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Candidate: Betsy HerringDate: 03/03/16Grade: 11-12Lesson PartActivity description/Teacher doesStudents doFormal/InformalAssessment of Prior Learning orPreassessment(Sequence start)My class is made up of a mix of seniors and juniors; the majority are seniors who are headed to college five short months from now. My goal for their grammar improvement stems from my experience teaching college composition courses, combined with my knowledge of the grammar mistakes I see that they continue to make in the papers they turn in. I am familiar with the top five grammar mistakes incoming college freshman are making, and I want to make sure my high school seniors leave here not making those five. Today’s lesson focuses on the two mistakes my students are making most often: Comma Splice Run-Ons and Pronoun/Antecedent Agreement. Preassessment Questions are posted on screen as bellwork:Bellwork: 1. What do “Comma Splice Run-On” and “Pronoun/Antecedent Agreement” mean? (V) Everyone write down “guess-initions” (guess + definition) on a sheet of paper. (LD)2. On a scale of 1 – 5, I rate myself as a ____ when it comes to unknowingly making these errors in my written work and a _____ when it comes to correcting these errors during peer revisions. Students write in own words (LD) their idea of what the two phrases mean. (SV)(V)Students self assess. (SV)(LD)(V)TitleLesson 1: Comma-splice run-ons are bad for a student, pronoun-antecedent agreement can also be their problem.StandardStudents apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.Central Focus (CF)CCSS.ELA-LITERACY.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Academic LanguageLanguage functions: Students can demonstrate a clear understanding of what comma-splice run-ons and pronoun-antecedent agreements are by purposely creating sentences with those errors and purposely creating sentences without those errors.Language demands: Students can define in their own words spoken aloud and in writing through clarifying sentences. Students can read each other’s sentences and write corrections in response. Vocabulary: comma, splice, run-on, comma-splice run-on, pronoun, antecedent, pronoun-antecedent agreementLearning Target (LT)I can define “comma-splice run-on” and “pronoun-antecedent agreement” in my own words.I can purposely create and repair the errors of “comma-splice run-on” and “pronoun-antecedent agreement.”Introductory HookLesson title and learning targets are projected on the screen, along with bellwork every day.Ask students: Look around the room. Can anybody find those two errors somewhere in here?Students could notice the lesson title and find that it contains both a comma splice and a pronoun/antecedent agreement error. If not, I’ll give a clue at the end of the lesson for closure to the hook.Instruction(e.g. inquiry, preview, review, etc.)Ask students to read aloud the CF and LTs (LD) on the screen. Ask different students to identify aloud the key words of the CF and LTs (LD) (V). Teacher underlines these key words and will ensure all the key words from CF and LTs are named and understood.Students should say aloud (LD): demonstrate, command, standard, grammar, usage, define, comma-splice run-on (V), pronoun-antecedent agreement (V) purposely create, repair. Informal AssessmentTeacher asks 3 different students to share aloud their written guess-initions of “comma-splice run-on” and “pronoun-antecedent agreement” aloud (LD) (V), then asks students to vote on which they think is closest to book definition.If none are correct, teacher will call on 3 more students to share aloud their guess-initions. Repeat activity once more if these 3 do not result in correct answer.If all 3 are same and correct, we’ll move on to the next activity, and teacher will know from the informal assessment that they are ready to demonstrate their knowledge.TAG: Teacher calls on them first for next exercise, involving the purposeful creation of a comma-splice run on and pronoun agreement error.Practice ActivityorSupportTeacher calls on two TAG students to purposely create 2 sentences each, one with a comma-splice error and another with a pronoun agreement error. (LF)(LD)(V)TAG Students create four sentence errors on board. (LF)(LD)(V)Informal AssessmentTeacher asks class to vote on whether the sentences do in fact have those errors, one at a time.Teacher asks everyone to write a repair of the sentences on a sheet of paper. Trade paper with neighbor and grade the repair. Ask: 1.) Who’s unsure of the repair they graded? 2.) Who can find the error in that question?Students could find pronoun/antecedent agreement problem in Who’s/they & repair. If “who” is plural, then “repair” would be “repairs.” Or change “they” to “you” and leave “repair” alone. Segue into a little discussion of spoken vs written grammar. Teacher checks the “trade and grade” and remediates. Teacher asks for different repairs from different students to demonstrate that there is more than one available remedy/strategy.1. Students vote yes or no (SV)(LD)(LF)2. Students repair the errors. (LF)(LD)3. Trade and grade. (LF)(LD)Students hopefully find pronoun/antecedent agreement in Who’s/they & repair. If “who” is plural, then “repair” would be “repairs.”Students respond if they’re unsure of the repair that was made or how they graded it.