Basic Grammar and Writing

Grade 8, English
Prepared by:
Abigail Willcox

for
William Simpson
,

291 Principles of Teaching

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Fall 2013 , Bloomsburg University

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Introduction
(Rationale and Importance)

This unit is about building strong writing skills. It works its way u
identifying
words in a sentence to building paragraphs. It is important for stud nt o learn how to write well
not only for the rest of the course, but for the rest of their lives. Th being said, building this
strong foundation of writing now will certainly help them throughout the rest oft course m
order to better complete future writing assignments. By the end of this units
that writing can be entertaining and is important to their future school u ess.
Throughout a person' s life they will never stop writing; therefore, it is important for
students to realize the value of writing early on. They will find importance in writing because
they will see.that you can write about more than just reports. They will find that they can write
about anything that interests them. Also, by knowing that they will never stop writin they will
never have to question when they will ever need to use the skill in the real worl . n this unit
plan students will be assigned the task of writing a paper and will, therefore ccomplish all
aspects listed above.
Writing a unit plan is very for teachers. It keeps them on track to hit curriculum goals
while giving them the freedom to create a learning atmosphere. Because of unit plans teachers
can allow to go on teaching tangents which can be just as exciting for them as the rest of the
class. Novice teachers certainly feel a strong importance for unit plans because they tend to act
as their safety nets. It is"petfecffY normal for novice teachers to get nervous when delivering
lessons so having their unit plans keep them on track and prepared.
General Objectives / .

l) Students wilrbe able to pick out (write) the parts of speech rev wed in the unit.
2) Students will be able to solidify (write) weak sentences i t st~ong
s tences.
3) After completing all three lessons, students will be able to write trong paper with
100% accuracy.
Preassessment
1) Identify the underlined nouns as either concrete or abstract:

..

Suddenly, another wave of powerful winds begins, bendin

e trees horizontally.
Wave= abstract
Trees=concrete
2) List the appositive phrase in the following sentence:
In science class we talked about humidity, the amount of moisture in the air.
the amount of moisture in the air
3) List an example of a third- person singular pronoun.
He, she, i:t
2

4) Choose the correct pronoun for the sentences:

One of the boys left (their, his) umbrella at school. His
I guess nobody thought (they, he or she) would need it. He or she
5) Fix this sentence:
In 1972 an underwater camera took pictures in Loch Ness and scientists studied the
evidence of a monster and the scientists say the creature might be a sea cow.
In 1972, when an underwater camera took pictures in Loch Ness, scientists studied
the evidence of a monster and said the creature might be a sea cow.
6) Eliminate unnecessary words in this sentence:
Each year thousands of visitors annually go to Stonehenge as tourists.
Each year thousands of visitors go to Stonehenge.
7) Fix this double negative:
We just go there because it doesn't cost nothing.
We just go there because it doesn't cost anything.
8) Combine these sentences:
The Rocky Mountains are in the Pacific Northwest. The Cascade Range and the Coast
Ranges are also there.
The Rocky Mountains, the Cascade Range, and the Coast Range are in the Pacific
Northwest.
9) List the three parts to a paragraph:
Topic Sentence, sentences to support the topic sentence, and a closing sentence
10) What are the 5 stepJQ_writing.a strong essay?
Plan the orga~~~iion
State the topic and focus in the first paragraph
Develop your writing idea in the middle paragraph
Finish with a strong ending
Use transitional words or phrases to connect each paragraph
Body
Motivational Device: In this unit we are going to learn about how to build strong papers. We
will be working our way up from examining sentences to finally writing a paper at the end of the
unit.
Topical Outline:
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Lesson 1: Working with Words
Academic standards for the lesson:
o CC.1.1: Foundational Skills: Students gain a working knowledge of concepts of print,
alphabetic principle, and other basic conventions

