of genre theory.
















Closure (3 minutes):
Assignment of revised essays.
timer rings.


Instructor will lead a
discussion about language and
writing: How do we view
writing now? Do we see it as a
means of communication,
indicative of the ways we
speak? When we speak to one
another, do we always speak
with the same voice? Do you
speak to your mother the same
way that you would speak to a
close friend? In the same
sense, would you write an
essay the same way you would
write a note to a friend? When
writing, you must be aware of
your audience and you must
be able to discern the
appropriate voice to use.

The instructor will give
overview of assignment: You
will revise your essays,
keeping in mind some of the
concepts we learned this
week. The revised copy will
be placed in a portfolio and
will be accompanied by the
rest of your writing that you
will complete for the year.



Students will listen to
discussion and participate
when appropriate. Students
will also respect when another
and will not laugh at, or speak
over their peers.














Students will listen to
assignment and ask questions
if anything is unclear or
misunderstood.
Homework/Follow Up
As mentioned in the rationale, this set of mini-lessons is intended as an introduction to many of
the grammar practices that will be continued throughout the year. As such, students will be
continuing these exercises throughout the year as they build upon their skills and understanding.

Assessment
Formal: Eventually, students will be required to turn in a copy of their revised papers, utilizing
all of the information conveyed through the week and in the following weeks. Papers must show
clear improvement and will be graded more carefully. The final version will be saved and placed
within a portfolio that students will add to throughout the year that will serve as an indication of
students growth throughout the academic year.

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Informal: Student participation and completion of in class assignments will be used to verify that
students are on task and benefitting from the lesson.

Accommodations
Students receiving special education services will be provided the following accommodations as
per their IEP: preference seating, more time, individual time with instructor. Lesson is divided
between discussion, group work, and private work, so if student is unable to hear or
communicate a translator will be provided, if no translator available, the instructor will give
student brief introductions before start of class and offer more assistance/accommodations, such
as handouts outlining discussion topics and other points discussed in class. ELL students will
receive extra time to complete writing assignments and extra time for peer review in order to
discuss work with classmates. If student cannot work with another student, they will work
individually with instructor, or alone. Handouts in large print will be provided, in addition to
recording or written copy of discussion highlighting main points for visual or hearing impaired.
Students who complete assignments early will continue to revise their essays, and students who
struggle with concentration will be permitted extra breaks and movement between assignments.

Citations
Lyiscott, Jamila. (2014). 3 ways to speak English. [video file]. Retrieved from:
http://youtu.be/k9fmJ5xQ_mc

Soter, Anna. (2013). Chapter 3 Sentence Play 1, Grammar usage and punctuation: rhetorical
tools for literate uses of language. (pp. 54-55). NJ: Pearson Education, Inc.

Samantha Watts: Prezi
(http://prezi.com/2gco9kgvjht/?utm_campaign=share&utm_medium=copy)

Stanton, Maura. (1986). The Sea Fairies. Burroway, Janet, Stuckey-French, Elizabeth, Stuckey-
French, Ned. (8 Ed.) Writing fiction: a guide to narrative craft. (pp. 180-190). NY:
Pearson Education Inc.









Appendix A
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Appendix B
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Appendix C

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