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Robin A. Welsh English III Enriched Lesson Plan TEKS Lesson Plan Texarkana Independent School District Teacher: Robin Welsh Grade: Grade 11 T.I.S.D Subject/Course: English III Enriched Time Frame: 45 minutes Lesson Plan Number: 142 Topic/Process: Basic Diagramming Textbook: Glencoe Writer’s Choice: Grammar and Composition, Grade 11, pages 565 Texas Essential Knowledge and Skills (TEKS): (4) Writing/inquiry/research. The student uses writing as a tool four learning. The student is expected to: (B) use writing to discover, organize, and support what is known and what needs to be learned about a topic; (D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs; (E) use writing as a study tool to clarify and remember information. 5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: (A) evaluate writing for both mechanics and content. TAKS: 4 Concepts: Enduring Understandings/Generalizations/Principles The student will understand that: Sentence structure Diagramming sentences aids a student’s understanding of the underlying structure of typical English sentences. Sequence of Activities (Instructional Strategies): 1. Journal focus: Why do you (the student) think that teachers ask students to diagram sentences? Students share and discuss responses. Tell them that diagramming helps a writer to understand sentence structure. Discuss spatial relationships and different learning styles. Share the analogy of the human back—backbones( verbs), skull (subject), and the horizontal line (the spine). 2. Activity: Have students draw a basic diagram line and see how the analogy plays out. Tell them to always place the verb first—all parts of the verb. The subject is always first in line, but written second. Put a sample sentence on the board: The student laughed. Have them try to diagram it, walk around and comment on each student’s progress. Pair students and have them work to diagram the remaining sentences on the worksheet provided. 3. Class discussion: Volunteers use the overhead projector or board to display the diagrams they and their partners have drawn. Assessment of Activities: 1. 2. 3. 4. Journal response Classroom observation Class discussion Diagram exercise Prerequisite Skills: 1. Basic sentence structure Key Vocabulary: 1. 2. spatial relationships analogy Materials/Resources Needed: 1. 2. 3. Overhead projector, transparencies and markers Copies of worksheet with 10 basic sentences (s/v/modifiers) with longer sentences as the numbers progress. Textbook Modifications: 1. 2. Provide skeleton diagrams for students to fill in instead of asking them to start from “scratch.” Pair students. Differentiated Instruction: 1. Have students draw diagram structure and exchange them with others who then must construct a sentence to “fit” the diagram structures. Teacher Notes: 1. This is a good review tool to use with each new grammar concept used – noun function, clauses and verbals. Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.