CC.1.2.8.F: Analyze the influence of the words and phrases in a text including
figurative ?fld connotative, and technical meanings; and how they shape meaning and
tone
o CC.1.4.8.L: Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling
Assessment anchor descriptors for the lesson:
o E08 .B-K. l : Key Ideas and Details
o E08.B-C.2: Craft and Structure
o E08.B-V.4: Vocabulary Acquisition and Use
o E08.D. l: Conventions of Standard English
Lesson methodology:
o Discussion
Supporting point or points of the lesson content:
o Reviewing the parts of speech and how they work
Lesson 2: Building Effective Sentences
~
Academic standards for the lesson:
o CC.1.1: Foundational Skills: Students gain a worki knowledge of concepts of print,
alphabetic principle, and other basic conventio
o CC.1.2.8.F: Analyze the influence of the words and phrases in a text including
figurative and connotative, and technical meanings; and how they shape meaning and
tone
o CC.1.4.8.L:, .P
- .e...mt>nstrate-a-grade appropriate command of the conventions of
standard English grammar and spelling
Assessment anchor descriptors for the lesson:
o E08.B-K. l: Key Ideas and Details
o E08.B-C.) : Craft and Structure
o E08.B-V.4: Vocabulary Acquisition and Use
o E08.D. l: Conventions of Standard English
Lesson methodology:
o Direct Instruction
Supporting point or points of the lesson content:
o Focusing on sentence structure and how they can effectively work togethe
Lesson 3: Constructing Strong Paragraphs
Academic standards for the lesson:

o CC.1.1: Foundational Skills: Students gain a working know le ge of concepts of print,

alphabetic principle, and other basic conventions
o CC.1.2.8.F: Analyze the influence of the words and phrases in a text including
figurative and connotative, and technical meanings; and how they shape meaning and
tone

'

.~

CC.1.4.8.L: Demonstrate a grade appropriate command of the conventions of

standard Eglish grammar and spelling
Assessment anchor descriptors for the lesson:
o E08.B-K. l: Key Ideas and Details
~
o E08 .B-C.2: Craft and Structure
o E08.B-V.4: Vocabulary Acquisition and e
o E08 .D. l: Conventions of Standard E ish
Lesson methodology:
o Cooperative Leaming
Supporting point or points of the lesson content:
o Construction of strong paragraphs
o Discovery of the best way to build different types of paragraphs

Three Diverse Lesson Plans:

(See below)

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Date: 1311/2013

Unit: Basic Grammar and Writing

Lesson: Working with Words

Approx. Time Length: 45 min

Academic Standards:
1. CC.1.1: Foundational Skills: Students gain aw

mg knowledge of concepts of print,

alphabetic principle, and other basic con:v tions

2. CC.1.2.8.F: Analyze the influence of the words and phrases in a text including figurative
and connotative, and technical meanings; and how they shape meaning and tone
3. CC.1.4.8.L: Demonstrate a grade appropriate command of the conventions of standard
English grammar and spelling
Assessment Anchors:
1. E08.B-K.1: Key Ideas and Details

2. E08.B-C.2: Craft and Structure

3. E08.B-V.4: Vocabulary Acquisition and Use
4. E08 .D. 1: Conventions of Standard English
Motivational Device:
Evaluative Set: I will ask the students to show a thumb~ or down to questions like, "Could
you easily tell me what a noun is?" Then continued~ the list of the parts of speech we'll
be going over (nouns; prUIToUns;- verbs, adjectives, adverbs, prepositions, and conjunctions).
Instructional Objectives:
1. Given a fill in the blank worksheet students will

complet~l with zero errors.

