Dos Santos

Lesson Plan 1
Time allotted for each component.

Conventions of Grammar Lesson I Instructor: Kirsten dos Santos Subject area: English Course: LAS 120 College Writing 1 Grade level: College Date:11.13.2012

Lesson Title: Identifying the Active and Passive Voice Objective: Students will learn to identify the difference between the active and the passive voice and modify to include more active sentences in their writing. Assessment: Cooperative Assessment: Students will be divided into four heterogeneous teams and assigned one interactive online exercise in which they will be expected to work cooperatively to modify passive sentences into the active format exercise. Assignment 1 , Assignment 2 , Assignment 3 , Assignment 4 Individual Assessment: Each student will be expected to complete an electronic multiple choice quiz over the active and passive voice posted on Blackboard. Meeting the needs of various learners/Accommodations: Heterogeneous teams will be formulated with the intent of providing high, medium, and low learners an opportunity to rely on and help each other. Anyone who needs further assistance will be encouraged to meet with the instructor outside of class as well as being referred to the tutors in the writing center on campus. If groups finish early during the cooperative learning assessment, then they can do one of the three other assignments. If internet is not available in the classroom the teacher can print out the online assignments ahead of time

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Lesson Plan 2

and distribute hard copies to the groups instead. Hard copies of the exercises can also be provided to those students who may need to make up the assignment due to an excused absence. Instructional Plan: Opening: The instructor should grab their students attention by showing a few slides that poke fun at some slogans or songs from popular culture changed into the passive voice. For example: Replace McDonalds popular slogan, Im lovin it with the more passive, It is being loved by me. Students will most likely find these examples humorous, which will make them more interested in what comes next. Here are some examples in a short slide presentation: Active & Passive Voice Opener *See attached file Instruction: 1. Before class the students will have been assigned a reading over the Active and the Passive voice in their Norton Field Guide Handbook pages HB 18-20. 2. After the opening, tell the students that they should be able to recognize and modify a passive sentence into an active phrase by the end of class. 3. Use the Active & Passive Voice Lesson (**See attached file) slide presentation to help students differentiate between the two voices and run through some practice exercises. **Students should take notes to refer to later. 4. Divide the class into four heterogeneous teams. Assign each team one of the four online assignments. Each team should modify the passive sentences provided on the interactive form into the active voice and then click the Check my work button at the bottom of the page. This page will show both the groups sentence modifications and the correct answer. Students should then print this page and submit it to the
5-10 min Total:50 min

5-10 min.

10-15 min.

10-15 min.

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Lesson Plan 3
5-10 min.

instructor. **Everyones name should be written on the assignment turned in to the teacher. 5. Each group should write two of their sentences, both passive and active representations, on the board. The class as a whole will then discuss these examples. 6. A multiple choice quiz posted on Blackboard over the Active and the Passive will be assigned to each individual to be completed as homework. Practice: A. Skills involving the difference between the Active and Passive voice will be modeled in the lesson presentation. B. The lesson presentation will also offer an opportunity for learners to take part in guided practice as the teacher provides several chances for them to modify active and passive sentences with immediate feedback. C. Students will also practice with each other in cooperative groups as they complete the online exercises. Closing: This will take place as the entire class reviews and discusses those examples sentences written on the board. After Assessment: Based on overall achievement related to the individual assessment, the instructor may need to allot more time on this skill in the future. If just a small group is struggling, the instructor should arrange to meet these students outside of class to accentuate the lesson; either as a group or independently.

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Lesson Plan 4
Time allotted for each component.

Writing Genre Lesson II Instructor: Kirsten dos Santos Subject area: English Course: LAS 120 College Writing 1 Grade level: College Date:11.13.2012

Lesson Title: Key Features of a Textual Analysis Objective: Learners will become familiar with the key features of a textual analysis and use this knowledge to identify these characteristics in model texts. Assessment: Cooperative Presentation: Each member should present different aspects of the groups analysis over an assigned reading to the class as a whole. Individual Assessment: Each student will be expected to conduct their own analysis of the agreed upon text and complete the Textual Analysis worksheet. Meeting the needs of various learners/Accommodations: Heterogeneous teams will be formulated with the intent of providing high, medium, and low learners an opportunity to rely on and help each other. Anyone who needs further assistance will be encouraged to meet with the instructor outside of class as well as being referred to the tutors in the writing center on campus. Students who need a challenge will be allowed to write their own text to analyze and discuss.

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Lesson Plan 5
Two 50 min Sections.

