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=Part 1: = =Lesson Plan: Sentence Structure =

ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Standards: **

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.


 * Goals/Objectives: **
 * Identify and differentiate between clauses and phrases, as well as the various types of clauses (independent and dependent/subordinate) and phrases (prepositional).
 * Identify and differentiate sentences according to structure: simple, compound, complex, and compound-complex.
 * Place clauses and phrases properly in sentences
 * Form simple, compound, complex, and compound-complex sentences.


 * Lesson Abstract: **
 * Administer a sentence structure/clause pre-test using []
 * Review results
 * Students will take notes on the 4 sentence structures, clauses, and phrases using an interactive powerpoint or prezi.
 * Formative Assessment: Students will use student responders/clickers during the notetaking to identify sentences by structure as well as clauses and phrases.
 * <span style="font-family: 'Comic Sans MS',cursive;">Summative Assessment: Students will complete an online using []


 * <span style="font-family: 'Comic Sans MS',cursive;">Assessment: **
 * <span style="font-family: 'Comic Sans MS',cursive;">The non technology assessment would be a four square sorting activity in which students would have to identify and sort sentences by structure, and a quiz or test on sentence structures and clauses.


 * <span style="font-family: 'Comic Sans MS',cursive;">Technology Tools: **
 * <span style="font-family: 'Comic Sans MS',cursive;">Student Responders
 * <span style="font-family: 'Comic Sans MS',cursive;">Quizstar Quiz: __ **quizstar.4teachers.org. ** __

=**<span style="font-family: 'Comic Sans MS',cursive;">Part 2: **=

**<span style="font-family: 'Comic Sans MS',cursive;">Pre-Test: **
[]

<span style="font-family: 'Comic Sans MS',cursive;">Abstract <span style="font-family: 'Comic Sans MS',cursive;"> In order to properly provide instruction that meets students on their levels of capabilities, it is vital for teachers to pre-assess. Pre-assessment is a best practice that allows teachers to properly plan for instruction as well as utilize instructional time more effectively. An instructor should not assume student knowledge levels. Such assumptions can lead to teaching content that students may have already mastered, or on the other hand, can lead to teachers teaching content that may be beyond the current knowledge levels or capabilities of their students. In either case, valuable instructional time has been lost due to teaching content that students have already learned or having to refocus a lesson that did not meet students on their levels. All of which can be avoided by providing pre-assessments prior to each unit of study. <span style="font-family: 'Comic Sans MS',cursive;"> Technology can provide teachers with a variety of tools and strategies to use in order to pre-assess student knowledge levels. Many tools such as online quizzes, can be quickly created and administered to students, and provide instant results to the teacher. Because online assessments can be scored instantly, the teacher receives such results much faster than would be received if the teacher would have to hand score such assessments. As a result, the instructor is able to quickly analyze pre-assessment results in order to drive instruction, and provide necessary instruction, remediation, feedback, and enrichment more efficiently. One such online assessment tool is [|www.quizstar.4teachers.org]. <span style="font-family: 'Comic Sans MS',cursive;"> The table below shows classroom data from an administered spelling pre-assessment to 5 students. The pre-assessment results were used to drive classroom instruction. After providing classroom instructional strategies, students were administered the same assessment as a post-assessment. The data reflects that students 1-4 showed gains from their pre-assessments to their post-assessments. The only student that did not show gains was student 5 because this student scored a 100% on the pre-assessment and a 100% on the post-assessment. In this instance, the pre-assessment indicated that student 5 had already mastered the content, and had a greater knowledge level capability than his/her classmates. None of the students demonstrated points lost. Therefore, the results of the data indicate the importance and benefits of using a pre-assessment to drive instruction.

|| <span style="font-family: 'Comic Sans MS',cursive;">0 || <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Abstract
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 1.3em; line-height: 1.5;">Pre-Post Test Results (Alternative Assignment) **
 * **<span style="font-family: 'Comic Sans MS',cursive;">Student ** || **<span style="font-family: 'Comic Sans MS',cursive;">Pre-Test Results ** || **<span style="font-family: 'Comic Sans MS',cursive;">Post-Test Results ** || **<span style="font-family: 'Comic Sans MS',cursive;">Points Gained ** || <span style="font-family: 'Comic Sans MS',cursive;">**Points Los**t ||
 * <span style="font-family: 'Comic Sans MS',cursive;">1 || <span style="font-family: 'Comic Sans MS',cursive;">6  || <span style="font-family: 'Comic Sans MS',cursive;">9  || **<span style="color: #1bd51b; font-family: 'Comic Sans MS',cursive;">3 ** || <span style="font-family: 'Comic Sans MS',cursive;">0  ||
 * <span style="font-family: 'Comic Sans MS',cursive;">2 || <span style="font-family: 'Comic Sans MS',cursive;">4  || <span style="font-family: 'Comic Sans MS',cursive;">8  || **<span style="color: #1bd51b; font-family: 'Comic Sans MS',cursive;">4 ** || <span style="font-family: 'Comic Sans MS',cursive;">0  ||
 * <span style="font-family: 'Comic Sans MS',cursive;">3 || <span style="font-family: 'Comic Sans MS',cursive;">5  || <span style="font-family: 'Comic Sans MS',cursive;">8  || ** 3 **
 * <span style="font-family: 'Comic Sans MS',cursive;">4 || <span style="font-family: 'Comic Sans MS',cursive;">6  || <span style="font-family: 'Comic Sans MS',cursive;">7  || **<span style="color: #1bd51b; font-family: 'Comic Sans MS',cursive;">1 ** || <span style="font-family: 'Comic Sans MS',cursive;">0  ||
 * <span style="font-family: 'Comic Sans MS',cursive;">5 || <span style="font-family: 'Comic Sans MS',cursive;">7  || <span style="font-family: 'Comic Sans MS',cursive;">7  || <span style="font-family: 'Comic Sans MS',cursive;">0  || <span style="font-family: 'Comic Sans MS',cursive;">0  ||