2. After watchi11g the Parts of Speech Rap video students~ll discuss (list) the ways in
./
which the video tied to the different parts of speech.
3. After splitting into four groups students will use coop~ruve learning to answer questions
at the board with 100% accuracy.
Materials Needed: Dry erase markers, a white board eraser, the activity' s question and answer
sheet, the homework sheet and the fill in the blank activity sheet.
Technology Needed: Overhead projector
Resources:

Cruickshank, D.R., Jenkins, D.B., & Metcalf, K. K. (2012). The act of teaching (6 1h ed.).
Boston, MA: McGraw- Hill
Justgo4011. (2013, Jan 16). Parts of Speech Rap Song. Retrieved from
http://you~u.be/LGuDYHmc8_Y

Kemper, D., Sebranek, P. , & Meyer, V. (2012). Write Source (Teacher' s ed.). Orlando, FL:
Houghton Mif:flin Harcourt.
Lesson Type (Pedagogy): Discussion
Lesson Outline (Procedure):
1.

2.
(5
3.
(9
4.
5.
6.

"Give me a thumbs up if you feel comfortable defining the following words for me. If
you are kind of comfortable give me a side thumb. If you have no idea what it is give me
a thumbs down."
a. List the parts of speech we'll be covering in class:
i. Nouns, Pronouns, Verbs, Adjectives, Adverbs, Prepositions, and
Conjunctions
Mentally asses students' prior knowledge depending on how many answer with thumbs
up, side, or down
minutes)
Using the PowerPoint Working with Words, go through the parts of speech
a. What they do and how they are used
minutes)
/
"When watching this video pay attention to how it applies to the video I'm genig to
play."
Play the video Parts of Speech Rap
Have the students p<.?_iDJ. g_ut !h_e_ways in which the video displayed the different parts of
speech
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(6 minutes)
7. "Okay, now for our activity. Everyone split into your four teams and gather in your
different parts of the classroom."
S. After they've gathered into their groups explain the activity
a. "Members of your team will come up to the board one at a time. The team
member at the board will then write their answer to my question. Each correct
answer gives one point to that member' s team."
9. Finish one point questions
a. (possibly cutting some questions for sake of time)
10. "Now we're going to step it up. I'm going to have you write down sentences and you
have to identify all of the parts of speech in them. When it is all correct the team .~ill get
two points."
11. Continue down the answer sheet to the end
(20 minutes)
12. Look to Closure
(5 minutes)

Key Questions:
1. "Does anyone 'remember from a previous class what describes a noun?"
2. "What is the difference between nouns and pronouns?"
3. "If an adjective describes a noun what describes a verb?"
Closure: "On a loose piece of paper define, in your own words, what a preposition is and/or

does. This will be your exit slip. Also, be sure to pick up your homework on the way out."
Differentiated Learning Activities:
1. Visual learners will benefit from having the

P~int and video show them about the

different parts of speech

2. Auditory learners will find it helpful to have ace~ a rap that can help them remember
the different parts of speech
3. The fill in the blank sheet will help kinesthetic learneiyrfmember the subject matter
4. Having fill in the blank study/ activity sheet will ~students who aren' t very
comfortable with the material a study guide
Formative Assessment:
1. The activity at the board will allow me to observe w~udents are grasping the

concepts based on their speed and accuracy on answering questions.

2. Th~ ex~t slip ~i.11__~~~~-IEe t_?_~ssess how well a student uerstands what a prepo~ition it.
This will be a,ssessed by the correctness of the answer ~ if the student gave a stnct
definition or put it in their own words.
Homework: Students will be given a sheet similar to the one used in class. Students will circle

certajn parts of speech in a given sentence and list four examples of words used for certain parts
of speech. This sheet will be picked up by the students upon exiting the class and posted on the
course website in case a student loses it or is absent.
Reflection:
1. Were any exercises weaker or stronger than others?
2. Did you feel there was enough time for the lesson? Was there too much free time?
3. Do you feel all students now have a strong base of information to build off of?

