Teacher: Meg Strauss Date: February 13th, 2016

School: Holyoke Junior High School Grade Level: 8th

Content Area: English
Title: Planning Lesson #:_11_ of _16_

Colorado State Standards Addressed:

Standard 3.2.a.v.: Use planning strategies to select and narrow topic
Standard 3.3.a.vii: Use subject-verb agreement with intervening phrases and
clauses
Understandings:
Students will plan out their personal memoir. Students will understand correct
subject and verb agreement.
Inquiry Questions:
What outline will your personal memoir follow? How will you ensure correct subject
and verb agreement?
Evidence Outcomes: (Learning Targets)
I can: plan out my personal memoir.
This means: I can organize my final assessment for my first draft.

List of Assessments:
- Students will be given a completion grade on their outline for their personal
memoir.
- Students will turn in an exit ticket at the end of class. Students will be
asked to write a three-sentence paragraph that consists of one
prepositional phrase, one sentence with a singular noun, and one
sentence with a plural noun. Students will be assessed on their
knowledge of prepositional phrases and their ability to make their
subjects and verbs agree within their sentences.
-

Planned Lesson Activities

Name and Purpose of Name: Planning
Lesson
Purpose: Students will learn the importance of outlining their writing in
regards to organization. Students will understand correct subject/verb
agreement.
Approx. Time and
Materials Duration of Unit: 50 minutes

Materials: See mini-lesson template, computer to play video

Anticipatory Set Students will watch the video Writing a Personal Narrative: Planning
and Pre-Writing.
Procedures Teacher Actions Student Actions

1. 5 minutes- 1. 5 minutes-
Announcements Actively listen to announcements.
Question Answer attendance question
attendance:
What is your
favorite school
subject? 2. 15 minutes-
Watch video
2. 15 minutes- Receive and look at planning sheet
Play Writing a Plan my personal memoir
Personal
Narrative:
Planning and Pre-
Writing.
Give student
sheet that shows
the different ways
to plan their story
Tell students to
plan out their
story
Walk around the
classroom while 3. 15 minutes
students plan Participate in mini lesson

3. 15 minutes-
Mini-lesson on
subject/verb
agreement 4. 15 minutes
(see mini lesson Begin writing my personal memoir
below)

4. 15 minutes
Tell students to
begin working on
their personal
memoir
Walk around the
classroom and
provide help for
students
 Closure Students will turn in their plan and show me what they have completed
on their personal memoir for a completion grade. Students will be
encouraged to work on their personal memoir as homework.
Assessment - Students will be given a completion grade on their outline for
their personal memoir.
- Students will turn in an exit ticket at the end of class.
Students will be asked to write a three-sentence paragraph
that consists of one prepositional phrase, one sentence with
a singular noun, and one sentence with a plural noun.
Students will be assessed on their knowledge of
prepositional phrases and their ability to make their
subjects and verbs agree within their sentences.
Notes to Self - I am not sure how to differentiate this lessondoes every lesson
(especially if individually-based) need to be differentiated?

Planning Video: https://www.youtube.com/watch?v=nBQ8dU0KPtg

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43c2-afcc-731a36c9c414/image?width=500&height=500&version=1417555604000
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Mini Lesson

Context:
Holyoke Junior High 8th grade students, mixed ability classroom.
50 minute class periods
Necessary Materials:
Three small balls, two sticky notes, worksheet, access to music (e.g. phone, iPod)
Sequence:
Activity Description Time
Review Worksheet At the start of class, tell 4 minutes
students to get into groups of
three. From here, give each
group review worksheets,
which consists of five subject-
 verb agreement questions and
tips to remember. Tell students
that they are to keep this review
worksheet, as it can be used as a
studying aid. After roughly five
minutes, tell the students to
organize themselves into one
large circle.
Hot Potato Once students are in a circle, 5 minutes
give three random students each
a ball. One ball will be labeled
with a sticky-note noun, one
will be labeled with a sticky-
note verb, and one will be
blank. Start music and have
students pass around the three
balls. When music stops, have
the student with the noun ball
state a noun/plural noun and the
student with the verb ball
state a verb. The student with
the blank ball has to take the
noun and verb given and create
a sentence in which the subject
and verb agree. Repeat this until
every student has had the
chance to get a ball.
Exit Ticket At the end of class, have 4 minutes
students turn in an exit ticket in
order to see how well students
understand subject-verb
agreement, varying sentences,
and prepositional phrases. Ask
students to write a three-
sentence paragraph. In this
paragraph, they must use one
prepositional phrase, one
sentence with a singular noun,
and one sentence with a plural
noun.

Assessment: Students will turn in an exit ticket at the end of class. Students will be asked to
write a three-sentence paragraph that consists of one prepositional phrase, one sentence with a
singular noun, and one sentence with a plural noun. Students will be assessed on their knowledge
of prepositional phrases and their ability to make their subjects and verbs agree within their
sentences.