guided unit plan- applying writing for life

7/29/2019 Guided Unit Plan- Applying Writing for Life

1/28

Applying Writing for Life

Stage 1: Desired Results

Established goals:

Core Standards for Language:

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)

and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and

add variety and interest to writing or presentations. (L.9-10.1.)

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation. (L.9-10.2.)

c. Spell correctly.

3. Apply knowledge of language to understand how language functions in different contexts, to make effective

choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,

Turabians Manual for Writers) appropriate for the discipline and writing type. (L.9-10.3.)

4. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,writing, speaking, and listening at the college and career readiness level; demonstrate independence in

gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(L.9-10.6.)

Core Standards for Listening and Speaking:

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing their own

clearly and persuasively.

c. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when

warranted, qualify or justify their own views and understanding and make new connections in light of the

evidence and reasoning presented. (SL.9-10.1.)

2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,

orally) evaluating the credibility and accuracy of each source. (SL.9-10.2.)

3. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate. (See grades 910 Language standards 1 and 3 for specific expectations.) (SL.9-10.6.)

IA.5.Prepare and conduct interviews.

IA.7.Debate an issue from either side.


2/28

Core Standards for Writing:

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13

above.) (W.9-10.4)

2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions

should demonstrate command of Language standards 13 up to and including grades 910.) (W.9-10.5.)

3. Use technology, including the Internet, to produce, publish, and update individual or shared writing products,

taking advantage of technology's capacity to link to other information and to display information flexibly and

dynamically. (W.9-10.6.)

4. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (W.9-10.10.)

Core Standards for Reading:

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text. (RI.9-10.1.)

2. Determine a central idea of a text and analyze its development over the course of the text, including how it

emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI.9-10.2.)

Understandings:

Students willunderstand that

-Writing is an essential tool for success in 21st

Century

literacy

Essential Questions:

-Why is writing important?

-How is writing used to convey a message/ or point of

view?

-In what ways do we use writing in our everyday lives?-In what ways do we use speaking in our lives?

-Why is it important to be speak well?

Students will know

-The conventions of traditional (formal) and non-

traditional (informal) writing

-

Students will be able to

-Create different forms of texts

-Construct complete sentences using proper grammar and

punctuation

-Conduct an interview

-Use media to create an interview video

Stage 2: Assessment Evidence

Performance Tasks:-Completing an MTV application

-Journaling- teaching students how to journal and reflect

on ideas will be one of the performance-based

summative assignments in this unit

-Complete a magazine article using the interview

questions each student came up with

-Complete a web-based interview

Other Evidence:-Admit Slips will be assigned before each class starts with

questions to engage students and connect ideas from the

previous lessons in this unit or prior units that will get them

thinking about the topic being covered right off the bat!

-Exit Slips will be posted on the door at the end of each

class period, where students can give feedback on the

lesson, ask to have any information covered in the

following class that they may still be unsure of or provide

ideas for in-class activities. I will use this information to

prepare the following lessons in this unit and what will be


3/28

addressed.

-Quick Writes will be done periodically during class periods

to have students stop and process the information they are

learning about writing by seeing if they are in turn able to

put these thought processes in written work.

Stage 3: Learning Plan

Learning Activities:

-Think,Pair, Share- I will stop periodically throughout the lessons being taught to have students pair up with a classmate

sitting beside them to process the content being taught in stages and to help each other work through any problems

and to deepen level of understanding.

-Think Alouds- I want to encourage students to work together and to help inform each others learning through speaking

and listening activities such as thinks alouds and TPS, these activities will allow students to help one another develop

and deepen their understanding of the content and to work through any struggles or misunderstandings.

-Jigsaw method of discussion based activity-Will help students develop an opinion on a controversial subject and then

an opportunity to discuss it and then journal about this activity. This teaches students the powerful tool of reflection as

well as self-reflection in the form of journaling.

-Interviewing one another while taking on different characters.


4/28

Unit: Writing for LifePacing

CalendarWe

ek

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5

1 -Intro to unit

-How 21st

century

literacy is a key tool

for success

-Small group

discussions/ create

a poster on one

area of 21st

century

literacy.-Exit slip: Do you

have any questions

about this concept?