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Unit: Basic Grammar and Writing

Date: 13/2/2013

Lesson: Building Effective Sentences

Approx. Time Length: 45 min

Academic Standards:
1. CC.1.1 : Foundational Skills: Students gain a working knowledge of concepts of print,
alphabetic principle, and other basic c~n~e~ns
2. CC.1 .2.8 .F: Analyze the influence of tror ds and phrases in a text including figurative
and connotative, and technical meanings; and how they shape meaning and tone
3. CC.1.4.8.L: Demonstrate a grade appropriate command of the conventions of standard
English grammar and spelling
1 1

Assessment Anchors:
1.
2.
3.
4.

E08.B-K.1: Key Ideas and Details

E08.B-C.2: Craft and Structure
E08.B-V.4: Vocabulary Acquisition and Use
E08.D. 1: Conventions of Standard English

Motivational Device:
Transition Set: "Yesterday we looked at the different words that went into completing a
sentence so today we are going to build on that and look at how to write complete sentences."

Instructional

Objectiv~~,:c--- -- - /

1. Students will complete (write) all questions on the Complete Sentences worksheet with

100% accuracy by the end of cl~~

2. Students willbe able to answer (w e) the exit ticket with 100% accuracy
3. Students will be able to effectiv y work together (complete the Complete Sentences
worksheet) in groups without behavioral issues

Materials Needed: Complete Sentences PowerPoint, Write Source classroom textbooks, Write
Source teacher edition textbook, Complete Sentences worksheet, and extra pens or pencils.
Technology Needed: Overhead projector and computer
Resources:

.,

Cruickshank, D.R., Jenkins, D.B., & Metcalf, K. K. (2012). The act of teaching (6 1h ed.).
Boston, MA: McGraw- Hill
Kemper, D., Sebranek, P. , & Meyer, V. (2012). Write Source (Teacher' s ed.). Orlando, FL:
HQughton Mifflin Harcourt.

Lesson Type (Pedagogy): Direct Instruction

Lesson Outline (Procedure):

Arrange desks before class so that there are four groups of desks arranged together.
(There should be an about 5 desks per group).
2. Draw a map on the board labeling each number with a group of desks. Also write,
"Before sitting down, please pick up a textbook from the shelves."
3. As students walk in assign them a number ( 1-5) to determine where they will be sitting.
(10 minutes of Preparation Time)
4. "Please open to page 499 in your text as I pass out these worksheets we'll be using for
.class today."
5. Pass smt the Complete Sentences Worksheet
(2.5 minutes)
6. Deliver Motivational Device
7. Deliver lesson objectives
(2.5 minutes)
8. Complete Sentences Power Point.
a. After presenting each section, break and have students work in their groups to
answer each section's examples on the Complete Sentences Worksheet
1. Observe how quickly each group gets through the sections and which team
members are leading and/or following
ii. M~~ge the olassroom to ensure each group is on task and finishing
around the same time
b. Provide the correct answers and answer any questions
c. Continue steps "a" and "b" until all sections are complete
9. "If you want jo review any section in more detail there are example problems under each
section with answers in the back of the book. They can be found from page 500 to 520."
(35 minutes)
10. "Before I give you the prompt for the exit ticket (Closure). I want to go over the
homework written on the board. Next class we are going to be looking at the different
types of paragraphs and so for homework you are all going to write one paragraph. The
type of paragraph will depend on what group you were in today. For example, group 1
has Narrative paragraphs, group 2 is doing Descriptive paragraphs, group 3 is on
Expository paragraphs, and group 4 has Persuasive paragraphs. If after looking on pages
526-529 you're still a little confused on what to write then look online and I will have
. examples and further definitions for each type posted on the class website. Just try your
best with these they don't have to be perfect."
(3 minutes)
11. Closure
(2 minutes)
1.

\0

Key Questions:
1. "Why did you 'decide to put the comma where you did?"
2. "Are there any questions from this section you want me to go over again? So did

everybody get them all right?"

