Download Brush School District UNIT PLAN TEMPLATE __11th___grade

Brush School District UNIT PLAN TEMPLATE
Unit/Topic Title: Conventions
Content Area: Reading, Writing, and Communicating
Standard: 3: Writing and Composition
Prepared Graduates:
 Apply standard English conventions to effectively communicate
Grade Level Expectation: Fifth Grade
Concepts and skills students master:
1. Standard English conventions effectively communicate
Evidence Outcomes
Students can:
__11th___grade writing
with written language
to targeted audiences and purposes
a. Follow the conventions of standard English to write varied,
strong, correct, complete sentences
b. Deliberately manipulate the conventions of standard English for
stylistic effect appropriate to the needs of a particular audience
and purpose
c. Seek and use an appropriate style guide to govern conventions
for a particular audience and purpose
d. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.910.1)
a. Use parallel structure. (CCSS: L.9-10.1a)
b. Distinguish between the active and passive voice, and
write in the active voice
c. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety
and interest to writing or presentations. (CCSS: L.910.1b)
21st Century Skills and Readiness Competencies
Inquiry Questions:
1. What are the implications if the revision/editing process is not
done?
2. Why is it important to know and properly use the English
conventions of writing?
3. What are both a benefit and a caution to using grammar and
spell-checker tools?
4. How does reviewing previous drafts and revisions improve a
writer's work?
Relevance and Application:
Reinforce Standard 3
1. People who cannot write grammatically cannot be
understood or in many cases, accepted or successful in the
21st century.
2. Writing personal narratives in college essays and scholarship
applications is necessary to be considered as a candidate.
3. Using the dictionary, spell-checker, and other tools can teach as
well as correct or edit writing.
4. Employers draw early conclusions regarding an individual’s
fitness for many types of work based on his/her ability to use the
written word and adhere to the rules of grammar
e. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS:
L.9-10.2)
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
(CCSS: L.9-10.2a)
b. Use a colon to introduce a list or quotation. (CCSS: L.910.2b)
c. Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style.
d. Write and edit work so that it conforms to the guidelines
in a style manual (e.g., MLA Handbook, Turabian's
Manual for Writers) appropriate for the discipline and
writing type. (CCSS: L.9-10.3a)
f. Recognize and correct inappropriate shifts in verb voice and
mood. (CCSS: L.8.1d)
g. Use comparative and superlative adjectives and adverbs
correctly in sentences
h. Combine sentences with coordinating and subordinate
conjunctions
i. Use subject-verb agreement with intervening phrases and
clauses
j. Identify main and subordinate clauses and use that knowledge
to write varied, strong, correct, complete sentences
k. Use punctuation (comma, ellipsis, dash) to indicate a pause or
break. (CCSS: L.8.2a)
l. Format and punctuate dialogue correctly
m. Use an ellipsis to indicate an omission. (CCSS: L.8.2b)
n. Spell correctly. (CCSS: L.8.2c)
o. Use verbs in the active and passive voice and in the conditional
and subjunctive mood to achieve particular effects (e.g.,
emphasizing the actor or the action; expressing uncertainty or
describing a state contrary to fact). (CCSS: L.8.3a)
Brush School District UNIT PLAN TEMPLATE
Nature of Reading, Writing, and Communicating:
1. Grammar involves concrete representation of ideas.
2. Effective, correct use of words is necessary to narrate,
describe, persuade, or communicate in written fashion.
3. Written communication involves both the concrete and the
abstract.
4. Grammar and usage are ways of making the abstract,
concrete, and the concrete, abstract.
___11th__grade Writing
Unit: Conventions
Essential Vocabulary:
Purdue Online Writing Lab
MLA Style Guide
4-level analysis
Diagramming
8 parts of speech
Subject/ predicate
Types/ purposes of sentences
Declarative/ interrogative/ imperative
Simple/compound/complex/compound-complex
Objects/ predicate nominatives
Phrases and clauses
Parallel structure
Tense shift
Active/ passive voice
Revision versus editing
Marks of punctuation, including ellipsis, colon, dash
Verbals: participles, gerunds, infinitives
Assessments:
Mugshot grammar paragraphs to edit
4 level analysis of sentences
Exit cards
Quizzes and tests
Diagramming: on paper and human “diagrams” on the floor in the hallway
Instructional Resources:
MLA Style Guide
Warriner’s English Grammar and Composition
Teacher-generated activities
Additional notes:
Grammar will be taught in a three-week review at the beginning of the year, in Mugshot paragraphs twice weekly, and periodically and
prescriptively as needed through the writing all year.
Before beginning chapter 1:
-Give students a paragraph that is completely ungrammatical, spelled incorrectly, and poorly organized. Have them try to make sense of
it. Students learn that they already instinctively know many of the rules of grammar in their heads.