Hi everyone,
I am doing my lesson plan this week. If any of you have the time to quickly look through it, I posted the draft of my lesson plan and the worksheet I created for the students below. Any feedback is appreciated. Thanks!
Lesson plan:
Tuesday, November 1, 2011
Lesson Plan: Reviewing grammar (verb tenses must be consistent) and peer editing the wiki.
Learning Targets: I can correct inappropriate shifts in verb tenses in my own writing.
Daily Objectives:
1. I can peer edit and correct errors in my classmate’s wiki projects.
2. I can correct errors in my own work based on peer feedback.
Set-Up: laptop, LCD projector, copies of grammar worksheet, printed copies of the wiki page
Do Now: (5 min.)
1. Take the handout.
2. Fill in the blank space with the rule.
Mini-Lesson: (15 min.)
1. Grammar review: “A few weeks ago, Ms. Shoaf gave you a hand out with four rules on it. Today, we’re going to focus on one of those specific rules because I noticed a lot of you are still having some trouble with it after reading all of your wiki pages.”
2. “Please look at the handout you took when you walked into the room. Read the sentence at the top and fill in the blank with the rule.”
3. Circulate for less than one minute and check to see that everyone is filling in the blank. Call on students for the answer “must be consistent”.
4. Review tenses for right examples:
Ask them:
- What is present tense?
- What is past tense?
- What is future tense?
5. Tell students to read the three right sentences and decide whether they are in the present, past, or future tense. Circle the tense in which you think the sentence is written. Circulate for a few minutes to check for their understanding and clear up any confusion. Once it seems that the students have answered (1 min.), move on.
6. Read the first sentence and then ask students, “Who can tell me whether the first sentence is in the present, past, or future tense?” or “Who can tell me what tense this sentence is in” Ask student “Why?”. Repeat for the second and third sentence.
7. Read the wrong sentence aloud to the students. Ask them, “What do you think is wrong with this sentence. Take a minute to read it to yourself and see if you can figure out what is wrong with it and how you can fix it.” Read the sentence to them again.
Possible correct answers:
a. I am walking to school today. I am going to call my sister before I get on the train (present).
b. I walked to school today. I called my sister before I got on the train (past).
c. I am going to walk to school today. I will call my sister before I will get on the train (future).
Explain that all of these sentences are correct because the verb tense in each is consistent.
8. “Now write your own sentence using only one of the tenses. It can be in present tense, past tense, or future tense. You only have to use one of the tenses.” Ask students to share their questions & then ask them “Why do you think I asked you to write sentences only using one tense?”
Answer: Because verb tenses must be consistent which means only using one at a time.
Group work: (15 min.)
1.Tell the students Ms. Shoaf has graded their wiki projects and that they all have the opportunity to revise their page. “Once you are done revising your page and would like Ms. Shoaf to grade it again, email her from your uasdc.com account.” Explain that they will now have class time to peer edit.
2. Before breaking the students into groups, tell them “You are each going to receive a classmate’s wiki page and it is your job to peer edit it. You are to work together within your groups to peer edit the wiki pages specifically for verb tense consistency. Although you will be working in groups, you are each responsible for one specific page. The page will have the line peer edited by your name. Remember, you can use your group for support. If you’re not sure about a sentence, ask your group mates if they can help you. You can write your corrections right on the paper.”
3. Break them into predetermined groups (wiki groups) and distribute wiki pages.
4. Periodically remind them of the rule “Verb tenses must be consistent”.
Partner work: (5 min.)
- Announce that each student is partners with the person whose wiki page they are currently correcting. Tell them to go to their partner now to discuss what you have edited (there may be a group of three).
- Explain to each other what mistakes you found in the work and how you think it can by fixed. If you disagree on a sentence, discuss amongst yourselves to see if the two (or three) of you can figure it out together.
Independent work/ Wrap up(5 min.)
1. Tell students to return to their assigned seats.
2. Work independently to correct your mistakes (if time allows).
- (This is number 3. I don't know why the blog will not let me change the numbers.)Remind students, “You can now edit your work, for this rule and for the other learning targets, on the wiki. You should keep this rule in mind as you finish writing your first draft of the C-PAS project which is due this Thursday.”
