Sei sulla pagina 1di 8

Cypress Creek High School

IB Diploma Programme: Unit Planner


Unit Title
Subject: Pre-IB English II
Standard / Higher

Image Grammar 1 of 5: Action Verbs


Grade:

Level: 10

Time Frame and Duration: two weeks


Teacher(s): Lee Ann Spillane
Desired Results
Significant concept(s):
Action verbs: go from passive voice to active voice by deleting the be verbs
verb the engine of the sentence
state of being verbs: am, are, is, was, were
passive voice- a person, place or thing is ACTED on
active voice- a person, place or thing DOES
verb tenses: See Purdue OWL Sequence of Tenses
1. past
2. present
3. future
4. past perfect
5. present perfect } require helping verbs and indicate action that
may/may not continue
6. future progressive
verb moods: See Purdue OWL Verbs: Voice and Mood
1. Indicativeused for statements of fact and for asking questions
2. Subjunctivemakes a statement contrary to fact
o This is the only mood that may sound strange, so you need to be
aware of it.
o Example: If I were you, I would stay in school.
o I can never be someone else, so this is contrary to fact.
3. Imperativeexpresses a command
4. Conditionalused for statements that depend on each other; one
statement is true only if another statement is true

DP Unit Planner

Cypress Creek High School


Essential Question(s):

How is art a part of life? How does art enrich?


The writer is an artist, painting images of life with specific and identifiable brush
strokes.
Harry Noden, Image Grammar
He began to see grammar as the process of creating art, it seemed unnatural to him
not to view grammar as a continuous spectrum in a while work. - Harry Noden, Image
Grammar
Writing is not constructed merely from experiences, information, characters, plots, but
from fundamental artistic elements of grammar. Harry Noden, Image Grammar
Standards:
L 1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.8.1.B Form and use verbs in the active and passive voice.
L 3 Apply knowledge of language to understand how language functions in different
contexts; make effective choices for meaning/style, and comprehend more fully when
reading or listening.
L.8.3.A Use verbs in the active and passive voice and in the conditional and subjunctive
mood to achieve particular effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to fact).
W 4 Produce clear and coherent writing appropriate to task, purpose, and audience.
W 10 Write routinely over extended time frames for a range of tasks, purposes, and
audiences.

Understanding (s)/aims (from Subject Guide):


The aim is to:

introduce students to a range of texts from different periods, styles and genres.
develop in students the ability to engage in close, detailed analysis of individual texts and
make relevant connections.
develop the students powers of expression, both in oral and written communication.
encourage students to recognize the importance of the contexts in which texts are written
and received.
encourage, through the study of texts, an appreciation of the different perspectives of people
from other cultures, and how these perspectives construct meaning.
encourage students to appreciate the formal, stylistic and aesthetic qualities of texts.
promote in students an enjoyment of, and lifelong interest in, language and literature.
develop in students an understanding of the techniques involved in literary criticism.
develop in students an understanding of the techniques involved in literary criticism.
develop the students ability to form independent literary judgments and to support those
ideas.

DP Unit Planner

Cypress Creek High School


Learning objectives/outcomes (from Standards/ Subject Guide):
Unit Goal: The purpose of this unit is to teach students how to write in active
voice and the impact of active or passive voice on meaning and tone using texts
by Usula LeGuin, Etgar Keret and others (Collection One). I will know students
understand active voice and its impact when they can discuss it during Socratic
circle discussion and write in active voice.

Learning Plan and Teaching


Strategies
Learning
Experiences/Activities:
daily close reading of mentor
sentences
daily reading and writing
weekly Socratic circle
discussions
mini-lessons
examining/analyzing verbs in
sentences
closed word sort (verbs:
active/passive)
peer support before, during and
after writing to process and
provide feedback

Formative
Assessments
journal writing
closed word
sort
pre-test
(sentence part
and verb
identification)
self-reflection
with scale

Summative
Assessments
short response
writing
informative writing
about a mentor
artist
written analysis or
argument

Resources
Lesson plans posted online at:
http://www.laspillane.org/ib.html
Various texts from HMH Florida Collections textbook
Grammar, Tony Hoagland on and other poems from Poetry 180
Purdue Online Writing Lab (OWL)
https://owl.english.purdue.edu/owl/resource/539/01/
Click here to enter text.

