Understanding By Design Unit Template

Title of Unit

Rules of the English Language and Grammar:

Cracking the Code
English/ELA

Subject

5
Grade Level
Time Frame

-Approximately 2 weeks (14 days of daily lesson plans

and assessments)
-1 week for performance task project and presentations
(5 days)

Angela Halliday
Developed By
Stage 1 - Identify Desired Results
Curriculum Frameworks/Standards:
2011 MA Curriculum Frameworks for ELA and Literacy (and Common Core State Standards ELA)
Grade 5 Standards:
Conventions of Standard English (standards 1 & 2)
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
* = These skills and understandings are particularly likely to require continued attention in higher grades.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate
direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
* = These skills and understandings are particularly likely to require continued attention in higher grades.
Universal Design for Learning (UDL):
How will this unit promote access to every lesson for all students?
-Independent/group (i.e. whole class, small groups, and pairs) activities and discussions for introducing new material, reviewing items previously learned, and promoting
understanding
-Classroom visuals (these items will remain displayed through out the duration of the unit):
-Big Idea
-Learning objectives daily
-Each new concept learned within unit will be added under Big Idea on display, allowing students to see what knowledge they have built and what they are building
towards (also serves as visual reminders)
-Vocabulary words, brief definitions, and basic examples of concepts learned
-Instructions delivered verbally and written
-Consistency in classroom
-Additional time given to students who may require it for assessments
-Step by step instructions given to students and multiple examples done as whole class, in small groups, and individual

-Individualized instruction available and given to students who need additional support
-Materials to aid student learning include journals (for Do Now and Exit Ticket), vocabulary sheets, guided notes sheets, KWL charts, graphic organizers, Venn diagrams,
diagrams, practice worksheets, reading excerpts, & video
-Multiple forms of media used for delivery of instruction
-Explicit introduction, review, and examination of content daily
-Students will demonstrate understanding through the evaluation, correction, discussion, and creation of written work
-Students will demonstrate understanding through quizzes, activities, debates, and journal entries
-Constructivism classroom practices will be included in teaching practice
-Opportunities for students to express their learning and understanding through the final project, different options for activities/assessments mid-unit to highlight all
student strengths
-Plenty of opportunities for cooperative learning and group work

Technology used to assist with instruction

-Khan Academy student use (or Kahoot!)
-Video
-Grammar/spelling jeopardy using PPT
Learning Outcomes:
What relevant goals will this unit address?
(Must come from curriculum)
Students will
-Review and Evaluate pieces of writing for grammatical and spelling errors
-Analyze and defend an authors choice in punctuation
-Apply newfound grammar and spelling knowledge to pieces of work they previously wrote.
-Create a written piece without grammar or spelling errors
-Recognize, identify, and correct inappropriate shifts in verb tense in pieces of written English.
-Apply newfound knowledge concerning grammar and verb tenses to their own writing and other authors writing, as well as correct inappropriate shifts in verb tense in
-Present orally to their peers using proper English when speaking
Enduring Understandings:
Essential Questions:
What understandings about the big ideas are desired? (what you want students to
What provocative questions will foster inquiry into the content? (open-ended
understand & be able to use several years from now)
questions that stimulate thought and inquiry linked to the content of the enduring
What misunderstandings are predictable?
understanding)
Standards paraphrased:
Content Specific
1. Show understanding and correct use of English grammar when writing
-How does grammar impact the meaning and clarity of written English?
or speaking.
-How has technology impacted our ability to learn and correctly apply the rules
2. Show understanding and correct use of the rules of English
of English grammar and spelling to what we write?
capitalization, punctuation, and spelling when writing.
-Explain the benefits of the English grammar rules we all follow when
Students will understand that
communicating (oral, written)? If you believe the rules are limiting, explain your
Grammar
reasoning.
-Grammar lays the groundwork for effective communication
-When does incorrect punctuation affect the meaning of a sentence?
-Improper grammar impacts the meaning and clarity of language
-What are real world challenges a person who does not speak or write with proper
-Knowing the proper use of the conventions of the English language enables you to
English grammar/spelling might face?
be a stronger writer. This is a necessary skill beneficial in all facets of life.
-What is the importance in understanding how words function and punctuation
-Grammatical errors occur often and in many forms (sentence structure, subject/verb
use?
tense, punctuation, spelling, etc.)
-Why is spelling considered a mark (or evidence) of an educated person?
-Understanding the functions and proper uses of words empowers their ability to
-How is correct verb tense important in referencing time and sequence?
write independently.
Spelling
-Good spelling facilitates communication
-Spelling of any given sound can vary depending on its position within a word