Instructional Plan: Opening: The instructor can spark her learners interest by asking one or two students what their favorite song is and why. Find the song/s on YouTube, playing a portion of a video to give the rest of the class a taste. Probe the student/s further by asking what the song means or how the genre, tune, or language reinforces its intent. Explain to the students that a text can be anything that portrays a message. So in this sense, it might be anything as extensive as literature, or as simple as a name tag, or a row of houses. Texts can even be songs. Instruction: Day One 1. Before class the students will have been assigned a reading over textual analysis and its key features in Norton Field Guide Handbook pages 38-58. 2. After the opening, tell the students that they will gain some understanding with regards to the key features of an analysis and will begin to analyze a text on their own. 3. The instructor will ask the class to help her list the key features on the board. Students can refer to their text book and should be encouraged to annotate or take notes at this time. 4. After the key features have been reviewed, the teacher will model how to identify these characteristics within one of the assigned readings; students will be guided to practice this process on their own as well, as the teacher prompts individuals to locate certain aspects of an analysis. 5. The instructor should then divide the class into four heterogeneous groups. Each team will be instructed to select one song to analyze. 6. Each student will then be provided the Textual Analysis worksheet as a guide while they analyze the song on their own as homework. *Students should bring the completed worksheet and lyrics for song to the

5- 10 min.

Day one:

5-10 min. 5-10 min.

10-15 min.

10-15 min.

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Lesson Plan 6

next class period.

Day two:

Day Two 1. Allow students to compare notes with their teammates as they discuss their individual analyses. 2. Each team should be preparing a presentation for the class as a whole. Every student should present a specific aspect of their analysis to insure individual accountability. 3. Copies of the lyrics should be distributed to classmates before presentations. 4. Each group will then lead the class as a whole through a discussion analyzing their song. They may play a clip of the song if desired; but not the whole song because of time restraints. 5. Individual worksheets should be submitted to the teacher at the end of the class period. Practice: A. The teacher will model and guide the students through one of the assigned readings as key features are located. B. Students will independently practice analyzing a song at home using the graphic organizer (Textual Analysis worksheet). C. Students will practice together as they compare their analysis with teammates. D. Identification will be reinforced as students discuss their analysis with the class as a whole. Closing: The teacher will reiterate the key features towards the end of class and provide a new Textual Analysis worksheet to complete for the next assigned reading.
5-10 min. 5-10 min.

30 min. *5-8 min. per group

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Lesson Plan 7

After Assessment: Any of the key features that learners are particularly struggling with should be reemphasized in the next discussion.

Writing Genre Lesson III Instructor: Kirsten dos Santos Subject area: English Course: LAS 120 College Writing 1 Grade level: College Date:11.13.2012

Time allotted for each component.

Lesson Title: Key Features of a Profile Objective: Learners will become familiar with the key features of a profile and use this knowledge to identify these characteristics in model texts. Assessment: Individual Assessment: Each student will be expected to record on their Profile worksheet those key features they find apparent in a video profile shared in class. Meeting the needs of various learners/Accommodations: Students will have an opportunity to practice with their shoulder partner; so that they can help each other arrive to an informed decision about those key features presented in the video. Anyone who needs further assistance will be encouraged to meet with the instructor outside of class as well as being referred to the tutors in the writing center on campus.

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Lesson Plan 8

Students who need a challenge or finish early should look at the text from the perspective of a different organizational format. For example, how would the profile change if it discussed events chronologically, rather than focus on characteristics, or vice versa? Instructional Plan: Opening: Begin by telling the class that we will be learning about profiles and show them a clip from one of Hatterbergs People: A Life-Changing Assignment Instruction: 1. Before class the students will have been assigned a reading over profiles and its key features in Norton Field Guide Handbook pages 161-170. 2. After the opening, pass out the Profile worksheet and explain the key features of a profile using the first video as a guide. Students should be encouraged to complete one side of the worksheet as the instructor walks them through the examples. 3. Then students will be will be instructed to use the other side of the worksheet as a guide for identifying the key features in a different profile which will be shown: 'Pages' The Library Cat 4. After the video, students will turn to their shoulder partner and share their findings. 5. The instructor should then lead a discussion on the second video, in which all students will be expected to contribute. **4-5 may be repeated with another video if time permits: Painting The Sunrise Every Day 6. Profile worksheets will be collected for assessment at the end of class and students will be assigned a reading in which they should use a new worksheet to locate profile features. Practice: A. The instructor will model and guide students while identifying the key features in the first video.
20 50 min. section 5 min.

5-10 min.

4 min.

5 min. 5-30 min. *Spending approximately 5 min. on each feature (longer if a 50 min. period).

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Lesson Plan 9

B. Students will practice independently as they try to identify key features in the second video. C. Students will practice with each other as they share their findings with their shoulder partner with regards to the key features in the second video. D. Students will practice independently again with their homework over a profile reading to be discussed during the next class period. Closing: This will take place as the whole class hears discussion shared by shoulder partners about the key features in the second video. After Assessment: The instructor will look at the graphic organizer (Profile worksheet) and depending on what features learners struggled with identifying; those features will be highlighted in the next sessions reading discussion.

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Lesson Plan 10

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Lesson Plan 11

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