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EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Name _Taylor

Carlic_____________________________________ Date __4/10/2012____ Construct a lesson plan utilizing good pedagogical practices and incorporating technology as a tool for teaching and learning. Focus on a concept or skill in your content specialty area and support student activities with the use of hardware and/or software. *Note: Do not make the emphasis of the lesson a "how-to" with technology. An outline for your lesson plan is provided below: Standards: Technology ISTE NETS: 1.d Facilitate and inspire student learning and creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning d. Model collaborative knowledge construction by engaging in learning with students. 3.c Model digital age work and learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats. Common Core standards: English Language Arts: Language: 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. a. Edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. 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. Lesson Objective(s): Students will apply the rules of comma splices and fused sentences using online exercises. Students will compare sentences to locate errors in example sentences during the online exercises. Students will assess their learning by completing the online exercises and completing a journal activity.

Introduce the Learning Activity: Writing is a very important facet in life and we all need to be proficient writers. Although most people want to be successful writers, getting there is a tough task. There are many elements of grammar and all serve a different purpose. One of the easiest ways to destroy writing is through comma splices and fused sentences. Even though they are major mistakes in writing, they are relatively easy to fix. Often students simply do not understand how to correct their errors. After the next two to three days students will have a better understanding of what a comma splice and fused sentence is, but more importantly how to correct their mistakes. Motivator: After introducing the lesson, I would begin by putting an example of my own writing on the projector to show how mistakes like comma splices affect writing, and ultimately the grade received. I would then show them a revised paper showing the improvement in structure. If students see the teacher making mistakes with grammar and trying to improve, they are going to be motivated to want to make their own writing better, because it is not just students who struggle with grammar. Provide Information: The lesson will begin with an introduction to comma splices. Throughout the year the class has gone over different rules of grammar and sentence structure. Comma splices and fused sentences can be difficult to catch, but with practice and application of these rules they can become a problem of the past. We will begin the lesson by writing the definitions of a comma splice and a fused sentence. -Comma splices are sentences that have two main clauses connected by a comma. This form of punctuation is not strong enough to connect two main clauses. -Fused sentences are sentences that have two independent clauses without a mark of punctuation and/or no coordinating conjunction. Next, we will learn how we can avoid committing these errors. Students will be asked for their suggestions, but ultimately the four ways to avoid a comma splice are: connecting the two main clauses with a semi-colon; separate the clauses with a comma and a coordinating conjunction (and, or, but, nor, for, so, yet); making the clauses their own sentences by using a period, exclamation point, or question mark; and finally connecting the two clauses with a subordinate conjunction (after, although, because, before, in order, that, unless, ect). Fused sentences need to be revised to know where the proper punctuation goes. A fused sentence is a run-on sentence, and the same rules that apply to comma splices apply to fused sentences. Provide Practice: Students will be asked to go to my website at From here they will be asked to click on the course calendar tab. From here the lesson can be found along with the activity and reminder of the definition of a comma splice and fused sentences. They will also see a link that will take you to the comma splice and fused sentence exercise page. Here the student will be asked to finish all five exercises and hand their answers in to the teacher. The students will be in a group setting, but they will be working individually. In a computer

classroom there can be collaboration, but each student will be responsible to hand in their own exercise sheets. This practice will be used as class work and participation during class. Provide Knowledge of Results: Throughout the activities I will be roaming the classroom assisting students with whatever questions they have. I will also be able to give student helpful pointers and suggestions if I see that a student is struggling. This will be the feedback that will provide students with the knowledge they need to know if they are succeeding or failing. Written feedback will come back with the quiz at the end of the section and in response to the journal. Through comments I can inform students if they have a strong understanding of the rules for comma splices and fused sentences. Review the Activity: Students will review their work through a journal exercise. The teacher will provide review by asking the students the next day to provide the four ways a fused sentence and a comma splice can be edited. Method of Assessment: There will be a formative assessment on the last day of studying comma splices and fused sentences. This quiz will be combined with the other grammar quizzes taken throughout the year. There will also be a summative assessment that will consist of the students handing in their five exercise worksheets and responding with a journal entry about their learning. The summative assessment will affect students class work and participation grade.

Name:_____________________________________________ Grammar Quiz: Comma Splices and Fused Sentences For the sentences below enter in the following blanks the major usage error by placing CS (comma splice) or FS (fused sentence). Next, make the necessary correction. If the sentence is correct, write C in the space. Virginia has spent five years working toward a masters degree she still has not completed the requirements. I never saw a busier person than Fred, however, I dont know what he does. On a cold, stormy night the frightened horse broke out of his stall, but he didnt wander away. War and Remembrance is a historical novel its subject is World War II. Dr. James unlocked the door to his office, he stood there for a moment before entering. Jack and Ethan will go to a new school in January; I think that they will miss their old friends. After Francine had finished breakfast, she went to the office, the sales meeting was scheduled for nine-thirty. Jeannie was thrilled about being elected to Phi Beta Kappa, she could hardly wait to tell her parents the news. The new Razorback stadium was packed with fans, moreover, many students had been unable to get tickets. As I grow older, my necessities are fewer I realize how cumbersome possessions can be. Byron did not make up the work he had missed, consequently, he failed the course. The jury denied its request, the judge said that the request was unreasonable. He always thought that he was right; hence, he was quite a bore. Determined to win the game, the coach gambled on fourth down the game was lost at that point. We went first to Florence, and then we went on to Pisa and Venice. Date:________________

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