The following is an example of a lesson plan that I used for my EL classroom on sentence structure. This is just an example of ways to incorporate the workbook with a lesson the students really needed. I cut and pasted it here, so it may have structural problems. Also I own the school house rock videos, and though the videos are available online, I definitely am for supporting the people who make these products. I have also cut and pasted information from the core standards from the state websites. This is by no means my own work. We borrow ideas from everywhere, and I have tried to give credit where credit is due.
Sentence
Structure Lesson Plan
Audience:
EL classroom
Level:
Language Levels 1-3
Lesson
Duration: 40 min, daily.
Materials:
·
Writing workbooks
·
Paper
·
Pencils
·
Document camera
·
White board
·
Tablets
·
Teacher’s computer
·
Workbook – Blank Pages Memoirs
Resources:
·
Day One
[1) Planning, Evaluation, and Revision:
Pre-write, draft, revise, edit, and publish across the subject areas.
EL.HS.WR.01 Use a variety of strategies to prepare for writing, such as
brainstorming, making lists, mapping, outlining, grouping related ideas, using
graphic organizers, and taking notes.
Intermediate-Uses writing strategies
to prepare for writing such as brainstorming, making lists, mapping, using graphic
organizers, and taking notes with peer and teacher support.
Early Intermediate-Uses writing
strategies to prepare for writing such as making lists, using graphic
organizers with teacher support.
Beginning-Uses a graphic organizer
to prepare an illustrated narrative
EL.HS.WR.02 Discuss ideas for writing with classmates, teachers, and
other writers, and develop drafts alone and collaboratively.
Intermediate-Brainstorms ideas for
writing with classmates, teachers, and other writers, and develops drafts with peer
and teacher support.
Early Intermediate -Brainstorms
ideas for writing using visual organizers in a teacher-led class activity.
Beginning-Collects and lists
vocabulary on a specified topic in a teacher-led class activity
2) Writing
Modes: Write narrative, expository, and persuasive texts, using a variety of written
forms—including journals, essays, short stories, poems, research reports,
research papers, business and technical writing—to express ideas appropriate to
audience and purpose across the subject areas.
Personal
Narrative
Intermediate -Writes personal
narrative by using short phrases and simple sentences with teacher support.
Early Intermediate -Writes personal
narrative by using single words, phrases, pictures, and organizers with
teachersupport.
Beginning -Writes personal narrative
using single words, pictures, and organizers with teacher support.
- Standards By Design: All Grades (ELD) for ELP for ELD –ODE
sbd.aspx]
Day one was spent participating in a writing
marathon using the writing workbook. This activity consisted of:
1. A
review of the rules of a writing marathon.
2. The
teacher gives a prompt, or gives a prompt from the workbook.
3. Students
date their workbook and begin writing about the prompt.
4. Writing
may be related to the prompt or not as long as it is school – appropriate.
5. Student
pencils must be moving for the duration of the writing time ( 3 minutes).
6. Writing
is not checked, at this time, for spelling or grammatical errors.
7. After
the timer goes off, students are given another prompt and writing continues for
3 minutes.
8. The
process is repeated 4 more times.
9. The students write continuously for fifteen
minutes.
10. At
the conclusion of the writing exercise students shake their hands out and laugh
about how they hurt. Most students seem
to enjoy the exercise.
11. The
students highlight sentences they really like in their writing. Each student
picks three to highlight and shares at least one out loud.
12. Students
choose their favorite sentence and use it to start a new story. They brain
storm with their table groups or in partners depending on the size of the class
for three minutes, telling each other what they are going to write about.
13. They
then spend fifteen to twenty minutes writing.
14. If
there is time afterwards writing is shared.
Day
two:
[EL.HS.WR.05 Use the writing process--prewriting,
drafting, revising, editing, and publishing successive versions.
Intermediate- Uses the writing
process (prewriting, drafting, revising, editing, and publishing) with teacher
support.
Early Intermediate- Uses the writing
process (prewriting, drafting, revising, editing, and publishing) to acquire
vocabulary and grammatical structures with teacher support.
Beginning- Uses the writing process
to acquire vocabulary and grammatical structures with extensive teacher support.
EL.HS.WR.09 Edit and proofread one's own writing, as well as that of
others, using the writing conventions, and, for example, an editing checklist
or list of rules with specific examples of corrections of specific errors.
Intermediate- Edits and proofreads
one's own writing, as well as that of others, with teacher and peer support, an
editing checklist, or list of rules with examples of corrections of specific
errors.
