Concept Unit Lesson Plan Template Unit Working Title: Writing My World Unit Big Idea (Concept/Theme): Setting

Unit Primary Skill focus: Word Choice Week 3 of 4; Plan # 8 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Syntax Concept, Mentor Text (Note: Refer to the list in the document called Concept Unit Lesson Plans) Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: Affective (feel/value) and/or Non-Cognitive: Unit Goal #3: Students will feel that they have an important voice in the classroom community. f.) Students will be able to respectively share their ideas for alternate world short stories with their peers. Unit Goal #4: Students will value literature as a path to exploring alternative possibilities. a.) Students will be able to question and discuss the reasons why authors create alternate worlds in literature. Performance (do): Unit Goal #5: Students will be able to describe the impact of an authors choice of words. a.) Students will be able to identify different sensory details in a short story. Unit Goal #6: Students will be able to practice the authors craft of choosing vocabulary and information purposefully. j.) Students will be able to use the appropriate contractions and possessive grammatical forms in their writing. SOLs: _7.5 d) Describe the impact of word choice, imagery, and literary devices including figurative language. 7.7 g) Select vocabulary and information to enhance the central idea, tone, and voice CCSs:

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-LITERACY.W.7.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted in the plan] 1. [10 mins.] Bridge/Hook/Opening to lesson: [I write up the chart from the graphic organizer on the board] Hi Everyone, Hope you guys have had a good week so far. Today were going to have a quick but fun grammar lesson that will help you with your writing. Then for the second part of class we will continue with literature circles. [I have the classroom manager pass out papers] Okay, so today we are going to be looking at contractions and possessives and also at what the role of apostrophes is in all of this. The reason this is important is because it is really good for you to be able to structure your sentences well for your reader when youre writing an essay for class. It is also important so that you are aware of how words can be converged together or taken apart in order to have the same or different meanings. 2. [ 45 mins.] Step 1: a. [5 minutes] Defining possessives and contractions So looking at your chart, can anyone tell me what a possessive is? Student: Its like showing that you possess something. Yes, exactly. And what would be an example of a possessive? Student: Like, your dog. Great. So your indicates that the object belongs to you. So under the definition of possessive lets write Ownership. And in this case, the dog would be the object of the possessive since it is what is being possessed.

And what is a contraction? Does anyone know? Student: Its like dont? Great. So what is it about contractions that makes it different from other words? Student: It is two words put together. Do and not. Yes, exactly. So a contraction is basically words squished together [I write Squished Words under the definition). Why do you guys think we have these contractions? Student: Because people talked fast? Yea, I think so do. Sometimes when you say does not the words kind of come together so that it becomes doesnt right? Okay, and in our definition of contraction, lets clarify that it has to be two words squished together. Youll see what I mean soon. [I am referring to the fact that Jimmys house has an apostrophe but is not a contraction because it is not two words put together.] b. [15 minutes] Mentor Text: Swords for Hire Okay, now what I want you to do is take a look at this short text I have given you. What I want you guys to do is work together with your table to pick out all of the possessives and contractions in the story excerpt. Lets try the first couple of them together. [Someone reads the first couple of sentences aloud and we put the first couple on the chart.] *Possible misconceptions: Jimmys house possession rather than contraction [Students finish the chart and we go over it as a class. I may add a few of my own to it.]

Then can you divide these groups into smaller groups based on similarities? Then we are going to think up rules for each of the groups that you have formed. The groups should be based on grammatical form. And questions? Student: So can we categorize them in any way we want to? You want to focus on how they look grammatically and how that grammar affects the meaning of the word. So basically you want to focus a bit more on how the words look on the page. [5 minutes: Groups work together on categorizing. I rotate the room to help them.] c.) [15 minutes] Form generalizations about Possessives and Contractions

Alright, so what types of categories do we have under Possessives? Student: there are possessives with apostrophes and those without apostrophes. Great. And what do we notice about the possessive with apostrophes? What part of speech are they? Does anyone know? Student: Nouns. Student: Names. Yea and what about those without apostropheswhat part of speech are those? Student: Proper nouns? Not quite. They are pronouns. Can anyone remind us what a pronoun is? Student: It is a word that refers to another word. Yes, so we have his and her which are possessives that refer to another noun and indicate possession. So what type of generalization can we make from this categorization? Student: When you have a Noun or Proper Noun that is possessive there should be a s. When you have a pronoun that is a possessive there is no s. Great. [I write this on the board.] Okay, so tell me this, how would we spell its when we say The cat played with its ball of yarn? Student: i-t-s! Yes! And Why is that? Student: Because it owns the ball of yarn so it is possessive. And it is a pronoun so there is no apostrophe. Great! Now lets look at the contractions. What types of categories do we have here? Possible Student Answers: We have negative contractions and other contractions. Yea okay, so what do you notice about these negative contractions? How do we spell them? Student: You put the apostrophe between the n and t. Yea. And what about the rest of the contractions, what do you notice about them?