3. "As English speakers we avoid double negatives, however some languages encourage the
use of double negatives. Does anyone know some of these languages?"
Closure: In the PowerPoint have an exit ticket slide that reads "Fix this run-on: Many cargo and

passenger ships visit Gibraltar's harbor the safe harbor and mild climate make it a great place to
stop for repairs." Say, "On a loose piece of paper write the correct way to write this sentence and
tum it in to me as you leave."
Differentiated Learning Activities:
1. After presenting and reviewing the

mater_i_~n

double negatives and asking the third key

question. Non-native English speakers wjtl be able to spread insight to the rest of the
class making them take an active part in class discussion.
2. By mentioning that there are more exampl.e~und in the book and providing the page
~eed more practice are able to find it. Also,
numbers in which to find them students
students who need more help understandmg their paragraph assignments can find
definitions and examples on the course websi~
3. Kinesthetic learners will be activated duriiig1he activity as they will continually be
writing answers do.!Yll-duringJhe activity.
, .;: ..

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Formative Assessment:
1. Observe the students during group work to see ho\\; wef1 they are grasping the different

subjects. Circle the room to make sure they can askYou any questions and offer
assistance where you see fit.
2. Individually assess how well students grasped the conce of breaking up run-ons by
reviewing their exit slips. Perhaps they relied too heav yon their group for answers to
the worksheet while they didn' t truly understand th
aterial.
Homework: Write a paragraph in the paragraph type you are assigned. Group one: Narrative

paragraphs, group two: Descriptive paragraphs, group three: Expository paragraphs, and group
four: Persuasive paragraphs. Extra definitions and examples can be found on the course website.
Reflection:
1. . Was the instruction too quickly or slowly paced for the students? Were they able to truly

grasp the material in the time allotted?

2. Did the randomly assigned groups seem to work well or should I assign them?
3. Do the students have enough background to build off of in order to complete their
homework assignment?

\I

Complete Sentences Worksheet

Writing Complete Sentences:
Write a dash in between the complete subject and the complete predicate in the following
sentences.
Australia's Great Barrier Reef stretches for about 1,250 miles.
More than 250,000 workers built the Panama Canal for wages of about 10 cents
an hour.
The volcano Mount Vesuvius made Pompeii, Italy, famous.
Label the simple subject and simple predicate.
The Blue Nile and White Nile combine at Khartoum, Sudan.

The word Nile means "dark blue."

How can I make sure my sentences are complete?

Write C ifthe sentence"is- co-rriplete. If not, write F and say if it needs a subject, predicate,
or both
Mount Fuji remains a top tourist attraction.
In the past few hundred years, has erupted almost 20 times.
To hike the trail up the slopes of Mount Fuji about nine hours.
Open to the public only during July and August.
Fixing Sentence Problems:
Correct the run-on with a comma and a coordinating conjunction.
'

Storks spend winters in Africa and summers in Europe they migrate over
Gibraltar.

In ancient times, the African Moors occupied Gibraltar is has also been controlled
by Spain and England.

Id-

Whenever possible make a complex sentence out of these sentences.

The water in Loch Ness stays about 42 degrees Fahrenheit (6 degrees Celsius) and
it is very deep and it never freezes.

The monster legend began around the year 565 C.E. and children were not
allowed to play by the lake and people began fearing attacks by the monster.

What can I do to write clear sentences?

Make sure the verb correctly agrees with the subject. If it is already correct write C. If
not, write the correct verb at the end of the sentence.
Tourists doesn't see as many animals in the rain forest.
Now the rain forests are endangered by civilization.
Amazingly, rain forest spiders grows bigger than this book.
Circle the correct verb choice.
In a square!!!!!~- 9.f ~wazon rain forest (is, are) many types of trees.
-.; ... .
~=

Either Rio or the giant trees (was, were) highlights of my trip.

My aunt and uncle (lives, live) in Rio de Janeiro, Brazil.
What should I do to avoid nonstandard sentences?
Fix these double negatives by writing the correct version underneath the example.
We can't go nowhere we want to.

Nobody doesn't want to go to Aunt Jessica's house again.

Why don't we never just go to a giant water park?

