IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank
Warning: Sentence Construction Zone Lesson: English Language and Literature , Grade(s) 06 In the unit this lesson is from, students look at how we use language to communicate with others by deconstructing, or unbuilding, sentence structures. Rather than looking at sentences from small picture (individual words, parts of speech, etc.) to big picture (sentences as a whole), students take fully built sentences they've created and deconstruct them into the smaller pieces, analyzing the parts. In this lesson, students use their knowledge of the form and function of sentences to appropriately put various (random and sometimes a little bit wacky) words in a correct order, based on their purpose and behavior, to create different types of sentences. They will then perform tasks to enhance those sentences, and finally, build a narrative paragraph from a wacky sentence, using a variety of sentence types. Duration: 90 Minutes
Lesson Lesson Plan Template (if applicable)
21st Century Classroom Lesson Plan
Idaho State Department of Education Students Come First
Developed According to the Charlotte Danielson Framework and
Universal Design for Learning (UDL)
Charlotte Danielson Framework This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.
UDL – This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including;
1. Multiple means of representation,to give diverse learners options for acquiring information and knowledge, 2. Multiple means of action and expression,to provide learners options for demonstrating what they know, 3. Multiple means of engagement,to tap into learners' interests, offer appropriate challenges, and increase motivation
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Lesson plans created by educators for submission into Idaho’s Learning Management System (LMS) Schoolnet must include these components. For information on Universal
Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;
http://.cast.org/
Bloom’s Revised Taxonomy – This lesson plan includesBloom’s Revised Taxonomy as a component.
*Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idaho’s Schoolnet Learning Management System and must be completely filled in ( unless labeled * for optional) to facilitate entry into a searchable statewide and national online database. Educators are not limited to the space provided as the table will expand to fit the entries.
Name: Kyra Fullmer
Email: (not published)
[email protected]
District Name: Kimberly
School Name: Kimberly Middle School
District Number: 414
School Address: 141 Center St. West Kimberly, ID 83341
School Phone: 2084234170
Administrator Name: Matt Schvaneveldt
Lesson Overview Unit: Warning: Sentence Deconstruction Zone!
Lesson Title: From the Ground Up: Putting the Pieces Back Together!
Subject: English
*Subheading:
Duration: Two 45minute class periods
Grade Level(s): 6
Course: (Please choose from the dropdown list provided)
Big Idea or Focused Investigation: It is important for students to know why and how sentecnes are put together to effectively communicate with others.
Enduring Understandings: Sentences are built using different components such as subjects and predicates, and we use different types of sentences to build our language and to clearly convey our thoughts.
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Essential Question/s: How do my sentences allow me to be heard or show who I am? How do we make our writing better?
Description Lesson Description:
Description:
In the unit this lesson is from, students look at how we use language to communicate with others by deconstructing, or unbuilding, sentence structures. Rather than looking at sentences from small picture (individual words, parts of speech, etc.) to big picture (sentences as a whole), students take fullybuilt sentences they've created and deconstruct them into the smaller pieces, analyzing the parts.
In this lesson, students use their knowledge of the form and function of sentences to appropriately put various (random and sometimes a little bit wacky) words in a correct order, based on their purpose and behavior, to create different types of sentences. They will then perform tasks to enhance those sentences, and finally, build a narrative paragraph from a wacky sentence, using a variety of sentence types.
Goals and Objectives
(Framework Domain 1c: Setting Instructional Goals)
Goals and Objectives:The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion.This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer.
Unit/ Lesson Goal/s: Students will be able to recognize and create varying types of sentences and use them in their writing.
Lesson Objectives:
Students will use correct subject/verb agreement in the sentences they create.
Students will effectively use different parts of speech to enhance their sentences.
Students will use correct punctuation and capitalization in each sentence.
Students will identify and apply understanding of subjects and predicates in order to write complete sentecnes, using a variety of sentence structures.
From the sentences they create, students will build a narrative paragraph with varying sentence types. Students will then evaluate their paragraphs based on their use of sentence types.
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank
Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content
standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or
use the internet links provided to access then copy and paste into the document)
IdahoStateContent Standards:
Common Core State Standards (English Language Arts and Mathematics):
1R: Reading 1RL: Literature 1RL.B: Craft and Structure R.CCR.05: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.6.05: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
2W: Writing
2W.B: Production and Distribution of Writing W.CCR.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.05: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.05: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 4L: Language 4L.A: Conventions of Standard English L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.01: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.01.e: Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.02.a: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* 4L.B: Knowledge of Language
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank L.CCR.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. L.6.03: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.03.a: Vary sentence patterns for meaning, reader/listener interest, and style.* 4L.C: Vocabulary Acquisition and Use L.CCR.6: Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. L.6.06: Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
*National Education Technology Standards:
*Professional Technical Standards
*English Language Development (ELD) Standards:
Learning Outcomes – Begin with the end in mind
(Framework Domain 1e: Designing Coherent Instruction)
Learning Outcomes:How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to:
Learning Outcome: Students will create a variety of sentences, including simple, compound, and complex.
*Learning Outcome:
Checking for Understanding Questions: What are the building blocks of language and sentences? What two things must a sentence have? What is a simple sentence also known as? How do you make a compound sentence? What do you need to write a complex sentence?
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank
Bloom’s Revised Taxonomy Which levels of Bloom’s Revised Taxonomy are targeted? Check one or more.
