Jason Koon

RE 3150

Dr. Smith

2/21/06

Lesson Plan 1: Conventions

Comma Usage

Concept under investigation -- In order to be a successful writer, one must be able to identify the proper writing conventions, grammar, and usage. One convention that is most often misused is the comma. During this lesson we will explore the proper usage of commas, as well as many of the common mistakes that writers make when using commas.

Context -- This lesson will be part of a larger unit that deals with proper grammar, usage, and punctuation. In this lesson we will explore three rules for comma usage and will be part of a larger subunit on the comma. This is a lesson that will be used in the case that large numbers of students in the classroom show a pattern of misusing, overusing, or under using the comma in their writings.

Competencies and Skills (NCSCOS)

Seventh Grade 6.01 -- using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.

Seventh Grade 6.02 -- producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization and format. Other goals and Objectives -- Students will learn to edit their own work for correct comma usage, as well as appropriately add commas to unpunctuated work.

Materials Needed -- Whiteboard, Unpunctuated paragraph, and Comma Usage conventions overhead transparencies, pens, Easy writer writing handbook, copies unrevised student writing, and worksheets with unpunctuated writing.

Procedures with Script

Initiating activity/Review -- Will be one and the same for this lesson. Write the two sentences below on the board. Students will correct these sentences on their own paper. Go over the sentences as a class, calling attention to the specific conventions that have been covered in prior lessons in this unit. Choose one volunteer to correct each sentence.

Sentences

1. there taking mrs jackson theyre friend too albert park with them

2. get youre room cleaned up mother said or your not going to the show

Purpose -- State that the purpose of this lesson is to help students to understand the proper usage of commas. In order to place this lesson in context call attention to the fact that even many experienced writers incorrectly use the comma.

Introduction to Today‘s lesson -- Use the overhead transparency to call attention to the importance of punctuation. Ask students the differences in meaning between the two sentences. Ask students to look in their writer’s handbooks to find the conventions for using commas. Ask them to list these rules in their notebooks. After giving students a few minutes to complete this, return to the overhead projector, and uncover the bottom half of the transparency showing the three conventions that the class will be exploring during this lesson.

Guided Practice -- Give students a completely unpunctuated paragraph and ask students to fill in commas. Tell them that for today they should only be placing commas based on the rules that we have already learned. They will complete the paragraph over the next few days as they learn more about comma usage.

Independent practice -- Give students an unrevised copy of their own work, and ask students to fill in the commas using the rules they have just learned. Ask them to complete this without using their handbooks.

Closure/Expectations -- Remind students that the unit on punctuation will continue. At the end of this unit they will be asked to punctuate an unpunctuated paragraph as a summative assessment.

SPED Modifications -- Students will be allowed to work with a partner so that their partner may read aloud the writings that they will be punctuating. The unpunctuated paragraph has plenty of space for the students to work.

Formative Assessment -- Students will be assessed on today’s lesson by their performance on adding commas to their own unrevised writings.

Summative Assessment -- This lesson is part of a larger unit on conventions and punctuation. At the end of the punctuation portion of the unit students will be asked to punctuate an unpunctuated paragraph. Students will be assessed on their ability to correctly punctuate this paragraph.

Next Lesson -- The next lesson will continue the unit on punctuation with four more rules for using commas. At the end of the next lesson students should be able to properly use commas

Unpunctuated Paragraph

Correctly place commas in this paragraph

George Washington was born on February 12 1732 in Westmoreland county Virginia his family owned plantations that were worked by African-American slaves when young George grew up he became a farmer and then a land surveyor whose job was to measure land later he became a soldier in a Virginia regiment at the time America was a colony belonging to the faraway country of England many Americans didn’t want to be a part of England anymore they felt that England was treating them unfairly George Washington Benjamin Franklin Thomas Jefferson and other Americans wanted to form and rule their own nation in 1776 Thomas Jefferson wrote the Declaration of Independence to tell England why America wanted to form their own government but England did not want to give America freedom so England and America went to war this was called the Revolutionary War or the war for independence.

Overhead Transparency

Comma Usage Conventions

Let him who steals steal no longer, let him work for his own food.

Let him who steals steal, no longer let him work for his own food.

1. To set off introductory elements

To win the contest, Connor needed courage.

In Fitzgerald’s novel, the color green takes on great symbolic qualities

2. To separate clauses in a compound sentence

Scientists have studied AIDS for more than twenty years, but a vaccine still eludes them.

A compound sentence with very short clauses does not need a comma

She saw her chance and she took it.

