Instructional Plan Name: Keith Schoen

Setting/Grade Level: 9th Grade (90% ESL Students, 10% English First Language Students)

Subject(s): High School language Arts School: Doulos Discovery School Date: 11/20/2013 Sentences Unit: Comparison and Contrast Essay // Lesson: Complex

1. PLANNING

LEARNING OUTCOMES/GOALS What will students learn?

TLW Review the parts of a complex sentence TLW Indentify the appropriate subordination conjunction for different relationships between independent and dependent clauses. TLW Apply their learning to critical thinking strategies such as comparison and contrast. **TLW = The Learner Will

LEARNING OBJECTIVES/ LANGUAGE OBJECTIVE What will students do? Use data when possible and ensure objectives are measurable.

I can identify subordinate conjunctions and their uses. I can use subordinating conjunctions / clauses to aid in comparing and contrasting my two subjects. I have used the correct punctuation based on clause placement. I have used the correct coordination conjunction to connect my clauses. I have the at least one complex sentence per body paragraph. ** The first target will be used at the beginning of class to check for understanding in the instruction of different purposes for different subordinating conjunctions. The second target will be used to measure students success both formatively as they draft their comparison and contrast paper, and as a summative assessment in the rubric for their final draft. For this lesson the targets will be used to collect data at the end of class for further instruction.

BLOOMS REVISED TAXONOMY Which level(s) of Blooms Revised Taxonomy is targeted? STANDARDS ADDRESSED

Remembering Understanding Applying Analyzing Evaluating Creating COMMON CORE - CCSS.ELA-Literacy.L.9-10.1b 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.

2. METHODOLOGY

LEARNING EXPERIENCE/ ACTIVITY List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson.

Bell Work: Students will come into class and begin work on a starter activity to review the types of sentence clauses in a complex sentence. The starter will include the definition of a complex sentence, the definition of an independent clause, and the definition of a dependent clause. Student will practice identify the clause types in 5 complex sentences. Students should work individually. Direct Teach / Modeling: The teacher should begin by introducing the two learning targets for the day. Have students write the learning targets in their journals where they will also take notes and participate in the days activities. The goal of todays class is to be able to produce our own sentence for our paper that uses subordinating clauses / conjunctions. After introducing the LTs the teacher will give a brief power point that reviews the following concepts: Review answers from bell work / The components of a complex sentence. Provide students with a list of subordinating conjunctions and review their different purposes (cause/effect, showing time relationships, showing opposition, conditional). Demonstrate how subordinating conjunctions of different purposes are used in sentences. Practice using conjunctions by giving students two clauses (independent and dependent) and have them choose the correct conjunction. Practice by giving students a subordinating conjunction and having them choose the correct clauses from a list of 5 different clauses to fit the given conjunction. **Demonstrate the practice problems one or two times, then have students work in groups to solve the problems. Students share out answers. Cold call students.

Group Practice: Give students an envelope with 10 dependent clauses cut into strips, and 10 independent clauses cut into strips. Give students an envelope with 10 subordinating conjunctions. Students must match the clauses and conjunctions so that they create 10 sentence that make sense. Students should work in groups If students are moving through the lesson quickly. Have them evaluate each others sentences for correctness after completion of the activity. Corrected sentence should be re-written with an explanation of the changes in their journals. Exit Ticket: Review the final learning target for the day again with students. Make sure to review the criteria. Have student create one complex sentence with a subordinate clause and subordinating conjunction for each body paragraph of their paper. Students have created topic sentences for each body paragraph of their paper in the previous days lesson. Their sentences should be fitting to their topic sentences for each body paragraph. This activity will serve as the students exit ticket. Student must complete the activity
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before leaving class and turn it into the teacher. Teacher should check sentence for correctness and relevance to topic sentence. Students who receive below a 3 on their LT will be informed the next day that they need to stay for a tutorial session to review the concepts in this lesson. If more than a third of the class scores below a three, the concept should continued to be reviewed in bell work.

INSTRUCTIONAL STRATEGIES What instructional strategies/methods will you use?