How can I make my sentences flow more smoothly?

Combine these sets of sentences using the method given in parentheses.
The wrestling ring is raised so spectators can better see. The wrestling ring is a
clay platform. (appositive phrase).

The wrestlers wear silk robes. They ear the robes before their matches.
(prepositional phrase).

# -..: .: : - ~- - -

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Complete Sentences Worksheet

Answer Sheet
Writing Complete Sentences:
Write a dash in between the complete subject and the complete predicate in the following
sentences.
Australia' s Great Barrier Reef_Lstretches for about 1,250 miles.
More than 250,000 workers Lbuilt the Panama Canal for wages of about 10 cents
an hour.
The volcano Mount Vesuvius Lmade Pompeii, Italy, famous .
Label the simple subject and simple predicate.
The Blue Nile and White Nile combine at Khartoum, Sudan.
SS: Blue Nile, White Nile SP: combine
The word Nile means "dark blue."
SS: word SP: means
How can I make sure my.-sfillTeifces -are complete?
Write C if the sentence is complete. If not, write F and say if it needs a subject, predicate,
or both
Mount Fuji remains a top tourist attraction. C
In the past few hundred years, has erupted almost 20 times. F- Subject
To hike the trail up the slopes of Mount Fuji about nine hours. F- Predicate
Open to the public only during July and August. F- Both
Fixing Sentence Problems:
.,

Correct the run-on with a comma and a coordinating conjunction.

Storks spend winters in Africa and summers in Europe they migrate over
Gibraltar.
Storks spend winters in Africa and summers in Europe, so they migrate over
Gibraltar.

In ancient times, the African Moors occupied Gibraltar is has also been controlled
by Spa~n and England.
In ancient times, the African Moors occupied Gibraltar, but it has also been
controlled by Spain and England.

Whenever possible make a complex sentence out of these sentences.

The water in Loch Ness stays about 42 degrees Fahrenheit (6 degrees Celsius) and
it is very deep and it never freezes.
The water in Loch Ness is very deep. It stays about 42 degrees Fahrenheit (6
degrees Celsius), so it never freezes.

The monster legend began around the year 565 C.E. and children were not
allowed to play by the lake and people began fearing attacks by the monster.
The monster legend began around the year 565 C.E., people began fearing
attacks by the monster, and children were not allowed to play by the lake.

What can I do to write clear sentences?

Make sure the verb correctly agrees with the subject. If it is already correct write C. If
not, write the correct verb at the end of the sentence.
Tourists doesil'_t_see

is many animals in the rain forest. don't

Now the rain forests are endangered by civilization. C

Amazingly, rain forest spiders grows bigger than this book. grow
Circle the correct verb choice.
In a square mile of Amazon rain forest (is, are) many types of trees. Are
Either Rio or the giant trees (was, were) highlights of my trip. Were
My aunt and uncle (lives, live) in Rio de Janeiro, Brazil. Live
What should I do to avoid nonstandard sentences?

.,

Fix these double negatives by writing the correct version underneath the example.
We can't go nowhere we want to.
We can't go anywhere we want to.

No,body doesn't want to go to Aunt Jessica's house again.

Nobody wants to go to Aunt Jessica's house again.

Why don't we never just go to a giant water park?

Why don't we ever just go to a giant water park?

How can I make my sentences flow more smoothly?

Combine these sets of sentences using the method given in parentheses.
The wrestling ring is raised so spectators can better see. The wrestling ring is a
clay platform. (appositive phrase).
The wrestling ring, a clay platform, is raised so spectators can better see.

The wrestlers wear silk robes. They ear the robes before their matches.
(prepositional phrase).
The wrestlers wear silk robes before their matches.

' --..: ~ :- . ::-:--- -.