Student: The first word itself stays the same while the second word is shortened. Right. An example would be she will-> shell. What are other examples? What about Shes? What is that a contraction of? Student: She is. Okay so lets write down the rules for contractions. So for negative contractions, you would put the apostrophe between the n and t. For other contractions, the first word stays the same while the second word is shortened. [Wont=> special case] What are other examples? [Students give out examples.] d.) [10 minutes] Testing knowledge Great. So now I want everyone to take out a sheet of paper and number it from 1-6. Please write out each sentence. 1. 2. 3. 4. 5. 6. Theyre going to the movies this weekend. Their dog has yellow fur. Its the best time of year for a vacation. The dog wagged its tail. Whose water bottle is that? Whos going to the dance party tonight?

[We go over these as a class/Students write their sentences on the board.] Now I want you guys to write your own sentences using theyre/their/there, its/its, whose/whos and any other contractions or possessives you can think of. Lets try to get as many as possible in a 4-5 sentence narrative. [Students write their sentences and share them with the class afterwards.] We go over the sentences.

3.) [25 mins.] Step 2: Literature Circles Continued So now we are going to switch gears and continue with our literature circles. Today we are going to focus on what the character experiences in this world. I would like you to focus your questions on how the character changes or how he or she reacts to being in this world. So please take 5 minutes to draft your questions and follow the same procedure as before. [Students continue with literature circles. I go around to facilitate conversation.]

4.) [10 mins] Closure: [I pass out exit slips.] Now lets wrap up our discussion and I would like you all to fill out the exit slip before you leave. This will let me know about what you all learned from your discussions.

Methods of Assessment: [How will you know if the intended learning occurred?] List all methods of assessment used in this lesson or which are related to this lesson and come in a future lesson. After each assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson objectives that the assessment is evaluating. Apostrophe-thon worksheet [6j] Literature Circle question worksheet [4a, 5a] Literature Circle Exit Slip [4a] Differentiated Instruction to accommodate one or more of my profiled students: (This is where you identify specific aspects of this lesson which have been differentiated in order to address the needs of one or more of your profiled studentsidentify them by name) The graphic organizer will help Eli organize his thoughts about these grammar concepts. It will also help Dimitri see grammatical patterns that emerge within the English language. Materials Needed: Apostrophe-thon worksheet Overhead projector or Smartboard Literature Circle question worksheet Literature Circle Exit Slip Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Directions: Fill out this chart by sorting all of the possessives or contractions you find the passage, whether or not they have apostrophes. Apostrophe-thon Possessives Definition: Contractions Definition:

Possessive Possessive

Object of

Contraction Unsquished

Words

Re-group:

Re-group

Possessive and Contraction Rules I Learned Today #1) Rule:

Examples:

#2) Rule:

Examples:

#3) Rule:

Examples:

#4) Rule (optional):

Examples:

Sample Sentences:

1.

2.

3.

4.

5.

6.

Mentor Text: Swords For Hire Sam looked up angrily. You said yourself you never do anything exciting or heroic! Why should I stay around here? Rigby leaned close to Sam. Because you got it, kid. I could tell the second you walked in the door. Got what? Rigby slammed a fist against the wall. It, boy, it! That magical, mystical something! Are you sure youre not hungry? Sam stood up. Im not hungry! What are you talking about? Got me, said Rigby. But let me tell you, boy, it came from the heart. You got potential, I cant say how I know, but I do. Sam shook his head. If I have such great potential, shouldnt my first move be to get out of this crummy shack? SHACK? thundered Rigby. Ill have you know I built this place with my own two hands! Actually, thats a lie, its been here since before I was born. But Ive been taking care of it lately. Sam laughed. Captain Clerret was right. You are crazy. Rigby looked for an instant as though he might be angry, but then he smiled. He walked to the window and looked out. Join me, boy, he said softly. I guarantee you an interesting time. I dont doubt that, said Sam. He was silent for a moment, but only a moment. His only alternative was to return to the farm. All right. Im your pupil in the manly arts of destruction and mayhem. Rigby smiled. Thats fine. All right, then, pupil, first we must get a few rules straight. Prepare for your first lesson.

Directions: Fill out this chart by sorting all of the possessives or contractions you find the passage, whether or not they have apostrophes. Apostrophe-thon: TEACHER KEY Possessives Definition: Ownership Contractions Definition: Two WORDS squished together

Possessive Possessive Her His Their Our Its Sallys Christinas The gerbils Washington D.C.s

Object of

Contraction Unsquished thats Im Its Ive Doesnt Thats Youre Cant Shouldnt Ill Dont Others: Oclock Couldnt Shell Theyre

Words

Possessive and Contraction Rules I Learned TodayTEACHER COPY #1) Rule: Pronoun Possessives do not have an apostrophe

Examples:

#2) Rule: Noun and Proper Noun Possessives do have an apostrophe

Examples:

#3) Rule: Negative contractions usually have the apostrophe between the n and t

Examples:

#4) Rule:

Examples:

Exceptions:

Questions for your literature circle How did everyone feel about _______________________

Why did this character_______________________

I wonder_______________________________

Exit Slip What are some of the topics that your group discussed today? What did you learn from talking with your group members?