Grammar Unit Revision

CEDO 525

 

 

 

 

 

 

 

 

Carolyn Eccleston

 

 

 

 

   

Grammar Unit - Instructional Objectives

 

Students will:

 

  • analyze and apply the grammar and usage of the English language.

  • understand and practice the principles of the English language including the language's tendency to change, its several levels of usage, and its many dialects.

  • use competently the conventions of standard English including punctuation and capitalization.

 Current Practice: The Old Unit 

 

This old unit was developed sometime in the mid 1990's and used year after year with only slight modifications or revisions.   Objectives were in compliance with state and district standards. The structure of the plan utilized the sequential order of materials presented in the  textbook and would have been taught as a 9 week unit.  While this established order of content was logical, it often did not show the pertinent correlations between one lesson and another.  Consequently, lessons were taught in isolation when a more inclusive or integrated approach that showed relational concepts would have been more beneficial for comprehension, application, and synthesis.

 

The technology tools and resources available to students were word processing software at home, the public library, or school library, overhead projector, photocopied materials, textbooks or library resources, three in class desktop computers (two of which were not operational), and other teacher provided supplemental materials.

 

Current Instructional Strategies - Old Unit

 

Setting Objectives - Developed clear writing objectives, timelines, and assessment rubrics to drive the successful completion of the culminating final essay.

 

Access Prior Knowledge - Presented warmup activities/discussion to tap into students' prior knowledge to help students construct new understanding and compare differences and similarities.

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Summarizing/Note taking - Students copied highlighted lecture notes from the blackboard, overhead projector, and were issued handouts and study guides, including graphic organizers.

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Homework/Drill and Practice - Students applied skills learned to gain proficiency and were given daily short multiple choice quizzes on the previous day's lesson/homework to measure comprehension.  Deficiencies were reviewed or re-taught.

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Feedback/Recognition - Provided personalized comments and corrections on assignments in various colors.   (The different colors resulted in the same impact: red vs. green,etc.) Issued certificates of achievement, publically displayed exemplary work.

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Cooperative Learning - Students edited each other's writing in small groups  and offered comments and corrections.

 

Out With the Old. 

                             In With the New.

 

This unit revision reflects a thought process that serves to upgrade traditional instructional strategies of constructivism in teaching and learning and elevates them to the 21st Century standards of constructive collaboration and cooperative learning, with an emphasis on collaborative communication.

 

Modifications:

 

Wisconsin Standards and Strands Aligned with Lesson Objectives:

 

B: Writing - Students will write clearly and effectively to share information and knowledge,

    to influence and persuade, to create and entertain.

 

B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes

Objective: (1.) Students will write for a variety of readers, including peers, teachers, and other  adults, adapting content, style, and structure to audience and situation.

B.8.2 Plan, revise, edit, and publish clear and effective writing.

Objective: (1.) Students will produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, content, and tone of successive drafts in order to fulfil a specific purpose for communication with a specific audience.

Objective: (2.) Students will identify questions and strategies for improving drafts in writing                conferences with a teacher.

Objective: (3.) Given a writing assignment to be completed in a limited amount of time, students will produce a well developed, well organized, and effective response in correct English and an appropriate voice.

Modifications cont'd.

 

B.8.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

 

Objective: (1.) Students will identify the function of words, phrases, and clauses in a sentence and use them effectively, including coordinate and subordinate conjunctions, relative pronouns, and comparative adjectives.

 

Objectives: (2.) Students will use correct tenses to indicate the relative order of events.

 

Objective: (3.) Students will compare and outline principles of agreement, including subject-verb, pronoun-noun, and preposition-pronoun.

 

Objective: (4.) Students will punctuate compound, complex, and compound-complex sentences correctly and justify their usage.

 

Objective: (5.) Students will demonstrate correct usage of the conventions of capitalization,

spell frequently used words correctly, and use effective strategies for spelling unfamiliar words.