3. To separate items in a series

He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.

-- Declaration of Independence

The long, twisting, muddy road led to a shack in the woods.

Lesson Plan 2: Craft

Figurative language: Simile and Metaphor

Concept Under Investigation -- In this lesson we will be exploring what figurative language is and why it is used. We will look at and practice using two types of figurative language, simile and metaphor.

Context -- This lesson will be the beginning of a unit on figurative language. Subsequent lessons will address Metonym, Synecdoche, Personification, Apostrophe, Hyperbole, and Understatement. This unit will be used with students who have a good mastery of the basics of writing conventions to help them begin to fine tune their writing.

Competencies and Skills

Seventh Grade 6.01 -- Model and understanding of conventional written and spoken language by:

- Experimenting with figurative language and speech patterns

Other Goals and Objectives -- To help students improve their writing by using a variety of different writing techniques that will add variety to their writing.

Materials Needed -- One copy of the book The Other Side of Truth for each student, Overhead projector and markers, Simile/Metaphor transparency, Worksheets for sentence rewrites, Whiteboard and markers.

Procedures with Script

Initiating Activity -- Put up the overhead transparency with five sentences. Have students identify these as either simile, metaphor, or neither.

Review -- Have brief discussion on the assigned reading in “The Other Side of Truth.” Briefly review the story up to this point.

Purpose -- Introduce the lesson by telling students that we will be looking at different types of figurative language over the next few lessons. Ask students, “why do writers use figurative language? What purpose does it serve?” As a class make a list on the white board of different types of figurative language that students are already familiar with.

Introduction to Today’s lesson -- Today’s lesson will focus on simile and metaphor. Ask students to define simile and metaphor.

Simile - A figure of speech in which an explicit comparison is made between two things usually unalike through the use of an explicit phrase such as: like, as, than, appears, resembles, seems.

Metaphor - A figure of speech in which an implicit comparison is made between two things usually unalike without using connecting words.

From the book The Other Side of Truth, point out examples of each.

Simile

Metaphor

Guided Practice/Independent practice -- Sentence re-writing. Students will be given a worksheet containing five “boring sentences.” Each will need to be re-written using simile and metaphor. Over the course of the worksheet, the number of rewrites using simile and metaphor should be approximately equal. Do the first two together as guided practice, and then have students finish the remaining sentences on their own for independent practice.

Closure/Expectations -- Ask students to finish any remaining work for homework and bring to the next class meeting. Remind students that they will be expected to be using, with increasing frequency, these types of figurative language in their writings.

SPED Modifications -- Worksheet will provide ample space for student response. Teacher will write all definitions and examples of simile and metaphor in addition to speaking to accommodate for multiple learning styles. Multiple examples of both simile and metaphor will be explored to insure student understanding.

Formative Assessment -- Sentence re-writing will be evaluated for students ability to use simile and metaphor.

Summative Assessment -- Use of figurative language in writings. Teacher should assess based on frequency, variety, and correct/appropriate usage.

Next Lesson -- In the next lesson Metonym and Synecdoche which are two specific types of metaphor.

Overhead Tranparency

Identify whether these sentences are similes or metaphors or neither

1. After hours out in the snow and cold his feet were as cold as ice.

2. Death is but a door, time but a window. (Ghostbusters)

3. Death lies upon her like an untimely frost. (Shakespeare)

4. The color of her eyes is a brilliant blue

5. Life is but a walking shadow (Shakespeare)

Sentence Rewriting

Rewrite each sentence as a simile or a metaphor, be sure to label simile or metaphor

1. Our cat, Snowy is whiter than any of the other cats in our neighborhood.

_______________________________________________________________________________________________________________________________________________.

2. I have to mow the lawn today because the grass is getting very tall.

_______________________________________________________________________________________________________________________________________________.

3. The note made me angry so I tore it into pieces.

_______________________________________________________________________________________________________________________________________________.

4. The children climbed the tall apple tree.

_______________________________________________________________________________________________________________________________________________.

5. I am very hungry because the bully stole my lunch.

________________________________________________________________________

_______________________________________________________________________.

Lesson Plan 3: Strategies

Introduction to The Other Side of Truth

Concept Under Investigation -- This lesson will introduce the book that we will be using for our multi-text study, The Other Side of Truth by Beverly Naidoo. In this lesson we will be introduced to the book as well as background information about the book and author. We will discuss the importance of knowing this background information prior to reading the book.

