1. Topic-
Grammar and Writing
 
2. Content-
Sentence Assembly
 
3. Goals: Aims/Outcomes-
Students will discuss an experience that changed their life utilizing writing as a tool to express their feelings about that experience.
 
4. Objectives-
The student will:
Identify and explain different parts of a sentence.

Transcribe a more stimulating assortment of sentences exploiting different sentence arrangements.

Work with other students to review and correct writing assignment.

Isolate and fix sentence pieces to produce the right form of the sentence showing their prior and current knowledge from Instruction.

Utilize the right type of punctuation for each type of sentence.
 
5. Materials and Aids-
Internet access to research related grammar and writing techniques.

Microsoft word application for completing assignment.

Textbook: Grammar for High School - A Sentence-Composing Approach " A Student Worktext by Don and Jenny Killgallon.
 
6. Procedures/Methods-

A. Introduction-

As a class, student will start thinking about their experiences and if it warranted a life changing event.

Make students aware that they will be writing an essay discussing this experience.

Identify how student can access material needed to complete lesson.

Review writing techniques using textbook and handouts.

Give the students time to decide how they will transcribe a stimulating assortment of sentences that will keep the reader engaged.
 

B. Development-

Student will start the class by reviewing homework from the previous night.

Trivia question to test how much knowledge is retained.
Handout containing reading passages with correct and incorrect writing.

Discuss reading passages and provide feedback on differences.

Handout with vocabulary words and meanings will be distributed.

Student will visit www.funenglishgames.com/writinggames/story.html and participate in interactive writing games.
 

C. Practice-

There will be reading time for the entire class to expose students to proper sentence structure.

Grammar worksheets covered in groups and reviewed with the teacher.

Writing exercises completed in class so students receive immediate feedback on areas of opportunities.
 

D. Independent Practice-

More time is needed before the student can have an independent practice. In a few weeks the student may be ready for independent practice.
 

E. Accommodations (Differentiated Instruction)-

ESL/Special Needs-Students grouped together at the same table with all the students. This lets the student receive the support they need to comprehend and acquire more description from classmates or through reflection. Student receives exercise on English sentence structure. ESL learners' paragraphs can be written at their level of English proficiency, as long as their sentences demonstrate their understanding.
 

F. Checking for understanding-

Experience and life-changing event is clearly stated _____/10

Essay encompasses specific facts and details about event _____/20

The contrasting viewpoint is considered and contested _____/10

Maintains a clear, consistent viewpoint from start to finish _____/10

Logically organized _____/10

Speaks in an original, engaging voice, using an appropriate tone _____/10

Is considerable _____/10

There are no mechanical/grammatical problems _____/10

Block style letter format is followed _____/10

Total Score _____/100
 

G. Closure-

Everything learned about grammar and writing will be used to complete more complex creative writing assignments for the next lesson.
 
7. Evaluation-
Rubric will be used to evaluate the student's progress.
 
8. Teacher Reflection-
To be completed after the lesson.
 

This Lesson Plan is available at (www.teacherjet.com)