-Spelling is both easy and difficult. The English language adheres to its own spelling
rules, but also has many exceptions to those rules.
-Learning to spell relies on the same underlying knowledge as learning to read or
write, the understanding of relationships between letters and sounds
-Conventional spelling is expected in a literate society, anything beyond a few small
errors is equated with ignorance and incompetence (think of resumes)
Related misconceptions
-Grammar is not important
-Computers check spelling and grammar for us, so we do not need to know grammar
and spelling ourselves
-Misspelling words is acceptable and easily fixable (consistent misspelling can
fossilize incorrectly-spelled words in your mind, making it hard to unlearn a bad
practice)
Knowledge:
What knowledge will student acquire as a result of this unit? This content knowledge
may come from the indicators, or might also address pre-requisite knowledge that
students will need for this unit.
Students will know...
-The definitions of the parts of speech: verb, adverb, noun, pronoun, adjective,
conjunction, preposition, interjection, correlative conjunctions
-The functions of the parts of speech (see words above)
-Proper use of the parts of speech
-How to form verb tenses and when to use them
-How to use verb tenses to convey time, sequence, etc.
-How to write with proper punctuation
-How to separate items in a series using punctuation
-How to use a comma to
-Separate an introductory element from the rest of a sentence
-Set off the words yes and no (i.e. Yes, thank you)
-Set off a tag question from the rest of a sentence (i.e. Its true, isnt it?)
-Indicate direct address (i.e. Is that you, Jay?)
-Correct use of underlining, quotation marks, or italics to indicate titles of works
-Spell grade-appropriate words correctly, seeking references as needed

Skills:
What skills will students acquire as a result of this unit? List the skills and/or
behaviors that students will be able to exhibit as a result of their work in this unit.
These will come from the indicators.
Students will be able to
-Evaluate pieces of writing for grammatical and spelling errors
-Create a written piece without grammar or spelling errors
-Apply newfound grammar and spelling knowledge to pieces of work they
previously wrote.
-Recognize, identify, and correct inappropriate shifts in verb tense in pieces of
written English.
-Apply newfound knowledge concerning grammar and verb tenses to their own
writing and other authors writing, as well as correct inappropriate shifts in verb
tense in
-Present orally to their peers using proper English when speaking
-Analyze and defend an authors choice in punctuation

Stage 2 Assessment Evidence

Performance Task:
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describe the learning activities in story form.
Typically describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your
performance task scenario below)
By what criteria will performances of understanding be judged? Emphasis on UDL
GRASPS Elements of the Performance Task:
G Goal
Goal:
What should students accomplish by
SWBAT demonstrate their understanding of standard English grammar and spelling, through 1) composition of their own
completing this task?
unique board game, 2) an oral presentation of this game, and 3) playing another groups board game.
The task of creating a board game from scratch requires higher order thinking, a creative approach, a desire to be
R Role
challenged, synthesis and analysis of information, collaboration with group members, clarity of expression, and good
What role (perspective) will your students
teamwork.
be taking?
Essential steps:
A Audience

Who is the relevant audience?

S Situation
The context or challenge provided to the
student.

P Product, Performance
What product/performance will the
student create?

