9th Grade Grammar Unit

October 30-November 10

Nicki Hansen

 

 

 

            This unit will be done early in the first quarter of a freshman English class that lasts for 55 minutes. The main goal of this unit is to refresh the students’ minds on grammar. This unit would continue on for several more lessons in an effort to cover more material before the year gets rolling. Although it is not listed within individual lessons, during instruction, I would invite the students answer questions on the board as we are covering the practice exercises.

 

 

 

 

Freshman Grammar Unit Overview

Assignment

Date Assigned

Date Due

Point Value

Mini Unit

10/30/2006

variable

100

Exercise 3,4, &7

11/6/2006

11/7/2006

35

Grab Bag

11/7/2006

11/7/2006

10

Notecard Matching

11/9/2006

11/9/2006

10

Chapter Review

11/10/2006

11/13/2006

144

Journals

daily

daily

10

 

 

point total

309

 

 

 

 

 

 

 

 

 

 

 

Monday October 30

Component #1:

~Standard: 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

                  12.3.2-Students will make oral presentations that demonstrate consideration of audience, purpose, and information.

                 

~Objective: Students will be given the Mini-Unit assignment, groups, and part of speech to investigate. Students will also take their vocabulary test from Chapter 9.

 

Component #2:

~Assessment Plan: Students vocabulary test will be graded and students will receive the rubric for assessment of their Mini-Unit.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

Make a list of five to ten items that meet the criteria below. Then the student will chose two or three of those items and write in more detail about those things.

**List all the MISCELLANEOUS ITEMS STASHED AWAY IN YOUR JUNK DRAWER.  Choose several from your completed list and write about HOW JUNK DRAWERS CAN TELL YOU A LOT ABOUT A PERSON'S PERSONALITY

8:10-8:25-Vocabulary Test

8:25-8:50-Explanation and Assignment of Mini-Unit Group Project

The teacher will go over the assignment sheet found in the 9th grade folder. Groups have been assigned but must be given to the class. See the group’s page in the 9th grade folder. The rubric will also be reviewed and this can also be found in the 9th grade folder. 

8:50-8:55-FOR TOMORROW

Each student will need to have one activity chosen for their group to discuss on Tuesday.

 

Component #4:

~Materials Needed: Vocabulary Chapter 9 Test, Assignment sheet, group assignments, & rubric all found in 9th grade folder

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday, October 31

Component #1:

~Standard: 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

                  12.3.2-Students will make oral presentations that demonstrate consideration of audience, purpose, and information.

 

~Objective: Students will work on their Mini-Units in class, using the library, text books, and other resources necessary to complete the assignment. Any student or group who does not work will be given an individual assignment.

 

 

 

Component #2:

~Assessment Plan: Students will be monitored by the teacher. Misconduct in class will result in a loss of daily participation points at the discretion of the teacher.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

Do they still make it anymore?  Write about a product (or products) that your parents bought that you have never purchased...and probably never will.

8:10-8:55-Students will work on their Mini-Unit assignment in class.

 

Component #4:

~Materials Needed: Mobile computer lab, “School House Rocks” video

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday, November 1

Component #1:

~Standard: 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

                  12.3.2-Students will make oral presentations that demonstrate consideration of audience, purpose, and information.

 

~Objective: Students will work on their Mini-Units in class, using the library, text books, and other resources necessary to complete the assignment. Any student or group who does not work will be given an individual assignment.

 

Component #2:

~Assessment Plan: Students will be monitored by the teacher. Misconduct in class will result in a loss of daily participation points at the discretion of the teacher.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            List all the BREAKFAST CEREALS you remember eating in your lifetime.  Choose     several from your completed list and write a piece about HOW BREAKFAST CEREALS    CAN DETERMINE THE TYPE OF PERSON YOU BECOME.

8:10-8:55-Students will work on their Mini-Unit assignment in class.

 

Component #4:

~Materials Needed: Mobile computer lab, “School House Rocks” video

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday, November 2

Component #1:

~Standard: 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

                  12.3.2-Students will make oral presentations that demonstrate consideration of audience, purpose, and information.

 

~Objective: Students will present the Mini-Units to the class, following all guidelines given.

 

Component #2:

~Assessment Plan: Mini-Units will be graded according to the rubric given to students.

 

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "Where do you fly?  You're given a free airline ticket to anywhere in the world.  Your choice.  Write about your choice and reasons."

8:10-8:30-Presentation on Nouns and Pronouns (Group 1)

8:30-8:50-Presentation on Verbs (Group 2)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday, November 3

Component #1:

~Standard: 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

                  12.3.2-Students will make oral presentations that demonstrate consideration of audience, purpose, and information.

 

~Objective: Students will present the Mini-Units to the class, following all guidelines given.

 

Component #2:

~Assessment Plan: Mini-Units will be graded according to the rubric given to students.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "Classic model, fixer-upper, or just a lemon?  Compare or link one of your relatives or close friends to a car.  Write about your thinking."

8:10-8:30-Presentation on Adjectives and Adverbs (Group 3)

8:30-8:50-Presentation on Prepositions, Conjunctions, and Interjections (Group 4)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday, November 6 (Detailed Day)

Component #1:

~Standard 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

~Objective: Students will recognize and use subjects and verbs to express complete thoughts.

