Download Lesson plan 142 - Texarkana Independent School District

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.