(SV)ELL, IEP: Close monitoring, eye contact, direct questioning about each of these.Practice ActivityorSupportRace Repair Activity:Teacher asks every student to create five sentences, two with comma-splice run-ons and three with pronoun-antecedent agreement errors. Each error has to be completely different; for example, cannot use the same pronoun or antecedent twice. Leave 3 lines of space underneath each as room for a sentence repair. Teacher asks all students to get up and wait for the word “go.” On “go,” each student trades sentences with a classmate whose name starts with the same letter as their name. They repair each other’s first sentence in the space underneath, and then they must trade with someone else on the next sentence; this time it must be someone of the opposite sex. Repeat until all sentences are repaired and the first pair to finish wins. Third time, trade with someone who’s wearing the same color shirt. Fourth time, trade with someone you’ve never directly spoken to in this class. Fifth time, trade with someone whose last name starts with the letter either before or after your last name’s first letter. Each repair for comma splice run-on must be different; cannot just use period. One must use a conjunction or semicolon.Before winners can claim their prize, they must project each of their sentence sheets up on the screen for the whole class to check. If each sheet is correct, both in the creation of the faulty sentences and in the repairs, that pair wins. If not, teacher says “go” and the rest of the class keeps going until the next pair wins. Students will create 5 sentence errors. (LD)(LF)(V)Students engage in race repair activity: (V)(LD)(LF)ELL: Personal, direct questioning before start of activity and physically follow during activity to make sure they are understanding the activity.IEP: Save their sheets to analyze errors they’re making and create additional practice sheet to give next class.Closure Assessment of Student VoiceTeacher ask students to look back at the opening hook question. Teacher will guide them to the Lesson title for repair and discussion.Teacher asks students to write short answers to the following Q’s on clean paper to hand in. If there’s time, we’ll read 1 or 2 aloud. If not, they’ll hand them in as exit slips. (SV)(LD)(LF)Looking back at the CF and LTs, why did we do this Race Repair Activity? Name two ways you can use the information gleaned from today’s activities—one way involves doing something immediately with your own previous paper and one way should involve a classmate.On a scale of 1 – 5, I rate myself as a ____ when it comes to unknowingly making these errors in my written work and a _____ when it comes to correcting these errors during peer revisions. Yes or No. Did your rating numbers change since your first rating? Circle one.Students self-assess in student voice by writing answers: (SV)(LD)(LF)4. Supporting Science Development through Languagea. Language function: What verb appears in your learning target that represents the language function?I use three verbs in my learning target that represent language function: define, create, repair. To define in their own words is to contextualize or recontextualize their understanding of the meaning of these terms. To purposely create errors stretches their thinking, since it requires that they understand both the correct and incorrect representation of the vocabulary through syntax. To repair the errors others created requires their understanding of correct grammar function.Learning Targets:I can define “comma-splice run-on” and “pronoun-antecedent agreement” in my own words.I can purposely create and repair the errors of “comma-splice run-on” and “pronoun-antecedent agreement.”b. Language demand: What learning activities or products will student write, speak, or do to represent the language demand and an opportunity to practice the language function?Students are asked to define in writing (LD) in their own words subject relevant vocabulary (comma-splice run-on, pronoun, antecedent), to self-assess in writing (LD) their skill with the language function, to locate/cite evidence somewhere in the classroom (LD) examples of the grammar errors we’re learning, and to purposely create in writing (LD and LF) the grammar errors and to repair in writing (LD and LF) the grammar errors. Students are asked to read aloud (LD) the CF and LTs on the screen and to identify aloud (LD) the key words of the CF and LTs (V). c. Additional language demand: How will students practice content vocabulary words shown in the learning targets? The exit slips are calling for students to use their new knowledge of the vocabulary to correct their previous