Context -- This lesson will be the beginning of the multi-text study on The Other Side of Truth. This lesson will be used to introduce the book through background information. This lesson is part of a two part introduction that will help students develop effective reading strategies for this and other books.

Competencies and Skills -- Seventh Grade 1.03 -- Interact in group settings by:

- Responding appropriately to comments and questions

- Offering personal opinions confidently without dominating

- Soliciting and respecting other person’s opinions

Seventh Grade 5.01 -- Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

- Reading literature and other materials selected by the teacher

- Engaging in small group discussions

- Analyzing central ideas in literature and other texts in relation to personal insights/experiences

Other Goals and Objectives -- To introduce the multi-text study on The Other Side of Truth.

Materials Needed -- Computer lab access (lab mst have access to internet to ensure that all students have the opportunity to complete the technology enhanced assignments), Copies of reading comprehension questions, Enough copies of The Other Side of Truth for each student, questions for internet research, List of reliable websites.

Procedures with Script

Initiating Activity/ Review -- In the computer lab, hand out reading comprehension questions, then have students link to http://en.wikipedia.org/wiki/Hurricane_Katrina. They are to read the article and answer the comprehension questions. This will serve as a review to help them remember the strategies that they have been taught to read and comprehend the on-line texts.

Purpose -- The purpose of today’s lesson will be to use internet sources to introduce the text for our multi-text study.

Introduction to Today’s Lesson -- Have students link to http://www.infopeople.org/resources/bkmk/select.html, and review the checklist on evaluating internet sources. Remind students that whenever they are looking for information on the internet they have to be careful to make sure that it is a an accurate and reliable source.

Guided Practice -- Have students get into seven groups, these will be their groups for the multi-text study. These groups will already have been assigned to them. Each group will investigate a question about Naidoo or her book. They will need to answer this question using internet research. Students will submit a written response and share an oral responses with the class. A list of some reliable web-based resources is provided under SPED Modifications.

1. Tell us briefly about Beverly Naidoo’s life?

2. What may have motivated Naidoo to write this book?

3. What awards has the book won? What have some critics said about it?

4. What is the setting of this book?

5. Tell us about the main characters in the book?

6. Give us a brief summary of the plot?

7. What are some other books that Naidoo has written?

Have each group present their findings and allow time for questions from other groups. Ask students, “Why is it important to know background information about a book and its author before reading it?”

Independent Practice -- Distribute copies of The Other Side of Truth. The Remainder of the class period will be used for students to look through the book.

Closure/Expectations -- The nest lesson will introduce students to the reading schedule and reading guides for the book. Students will also continue to explore reading strategies that will help them get more out of their reading.

SPED Modifications -- Provide a list of some reliable and accurate web-sites for students who may still have some difficulty evaluating web-based resources. Group work will ensure that students with speech difficulties can take a less vocal, but still vital role in this project.

http://www.beverlynaidoo.com

http://www.chapters.indigo.ca/iten.asp?Item+9786029628&Catalog=Books&N=43+606241&Lang=en&Section+kids&zxac=1

http://www.contemporarywriters.com/authors/?p=auth244

NETS Technology Standards Addressed --

A. Apply current research on teaching and learning when planning learning environments and experiences.

B. Identify and locate technology resources and evaluate them for accuracy and suitability.

C. Plan for the management of technology resources within the context of learning activities.

D. Plan strategies to manage student learning in a technology-enhanced environment.

Formative Assessment -- Student’s use of technology will be evaluated through the group oral and written responses. It will be evaluated by the accuracy and detail of the information that they present.

Summative Assessment -- Throughout the multi-text study, students will be assessed by reading guides, class discussions, and written responses to their reading. For comprehension and synthesis of the information in the texts.

Next Lesson -- Tomorrow’s lesson we will be going over the reading schedule and looking at the reading guides that will go along with the book. We will also continue our discussion of reading strategies that will help students to get more out of their reading of this and other books.

Wiki-pedia article for Reading Comprehension

Hurricane Katrina

Hurricane Katrina formed over the Bahamas on August 23, 2005, and crossed southern Florida at Category 1 intensity before strengthening rapidly in the Gulf of Mexico, becoming, at that time, the strongest hurricane ever recorded in the Gulf. (Hurricane Rita broke this record later in the season.) The storm weakened considerably before making its second landfall as an extremely large Category 3 storm on the morning of August 29 along the Central Gulf Coast near Buras-Triumph, Louisiana.