-- -

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Unit: Basic Grammar and Writing

Date: 13/3/2013

Lesson: Constructing 'Strong Paragraphs

Approx. Time Length: 45 min

Academic Standards:
1. CC.1.1 : Foundational Skills: Students gain a working knowledge of concepts of print,

alphabetic principle, and other basic conventions

2. CC.1.2.8.F: Analyze the influence of the words and phrases in a text including figurative
and connotative, and technical meanings; and how they shape meaning and tone
3. CC.1.4.8.L: Demonstrate a grade appropriate command of the conventions of standard
English grammar and spelling
Assessment Anchors:
1.
2.
3.
4.

E08.B-K.1: Key Ideas and Details

E08.B-C.2: Craft and Structure
E08.B-V.4: Vocabulary Acquisition and Use
E08.D. 1: Conventions of Standard English

Motivational Device:
Transition Set: "Today we are going to build on everything from the last two classes. Using
what you know about parts of the sentence and how to build sentences will help you to
construct strong par.agraph~ which 1s what we'll be covering today."
Instructional Objectives:
1. Students will share (read) the paragraphs written for

~ork with zero behavioral

/.
interruptions.*
2. By the end of the class period, students will have written at least one paragraph for their
paper.
3. Students will leave class knowing (written down) what the}0Pic of their paper will be.
Materials Needed: Constructing Strong Paragraphs PowerPoint, extra paper and pencils
Technology Needed: Laptop with PowerPoint access and overhead projector
Resources:

Cruickshank, D.R., Jenkins, D.B., & Metcalf, K. K. (2012). The act of teaching (6th ed.).
Boston, MA: McGraw- Hill
Free English Online. (2010, April 13). Writing better paragraphs. Retrieved from
https://www.youtube.com/watch?v=Zt40xor8wrQ

Kemper, D., Sebranek, P., & Meyer, V. (2012). Write Source (Teacher's ed.). Orlando, FL:
Houghton M.ifflin Harcourt.
Lesson Type (Pedagogy): Cooperative Leaming
Lesson Outline (Procedure):
1. Deliver Motivational Device
(2 minutes)
2. Constructing Strong Paragraphs PowerPoint
a. Cover all section objectives stopping for questions when need be
b. Close with Writing Better Paragraphs YouTube video to sum up the
in points
of the section
(7 minutes)
3. "For homework I asked you all to write one paragraph. The type of paragraph you wrote
depended on your group. At this time will you all go around your groups and read your
paragraphs out loud to one another. If you are not presenting please show respect to your
group members and listen."
4. Circle around the room to monitor to ensure each group is staying on task and you are
available for any questions
(11 minutes)
5. "Great. Now I want to present you with a project to sum up all that we have been learning
in the last few da~:.J .~i ll ~!~o be posting this PowerPoint on the course website so you
can use it to heip -with this project."
6. Hand out project rubrics to class
(3 minutes)
7. "Everyone will be writing a five paragraph essay. It is up to you to choose the type of
paper you want to write (narrative, descriptive, persuasive, or expository). As you can see
on the rubric you will be graded on your proper use of vocabulary, formatting,
organization, voice, and fluency of the paper. If you want to expand on the paragraph you
wrote for today or start with a new idea that's fine . I allowed extra time in class for you
all to start working on it. Feel free to bounce ideas off of the people in your group; just
make sure you are staying on topic. These are due a week from today."
8. Circle the class and ask what each student thinks they will be writing about. Monitor
behavior to make sure everyone is on task. Answer all questions that come up. fi.ssist
students with creative ideas if need be.
(20 minutes)
9. Closure
(2 minutes)

Key Questions:

