Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Barbara Chang
11/3/16

Subject/ Topic/ Theme Punctuation- Commas-Clauses & Phrases

Grade _9th_grade English___

I. Objectives
How does this lesson connect to the unit plan?
In the second lesson, students will be able to understand the correct usage phrases and clauses during their unit on punctuation in order to help with their future
writing.
cognitiveR U Ap An E C*

Learners will be able to:

Remember the basic sentence structure in English grammar.

Apply the phrases and clauses to the sentence in context.
Understand the reasoning behind the phrases and clauses added.
Analyze how the phrases and clauses for each sentence could enhance the meaning.
Create a small writing sample of phrases and clauses through exercises given in the textbook.

R
Ap
U
An
C

physical
development

socioemotional

X
X
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know basic English sentence structure, such as must having a subject and verb in each sentence. Punctuation
will be covered in this unit.

Pre-assessment (for learning):

N/A

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will be given assignments from the textbook to work on and will be checked together the day after in class.

Formative (as learning):

Students will participate in class activities, such as analyzing famous speeches and seeing how important and useful adding
clauses and phrases are in other areas.

Summative (of learning):

N/A

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

-Ask if they can see where it is used in

everyday life; show how they also will
use it in other academic subjects, how it
can help clarify or make a point.

-N/A

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

-N/A

Provide options for comprehensionactivate, apply & highlight

-N/A

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Show students how the meaning
enhanced with the additional
information given by clauses and
phrases.

-Small groups are made to provide

practice between peers as they can
brainstorm and analyze together the
speeches picked and what clauses and
phrases it contains.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
-Students will work together to pick out
clauses and phrases to the passages
provided.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Students will see how helpful it is in

other situations, and learn to include it
in their future works of all areas

-Homework from the textbook will be

given so the students can practice what
they have learned in class
-It will then be graded the next day to
correct errors.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Textbook for Grammar (Element of Writing: Revised Edition, by Kinneavy/Warriner

Handouts/Notes
Projector for sharing PowerPoint slides for notes
Computer to display PowerPoint with
Notebooks to record and practice exercises in for students

How will your classroom

be set up for this lesson?

Tables will be set into rows for easier note-taking

Whiteboard/projector in the front
Helpful posters will be put around the classroom for students to look (taken down for tests)

III. The Plan

Time
10
min

Components
Motivation
(opening/
introduction/
engagement)

15
min

Describe teacher activities

AND
student activities
For each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Go over exercise assignment given the
- Correct the errors that may be in their exercise
day before with students, correcting what
done previously.
they did wrong in their grammar
notebooks.
- Answer any questions the students may
- Ask any questions if not understanding of a
have during the correction process.
correction.
- Pass out notes for the new section,
- Be able to understand the reasoning and rules that
commas and prepare PowerPoint
are followed regarding the correct answers.
presentation.
-

Present presentation of notes to students,

using a PowerPoint, which are given to
the students in note form (fill-in-theblank).
Explain the rules and reasoning behind
each comma placement and structure,
giving extra examples while the students
are copying the notes down, to further
help their understanding.
Answer any questions or clarifications
students may have during this time.

Students will take the notes presented to

them.

Students, during the note-taking process,

may ask any questions or clarifications
needed during the introduction of new
concepts.

Pass out worksheets on Obamas

speeches, and reminding them of the
examples in their notes, tell them to
underline each phrase of clause their see.

Students will now utilize their

understanding of the notes in this
classroom exercise.

Go over each phrase and clause with

them, tell them to identify it as essential or
non-essential.

Afterwards, ask which clauses an phrases

helped Obama make his point, whether
talking about the importance of science
study, or the way government should help.

Talk about how it can be used in history

papers and lab reports (bringing it to relate
to other content areas)

Students will be able to see how it helps

make a point across the audience
regarding different subjects.

20
min

Development
(the largest
component or
main body of
the lesson)

5 min

Closure
(conclusion,
culmination,
wrap-up)

Assign exercise in textbook that lets the

students practice what theyve learned in
the notes today.

Students will be able to work on exercises

to help practice and further understand the
new concepts just introduced. Students
would be encouraged to use the notes and
see the examples given in the textbook.
.

Reflection on Lesson 2:
I was not able to incorporate this in my unit plan either, so I included it into my idealize unit plan to possibly try for the
future. I wanted, in this lesson, for students to see how grammar is not limited to English, how important it is to all areas. I wanted
the students to see how it could help them everywhere in their written or spoken works, how people of respect use it to create
drive among people and heavily influence. Meanwhile, it still emphasizes on the lesson without being too off-topic, hopefully.
I am unsure of any drawbacks from this idea so far, since I have not tried it. I do wonder if the time allotted is enough,
however; ideally I wanted to go over different speeches from Obama, but maybe, with the time and the amount of words in the
speech picked, it may be limited to one. I still want to talk about how it relates to other subjects.