(Use drop down online within Schoolnet or)
X Remembering
X Analyzing
X Understanding
X Evaluating
X Applying
X Creating
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and
objectives of the lesson.
subject, predicate, simple, compound, complex, sentence structure, and variety
Introduction/Anticipatory Set: Students will read an excerpt from Where the Red Fern Grows and decide which sentences are alike in small groups. Then teacher and class will review student responses and identify the three sentence structures used in the text (simple, compound, and complex).
Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.) Students will inquire into the process of writing with a variety of sentence patterns.
Build, Apply Knowledge: Teacher will model building a “wacky” sentence using the bag of words (larger tiles for wholeclass viewing). Teacher will ask for student input on how to improve the sentence. She will use this opportunity to teach vocabulary words in context.
*Higher Order Thinking Questions: How can you rearrange the words in order to change the sentence type?
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank Why does sentence variety matter in our writing?
*Provide Guided Practice: Students will each receive a bag of words in partners and construct sentences. With teacher guidance, they will analyze the sentences for variety and effectiveness. Teacher will check for understanding of subjects, predicates, and parts of speech.
Student partners will create a new sentence, using a graphic organizer. Teacher will select several student samples, varying in sentence structure, to be written on the board. Teacher will guide whole class in analyzing and categorizing the sentences into simple, compound, and complex. Teacher will use this opportunity to teach vocabulary words in context.
*Provide Independent Practice: Students will individually choose their favorite sentence and use it to compose a narrative paragraph. Paragraphs will effectively use each type of sentence at least once within the paragraph.
Wrap Up/Synthesis/Closure: In partners, students will analyze their paragraphs, identifying the varying sentence types.
Students will revisit the essential question in a wholeclass discussion.
Materials
(Framework Domain 1d: Demonstrating Knowledge of Resources) *Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as many as necessary.
Title: (List the title of the website/s.) URL: (Copy and paste the Internet address here. You must include http://) Annotation: (Write a brief description of the website.)
*Technology Tools and Equipment (Including UDLAssistive Technology Software and Hardware): Examples of technology tools might include hardware as well as software;e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary)
1. Projector (to analyze text excerpt at beginning of lesson, if desired) 2.
*Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as necessary)
1. Excerpt from Where the Red Fern Grows by Wilson Rawls 2. Wacky Word List Packets Student Version (Words should be cut out and laminated before lesson) 3. Wacky Word List Teacher Version (Words should be cut out and laminated before lesson) 4. Wacky Word Worksheet
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank *Safety Considerations (e.g. for Science and Professional Technical Education Plans)
UDL Differentiation According to Student Needs
(Framework Domain 1b: Demonstrating Knowledge of Students) Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP or 504, cultural linguistic needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated.
UDL: Multiple means of;
Action and Expression: Students will be provided sentence starters. Students will be allowed to verbally create their sentences and a scribe to write them.
Engagement: Students will have cooperative learning opportunities that require collaboration.
Representation:Vocabulary will be pretaught and reviewed in ways that promote connection to the learners’ experience and prior knowledge.
ELL, SIOP: (Modifications to Instruction)
*Other Means of Differentiation:
Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for further research and exploration.
*1.Extension: Students who master the skill of writing a narrative paragraph may write a fullstory narrative based on their wacky sentences.
Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson.
*1.Remediation: Students who require additional assistance will be able to shorten the paragraph down to only three sentences (using each sentence type once, given help as needed). Students will be working in partners.
Assessment
(Framework Domain 1f: Assessing Student Learning) Assessment: (Optional) May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.
*Formative/Ongoing Assessment: Class discussion, partner/small group collaboration, Wacky Word Worksheet tasks
*Summative/End Of Lesson Assessment: Completed and edited narrative paragraph, using a variety of sentence types.
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank
Standards Covered L: Language L.A: Conventions of Standard English L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.01: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.01.e: Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.02.a: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* L.B: Knowledge of Language L.CCR.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. L.6.03: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.03.a: Vary sentence patterns for meaning, reader/listener interest, and style.* L.C: Vocabulary Acquisition and Use L.CCR.6: Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. L.6.06: Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
R: Reading RL: Literature RL.B: Craft and Structure R.CCR.05: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.6.05: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
W: Writing W.B: Production and Distribution of Writing W.CCR.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.05: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.05: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Materials For a closer look at the materials list below, log onto https://sn.sde.idaho.gov/414
Resources: 1. Excerpt from Where the Red Fern Grows by Wilson Rawls
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IDAHO STATE DEPARTMENT OF EDUCATION Materials Bank 2. Wacky Word List Packets Student Version 3. Wacky Word List Teacher Version 4. Wacky Word Worksheet
Organizers Teaching Methods 1. Cooperative learning
3. Think Pair Share
4. Experiential learning
2. Handson instruction Grouping 1. Large Group instruction
2. Small group instruction
Differentiated Instruction 1. Remediation
2. Acceleration
Bloom's Taxonomy 1. I. Knowledge
3. III. Application
5. V. Synthesis
2. II. Comprehension
4. IV. Analysis
6. VI. Evaluation
3. Intrapersonal
4. Linguistic
Gardner's Multiple Intelligences 1. BodilyKinesthetic 2. Interpersonal
Additional Properties Author: Fullmer, Kyra Elizabeth Publisher: Idaho Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: Fullmer, Kyra Elizabeth (4/15/2013 4:34:00 PM) Last modified by: Crystal, Sara (5/15/2013 10:33:00 AM) Other revisions of this resource:
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