papers. I’ll ask them to bring in just the sentence repairs instead of the whole paper. Also, students engage in peer review for every paper they are assigned. I will ask them to read specifically for these two errors during their next peer revision workshop. Before we begin workshop, I’ll assess whether they remember the definition of the two errors, and then they’ll read and watch for those in the paper they review. Having students repeatedly “define and use” throughout an activity builds in the sort of repetition that Medina (2014) says more elaborately encodes information in the brain to “fix” it in memory.d. What learning activities enable students to practice using symbols or abstract representations of information (syntax), if these are part of the lesson?To purposely create the two grammar errors in writing requires that students understand both the correct and incorrect representation of the vocabulary through syntax. When students peer edit each other’s work, they’ll use proofreading symbols to mark the errors they find: “CS” for Comma Splice and “P/A” for Pronoun/Antecedent Agreement Error. e. How is discussion (discourse) structured in activities?Students use discussion throughout the lesson in various places. First, they are asked to find evidence of the errors in the classroom. This leads to discussion when the errors are found. Next, students read the CF and LTs aloud and identify the key words. This is a chance for question and discussion if they don’t understand the CF or LTs. Students are asked to share aloud their guess-initions and to vote on which they think is closest to book definition. There is more than one way to repair an error, so our discussion will involve calling on students to provide different repair strategies during the trade and grade activity. Discussion is required to assess whether the winners really won after the race repair activity. If there is time, students will discuss their answers on the closing assessment. f. What other writing or speaking activities enable students to practice vocabulary and the verb shown in the learning target?Students will speak/discuss the definitions of each error prior to peer revision, then they will read and look for those specific errors during every peer revision.1. How do lesson parts show a coherent structure and progression? The preassessment asks students to remember subject specific vocabulary from previous class discussions, and then begin using the vocabulary words, which happen to be verbs signifying language function demands as well, in activities and discussions. The activities build on knowledge students gained through analysis and discussion in previous classes and ask them to begin demonstrating skills they’ve analyzed in others’ writing in their own writing. We start slow and build. The first activity asks students to examine short statements and classify them as thesis, claim, counterclaim, refutation, and concession. It’s reading and interpreting, but it’s also showing them examples of what they’ll have to come up with in the very next activity. The next activity has them interpreting two statements of mine and writing two short statements of their own, which also happens to be the Learning Target, and demonstrates LD, LF, and V. The last activity builds towards a larger goal—they’ll write, interpret, and write some more. There is a self-assessment at closure using the LTs as guides for assessment. It’s all linear, related, highly coherent, and progresses with appropriate pacing. 2. In what way are the learning targets clear, and conducive to assessment? The learning targets are written at student level, they use subject-specific vocabulary in a way that activates language demand and language function, and they can be turned around and rewritten as self-assessment inquiries. The first LT is “I can define refute and concede in my own words,” which is easily measurable by the teacher who listens to the definitions, and it can be turned into this question for student self-assessment: “Did I define refute and concede in my own words?” The second LT is “I can read pieces of counterclaim evidence and practice refuting them or conceding to them in short written statements of 1-2 sentences,” which is measured directly in a learning activity with those same explicit directions, and which can be turned into the following self inquiry: “Was I able to read pieces…and write statements of 1-2 sentences?”3. How does the lesson instruct on elements of academic language? Academic language was easy to incorporate in this lesson, since the subject-specific vocabulary words also happen to be verbs that signify language demand and language function skills. As such, the lesson is able to be set up asking students first to define the words and then to use them in a succession of learning activities. The teacher was able to teach the vocabulary and have the students use it immediately. Prior lessons had introduced the relevant vocabulary, so students had a history of using the academic