 

Technology Integration  

 

The purpose of technology integration is to aid in the acquisition of knowledge comprehension, application, analysis, synthesis, evaluation.  Modifications to the plan demonstrate the following instructional strategies:

 

Identifying Similarities and Differences/Homework and Practice

For identifying similarities and differences, homework and practice, remediation, differentiated learning for special needs and gifted/talented students, students will access BrainPop movies/tutorials/activities on specific subject material.  These features will be embedded on, the class web page using google sites, the school domain url or web site, or other web resource.

 

Setting Goals and Providing Feedback

BrainPop quizzes will be taken after review of assigned movies/tutorials, auto graded, and emailed to the instructor or retaken until the student obtains the desired grade.

 

Nonlinguistic Representations

Using the BrainPop graphic organizer tools, student will develop and complete a KWHL charts, vocabulary charts/venn diagrams showing relationships between one term and another, choose and complete organizers that best suit their needs, develop activities that utilize graphic images to enhance concepts.

 

Technology Integration, cont'd.

 

Summarizing and Note taking

Using BrainPop summarizing and note taking movies for practice, students can develop personal strategies that work best for them.  Posting comments on fun movies embedded on the class web page will extend summarizing and note taking experiences.

 

Cooperative Learning

Posting movie summaries on class blogs or wikis, or through shared documents in google, zoho, or other collaborative word processing software, students can identify unit concepts, edit and comment on the work of classmates or group members.  Using BrainPop activities, students will create activities that help other students to understand and practice unit concepts that can be used now and by students in future classes.

 

Reinforcing Effort and Providing Feedback

Blogs and wikis as well as BrainPop activities and quizzes are examples of web-based resources that provide real time data to teachers.  Communication through email, student- teacher small group conference through oovoo video/chat applications, class web pages through google sites, and other communication tools can provide timely feedback to students, parents, and administrators

 

Generating and Testing Hypotheses

Spreadsheets developed tracking data from quizz results can help students self-assess their own progress and better manage their time and effort.

 

 

Technology Integration Affect on Instructional Strategies

 

This unit relies heavily on BrainPop as a web resource primarily for its ability to differentiate teaching and learning and to show related connections between grammar and writing.

 

1.) It offers a comprehensive listing of all topics relevant to the topic of grammar and writing.

2.) Each topic is presented in a format that can remediate struggling learners, challenge gifted/talented learners, and engage all learners.

3.) Supplemental activities and quizzes allow students to track their own progress, email results to the teacher, parent, or others, and review subject at will or advance to others.

4.) The issue of time and demand for homework requirements is addressed by allowing students to move at their own pace and in their own time; homework can be accessed from anywhere there is an internet connection and at any time.

5.) Students can assume personal responsibility for identifying and managing their own learning needs, including weaknesses and strengths.

6.) Students and parents have a "go to" page to stay organized and find what they need to learn without having to wait for the teacher to address their general needs.

7.) Creative activities can easily be developed by students, copied, and shared in cooperative learning activities either digitally or on paper.

 

Possible Supportive Resources and Links

 

BrainPop was used as a potential model instructional technology for this plan.

 

(The following listings represent a sampling of applications for unit objectives.  It is not a comprehensive listing.)

 

Grammar Unit

Graphic Organizers

Adjectives and Adverbs Movie, Activities, ans Assessments

Parts of Speech

Punctuation

Types of Sentences

Verbs and Their Objects

Subject Verb Agreement

Possessives

Antonyms, Homonyms, and Synonyms

 

 

 

 

Anticipated Changes in Students Performance

 

In using these technology systems, I would anticipate that students will show an increased motivation to engage in homework and practice, exercise creative thinking processes to analyze and determine what their individual learning needs are and ways to address them, synthesis grammar and writing concepts with writing practices, show a greater tendency and commitment to civically apply their learned knowledge toward the benefit of the group as a whole.

 

 

                                                                                        

 

 

 

      

 

Effect of anticipated changes after instructional technology is introduced.

 

Greater Differentiated learning

More self-directed learning

More effective feedback

 

Less need for reinforcement

Less missed homework

Less need for parental intervention

Less disruptive classroom behavior (white shaded area)

 

 

 

 

See the diagram on the next page.