Lesson Plan #: AELP-WCP0068
Submitted by: Larry P. Stofko
Email: lstst1+@pitt.edu
School/University/Affiliation: University of Pittsburgh at Johnstown
Endorsed by: Mr. Bernard Poole
             University of Pittsburgh at Johnstown Date: February 9, 2000

Grade Level(s): 12, Adult/continuing education

Subject(s):

• Language Arts/Writing (composition)

Description: II. Course: English Literature

III.Grammar review plus a writing assignment explaining a favorite author and why he/she chose that
author: 12th grade semester plan.

IV. Lesson: Parts of speech
A. Parts of speech
B. Subject/Verb agreement
C. Subordinate clauses

1.Adjective
2.Adverb
3. Noun

D. Verbal phrases

1. G. (Gerund)
2. P. (Participial)
3. I. (Infinitive)
4. A. (Absolute)

E. Complements in phrases

1.S. C. (Subjective Complement)
2. D. O. (Direct Object)
3. I. O. (Indirect Object)
4. O.C. (Objective Complement)

Goals:    Students will : 1. compose a one or two paragraph paper explaining his/her favorite author and why.
2. recognize the major parts of speech in a sentence.
3. satisfy subject/verb agreement with problems on the blackboard and during class discussions.
4. develop skills to identify subordinate clauses.
5. practice in groups or pairs to categorize verbal phrases.
6. illustrate on the blackboard the use of complements in phrases.

Objectives:

1. During next class, each student will review his/her writing assignment and rewrite it to eliminate any grammatical or spelling errors.
2. Each student will combine this knowledge with tools from grammar review and will compose a well-written report about a book he/she has read, or he/she may choose to present a mini-play with other students or a solo presentation of Herman Melville’s Moby Dick.
3. Students may choose topics

Materials:

• Video of the movie Moby Dick
• Two textbooks plus one novel
• Understanding English Grammar, 5th Edition, 1998, by Martha Kolln, Robert Funk, and Allyn Bacon
• English Fundamentals, 3rd Edition, 1999, by Macmullen E. Moby Dick, by Herman Melville, 1853

Procedure: As an attention-getter, all students will be asked to compose a two paragraph paper explaining his/her favorite author and why. (Homework assignment). Students will pay close attention to the dialogue of key characters that they read about and will discuss in groups of four to five individuals about the writing techniques used by the author. (10 to 15 minutes). Each student will be given the opportunity to express his/her opinions concerning in-class discussions, which will be led by the teacher. (15 to 20 minutes). While viewing the transparencies, students will respond voluntarily or will be called upon randomly to express the correct answer. (e.g. Students will be asked to identify parts of speech in a sentence via transparencies). (10 minutes). All transparencies not covered in class will be distributed as homework assignments. (10 minutes will be spent on parts of speech only in class).

Students will gather into groups of four to five individuals per group and decide what to do for their upcoming projects. (e.g. a report on Moby Dick or another novel of their choice, or a mini-play by a group, pair, or single individual. (10 minutes). We will conclude with a discussion on the importance of understanding grammar in order to compose a well-written paper or to deliver a good public presentation. (10 minutes). This first lesson plan includes the use of only one computer plus one screen via an overhead projector. The teacher will use handouts to give step- by- step instructions to students so that those with personal computers at home can follow the instructions for the course. Students who do not have access to personal computers at home can use the computers at the school computer lab or in the school library. By using notes taken in class in conjunction with handouts and viewing the demonstrations given by the teacher, students will be able to function on computers in other locations.

The first writing exercise for these students would be to compose a meaningful paper to the local P.T.A. and to the high school principal to buy enough computers for all students to use. This first lesson plan could also be presented to six different students each day while being linked to the teacher’s computer. Students not able to have hands-on experience can take notes during in-class instruction and use handouts with other computers in the school. Each day six different students can move to the computers, and the previous six students can collaboratively help the new students with what they have learned with hands-on experience. This first lesson plan is the Number One Lesson Plan, because each person in the room has access to his/her computer including the teacher. With handouts and a textbook the teacher can move the students through the proper steps to accomplish the goals of teaching and learning the material in this unit. Students can also keep all work on zip-drive disks for later use. The Information Age requires that everyone has meaningful hands-on experience with the computer.

Assessment:

A. Progress toward objectives:

1. By reading the paragraphs that the students wrote, areas of weakness or strength in grammar and writing will be revealed.
2. The time spent on grammar review will help students rewrite and edit his/her written assignments.

B. Self-evaluation:

1. By studying grammar review, students will become better communicators and will be able to see his/her compositions and verbal expressions improve.
2. By studying the grammar review handouts, students will be able to use basic tools to command a better understanding of writing skills.
3. Students will now be able to analyze different styles of authors and what these authors are trying to communicate to the reader.
4. Students will now also be able to be creative with their newly acquired reading and writing skills.
5. Students will contemplate this question: What does the research say about technology?