Heidi's+Lesson+Plan

**// PLANNING //**
 * LESSON PLAN: Using Appositives **

__ Planning Questions to Ask __ // Students will be able to use appositives to enhance their writing, giving them more vivid, sophisticated writing. // 2. What information or skills will students need to achieve that goal? // Students will need to know what appositives are, and have the skill of combining sentences to create appositives. // 3. What learning behavior has the highest probability of being satisfying and successful? // Using appositives in their writing to make it more exciting and informational. // 4. How will the teacher artistically use research and intuition to make students’ satisfying achievement more probable? // I will use Weaver’s framework as well as sentence combining techniques. // 5. How will I begin my lesson? What will I do in the middle of my lesson? How will I end my lesson? // Begin: Attention-grabbing picture and compare/contrast two descriptions of it as a class. // // Middle: I want to use the framework for this lesson, so I will start by showing or modeling the use and identification of appositives in various sentences. Then I will have students do this together in partnerships, and eventually on their own. // // End: I will end the lesson with an assignment to be completed by the individual student. I will also be sure to clarify any points that need clarification before ending the lesson. //
 * 1) What will these students be able to do as a result of their time today, or at the end of several days (//not// daze) in this class?

__ Principles to Keep in Mind __ “The teacher must always consider the possibility that it may be necessary to get students’ minds off friends, food, or frolic at the beginning of a lesson and, if needed, plan an artistic and effective way of doing it (anticipatory set). “Most of the time, students’ knowing what is expected of them makes learning more probable (objective and why it is important). Some of the time, however, that knowledge will interfere with learning.”

For Online Help: http://www.uen.org/core/languagearts/index.html

** Date ** : **Class and Grade Level:** Grade 8 language arts


 * Title/Subject of Lesson ** : Writing Appositives
 * Objective(s) ** : [What will the students be able to do as a result of instruction? Your objective //__must__// begin with the phrase, “Students will be able to . . .]

// Students will be able to identify and create appositives in others’ and their own writing. //


 * State (or District) Core Curriculum Standard(s): ** [Which elements of the state or district curriculum standards does this lesson include? See the Standards at [|http://www.school.utah.gov/curr/core/corepdf/LA7-12.pdf] [|]]

Grade 8 Standard 2 Objective 3 (Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions. b. Edit for conventions:
 * Correct grade-level spelling
 * Correct use of quotation marks and commas in dialogue.
 * Correct verb tenses.
 * Correct use of relative pronouns.
 * Correct agreement of pronouns and antecedents.
 * Correct capitalization of titles of books, poems, etc., and titles of courses (e.g., History 202).


 * Concept(s) to Be Taught: ** [What are the key concepts to be learned in this lesson? For example “figurative language,” “persuasive writing,” etc.]

//Anatomy of a sentence, appositives, descriptive writing, informational writing.//


 * Materials Needed: ** overhead with picture and two descriptions, overhead with list of sentences to combine.


 * Strategies to Be Used: ** [What learning strategies, e.g., K-W-L, semantic mapping, will you use?]

Framework Sentence combining **// PERFORMING //**

** Announcements: **

** Continuation from Previous Lesson: ** In this class, students will write several short stories and poems. At the end of the semester, they will combine them all into an anthology that they will publish on wordclay. The hope is that this will motivate students to do their best work, and so this lesson is to help students make their prose sound more professional. The students have been writing personal narratives, and they are struggling collectively with short, choppy sentences in their exposition that could be easily combined with appositives. ** Lesson Presentation ** :

1. Get the class's attention. “Students, We are going to talk about exposition and scene today. Because we will be publishing our stories, we want them to be as professional as possible.” 2. Show the picture on the projector. 3. "I have two paragraphs about this picture. After I read them to you, I want you to tell me which one you thought was better. 4. #1- This is a picture of Hiram and me. Hiram is my cousin. It was taken in the Krispy Kreme. It was taken just before he left on a church mission. The mission was in Bolivia. We were hanging out as a kind of long goodbye. I was both happy and sad. I was happy for the adventures he would have. I was sad for the company I would miss.  5. #2- In the Krispy Kreme store, a favorite hangout, that we took this picture. It was just before Hiram, my cousin, left on a mission, a church mission to Bolivia, when we were hanging out as a kind of long goodbye. I smiled: a happy smile, for the adventures he would have, and a sad smile, for the company I would miss.  6. Ask: "Which description did you think was better?" (they should answer #2!)  7. Put both sentences up on the overhead. 8. Ask them how many sentences are in the first description (answer: 9) 9. Ask then how many sentences are in the second description (answer: 3) 10. Is there a lot less information in the second one? 11. Answer should be "no" if they answer no, tell them that they are correct. If they answer "yes," ask what information is missing in the second one. There is the same amount of information in both descriptions. 12. If the is the same amount of information in both sentences, and the second one, which is better, has only 1/3 the number of sentences, how is that possible? What has been done to so condense the second description? 13. Let students think for a moment. Give it a good ten seconds, even if there are hands raised. call on someone, if there are hands. Call on up to 3 hands if they don't answer "clauses" or something spot on like that. 14. Say: "the difference is that in the second description, I've used clauses to combine and make my sentences longer, and my information fit into a smaller number of sentences. Having lots of sentences isn't always better than having fewer, more complex sentences. One of the kinds of clauses I used to make the description better is called an "appositive." 15. Today we're going to learn about appositives. An appositive is a kind of clause, and good news! You already know how to use them! This is a kind of clause that renames something already mentioned in a sentence.  16. Make sure the overhead is still on and that the 2nd paragraph is visible.  17. Underline with an overhead marker the appositive, "a favorite hangout."  18. Tell the class, "this is an appositive."  19. Ask, "who can tell me which is the next appositive?"  20. Call on someone. The answer is, "my cousin."  21. next is "a church mission to Bolivia." 22. next is "a happy smile." 23. next is "a sad smile." 24. Put the students in pairs. 25. Show the list of sentences to be combined on the overhead. 26. Assign one or two sentences per group. Tell them to combine the sentences using appositives. 27. Give the students a few minutes to do the work. 28. Answer questions, check for understanding. 29. Ask a few groups to share with the class their work. 30. Tell the students to get out their personal narratives. 31. Once they've gotten them out, tell them: "I have noticed that a lot of you have used short, choppy sentences in your personal narratives. These kinds of sentences can be very good, but I want you to find in your narrative a place where you can use an appositive to combine two short sentences together, and make that change in your narrative. If you can't find a place where you can combine two sentences, then add an appositive in to one of your sentences, or write a new sentence into part of your narrative that has an appositive in it. 32. Give them some time to complete the assignment.  33. Check for understanding and answer questions.  34. When they've completed the assignment, ask for students to share what they've combined.


 * Evaluation: ** [Questions to ask yourself, the teacher: How successful was this lesson? What can you change to make it even more successful for the next class? What will you keep, what will you delete, what will you modify?]

Here is the picture I used in this lesson (but you can use any picture, really).

Here is the handout I used for this lesson.