What is one part of

21st

century literacy

that you would like

to become stronger

in?

-Do you like writing?

Why/ why not? What

forms of writing have

you been taught

mostly?

-Think Pair Sharing

this admit slip

-Sharing whip

activity- quicklyadding comments

about this admit slip.

-Discussion on forms

of writing (formal/

informal and

traditional/

conventional)

-Exit slip: Reflect on

what you have

learned and what

you would like to

know more about.

-Lesson #1

-Admit slip: What

can journals be

used for? What

are some

examples of

journals? Do you

keep a journal?

-Think, Pair, Sharewith a partner

your answer

-Introduce

journaling activity

-Jigsaw activity

-Quick write:

students

complete a

journal entry on

reflecting on how

this activity went

and connecting it

to their lives

-Lesson #2

-Admit slip: Weve

learned about

journaling. What is

another form of

writing that we use

in our every day

lives?

-Introduction toapplication writing.

-Think, Pair, Share

with a partner your

responses.

-Sharing Whip

answers.

-Lesson on how to

create

grammatically

correct simple

sentences.

-Look at some

examples of

applications.

-Complete their

own MADE

application.

-Lesson #2

continued

-Introduce web-

based video

interview

-Give students

the outline and

let them practice

their speeches-They are to talk

about themselves

for 2 minutes

highlighting

anything

interesting about

themselves and

why they feel

they should be

chosen to be

MADE.

-Continue to

work on MADE

application/

complete the

web-based

interview using

Quicktime

program.


5/28

6 7 8 9 10

2 -Read a few poems

from Where the

Sidewalk Ends by

Shel Silverstein

-Have students

create their own

poems in small

groups given them

certain words and

phrases that they

have to include in

the poem they

create.

-The groups share

their poems with

the rest of the

class.

-Entry slip: Watching

clips that I have put

together that are all

advertisements such

as commercials or

ads in newspapers/

magazines or radio

clips.

-Students respond to

the entry slip: These

are all forms of

persuasive writing.

How do you know

this? What goes into

creating an

advertisement

whether is be a

drawing, a photo,

written words or

verbalcommunication?

-Well discuss this as

a whole group.

-Students will have

time to brainstorm in

small groups what

they want to do for

completing an

advertisement. They

will have the option

of completing it on

their own or in a

group.

-Continuation of

creating an

advertisement

lesson/activity.

-Outline as a class

the stages of

creating an

advertisement.

-Students will

work

independently or

in groups to

complete their

short

advertisement.

-Continue working

on advertisement

in groups.

-Meetings

throughout the

period with myself

to check for

understanding.

-Each group will

quickly present

their respective

advertisements.


6/28

11 12 13 14 15

3 -Lesson #3

-Look at different

professional

interviews.

-Talk about the

interviews in whole

group setting.

What stands out to

them?

-Look at the

questions used.

-Have students

work in small

groups to think of

some questions

they would use in

an interview.

-Lesson #3 continued

-Admit Slip: What did

you learn about

interviewing in

yesterdays class?

-Talk about some

skills you need to

possess when

interviewing.

-Look at some

examples of

interviews that

students their age

created.

-Talk about the

differences between

the professional and

the student.

-Discuss the types of

questions used. Onethey feel are

important to ask.

-Have the students

interview one

another on the spot

without preparing an

interview.

-Exit Slip: How

important is it to be

prepared when you

are interviewing

someone?

-Lesson #3

continued

-Review the

answers from the

previous days exit

slips

-Discuss why the

questions asked

determine how

well an interview

go.

-Introduce the

activity they will

be doing which

will be a

summative

performance

assessment that

will include

writing andspeaking.

-Have the student

work with a

partner or in a

small group to

generate ideas for

questions.

-Then have the

students create

the questions

they will be using

when they

interview.

-At the end I will

have students

come in character

to class

tomorrow.

-Lesson #3

continued

-Students will

perform the

interviews being

both the

interviewer and the

one being

interviewed

-Students will have

time at the end the

end of class to

discuss how this

activity went with

their partner.

-Exit Slip: Tell me

how this activity

went? Were you

able to identify

who you wereinterviewing

through the

questions you

asked?

-Lesson #3

continued

-Students will

continue to work

on their write-up

on the interview

and peer-

evaluate one

another and

hand in a good

copy when they

are done.


7/28

Your Name: Diana Boultbee

Name of Unit: Applying Writing for Life

Subject Area: English Language ArtsGrade Level: 9

thgrade

Instruction time: 45 minutes

Lesson Summary Description

This lesson that I will be teaching today is part of theApplying Writing for Life unit. Although this is

a writing unit I believe that it is important to emphasize the importance of language development,reading, listening and speaking and as well writing standards into every unit. The main focus of this

lesson will be on introducing the students to learning how to journal. My goal is to create a positive

learning environment for my students and I believe that in order to do so I must develop a

relationship with each and every one of my students and I think that journaling is a very powerful

way of doing this. I want to incorporate journaling into my classroom management strategies. The

goal is for students to journal in my classroom once a week, possibly every Monday- I think this is a

good way of starting off the week. I want students to be able to write to me about ANYTHING but I

think that this is very hard concept for students are first. So I thought it would be best to start this

idea off by having students complete a discussion based class lesson on a made up scenario that is

controversial but is an issue that has come up and then have the students discuss it in groups andthen journal about it. My hopes are that students start writing about this scenario and then possibly

open up and share to me a situation they have been in that made them connect to this story or

maybe it just functions as a good first step in the process. Either way this is an activity that I feel

accomplishes both a goal of establishing journal writing in our class as well as covers a very

controversial topic that has come up in our school recently. It is important to note that I have

already written to parents informing them of why I have chosen to teach this topic and how I intend

to teach it, as well as the benefits I see from teaching it to these students. If parents have chosen to

not have their children take part in this discussion though, I have set up an alternative assignment

for the students with the same objective of establishing journal writing but done in a different way.

Note: Out of the lessons I have provided this is the first one completed in the sequence.

1. Journaling lesson2. Application lesson3. Interview & magazine article lesson


8/28

Standard(s)


Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners ongrades 910 topics, texts, and issues,

building on others' ideas and expressing their own clearly and persuasively.

c. Respond thoughtfully to diverse perspectives, summarize points of agreement anddisagreement, and, when warranted, qualify or justify their own views and

understanding and make new connections in light of the evidence and reasoning

presented. (SL.9-10.1.)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English

when indicated or appropriate. (See grades 910 Language standards 1 and 3 for specific

expectations.) (SL.9-10.6.)

IA.7. Debate an issue from either side.


Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and

audiences. (W.9-10.10.)

Core Standards for Reading:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text. (RI.9-10.1.)

Enduring Understandings/Essential Question(s)

-How is writing used to convey a message/ or point of view?

-In what ways do we use writing in our everyday lives?

-In what ways are we affected by sexual harassment?

-In what ways does gender discrimination exist?


9/28

Objective(s)

At the end of this lesson (C), students (A) will understand the importance of reflective writing and

will be able to successfully know how to complete journal entries (B).

At the end of this lesson (C), students (A) will understand how to objectively look at a situation

from multiple perspectives (B).

Differentiation

All students & Struggling students- Before providing the ways in which I have chosen to

differentiate this plan based on the needs of my students I would like to make it clear that I believe

that everyone has the option for modifications to every lesson in my classroom not just students on

IEPs or ELLs. I believe that my classroom should be a comfortable space for students that is both

challenging and encouraging by facilitating a safe learning environment. Every student has theopportunity of multiple exposures to modeling and guided instruction as well as the option to

discuss any challenges they may be facing and whether there are changes we can make together to

lessons and/or assignments. For this lesson students will be in split in 4 different groups (each

taking a different perspective or point of view on this scenario) and in their group one person will

volunteer to read the piece out of loud to the rest of the group. Then they will be in a group

processing their ideas on the piece taking on the perspective they were assigned.

English Language Learners- There will be a lot of guided instruction and modeling throughout this

lesson making sure ELLs will have proficiency level appropriate instruction, therefore modifyingthe process. Ells will be split up in different groups so that they will be working with native English

speakers who can help them understand the scenario better.

Students with IEPs- Students will be provided with ALL accommodations mandated on their

individual IEPs. Also, students will have access to other modifications or differentiation strategies

being used in the classroom for other students. Students know to communicate with me if they are

still struggling or know there is a modification they would like to happen at the beginning of the

lesson to talk to me and we can always come up with an agreement on how to arrange something

that will work for both the student and for myself in terms of helping them be as successful aspossible.

Resources & Materials

-Colored and numbered sheets to indicate which group each student will be in for the first group

discussion (colors) and second group discussion (numbers). (attached)


10/28

-Scenario handout (four of the same scenario; all with a different perspective of the same situation)

(attached)

-Journals

Student Assessment(s)

I will informally assess students during group work, which includes the TPS strategy. I will alsoread each students quickwrites, which will allow me to see where students understanding of

material is at and also how to guide my instruction to meet the needs of the students. Keeping an

eye out while the students work in groups will allow me to evaluate how much each student is

contributing to the discussion which will help me see where the students understanding is as a

group and where each students individual level of comprehension is at. I will be assessing students

on (A) how much they were able to contribute to the group discussions (B), and their ability to

create a journal entry at the end of the lesson contributing their own thoughts on the topic and to

be able to back it up and support their answer with at least two reasons as to why they feel the way

they do about sexual harassment and the gender roles associate with it (C).

I will formally assess my students with the journal entry they hand in at the end of this lesson. I

will not be assessing on content but more if they completed the assignment and were able to

understand how to create a journal entry by the end of the lesson.

Instructional strategies/methods

This lesson will feature both direct and indirect instruction. However, the lesson will mainly consist

of indirect instruction as I feel that it is extremely beneficial for students to learn from one anotherand work in small groups to work through their understanding and deepen comprehension levels.

The direct instruction will occur when I introduce this idea of journaling to the students and the

activity we will be using in this lesson to help the students realize how in depth a journal reflection

can be and to see how it works. This was designed to utilize the Jigsaw method of discussion to

create a well rounded discussion from students so I will be directing the students on how this

strategy works as it is the first time in our class that we can implemented this into instruction.

Other than the two times that I will be teaching the students what they will be doing, this class will

mainly consist of students running the discussion and myself monitoring it and checking for

comprehension here and there by checking in with the groups and asking thought provoking

questions that will lead or guide the discussions.

Detailed Lesson Steps/Sequence

1. 2 minutes- Starter Question: Students will think about this question that is up on the boardfirst on their own: What can journals be used for? What are some examples of journals? Do

you keep a journal?


11/28

2. 3 minutes- Think, Pair, Share activity: Students will turn to a partner and share what theycame up with for an answer to the question and listen to what someone else came up with.

The pair will then discuss together where their answers may have differed or were the

same.

3. 5 minutes- I am going to introduce this concept of journaling and why and how it can beused in a classroom. I will explain how I would like to implement this into our classroom

routine, making it a habit of having students complete a journal entry every Monday

morning and see how they feel about this and if they have any questions.

4. 5 minutes- Next, I am going to introduce the topic for the activity today, which is SexualHarassment. Given that this has been an issue that has come up recently in our school and

with issues in this group of students in this 9th grade class I am going to have the students

complete a quickwrite on how they feel about this term.

5. 20 minutes- We will complete the jigsaw discussion that I have attached. The students willbe given each a piece of paper with a number on it (numbered 1-8). The paper the student

receives will either be blue, pink, purple or orange. Each color represents a perspective and

this indicates which group the student will be in first. After the students have talked in their

groups and read over the scenario together, they will look at the facts on the back and go

over the questions that are also located on the back (this is where each group has separate

information). They will have 8 minutes to read and discuss. When the time is up they will

move into their next group (which are the numbers they received). All people with the same

number (one from each color) will now be grouped together and will have 8 minutes to

discuss the issue in this scenario with 4 different perspectives. This will allow the students

to see the issue from different points of views. With the last 4 minutes, each group will

report to the class with what perspective they found themselves siding more on. This will

only be furthered reinforced when they see the differences in the answers from each group.

6. 10 minutes- The last 10 minutes of the period will be used to have students write andreflect in their new journals. The journals will be collected at the end of the period.

*** picture of jigsaw activity


12/28

Your Name: Diana Boultbee

Name of Unit: Applying Writing for Life

Subject Area: English Language ArtsGrade Level: 9

thGrade




a writing unit I believe that it is important to emphasize the importance of language development,

reading, listening and speaking and as well writing standards into every unit. The focus of this

lesson is to prepare students for writing on job applications. My goal is to show students that

writing is not just important academically but is also incredibly important for real life applications

in the work force-whether it be for part-time employment or applying for a career. Creating

meaningful sentences that use proper grammar and sentence structure and are legible is an

essential tool. In this unit, before teaching this lesson, students have been working on learning how

to write using proper punctuation, capitalization, verb tenses and different conventions of the

English language.

To begin this lesson I will have students fill out an admit slip at the beginning of this class. Once

students have taken a few minutes after entering the class to answer the prompt, I will have the

students pair up with a partner using the Think, Pair, Share strategy and discuss their ideas. Next

the students will share what each group came up with using a Sharing Whip strategy. I will start off

this exercise with modeling an example for the students. Next I will do a mini lesson with the

students to re-introduce what a complete sentence is and how it is composed (3 parts: subject,

predicate, and complete thought). We will then pull in what we initially talked about, using our

admit slip topics and discuss one very important use of writing outside of academics which is

applying for jobs and how important writing is when filling out an application. I will have the

students look at two very different examples of an application- one that is filled out using proper

grammar and sentence structure that is neatly organized, and one that is sloppy and hard to read.

After this lesson has been conducted and students have seen examples they will have the

opportunity to fill out an application for themselves. For the sake of making this a more engaging

activity and pulling in multiple core standards, the students will be filling out a application for a the

tv series Made and will complete an interview using Quicktime. This activity will help students see

what an application looks like and what its composed of and let them practice

* Note: Out of the lessons I have provided this is the second one completed in the sequence.



13/28

Standard(s)


5. Produce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience. (Grade-specific expectations for

writing types are defined in standards 13 above.) (W.9-10.4)


Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest to writing

or presentations. (L.9-10.1.)

Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

c. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closelyrelated independent clauses.

d. Use a colon to introduce a list or quotation. (L.9-10.2.)e. Spell correctly.


Integrate multiple sources of information presented in diverse media or formats (e.g.,

visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (SL.9-

10.2.)


-In what ways do we use writing in our everyday lives?

-Why is it important to be able to speak well and communicate effectively?

-In what ways do we convey emotion in our voices when we speak?

Objective(s)

At the end of this lesson (C), students (A) will understand (B) the importance of being able to write

properly when filling out an application (C) making sure not to have any grammatical errors (D).


14/28

After completing this web-based interview (C), students (A) will be able to apply strategies to speak

effectively (B) with confidence and poise (D).

Differentiation


differentiate this plan based on the needs of my students I would like to make it clear that I believethat everyone has the option for modifications to every lesson in my classroom not just students on


challenging and encouraging by facilitating a safe learning environment. Every student has the

opportunity of multiple exposures to modeling and guided instruction as well as the option to

discuss any challenges they may be facing and whether there are changes we can make together to

lessons and/or assignments.


lesson making sure ELLs will have proficiency level appropriate instruction, therefore modifyingthe process. Given that this lesson will not be working with reading comprehension there will be no

need for substituting the text. However, if students are having a hard time focusing and working on

this assignment, I will provide students with the option of either leaving out the web-based

interview assessment piece of this lesson if they do not feel ready for it or they have the option of

working with a partner of an equal or higher proficiency level.



being used in the classroom for other students. Students know to communicate with me if they arestill struggling or know there is a modification they would like to happen at the beginning of the


that will work for both the student and for myself in terms of helping them be as successful as

possible.


-Examples of applications (see attached)

-MTV Made application

-Computer/ Quicktime program for interview


I will informally assess students during group work, which includes the TPS strategy and the

Sharing Whip to check for comprehension. I will also read their admit/exit slips which will allow

me to see where students understanding of material is at and also how to guide my instruction to

meet the needs of the students.


15/28

I will formally assess my students with the application and interview they will be completing for

the mock MTV Made series. Students will have the opportunity to see two different examples of job

applications. After they will complete an application themselves, which for the sake of engaging

students I chose to have them complete an MTV application. They will also complete a web-based

interview, which will help prepare them for a lesson they will be completing later in this unit where

they will have to interview one another. Myself and two other colleagues will read over theapplications and watch the interviews that the students have completed and we will determine a

mock winner. I will be assessing students on (A) how well they were able to address the intended

audience of their interview and application, (B) ability to answer the application questions and

create a presentation of oneself in the interview, (C) how they used what they learned in class and

(D) whether they were able to successfully complete the assignment.



of indirect instruction as I feel that it is extremely beneficial for students to learn from one another

and work in small groups to work through their understanding and deepen comprehension levels.

The direct instruction will occur when I teach students about sentence structure and how a

sentence is composed and when I provide the examples for the students and model how to

complete the assignment. The indirect instruction will consist of the TPS strategy and when

students are working in groups to ask peers questions about the assignment or peer editing each

others work.

Detailed Lesson Steps/Sequence

1. 5 minutes- Students will complete an admit slip when they enter class addressing thefollowing question: What are some of the ways that we have discussed that writing is used

in our everyday lives?

2. 2.5 minutes- Think, Pair, Share activity: Students will turn to a partner beside them anddiscuss what they came up with and listen to what their partner came up with in answering

the prompt. Each student will have one minute to talk and one minute to listen to their

partner and then 30 seconds to come up with an idea to share with the class

3. 2.5 minutes- Sharing Whip: I will first model how to do this, even though we have done thisbefore in class. I will share what I came up with as an answer to this question and then I will

start by pointing to one side of the room and having them share and then we will go around

the classroom.

4. 1 5minutes- I will do a lesson on how to create a grammatically correct sentence. I willmodel several examples for the students along with introducing how this ties into real life. I

will tie this into job applications, which is one situation in which writing properly is

important and applicable to them in their lives right now. I will model two different

examples of applications- one that is filled out using proper grammar and sentence

structure that is neatly organized, and one that is sloppy and hard to read. I will ask the

students questions such as If you were hiring someone for a job, based on these two

applications who would you choose?5. 10 minutes- I will then move into explain the assignment, which is to complete a mock

application for the MTV series Made. They will complete a written application as well as

complete a 5 minute presentation introducing themselves using the Quicktime program


16/28

available on MACS or another online video website or service. They will give in these

assignments together after spending time working on this assignment in and out of class

over the next week. I will at this time ask students what their questions are regarding this

assignment and I will try and answer them as best as possible, hopefully helping to scaffold

their thinking.

6. 10 minutes- At the end I am going to give the students time to go over the assignment withpartners and start working on the written aspect of the application.

Discussion Notes on how to form simple sentences (direct instruction):

Simple Sentences

A simple sentence contains a single subject and predicate. It describesonly one thing, idea or question, and has only one verb - it contains only an

independent (main) clause.

Any independent clause can stand alone as a sentence. It has a subject

and a verb and expresses a complete thought.

For example:

Jill reads.Even the addition of adjectives, adverbs, and prepositional phrases to a

simple sentence does not change it into a complex sentence.

For example:

The brown dog with the red collar always barks loudly.Even if you join several nouns with a conjunction, or several verbs with a

conjunction, it remains a simple sentence.

For example:

The dog barked and growled loudly.
http://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htm


17/28

Compound Sentences

Compound sentences are made up of two or more simple sentences

combined using a conjunction such as and, ororbut. They are made up of

more than one independent clause joined together with a co-ordinating

conjunction.

For example:

"The sun was setting in the west and the moon was just rising."

Each clause can stand alone as a sentence.

For example:

"The sun was setting in the west. The moon was just rising."

Every clause is like a sentence with a subject and a verb. A coordinating

conjunction goes in the middle of the sentence, it is the word that joins the

two clauses together, the most common are (and, or, but)

For example:

I walked to the shops, butmy husband drove. I might watch the film, orI might visit my friends. My friend enjoyed the film, butshe didn't like the actor.

Complex Sentences

Complex sentences describe more than one thing or idea and have more

than one verb in them. They are made up of more than one clause, an

independent clause (that can stand by itself) and a dependent

(subordinate) clause (which cannot stand by itself).

For example:

"My mother likes dogs that don't bark."


18/28

Dependent clauses can benominal, adverbialoradjectival.

Finding the Verb

When you analyze a sentence, first identify the verb. The verb names and

asserts the action or state of the sentence.

For example:

"Working at the computer all day madeDavid's head ache."The main verb of the sentence is "made", not working.

Verbs identify our activity or state.

For example:

eat, sleep, run, jump, study, think, digest, shout, walk ....

The Subject

The subject is the person or thing the sentence is 'about'. Often (but not

always) it will be the first part of the sentence. The subject will usually be a

noun phrase (a noun and the words, such as adjectives, that modify it)

followed by a verb.

Finding the Subject

Once you determine the verb, ask a wh...?question of the verb. This will

locate the subject(s).

For example:

David works hard.Who "works hard"?=David does=the subject.
http://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htmhttp://www.learnenglish.de/grammar/clausetext.htm


19/28

Beer and wine are my favourite drinks.What "are my favourite drinks"? Beer and wine are=the subjects.

The subject(s) of a sentence will answer the questions, "who or what."

The Predicate

Once you have identified the subject, the remainder of the sentence tells us

what the subject does or did. This part of the sentence is the predicate of

the sentence.

The predicate always includes the verb and the words which come after the

verb. For example:

Michael Schumaker drove the race car."Michael Schumaker" is the subject; "drove the race car" is the

predicate.

** picture of sample application forms (good & bad)


20/28

Made Application Cover Page

MTVs MADE QUESTIONNAIRE

QUESTIONNAIRE INSTRUCTIONS

**PLEASE RETAIN THIS SHEET FOR FUTURE REFERENCE**

1. PLEASE REVIEW THIS INSTRUCTION SHEET CAREFULLY.

2. Please use dark colored ink to complete this packet.

3. Please answer all questions honestly and to the best of your ability. Please note that if you move on in this process, we willrequire you to sign Producers standard paperwork which shall include, but not be limited to, a participant

waiver/release agreement and confidentiality form

4. Please write only on the printed side of the paper. Feel free to attach additional sheets as necessary.

DO NOT turn the page over and write on the back.

Thank you for your time and effort in completing this packet.

MADE is all about making dreams come true. We want to prove that with hard work, and a little

help from MTV, you can achieve your goals.

We are looking for your specific, individual goal or aspiration that is attainable in the next 2-3

months!!!!! We are not looking for a vague goal, like "I want to be a star or "I want to be like

Britney". We are also not looking for VJs or people trying to be famous.

Your goal should be something that you can attain with the help of our experts during the next 3

months. If your goal takes years and years of training, we cant help you out this time, sorry!


21/28

Name: Diana Boultbee

Subject Area: English Language ArtsGrade Level: 9th Grade




a writing unit I believe that it is important to emphasize the importance of language development,

reading, listening and speaking and as well writing standards into every unit. The focus of todays

lesson will be on one aspect of creative writing with is writing magazine articles. This is a different

form of formal writing rather than what students are use to seeing which is essay writing. Thestudents will be doing this through creating interview questions, which have already been done in

the lesson prior to this activity. Students were also given many different examples of magazine

interview articles. The goal for the students was to be able to create questions to help them

understand someone well enough to be able to write an article on them afterwards using the

questions asked. For this activity students have been asked to dress up as any person they would

like, whether it be a southern farmer or a slave from the slave trade to Katy Perry all the way to

even dressing up as their grandmother. Students have the freedom to choose the role the they

would like to take on, the trick is however that they need to persuade people that they are this

person- they need to become this character, all the way from what they are wearing to the accent

they carry. Now when students come to class they need to be these characters right off the bat BUT

they are not allowed to tell anyone else who are they are! I will be drawing names from a hat to pair

the students up. Each will take a turn being the interviewer and the one being interviewed. When

the students take on the role of being the person interviewed they need to answer the questions not

how they would if they were being themselves but how they would as these characters. After this

has been completed I am going to ask if the students want it to be revealed to them who they were

interviewing or if they want to just create an article based on the questions and make the person

who they want to be. Such as if they were interviewing someone who took on the role of their

grandmother and by the end they thought the person was being Oprah Winfrey then they can write

their article based on the fact that they were interviewing Oprah. Or whether they would like to

know who the person was? Once the students have completed this activity I am going to have them

go over their answers and start working on how they would like to set their article up but the rest

will be taken home as a homework assignment.

