Lesson Plans - DOC 6 by mRk8MpH

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									                                        Journalism One (Elective)
                                         Unit: Grammar Review
                                            Tuesday (3/23/10)

Ohio Academic Content Standards (Grade 9):
Writing Conventions:
2. Use correct capitalization and punctuation.
3. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
5. Use proper placement of modifiers.

Lesson 1: Independent/ Dependent Clauses and Comma Usage

Lesson Summary: The students will practice utilizing independent and dependent clauses
correctly through lesson activities and writing their own independent and dependent clauses.
Estimated Duration: 50 minutes

Instructional Procedures:
Surprise Lead: (5 minutes) John and Harriet Letter. Have one student read the first letter and
then another student read the second letter. The students should be surprised. The teacher should
explain that this is why comma usage and grammar are so important in writing because your
ideas can be completely misconstrued if you improperly use grammar.
Transition: “Now we are going to go over how to properly place commas by learning about
independent and dependent clauses.”
Step 1: (10 minutes) The teacher should lecture over independent and dependent clauses
according to the posters.
Step 2: The teacher should then supply each student with a large sentence card. On these cards
are dependent and independent clauses.
Step 3: (15 minutes) The students will then stand up in the front of the room and create sentences
with their sentence cards. Once there is a completed sentence, the students should state where the
punctuation mark must go and why the sentence must be constructed in this way.
Transition: “Now that you have practiced using independent and dependent clauses, I want you
each to create your own sentences using independent and dependent clauses.”
Step 4: (10 minutes) The students will write five sentences using independent and dependent
clauses.
Step 5: (10 minutes) The students will then share one of their sentences with the class and
explain why it needs a comma.
Closure: The teacher should collect the students’ sentences and remind them that we will be
continuing grammar review tomorrow by analyzing parallel structure and misplaced and
dangling modifiers.

Types of Questions: Knowledge, Application, Analysis
Extension: none
                                        Journalism One (Elective)
                                         Unit: Grammar Review
                                          Wednesday (3/24/10)

Ohio Academic Content Standards (Grade 9):
Writing Conventions:
2. Use correct capitalization and punctuation.
3. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
5. Use proper placement of modifiers.

Lesson 2: Misplaced/ Dangling Modifiers and Parallel Structure

Lesson Summary: The students will be able to recognize misplaced and dangling modifiers in
their own writing and be able to write the sentences so that they make sense. They will also be
able to recognize parallel structure and correct their own sentences to write in parallel structure.
Estimated Duration: 50 minutes

Instructional Procedures:
Lead: (5 minutes) Introduce dangling modifiers by reviewing page 126 worksheet. Explain how
modifiers can completely change the meaning of the sentence.
Transition: “Now we are going to try to correct these dangling modifiers to make them make
sense.”
Step 1: (10 minutes) Have the students turn the first handout over to complete the activity. The
students should work in pairs to figure out ways to fix the dangling modifiers.
Step 2: (10 minutes) Once the students have finished the worksheet, the class should discuss the
answers, making sure to explain why each sentence was misplaced.
Transition: “Now that we have an idea what dangling modifiers are and how to correct them, we
are now going to learn how to correct misplaced modifiers.”
Step 3: (5 minutes) The teacher should review the example misplaced modifiers and lecture
according to the handout.
Step 4: (10 minutes) The students should correct the example problems on worksheet page 130
in pairs.
Step 5: (10 minutes) Once the class has completed the problems, the class should review the
answer to each question, explaining why the modifier was misplaced and how they corrected it.

Types of Questions: Knowledge, Application, Analysis, Evaluation
Extension (Closure): Review independent/ dependant clauses and compound sentences with
coordinating conjunctions, along with misplaced and dangling modifiers for the quiz
tomorrow!
                                          Journalism One
                                       Unit: Grammar Review
                                  Thursday (3/25/10) *My Birthday!*

Ohio Academic Content Standard (Grade 9):
Writing Conventions:
2. Use correct capitalization and punctuation.
3. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).
5. Use proper placement of modifiers.

Lesson 3: Grammar Review Day and Quiz!

Lesson Summary: The students will review grammar concepts from the past two days and then
take a summative assessment quiz over the material.
Estimated Duration: 40 minutes (TEAM Time)

Instructional Procedures:
Lead: “Today you will be quizzed over the grammar concepts we’ve been studying for the past
two days, but before I give you the quiz, I want to review what we’ve learned so far because I
want each of you to do well on this quiz!”
Step 1: The teacher should handout the dependent and independent clauses notes worksheet.
Step 2: (5 minutes) The teacher should go over the handout with the students, making sure to
review the concepts using examples.
Step 3: The teacher should then have the students bring out their dangling and misplaced
modifier worksheets.
Step 4: (5 minutes) The class should go over these worksheets as a review with the teacher.
Step 5: (30 minutes) The teacher should then handout the grammar quiz and tell the students that
they will have 30 minutes to complete the quiz. The quizzes are to be turned in once the students
are finished.

Types of Questions: Knowledge, Application, Analysis
Extension (closure): End the class by announcing to the students that they now can correctly
use grammar in their writing for journalism!

								
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