The storm surge from Katrina caused catastrophic damage along the coastlines of Louisiana, Mississippi, and Alabama. Levees separating Lake Ponchartrain from New Orleans were breached by the surge, ultimately flooding about 80% of the city, all of St. Bernard Parish and portions of St. Tammany Parish and Plaquemines Parish. Wind damage was reported well inland, impeding relief efforts. Katrina is estimated to be responsible for $75 billion in damages, making it the costliest hurricane in United States history; the storm has killed 1,420 people, becoming the deadliest U.S. hurricane since the 1928 Okeechobee Hurricane.

Reading Comprehension Questions

Answer in complete sentences

1. Where did Hurricane Katrina make its first landfall?

2. What parts of Louisiana were either completely or partially flooded?

3. How many years had it been since the last US hurricane that killed more people than Katrina?

4. Agree or disagree with this statement and support your argument with facts from the article: Hurricane Katrina is the worst natural disaster in US history.

Lesson 4: Procedures

Peer Conferencing

Concept Under Investigation -- This lesson will expose students to peer-conferencing as one of the basic elements of a writing workshop.

Context -- This lesson will take place in the beginning of the school year as part of a unit in which all of the basic elements of a writing workshop will be covered.

Competencies and Skills

Seventh Grade 1.03 -- Interact in group settings by:

- Responding appropriately to comments and questions

- Offering personal opinions confidently without dominating

- Soliciting and respecting other person’s opinion.

Seventh Grade 4.03 -- Develop the stance of a critic by:

- creating a critical response/review of a topic

Other Goals and Objectives -- To introduce students to peer conferencing and help them to use it as a tool to improve their writing.

Materials Needed -- overhead projector, markers, transparency with sentences to be edited, Copies of “Writing Workshop Editor’s Key”, markers, rough copies of student writings, peer conference forms

Procedures with Script

Initiating Activity -- On their own paper, have students edit the sentences for mistakes, they should use correct editing marks. Go over with students by making the correct marks on the transparency.

Review -- Distribute copies of the “Writing Workshop Editor’s Key” and review each mark, what it means and how it is used.

Purpose -- The purpose of today’s lesson is to introduce the peer conferencing aspect of the writing workshop. Explain that one of the most valuable tools a writer has is the input of his/her peers. Some of the best and most useful feedback you will receive in this class will come, not from me, but from your peers.

Introduction to Today’s Lesson -- Hand out Peer conferencing forms. Have the class come up with some suggestions for questions that they would like to have answered. Here are a few suggestions to get them started.

1. Are there any parts of this that are unclear?

2. Is there anything you would like to know more about?

3. What do you think is the main idea? Are there any details, words, phrases, paragraphs, etc that are unnecessary to the main idea?

4. Are there errors that are distracting to you as a reader?

5. What can I do to make this piece more interesting/creative?

6. Is this piece well-organized?

Guided Practice -- Have students exchange their rough drafts with a partner and fill out the peer conferencing forms. Students should also make editing suggestions. This may take up the remainder of the period.

Independent Practice -- If there is any remaining time, students may look over the peer conferencing sheets and begin to decide how they will use this feedback in their revisions.

Closure/Expectations -- Ask them to turn in their peer conferencing sheets, and let them know that they will be receiving them back in the next class period. During the next class they will also have more time to work on revising their writing.

SPED Modifications -- Students will be allowed to use the “Writing Workshop Editor’s Key” when giving feedback. Students will receive extra time to give feedback and make revisions if necessary.

Formative Assessment -- Students will be assessed on their understanding of peer conferencing based on the feedback they provide on their peer conferencing forms.

Summative Assessment -- Students will be assessed on their participation in the writing workshop, including peer conferencing, based on the quality of the writing they produce.

Next Lesson -- The next lesson they will continue to incorporate the feedback that they received into their writing.

Peer Writing Conference Record

(Atwell)

Writer’s Name:___________________________________ Date:___________

Responder:____________________________ Topic/Genre:________________

Writer, before you ask for a conference, your job is to consider what you want help with: ideas, language, images, organization, coherence? Tell the reader what you want response to:

Responder: When you agree to confer with a writer, your job is to help the writer think and make decisions about the writing:

- Ask what he or she needs help with

- Listen as the writer reads, try to understand the writing, tell them what you heard.

- If there are parts that confuse you, you don’t understand, or would like to know more about, ask the writer. It will help if you jot down your questions during and after the reading on the back.

- Ask the writer what he/she plans to do next

- Give this record of the conference to the writer

Notes/ Questions for the Writer

To me, this piece seemed to be about:

I was confused about:

I would like to know more about: