Grammar and writing

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ELM480GrammarCitReport.pdf

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Antoinette Pearsall

ELM 480 Grammar and Writing Instruction lesson plan.docx

Summary

 1459 Words

GCU College of Education LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name: Antoinette Pearsall Grade Level: Fifth Grade Date: August 16, 2020 Unit/Subject: Grammar Usage When Writing Instructional Plan Title: Conventions of Standard English Grammar In Writing Lesson Summary and Focus:

Having observed students’ literacy needs, this lesson intends to increase pre-reading skills for students with different abilities in the class. In order to fully gain the pre-reading skills, students with different needs will receive differentiated reading books and assessments.

Classroom and Student Factors/Grouping:

While the classroom is accommodative, different students require different literacy materials and assessments. Some will be isolated not to disturb others. Others will be enrolled in IEPs while others will receive teacher-led-instructions in the grammar and writing lesson.

National/State Learning Standards:

The standard for this lesson is ; CCSS.ELA-LITERACY.RL.5.1 Students should demonstrate command of the conventions of standard English grammar and usage as well as follow standard English capitalization, punctuation, and spelling when writing by the end of the year (Frodesen, 2018).

Specific Learning Target(s)/Objectives:

By the end of the year, students should be able to easily use grammar when writing at the high-end of the grades 4-5 composition and text independently and proficiently.

Academic Language List of the general academic vocabulary and content-specific vocabulary that I will teach; Verbs, Tenses, Nouns, Adverbs, Phrases,

GCU College of Education LESSON PLAN TEMPLATE

 Student: Submitted to Grand Canyon University…

 Potentially missing comma: 2020  2020,

 Spelling mistake: pre-reading  rereading

 Self: Submitted to Grand Canyon University…

 Spelling mistak...: accommodative  accommodate

 Web Content: http://www.corestandards.org/ELA-Literacy/L/6/…

 as follow (follows): as follow  as follows

 Spelling mistake: Frodesen  Frozen

Clauses, Grammar, Punctuation, Vocabulary,

http://www.corestandards.org/ELA-Literacy/RL/3/10/

GCU College of Education LESSON PLAN TEMPLATE

 Self: Submitted to Grand Canyon University…

 Redundant phrase: some of the  some

 Student: Submitted to Grand Canyon University…

 Self: Submitted to Grand Canyon University…

 Student: Submitted to Grand Canyon University…

 Self: Submitted to Grand Canyon University…

 Nonstandard ph...: in regards to  in regard to

 Self: Submitted to Grand Canyon University…

 Student: Submitted to Grand Canyon University…

and Spelling I will teach students those terms in the lesson by ensuring that they understand that they all relate to grammar and writing.

Resources, Materials, Equipment, and Technology:

Dictionary Pens/pencils Note book for vocabulary White board Markers Assistive technologies; hearing/visual aids, braille

Section 2: Instructional Planning

Anticipatory Set • I will use pictures sentences to dissect the various items of grammar with the

students. • I will ask them to write on the whiteboard a list of the grammatically correct

sentences. • I will also record some of the sentences they have not written correctly.

Time Needed 10 minutes

Multiple Means of Representation • I will use sentences or story trees to teach students the various components of

grammar like vocabulary words used in writing. • I will also use graphic organizers to ensure that we list as many various

components of grammar as possible. • Students will be allowed to use hearing/visual aids to help them grasp the ideas,

of grammar that they will use in their written work. How I will differentiate materials for each of the following groups:

• English language learners (ELL): I will give English language learners easy sentences that have a mix of lot of pictures and grammar words.

• Students with special needs: Students with special needs will be given materials with braille and big font pictures for those with visual impairments while those with hearing impairments will be provided with readers.

Time Needed 15 minutes

• Students with gifted abilities: Students with gifted abilities will be allowed to use both grade level words and materials as well as above grade level words and materials.

• Early finishers (those students who finish early and may need additional resources/support):

As for the early finishers, I will provide them with additional grammar words. I will also ask them to help those who are slow in improving grammar and writing skills.

Multiple Means of Engagement • I will pair the students. As for the vocabularies words, I will ensure that the class

is halved and half of the students have notes books while others use the words in written sentences.

• I will model one example by having a student with a given word pairing with a student with a correctly written sentence using the vocabulary word.

How I will differentiate activities for each of the following groups: • English language learners (ELL):

As for English language learners, I will ensure that they pair with other English language learners by giving them simple words in regards to grammar.