Constructions Cooperative Learning Discovery Discussion/Questioning Experiment Field Study Graphic Organizers Generating and Testing Hypothesis Homework and Practice Identifying Similarities and Differences Independent Learning Journal Laboratory Lecture Library Research

Nonlinguistic Representations Peer Editing Practice/Drill Practicum Problem Solving Questions, Cues, and Advance Organizers Reflection/Response Reinforcing Effort and Providing Recognition Reporting Role-playing Setting Objectives and Providing Feedback Simulation Summarizing and Note Taking Viewing/Listening/Answering Other (Please specify):

Why did you choose these instructional strategies/methods? The instructional strategies I have chosen follow the general model of I Do, We Do, You Do. In this model the teacher introduces the concepts to the students with specific and measurable goals to complete by the end of class. The teacher models and practices these concepts for the students (I Do), then students practice these concepts in groups to reinforce the concepts cooperatively (We Do), then students must show their understanding of the concepts independently (You Do). I chose this model of instruction because there is freedom to practice many different types of instructional strategies within the model, and because it scaffolds students into independently understanding concepts. How will you group students for instruction (individual, small group, large group, or whole class)? Students are grouped in all of the above ways throughout the lesson. Instruction begins with whole group instruction, groups then move into a problem solving task in small groups, students then complete and exit ticket individually.
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3. MATERIALS

MATERIALS USED T = FOR TEACHER S = FOR STUDENT

Materials used Student Process Journals Outlines from previous day (in journals) Envelopes with 10 independent, and 10 dependent clauses Envelopes with 10 subordinating conjunctions

Technology utilized Presentation Software (e.g., PowerPoint)

4. ASSESSMENT/EVALUATION

ASSESSMENT OPTIONS

Application Exam Concept Mapping Parent Evaluation Peer Evaluation Self-Evaluation Inventory Quantitative Scale Rubric Journal

Objective Test Observation Contract Checklist Performance Portfolio Rating Scales Scored Discussion Problem-Solving Assessment Other (Please specify): Exit Ticket

Why did you choose this assessment(s)? How will the chosen assessment(s) help you determine if your students met the goals/objectives? - The first informal assessment that will be done is reviewing the students bell work at the beginning of class. Teacher will take an inventory of the students correct answers to determine how in depth the review of clauses and complex sentences will need to be. Extra slides should be prepared in case deeper review is needed. - The second assessment that will be done is the informal observation of students during their problem-solving activity. The teacher will walk from group to group to ensure understanding, and aid students who are struggling with the process. Any teacher aid in the problem solving task should be given through
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question asking. Students will complete exit ticket using the final learning target rubric / checklist. Students will be asked to self assess and peer review before handing the work into the teacher. Students will record answers in their journal. The final activity has a clear rubric for determining student success on the learning objectives.

How will you use this assessment data to inform your instruction? - Students who achieve 3 out of 4 or lower on the final learning target / exit ticket will be asked to attend a tutorial session after school to review the concepts.

5. LEARNERS DIFFERENTIATION How will you differentiate curriculum to meet diverse student needs? I generally do not differentiate curriculum. All students are expected to achieve the same rigor of work, and are scaffolded into completing that work. All students are capable. The process may be differentiated for the students depending on need, but the final product is not. How will you differentiate instruction to meet diverse student needs? Students who need continued instruction will be pulled into after school tutorials with more directed intervention on the learning goals for the day. Data from the exit ticket is used to determine which students need intervention. Lessons are generally scaffolded for the lowest level language learners. Students who are working ahead of the class are provided with extension to further their learning, such as specified in the lesson, or they are given more complex prompts that require deeper critical thinking. How will you differentiate assessment to meet diverse student needs? All students receive the same summative assessment. Students with need for more directed instruction will be pulled out accordingly and be given more opportunities for informal assessment of their work. ** A special note. Rubrics for papers generally allow for self differentiation, and I encourage students to work to their abilities. If students are only capable of writing simple sentences, then they are encouraged to write their paper with no errors and only simple sentences. If students are capable of more complex writing styles then they write accordingly; using complex, compound, and compound complex sentences beyond the requirement of one complex sentence per paragraph. If student are pushing themselves to write more complexly and do so correctly or incorrectly they will be marked accordingly. If a student writes all simple sentence (because that is their ability level) and do so correctly or incorrectly they will be marked accordingly. Students tend to differentiate in this manner on their own writing to the ability of their interlanguage.

DIVERSITY

How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Around 40% of the students in this class are either native English speakers or have second language abilities that would be considered transitional. These students have tasks that have been prepared for them to serve as extensions, if they need work to push them into deeper understanding of the content. The other 60% of the class ranges from students with beginning second language abilities to advanced second language abilities. The lesson has been highly scaffolded (I Do, We Do, You Do) so that these students are lead through the process of creating sentence with a large amount of directed instruction. Our school does not have the staffing for giving student IEP or 504 plans.