Writing/ Composing Lesson Plan



APPENDIX A: Grammar/ Conventions Mini-Lessons

Previous Days’ Grammar/ Conventions Lesson Plan Agenda:

|1 min. |Teacher will introduce goal of lesson and the grammar to current essay students are working on OR will relate |

| |the grammar to state-test/ ACT requirements. |

| |“Today we’re going to learn another comma rule- the rule for using commas as interrupters with nonessential |

| |phrases. We’ll be able to use this comma rule within our essays to write more precisely and this specific |

| |comma rule is also frequently test on the ACT.” |

|5 min. |Teacher shares the grammar/ mechanics rule.* |

| |We use commas to set off a nonessential clause from the rest of the sentence. |

| | |

| |Teacher models the appropriate application of the rule. |

| |We choose when to do this based on when the clause of words isn’t critical for the sentence to make sense. |

| | |

| |Example when you need commas to off set the nonessential clause: Geronimo, who led the Chiricahua Apaches, was|

| |a great leader. |

| | |

| |Non-example when you don’t need commas because the clause is essential: The salad that she made for the |

| |potluck dinner was a colorful mix of |

| |tomatoes, artichoke hearts, carrots, and black olives. |

| | |

|10 min. |Students work in partners to TALK and GRAPPLE with the new grammar rule and complete many practice problems |

| |together.** |

| | |

| |Teacher moves around the class to figure out what is most holding Ss back. |

|5 min. |If necessary, teacher pulls Ss back together to debrief a trend of confusion that she noticed. |

|5 min. |Students check their answers with answers provided by teacher & Ss ask each other clarifying questions to |

| |understand their mistakes. |

|5 min. |Students take an exit ticket independently.** |

*Grammar rule pulled from or grammar textbook.

** I pulled partner practice problems & exit ticket problems from class textbook or online textbook. When I have to teach a grammar rule that isn’t in my class textbook, I pull sentences from a novel written on grade level & then turn them into practice problems, so I’m not wasting time making up sentences that might be below grade level anyway.

Partner Grammar Work- Directions: Most of the following sentences contain nonessential phrases or clauses. Add commas where they are needed. If a sentence is correct, write C.

_________1. Why is it do you think that she always slept with the doll lying by her side?

_________ 2. The bride Satori who was from Osaka chose a traditional wedding garment.

_________ 3. That new ad you saw which appeared in this morning’s paper is bringing

in many new customers.

_________ 4. Have I introduced you to Mr. Perkins our kind and generous neighbor?

_________ 5. Ms. Ortega who was our teacher last year will teach at Adams Middle

School next year.

_________ 6.. This bronze statue cast in over a dozen pieces will be put together next

month.

_________ 7. Do you think that the audience excited by the show will give the

performers a standing ovation?

_________ 8. A goal even if it is small is best approached in stages.

_________ 9. That last Easter egg carefully placed by Rudy certainly is well hidden.

_________ 10. Pocahontas’s story which has been told for over three hundred years

sometimes strays from the facts.

_________ 11. We met the woman who will be the violin soloist with the orchestra.

Independent Exit Ticket-Directions: Most of the following sentences contain nonessential phrases or clauses. Add commas where they are needed. If a sentence is correct, write C.

_________ 1. Will this new information learned only an hour ago interest the voters?

_________ 2. Lonnie dreaming of flying in a spacecraft stared up at the stars.

_________ 3. The house’s owners who like to do such work themselves are painting.

_________ 4. All the animals shown on the facing page are expert swimmers and divers.

_________ 5. These ancient Chinese tombs discovered only a few years ago are still

being excavated.

Answers:

1. Geronimo, who led the Chiricahua Apaches, was a great leader.

2. C

3. Hercules, whose picture can be found on many ancient Greek pottery pieces, was the son of Zeus.

4. C

5. Why is it, do you think, that she always slept with the doll lying by her side?

6. The bride Satori, who was from Osaka, chose a traditional wedding garment.

7. That new ad you saw, which appeared in this morning’s paper, is bringing in many new customers.

8. Have I introduced you to Mr. Perkins, our kind and generous neighbor?

9. Mrs. Ortega, who was our teacher last year, will teach at Adams Middle School next year.

10. This bronze statue, cast in over a dozen pieces, will be put together next month.

11. Do you think that the audience, excited by the show, will give the performers a standing ovation?

12. A goal, even if it is small, is best approached in stages.

13. The last Easter egg, carefully placed by Rudy, certainly is well hidden.

APPENDIX B: Writing/ Composing Lesson Plan

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Writing/ Composing Lesson Plan Agenda

|3 min. |Teacher will introduce goal of lesson. |

|7 min. |Teacher pulls a student example to model the lesson’s objective. |

| |Many students contribute ideas for student’s writing |

|5- 8 min. |Students talk with their writing partner to clarify their priorities for writing. |

|15- 20 min. |All students compose or revise their own writing to achieve the objective. Teacher will work with prioritized students who struggled|

| |with writing last essay or yesterday. |

|5 min. |Students share their progress with their writing-partner. |

Student-Facing Directions for Essay

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Student-Facing Planning/ Drafting Handout

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