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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