* Note: Out of the lessons I have provided this is the third one completed in the sequence.



22/28

Standard(s)


Adapt speech to a variety of contexts and tasks, demonstrating command of formal English

when indicated or appropriate. (See grades 910 Language standards 1 and 3 for specific

expectations.) (SL.9-10.6.)

IA.5.Prepare and conduct interviews.


Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types

are defined in standards 13 above.) (W.9-10.4)


Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or

listening.

f. Write and edit work so that it conforms to the guidelines in a style manual(e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the

discipline and writing type. (L.9-10.3.)

Acquire and use accurately general academic and domain-specific words and phrases,

sufficient for reading, writing, speaking, and listening at the college and career readiness

level; demonstrate independence in gathering vocabulary knowledge when considering a

word or phrase important to comprehension or expression. (L.9-10.6.)


-In what ways do we use speaking in our lives?

-Why is it important to be speak well?

Objective(s)

At the end of the lesson (C) students (A) will be able to create effective interview questions (B) and

be able to conduct and interview and be interviewed (D).


23/28

Differentiation


differentiate this plan based on the needs of my students I would like to make it clear that I believe

that everyone has the option for modifications to every lesson in my classroom not just students on


challenging and encouraging by facilitating a safe learning environment. Every student has the

opportunity of multiple exposures to modeling and guided instruction as well as the option todiscuss any challenges they may be facing and whether there are changes we can make together to

the lessons and/or assignments.


lesson making sure ELLs will have proficiency level appropriate instruction, therefore modifying

the process. I have made sure to provide ELLs will appropriate proficiency level assistance as in

creating the interview questions. Level one and two ELLs will be given questions instead of having

them create their own. Levels 3 and 4 have the option of having sentence starts or examples of

some questions (as does every other student in my class have this option of examples). I do wantthe students to complete the interview though, it will be good practice for them and this is a safe

and judgment free zone that supports and facilitates their learning. As for the write up (magazine

article) students will have the option to orally tell me about the interview if they are not yet

comfortable writing or their writing is not up to that level. I will also help students by providing

examples and fill in the blank articles they could use to help structure their own article.



being used in the classroom for other students. Students know to communicate with me if they arestill struggling or know there is a modification they would like to happen at the beginning of the


that will work for both the student and for myself in terms of helping them be as successful as

possible.


-Interview Questions that were prepared by each student

-Costumes prepared by students

-Examples of different interview articles (attached)


24/28


I will informally assess students while they are performing the interview processes with their

partners to see how it is going and if the questions the students created were good. I will have

checked the questions prior to them completing this activity but I will want to see if this activity is

working as well as I have hoped given that it will be my first time doing this activity with my class.

I will formally assess my students magazine interview articles on whether they were able to

successfully complete an article within the different structures they learned about. Whether they

were able to create an article with little to no grammatical errors as we have worked on grammar

consistently throughout this unit as well was it presented well.

I will be assessing students (A) were able to complete the interview process (B) using the questions

they had created (C), and create a grammatically correct and visually appealing article using the

questions (D).



of indirect instruction as the students are in charge of running these interviews in this lesson. The

only time that there will be direct instruction in this lesson is when I stand up at the front of the

room and arrange the partners and set up the class.

Detailed Lesson Steps/Sequence1. 5 minutes- Arrange the partners by drawing the names out of the hat. Note that for ELLs I

will have already arranged their groups with a native English speaker I felt would help

them, same goes for some of my students on IEPs. I wanted to make sure this activity went

well and that every student could learn from it.

2. 25 minutes- This will be the time that students are provided in class to interview eachother, splitting up the time for each student to take their turn being the interviewer and the

one being interviewed. I will be walking around at this point making sure everyone is on

task.

3. 5 minutes- I am going to ask students what they thought about this activity and to writeabout it in a quickwrite answering the following questions: What did you like about this

activity? Did this activity work?4. 10 minutes- Students will have the remainder of class to start working on their magazine

article. This will allow them time to ask me questions or their peers questions about how

they want to set it up or how someone else thinks they should set up it up given the

structures they have learned about.


25/28


26/28

** pictures of the different articles


27/28


28/28

guided unit plan- applying writing for life

Documents