Early Intermediate-Edits and
proofreads one's own writing with teacher and peer support.
Beginning- Edits and proofreads any
vocabulary contained in an illustrated project
-- Standards By Design: All Grades (ELD) for ELP for ELD –ODE
sbd.aspx]
Day two is spent editing, proofreading, and rewriting
student stories. This is a mostly an independent work, to allow them to use
their writing as a formative assessment.
Although writing and proofreading sheets are posted and they have their
workbooks, the students should not focus on fixing issues they cannot catch on
their own. General expectations are discussed before they begin. The students and instructor make a list
together of things they have had lessons on, that they should be able to
recognize. Students are encouraged to
read their stories out loud and listen for errors. The instructor volunteers to
read what they have written so they can listen to another person read it. Many
students use a translation program on their tablets to look up English words.
Day
Three
If it is determined, usng the exercises generated in
the writing workbooks, that students are having a problem with sentence structure
and/ or basic word order the following exercise can be done.
[Sentence Structure - The basic
sentence structures that we use to express needs and likes are foundations of
the more complex sentence structure we use for academic purposes.
EP.BG.01 Beginning - One-or two-word answers (nouns or yes/no) to
questions about preferences,(e.g., two, apples,or tree)
EP.EI.01 Early Intermediate - Simple sentences with
subject/verb/object. “I like/don’t like _____(object).
I need a/some _____ (object).”
EP.IN.01 Intermediate - Elaborated sentences with
subject/verb/object
Nouns, Pronouns, and Adjectives -
Students learn to understand and generate oral and written language with nouns,
pronouns, and adjectives.
EP.BG.02 Beginning - Common nouns and adjectives
EP.EI.02 Early Intermediate - Simple sentences with the verb to be, using
common nouns and adjectives. “The (my, her) ______ is/are _______. A (it)
has/have _________.”
EP.IN.02 Intermediate - Elaborated sentences has/have/had or
is/are/were with nouns and adjectives
- Standards By Design: All Grades
(ELD) for ELP for ELD –ODE sbd.aspx]
1. Begin
with the topic Sentences. Draw a basic Cornel Notes chart on flip
chart paper in front of the class. Write
the title “Sentences” on the paper. (Each time something is written on the master
paper, pause for the class to quickly copy the notes onto their papers and
parrot the information verbally back to the instructor. Notes may use words or
pictures.
2. Put
the main idea nouns on the master
paper. Ask the class to explain what a noun is, and write their definitions in
the notes area of the Cornel paper. If the students have not added this comment
add the note,” Could be the subject of a sentence”. Play the school house rock
video on nouns: http://www.youtube.com/watch?v=Qk4N5kkifGQ
After the video have
each student identify three nouns.
3. Third
put the main idea verbs on the master
paper repeating the process used with nouns. Use the School House Rock video for verbs: http://www.youtube.com/watch?v=US8mGU1MzYw
After the video have each
student demonstrate an action and tell the word for the action.
Review changing a noun
to a verb by adding “ing”, because it was in the video.
4. Explain
that, in a sentence, one of the nouns is a subject- who or what the sentence is
about. The verb or action in the
sentence is also called the predicate- what the subject does. Use several
simple sentences as examples.
Watch the school house rock video
on subjects and predicates: http://www.youtube.com/watch?v=fdUXxdmhIsw . After the video, choose one of the
sentences in it and write it down underlining and labeling the subject and the
predicate.
Watch the Tale of Mr. Morton again and have them to write down two of the
sentences that they heard and label the subject and predicates. Share the
sentences they had discovered.
5. Repeat
this process with two more parts of speech: Adjectives and Adverbs-and practice
finding them as we went.
6. Reinforce
what the students hear with the Cornel notes and verbal practice.
7. Watch
a video about the five basic sentence structure patterns in English. Write
notes as the video progresses and encourage the students to keep up with their
own notes. Pause the video between each
main idea and practice writing a sentence mimicking the pattern presented. Stress word order, in English sentences are
in subject+verb+object order.
Day
Four-
On day four:
1. Review
the videos and notes from day three for the first half of class.
2. Watch
the videos again while following their notes and asking questions.
3. Have
each student give three sentences which are labeled on the board.
4. Review
a paragraph and label one of the sentences in it with class help.
5. Get
out writing from Day 2 and have the students underline the subject and the
predicate in each sentence. Explain that they will get extra points if they can
number the sentence pattern using their Cornel notes from day three.
6. Help
students when they find sentences that they cannot identify where the subject
and/or the predicate are.
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