DP Unit Planner

Cypress Creek High School

DP Unit Planner

Cypress Creek High School


Standards: Language: L 1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking; L.8.1.B Form and use verbs in
the active and passive voice.
Unit Goal: The purpose of this unit is to teach students how to write in active voice and
the impact of active or passive voice on meaning and tone using texts by Usula LeGuin,
Etgar Keret and others (Collection One). I will know students understand active voice
and its impact when they can discuss it during Socratic circle discussion and write in
active voice.
Skill
Evidence

Student can analyze the impact of


the authors choices regarding
active or passive voice in terms of
meaning and tone.

Students can revise writing by


using active verbs.

Student understand how verbs


work in sentences and can writing
using a variety of verbs, active and
passive.

1
Entr
y
Leve
l

Students can revise a piece of


writing for active voice.
Students can write in active
voice.
Students can revise a sentence
for active voice.
Students question verb types.
Students can diagram a
sentences subject and verb.
Students can identify verbs in
writing.
Students can categorize action
and state of being verbs.
Students know the difference
between an action verb and an
auxiliary.

Students can identify subjects


and verbs in sentences.

Students can name the parts of


speech.
Students can use verbs in
sentences.

Student can identify subjects and


verbs in sentences and write multisentence paragraphs.

Student can name the parts of


speech and write in complete
sentences.

Students can edit peers writing


for active or passive voice.
Students can analyze an
authors use of active or passive
voice in terms of meaning and
or tone.

DP Unit Planner

Cypress Creek High School

DP Unit Planner

Cypress Creek High School


Interdisciplinary Links:
Click here to enter text.

IB Core Connections
Learner Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-Minded
Caring
Risk-Takers
Balanced

CAS Connections
increased their awareness of their own
strengths and areas for growth
undertaken new challenges
planned and initiated activities
shown perseverance and commitment
in their activities
engaged with issues of global
importance
considered the ethical implications of
their actions
developed new skills
worked collaboratively with others

TOK Links
Is a work of literature enlarged or diminished by interpretation? What makes something a good or bad
interpretation?
How can a literary work of fiction, which is by definition non-factual, convey knowledge?
What is the proper function of literatureto capture a perception of reality, to teach or uplift the mind, to express
emotion, to create beauty, to bind a community together, to praise a spiritual power, to provoke reflection or to
promote social change?
Does familiarity with literature itself provide knowledge and, if so, of what kindknowledge of facts, of the author,
of the conventions of the form or tradition, of psychology or cultural history, of oneself?
What knowledge of literature can be gained by focusing attention on the author? Can, or should, authors
intentions and the creative process itself be understood through observing authors or knowing something of their
lives? Is the creative process as important as the final product, even though it cannot be observed directly? Are an
authors intentions relevant to assessing the work? Can a work of art contain or convey meaning of which the artist is
oblivious?
What knowledge of literature can be gained by focusing attention solely on the work itself, in isolation from the
author or the social context?
What knowledge of literature can be gained by focusing attention on its social, cultural or historical context?
How important is the study of literature in individual/ethical development? In what ways?
What constitutes good evidence within the study of literature?
What knowledge can be gained from the study of literature?
What is lost in translation from one language to another? Why?
Can literature express truths that cannot be expressed in other ways? If so, what sort of truths are these? How does
this form of truth differ from truth in other areas of knowledge?

DP Unit Planner

Cypress Creek High School


Reflections and Evaluations
Reflection is an essential part of the learning process for both teachers and
students. Reflection should take place at each stage of the Unit Plan. There are
many possibilities. For example:
Stage 1: Desired Results:
Click here to enter text.

Stage 2: Assessments & Evidence:


Click here to enter text.

Stage 3: Learning Plan & Teaching Strategies:


Click here to enter text.

Resources

Click here to enter text.

DP Unit Planner

Potrebbero piacerti anche