- (This is number4) Ask students, “Are any sentences that really confused you?” or “Are there sentences you think your partner marked as wrong, but you believe are correct?”.
5. Have students pass all their papers to the left and into the green box.
Worksheet:
Name: _________________________________________________________11/1/11
Verb Tense Review Sheet
Fill in the blank with the rule.
Verb tenses must _______________________________________________.
Below are sentences from the wiki. The first three follow this rule and the last one does not. After reading the sentences, decide which sentence is written in the present tense, the past tense, or the future tense. Circle the tense you think it right.
Right: Rafts were easy to make and they were very useful for trade. Logs were held by poles.
Present Past Future
Right: He will inform people about a problem.
Present Past Future
Right: It’s apparent that they are being mistreated and are under intense conditions.
Present Past Future
Wrong: I am walking to school today. I will call my sister before I got on the train.
Write your own sentence using present, past, or future tense:
Nicole, I am very sorry that I did not respond to your post earlier (the day you posted it) but your lesson plan is GREAT! Obviously you have already taught this lesson (which I hear went very well!). I am wondering however, were you able to teach your mini-lesson in the 15 minutes you have scheduled. You have a lot of information in that section and I was just wondering how you did with time? I also really like how your objectives are the "I Can" statements we were working on in class today!
ReplyDeleteThanks Meghan!
ReplyDeleteI actually completely changed my lesson plan. In the lesson I actually did, I read an essay aloud and students were supposed to tell me to stop whenever they saw a mistake. Then, the students had to tell me how to change the sentence to make it correct. I noticed I was close to going over the 15 minutes that I allotted for the mini lesson before we had read through the entire example, so I decided to cut the example short. I did one or two more sentences with the students to make sure they were understanding the point of the mini lesson and then said something along the lines of, "I think we have done enough of this together for you to be able to do it with your partners. Do you have any questions?". By doing this, I was able to stay within the 15 minutes I planned for. If they all had questions, I would have gone over the 15 minutes, but then again, if they had that many questions that would probably mean they were not prepared to work on their own yet.
If you're interested, this is the mini lesson I actually did:
Mini-Lesson: (15 min.)
1. “Today we’re going to practice the strategy of reading writing aloud in order to find and correct errors. After looking through all of your wiki projects, it seems as though a lot of you did not carefully proofread your work. I know that sometimes it is easy to overlook errors in your own writing when you’re reading it to yourself, but you can use this strategy of reading your work aloud in the future to edit your own work. It might be a good idea to use this strategy while editing your C-PAS project. Remember, your first draft is due on Thursday at 8:10 AM.”
2. “I’m going to demonstrate for you how this strategy works before you all get to try it out for yourselves. I’m going to read an essay aloud and if you want to follow along, it will be projected up here on the screen. I want you to say ‘Stop!’ if you think you hear or see an error in the writing. These errors can include any of the learning targets for the wiki which include correcting errors in subject-verb agreement, correcting inappropriate shifts in verb tenses, and correcting errors with there/their/and they’re. It can also be any other kind of error such as capitalization, punctuation, or diction. Fragments and run on sentences may also be an error you want to keep an eye out for because you are going to be assessed on that learning target in your C-PAS/A Modest Solution project. Who can remind us what diction is? I will pause from reading after you say ‘Stop!’ and we will discuss together what we think the error is and what we can do to correct it. There can be more than one error in each sentence, so we may need to pause multiple times. Listen carefully.”
3. Check for understanding: “What are you going to do if you hear or see an error in the essay I am going to read?”
4. “If you recognize this writing, just keep it to yourself please.” Start reading.
When a student calls out ‘Stop!’, I will pause and ask them what they think is wrong with this part of the essay.
Ask “What can we do to correct this error?” Call on a different student.
If there is more than one way to correct it, call on another student for the other possibilities.
If a student says “Stop!” and there is nothing wrong with the essay at that point, ask the student what they think is wrong and then ask if the other students agree or disagree. Call on different students to allow them to debate the answer and guide them if needed.
If the students do not say ‘Stop!’ and there are errors, stop and ask them, “Does anyone see an error in this sentence?”. I may need to be more specific and say, “Does anyone see an issue with the punctuation, the verb tenses, etc?”.