 

Component #2:

~Assessment Plan: Students will complete exercises to be submitted to the teacher for a grade.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "Why do we store it then?  Write about something kept in a pantry that is almost never eaten or used."

8:10-8:15-Watch “School House Rock: Mr. Morton”

8:15-8:25-Step-by-step teaching guide on page 398; complete Exercise One as a class on the   whiteboard—responses should be generated by students.

8:25-8:35-Step-by-step teaching guide on page 400; complete Exercise Two as a class on the

            whiteboard—responses should be generated by students

8:35-8:55-Students will complete Exercises Three & Four, odd only and Exercise Seven. These

            will be due at the beginning of class tomorrow, but may be turned in upon completion

            today.

Component #4:

~Materials: Silver Level Grammar Book

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday, November 7 (Detailed Day)

Component #1:

~Standard 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

~Objective: Students will recognize and use subjects and verbs to express complete thoughts.

 

Component #2:

~Assessment Plan: Students will complete exercises to be submitted to the teacher for a grade.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "What did you collect?  Describe in as much detail as possible a collection of something you had when you were younger."

8:10-8:15-Watch “School House Rocks-“Mr. Morton”

8:15-8:25-Step-by-step teaching guide on page 402; complete Exercise Eight as a class on the  whiteboard—responses should be generated by students.

8:25-8:55-Sentence Part Grab Bag

Step-by-step teaching guide on page 404—students will get in pairs as directed by the

teacher. Each student pair must come up with at least 10 complete subjects and 10 complete predicates. When everyone has finished, the predicate envelope will be picked up by the teacher and passed out to students who did not write them. Each pair should then chose a subject & predicate from their envelopes and record 15 sentence combinations. These will be due at the end of class. When everyone has completed the assignment, students are invited to share some of the bizarre sentences they created.

 

Component #4:

~Materials: Silver Level Grammar Book

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday, November 8 (Detailed Day)

Component #1:

~Standard 12.2.1-Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

~Objective: Students will recognize and identify complements in subjects and predicates.

 

Component #2:

~Assessment Plan: Students will complete exercises to be submitted to the teacher for a grade.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "Where do you store it?  Write about something you own that someone gave to you but you're too embarrassed to wear or display it."

8:10-8:55-Step-by-step teaching guide on page 416 & 417; complete Exercise 32 as a class on the      whiteboard—responses should be generated by students; step-by-step teaching guide on

            page 418; complete Exercise 33 on the whiteboard—responses should be generated by            students; step-by-step teaching guide on page 419; complete Exercise 34 as a class on the                        whiteboard—responses should be generated by the students; step-by-step teaching guide

on page 420; complete Exercise 35 as a class on the whiteboard—responses should be generated by the students; step-by-step teaching guide on page 421; complete Exercise 36 as a class on the whiteboard—responses should be generated by the students. (Exercises should be completed to students understanding. If the students demonstrate comprehension of the idea, we will proceed to the next section.)

 

Component #4:

~Materials: Silver Level Grammar Book

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday, November 9 (Detailed Day)

Component #1:

~Standard 12.2.1- Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

~Objective: Students will recognize and identify complements in subjects and predicates.

 

Component #2:

~Assessment Plan: Students will complete exercises to be submitted to the teacher for a grade.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "What's the definition of 'bug' anyway?  Write about a memory that involves a bug or many bugs."

8:10-8:30-Step-by-step teaching guide on page 422; complete Exercise 37; step-by-step teaching        guide on page 423; complete Exercise 38; step-by-step teaching guide on page 424;           complete Exercise 39. (Exercises should be completed to students understanding. If the        students demonstrate comprehension of the idea, we will proceed to the next section.)

8:30-8:55-Notecard Matching Game

Each student will be given a manila envelope filled with sentences. Students will have to match the direct object with a sentence. There will be 10 sentences and DO’s to match. The teacher will say “Go” and the first group to match correctly will get a point and so on. When the 10 sentences are completed, the groups will create new match cards to exchange with their classmates. 

 

Component #4:

~Materials: Silver Level Grammar Book

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday, November 10 (Detailed Day)

Component #1:

~Standard 12.2.1- Students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling

~Objective: Students will recognize and identify complements in subjects and predicates.

 

 

Component #2:

~Assessment Plan: Students will complete exercises to be submitted to the teacher for a grade.

 

Component #3:

~Instructional Sequence:

8:00-8:10-Journal Activity (The teacher will write the journal topic on the board prior to the beginning of class.)

            "What Superhero does our modern day world need?  Write about a day-in-the-life of the Superhero you imagine.  Don't forget to include some really COOL Super Powers!"

8:10-8:45-Students will be put into pairs to complete the Chapter Review located on page 426 &

427. Students should work only with their partners, not as a larger group or as a class. Some Exercises may have been contained in sections of the chapter we did not cover in class, but the students should be able to answer the questions by looking back.

8:45-8:55-Those who finish early may read in their book report books quietly. Any student who

            is not following these directions will lose ALL participation points for the day.