1. "So you want to write a persuasive paper, but aren ' t sure what to write it on? Have you
ever tried to cqnvince your parents into something? Maybe it already happened or maybe
it's something you still want, but you could pretend you're writing this to them. Does that
sound like a plan?"
2. "You have an idea of what you want to write about, but aren' t sure what else to write?
Can you think of any techniques we ' ve gone over to build ideas?" (word webs, etc.)
3. "You have a lot of ideas, but are having trouble organizing them? Let' s look back in the
Constructing Strong Paragraphs PowerPoint and see what it says. Do you see any part
here that could help?" (under the section What can I do to organize my details
effectively? the text offers fours ways to organize details)
Closure: "On your exit tickets today I want you to tell me what you will be writing about for
your papers. '~
Differentiated Learning Activities:
1. Extrovertly minded students will benefit by working in grou~d talking their ideas out
with one another
2. Introverted students will appreciate the ability to work by them.s~s on the project
3. Students who are not grasping class concepts as quickly have t~e-~~~ to look back at
the PowerPoint to review how to build better paragraphs if it di7ink in the first time
Formative Assessment:

...::.::- :-:---- ~

-- -

1. By reviewing the exit ticket I will be able to tell how deeply each ~nt has thought
about their subject
a. For example, I will note the difference between "dogs" and "how dogs interact
/
with the people, nature, and other animals around them"
2. Observing the students as I walk around the class will allow me to ~who is comfortable
with the material based on how many questions they are asking their group members or
myself
Homework: The paper is due a week from today (13/10/2013) continue to work on it at home.
(However, nothing graded is due tomorrow).

Reflection:
.,

1. Did the students benefit from having extra time in class to work on their papers? Were
they on task?
/
2. Does it seem like they'll have enough time to complete tipaper at home or should some
more class time be allotted to work on the paper?
3. Does it look like the students will go beyond writing simple paragraphs or should I better
enforce that this is something I'm looking for?

Vocabulary

5 or more spelling
errors with at
least 5 words not
properly used

More than 3
spelling errors
with at least 3
words not }1
properly used

All spelling is
correct, but words
are not properly
used in sentences

All vocabulary
used is spelled
correctly and used
properly

All formatting is
inaccurate

Accurate font;'
inaccurate fon't
size and margins

Accurate font and

font size,
inaccurate
margins

12 pt. Times New

Roman font with
1" margins

Less than 3
paragraphs follow
a logical sequence
of events

3 paragraphs
follow a logical
sequence of
events

4 paragraphs are
set in a logical
sequence of
events

All paragraphs are

well-organized in
a logical sequence
of events

Less than 2
paragraphs had a
sense of voice

Only 3 paragraphs
had a sense of
voice

Only 4 paragraphs
had a sense of
voice

Entire paper has

strong voice
throughout

More than seven

sentences were
awkward or
choppy

Five to seven
sentences were
awkward or
choppy

Three to four
sentences were
awkward or
choppy

Entire paper flows

well from one
idea to the next

Formatting

Organization

Voice

Fluency

,.., I

~
Total:

Bibliography
Angeli, E. , Wagner, J.", Lawrick, E. , Moore, K., Anderson, M. , Soderland, L. , & Brizee, A.
(2010, May 5). General format. Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01 /
Boston, MA: McGraw-Hill.
Clear standards. (2011 ). Standards Aligned System: PA Dept. of Ed. Retrieved from,
http://www. pdesas. org/StandardN iews
Cruickshank, D.R., Jenkins, D. B., & Metcalf, K. K. (2012). The act of teaching (6th ed.).
Cruickshank, D.R., Jenkins, D.B., & Metcalf, K. K. (201 2). The act of teaching (6th ed.).
Bost~n, MA: McGraw- Hill
Free English Online. (2010, April 13). Writing better paragraphs. Retrieved from
https://www.youtube.com/watch ?v=Zt40xor8wrQ
Justgo4011. (2013 , Jan 16). Parts ofSpeech Rap Song. Retrieved from
http://youtu.be/LGuDYHmc8_ Y
Kemper, D. , Sebranek, P., & Meyer, V. (2012). Write Source (Teacher' s ed.). Orlando, FL:
Houghton Mifflin Harcourt.
Wormeli, R. (2006, April). Differentiating for tweens. Educational Leadership, 63( 4), 14-19.
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