language in just two ways: reading and discussion. This lesson enables them to continue building skills using the academic language as they use it in writing, a language function skill.4. What way is informal assessment integrated across the lesson to provide information for making on-the-spot decisions as the lesson is deployed? The introductory hook is also an informal assessment of sorts. It asks an open-ended question intended to bring up ideas and facts that will be relevant to the very last activity of the class. But if students are not familiar with the topic I introduce in the hook, I’ve planned an alternate hook that they can respond to whether they’ve ever had experience with the ideas before, and they’ll resonate in the discussion at last activity. In addition, I give a “scramble” handout as an informal assessment for me and the students to measure where we are in relation to the material we’re learning. Misconceptions were anticipated and strategies for remediation were included at that point. Another informal assessment was given after the writing exercise to check in with students. Last, I included in the description of the last activity how I would gauge students’ interest and energy level with our writing topic to determine whether we’ll continue with it as our official writing assignment.5. How does the lesson include student voice reflection or self-assessment? After the first writing exercise, there is an informal assessment asking students to identify whether they were able to do the activity, which was essentially the learning target reframed directly as an activity, and to identify where they got stuck, if not. Teacher will remediate at that point if necessary. At closure, there is another self-assessment for students in which they are asked to examine how the activity helped them build proficiency towards the LTs and how it will help them go forward in their next assignment. It’s a metacognitive approach, asking them to notice how the activity helped them learn so that they could meet the LT.6. How does the lesson plan show familiarity with a wide range of effective pedagogical approaches? The lesson includes a hook to interest them from the beginning. The hook includes discussion of timely and relevant world events and ultimately makes use of content they’ll also be learning in classes of other departments. The ELA lesson seeks to build skills for an assignment that will not only be relevant for history and social studies, but could offer an opportunity to take away enduring ideas that will benefit them in adulthood. The lesson includes group work, planning for exceptional students, a chance to use modern technology to do some research, and an engaging final activity to set them up for an assignment. 7. In what way does the lesson show instruction, practice, or support activities that are linked to the learning target and that they will address the needs of the whole class and of individuals? Every piece of the lesson correlates to the Learning Targets. The preassessment asks students to define the subject specific vocabulary, which is also a learning target; the introductory hook engages the students through an introduction of a current event that is also a hotly debated topic, and the lesson is working on argumentative writing, so links to the LT, CF, and CCSS; the instruction/inquiry section calls on explicitly recognizing the learning targets and simultaneously engages the students in language functions and language demands around the learning targets; the following informal assessment uses the LT vocabulary as an exercise to complete, so demonstrates LD and LF around the LT; the following practice activity uses the same LT vocabulary and LDs and LFs, but in a different way (demonstrates repetition and presenting the same content in a variety of ways); the following informal assessment asks whether students were able to complete the exercise, which was exactly the LT reframed; the last activity uses all of the same V, LD, and LF, except in a different way again; and the final closure assessment asks students to directly state how the activities and instructions leads to proficiency of the LTs. At every step, differentiated instructional cues were included for the teacher to follow with respect to IEP, ELL, and TAG students.Dangling/misplaced/modifiersFragmentVerb tense switchComma splicePronoun/antecedent agreementDon’t look up definitions or look at examples. Hear the words/phrases and write down what you think they describe. Own-words “guess-inition” (guess + definition).Now try to create a sentence with the problem you described.Now repair the problem you created.Project sterile book definitions on the screen. See how close their guess-initions were to the real thing. Who was completely off with definition? No harm done, because you created a problem and corrected it. All this means is that you need to figure out the name of the problem you created. ................
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