• Students with special needs: Students with special needs like those who are visually impaired will be given visual aids to help them identify their pair and so will be those with hearing impairments who will have hearing aids and readers to use words in sentences.

• Students with gifted abilities: Students with gifted abilities will be given two different words to use in different grammatically correctly written sentences.

• Early finishers (those students who finish early and may need additional resources/support):

The early finishers like the gifted abilities will be required to help those who find it difficult to write grammatically correct sentences.

Time Needed 15 minutes

Multiple Means of Expression Students will complete a competition of writing grammatically correct sentences. They

Time Needed

GCU College of Education LESSON PLAN TEMPLATE

 Student: Submitted to Grand Canyon University…

 Self: Submitted to Grand Canyon University…

 Possible agreement error: is

 Spelling mistake: Myhill  Hill

 Self: Submitted to Grand Canyon University…

 Passive voice: It is expected that

 Three successive sentences begin wit...: The

 Redundant phrase: some of the  some

 Passive voice: have been used

 Grammatical problem: use the infin...: using

 Passive voice: It is also notable that

 Possible wordiness: whether or not  whether

 Possibly demeaning adverb: Obviously

will be expected to use words in written sentences. Students will also take part in formative assessments throughout the lesson such as identifying grammatically correct sentences. This will determine if I will need to re-teach or re-direct grammar and writing instructions.

15 minutes

How I will differentiate assessments for each of the following groups: • English language learners (ELL):

English language learners will be assessed using grammar. • Students with special needs:

The students who is unable to pay attention due to any special needs will be isolated to a safe and supportive environment with no distraction for optimal concentration. The student with difficulties in writing will be provided with grade-level or 4th grade-level to up their performance book walk related tasks (Myhill, 2018). The students with mental disorders and in dire need of IEP will receive teacher-led-instructions in a quiet space where there are no distractions. Technologically advanced visual or auditory aids will also be provided. As for the student with behavior concerns and who throws tantrums, it will be good to isolate or create a quiet space for them where there are no distractions so that others are not disturbed.

• Students with gifted abilities: As for the students with gifted abilities, they will be given grade-level assessments or 5 th grade-level words to use them in sentences.

• Early finishers (those students who finish early and may need additional resources/support):

Early finishers or those students who finish early and may need additional resources/support, they will be provided with numerous words and grammar terms to choose from.

Extension Activity and/or Homework One extension activity that is appropriate for them is think pairs and matching pairs for the students to continue choosing words and using them in sentences. Students will also be tasked to play games at home by being given a list of words and vocabulary by their families to use in sentences besides those I will give them as part of homework. It is worth noting that this extension activity or homework assignment supports the learning targets/objectives as it allows parent/guardian involvement as well as help students to use words in grammatically correctly written or constructed sentences.

Time Needed 5 minutes

Rationale/Reflection

It is expected that students will grasp the concepts of grammar in written work whether composition or sentences. The students are expected to use the words to write correct sentences. The students will build on their prior grammar experiences. The students are expected write sentences. Student are in addition required to identify some of the vocabulary terms that have been used incorrectly in sentences.

Students will have to share with their group members and pairs what sentences are written correctly. They will also engage in an activity of demonstrating correctly written

sentences that have applied vocabulary appropriately (Hampton, 2020). To sum it up, the students will be tested on what they have learned using continuous formative assessments and homework tasks that gauge their use of grammar. It is also notable that this will gauge whether or not they have grasped the intended lesson concepts of constructing grammatically correct sentences.

In my future personal professional practice, I will use graphic organizers to enliven And improve students’ grammar use. I will emphasize to them that, reading should be their number one way to improve their grammar skills. I will also require the students to get a grammar manual. According to Santana, (2019), it is useful to have a thorough reference book nearby that the students will consult when writing. Obviously, this will also help them review the basics of grammar in written work. I will also require them to practice

listening to others, write their work as well as proofread by reading out loud so that they know whether the sentences in the written work are grammatically correct.

References Frodesen, J. (2018). Grammar and Second Language Writing. The TESOL Encyclopediaof English Language Teaching, 1-7. Hampton, A. R. (2020). Grammar Essentials for Proofreading, Copyediting & Business Writing. Lulu. Com. Myhill, D. A. (2018). Grammar as a meaning-making resource for improving writing. Santana, I. (2019). Advanced English Students' Perceptions on Grammar Usage. Online Submission.