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GRADING
PERIOD:
Teacher:
1st 6 Weeks
PLAN CODE:
W7.1.1
Ables
Course/subject:
Grade(s):
Title:
Lesson TOPIC:
TAKS Objective:
FoCUS TEKS and
Student Expectation:
Concepts
Whats in a Sentence?
Recognizing and correcting errors in sentence construction
Objective 4
The student will recognize correct and effective sentence construction
in written text.
(7.17) Writing/grammar/usage. The student applies standard
grammar and usage to communicate clearly and effectively in
writing. The student is expected to:
(A)
write in complete sentences, varying the types such as
compound and complex sentences, and use
appropriately punctuated independent and dependent
clauses (7-8).
(7.1)
Listening/speaking/purposes. The student listens actively
and purposefully in a variety of settings. The student is
expected to:
(D)
listen to learn by taking notes, organizing, and
summarizing spoken ideas (6-8).
(7.17) Writing/grammar/usage. The student applies standard
grammar and usage to communicate clearly and effectively in
writing. The student is expected to:
(B)
use conjunctions to connect ideas meaningfully (4-8).
Processes
Enduring Understandings/Generalizations/Principles
The student will understand that
Writing is a process that includes prewriting, drafting, editing, and revising.
Proofreading
Proofreading
Sentence structure
Sentence fragments
Run-on sentences
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
I.
Focus/connections
Activity 1: Sentence Scramble: As students enter the classroom, the teacher will give
them each an index card that contains either an independent clause or a dependent
clause. The students must circulate through the room, reading their own clause to other
students, until they find two clauses that fit together in both form and meaning.
Students will keep the index cards to use during the guided activity. They also will work
in these partner groups during the instructional activities and the guided activity.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, modeling, discussion, reading, listening, viewing, etc.)
1.
Grading Criteria: The teacher should distribute the grading rubric (Rubric:
Whats in a Sentence?) and briefly explain how all activities will be evaluated for
a grade.
2.
Objectives: The teacher will introduce the lesson objectives and explain how the
use of complete sentences promotes clarity in writing. To illustrate this, the
teacher will have students complete Activity 2: Calling Western Union! (See
handout.) Enough time should be allowed for each partner group to read their
version of the telegram. The teacher then will lead a class discussion over any
differences in meaning that appear.
3.
C.
II.
D.
Accommodations/modifications
For students who have difficulty taking notes, an instructors copy of the notes is provided
(with a completed chart). The teacher could provide this copy to students, or the teacher
could delete only portions of the notes and let the student fill in the blanks.
E.
Enrichment
STUDENT PERFORMANCE
A.
Description
Activity 3: Whats in a Sentence?
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
The teacher will distribute three blank index cards to each student. On the front of one
card, students will create a sentence fragment. On the second card, students will create
a run-on sentence, and on the third card, students will create one correctly written and
punctuated compound sentence. The student will label the cards on the back.
Students will then return to their partner groups. In the groups, students will use their
index cards to question their partner. Partners will identify whether the card contains a
fragment, a run-on, or a compound sentence. Partners also will check each others cards
to see that they are labeled correctly.
Individually, students will then complete a table from the cards in the partner group, listing
the fragments and run-ons. At the bottom of the table, students will compose correctly
written compound sentences based on the fragments and run-ons.
At the end of the activity, the teacher will collect the tables and all index cards and will
evaluate them according to the lesson rubric.
iii.
IV.
B.
Accommodations/modifications
C.
Enrichment
Assessment of Activities
A.
Description
During the lecture/discussion/group practice, the teacher will perform an informal
assessment by questioning students orally. During the second part of activity 2, the
teacher will evaluate the partner group presentation. During activity 3, the teacher will
perform an informal assessment by circulating through groups and talking with students
to keep them focused on their activity and to provide feedback. At the conclusion of the
lesson, students will be evaluated based on all activities.
B.
Rubrics/grading criteria
Teachers will assign two grades based on this lesson. See Rubric: Whats in a Sentence
for the grading criteria.
C.
Accommodations/modifications
For students requiring shortened assignments as an accommodation, teachers should
reduce the number of original sentences to be composed for activity 3.
D.
Enrichment
For enrichment, teachers could require that the twelve original sentences composed for
activity 3 be organized into a unified paragraph.
E.
TAKS Preparation
A.
Transition to TAKS context
In the computer lab, have students access the following web site:
http://www.glencoe.com/sec/writerschoice/scQuizzes/wccwgQuizGrade7.shtml
Students will read a passage in which some sections are underlined. The underlined
sections may be one of the following:
Incomplete sentences
Run-on sentences
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
From the choices provided, students will select the best way to write each underlined
section or will select the choice "Correct as is."
B.
3.
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
V.
Key Vocabulary
Simple sentence, independent clause, subject, verb, dependent clause, sentence fragment,
coordinating conjunction, compound sentence, run-on sentence
VI.
Resources
A.
Textbook
BK English, Grade 7
B.
Supplementary materials
Activity 1: Sentence Scramble index cards (templates for clauses)
Activity 2: Calling Western Union! (handout for partner groups)
Lecture Notes: Transparencies 1-6
Student Lecture Notes: Whats in a Sentence? (handout to each student)
Instructors Copy of Student Lecture Notes: Whats in a Sentence? (may use for
accommodations)
Answers: Lecture Notes Transparencies
Blank index cards
C.
Technology
1.
Harcourt Grammar Glossary
http://www.harcourtschool.com/glossary/grammar/index_word.html?
grade=5&word=complex_sent4.html&grade_defined=4
(Note: Even though the glossary is designated for grade 5, it is appropriate for
all middle school grades. The glossary uses Flash animation to illustrate
definitions.)
2.
VII.
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Daily review activity: With a class of 25 students, the teacher will have a collection of index
cards containing 75 fragments, run-ons, and compound sentences generated in student activity 3.
These cards may be used at the beginning of each class period as a review of this lesson. At the
beginning of class each day, the teacher may copy one index card to the board and have
students identify whether it is a fragment, a run-on, or a sentence. Fragments and run-ons may
be rewritten into complete sentences.
Next lesson in sequence:
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
This lesson is designed to help students recognize correctly written complete sentences,
sentence fragments and run-on sentences for the editing and revision portion of the TAKS. After
students have practiced recognizing correct sentence structure, they should apply this to their
own writing. An appropriate lesson to use in teaching application would be Writing Workshop:
Finding Voice through Sentence Variety.)
VIII.
Teacher Notes
A.
This lesson contains many complex concepts that may be difficult for students. This
lesson is designed to give students an overall understanding of sentence construction;
however, the teacher may find it necessary to review and to provide more practice for
each individual concept.
B.
C.
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District