S Standards & Criteria for Success

Create the rubric for the Performance

Choose group members (students are allowed to choose minimum of 2, maximum of 3 members)
Create board game
Construct directions for board game
At least 25 question/solution cards
Design game board and game pieces
Role:
Students working in pairs will create a board game (for up to 4 players). After completion of their board game, they will
each (in writing) self-asses and explain what portions of the project they contributed to. In pairs, they will present their board
game orally to the class. When not presenting, student pairs will evaluate their peers oral presentations.
Audience:
Instructor, peers, whole class
Situation:
Students are creating a board game that will allow players to exercise their grammar and spelling skills. Players will
advance in the game by correctly answering the question card corresponding to the space they land on. Each question card is
worth a certain number of spaces a player can mover forward (minimum of 25 question and solution cards must be created).
As players advance questions increase in complexity. By creating their own game, instructions, questions, and solutions,
students will demonstrate their understanding and application of the rules of English grammar and spelling. After completion
of the game, the teacher will assess it using a board game rubric. Students will then play the game they have created, to see
how smoothly it goes. Finally, students will 1) present their board game to the class while being rated by their peers, and 2)
rate their peers oral presentations when not presenting themselves.
*Students will have the opportunities to play other groups board games, and these board games will be kept in class and
used as part of refreshers throughout the school year
Option: There will be a list of suggested board game ideas to pull from, but students are also allowed to think of their own
as long as they address and demonstrate their understanding of grammar and spelling through their games question/solution
cards. The question cards will fit into 5 categories: Parts of speech, Verb tenses, Punctuation, Spelling, and Real World.
The real world category is one in which students must create scenarios where it benefits them (or people in general) in real
life to know correct parts of speech, verb tenses, punctuation, and spelling.
Option: There will be 5 poster board game designs to choose from for students.
Option: Students may type/use PPT or other technology to design and print their board game. (after instructions and
question/solution cards are turned in as final drafts to teacher for evaluation)
Materials needed:
-Index cards to create question/solution cards (minimum of 25 required) (teacher supplies)
-5 options of poster board game designs to choose from (teacher supplies)
-Brief list of some board game ideas to pull from and develop (teacher supplies using discretion)
-A guided rules sheet to follow for 1- playing the game and 2- the creation of the board game (teacher supplies-guided
steps for students to follow- reviewed with class prior to beginning performance task)
-Self-assessment sheet for students to rate themselves and note their contributions to their board game project (teacher
supplies) as well as their group mates
-The rubric used for evaluation of their final product (board game and question/solution cards)
-The rubric used for evaluation of their oral presentation
-box to hold all board game contents in (teacher supplies)
Students are also welcome to bring/use their own supplies if they prefer
Product:
-Complete board game set: game board, pieces, question/solution cards, and introduction/purpose of game along with
rules/instructions. (All created, written, and presented with correct grammar and spelling)
-Oral presentation of board game (students and instructor will both use oral presentation rubric to assess and score students)
-Game boards will be kept for students to routinely play once a week or bi-weekly as refreshers on grammar.
Please find attached to unit plan:
Board Game Oral Presentation Rubric

Task

Board Game Rubric

Participant Evaluation Rubric (2 pages)
Other Evidence:
Student Self-Assessment:
Through what other evidence (work samples, observations, quizzes, tests, journals
How will students reflect upon or self-assess their learning?
or other means) will students demonstrate achievement of the desired results?
Formative and summative assessments used throughout the unit to arrive at the
outcomes.
(Many of these included with student self-assessment, formally (written) and
Diagnostic
informally (observations of how students speak during class discussion)
-Student KWL charts, reflection journal entries (do nows), quizzes/tests
Diagnostic
Formative
-Journal entries
-Journal entries (exit tickets, Venn diagrams, reflections, corrections of previously
-Student self-assessments
written work, etc.)
-KWL charts, graphic organizers
-Discussion and feedback (whole class, small group, & partner)
-Check for Understanding Questions and Cognitively demanding questions that
-Technology use included (Kahoot! & Khan Academy)
increase in difficulty/complexity through duration of unit
Summative
-Quizzes/Tests/Formal assessments
-Frequent writing for students to see over time their progress/development with
-Performance task (final project/assessment) with poster/display
grammar and spelling
-Gallery walk
-Quizzes through duration of unit
Formative
-Opportunities to review previous work they have written and make corrections,
-Journal entries (student reflections, do nows, exit tickets, Venn diagrams, tying
strengthening their understanding by applying their new knowledge to work they
content to real life and big ideas)
have previously done and identifying where they struggle
-Fishbowl activities
-Students will examine readings and other pieces of writing and display their
-Collaborative work- partners, small group, and whole class
understanding of proper grammar usage and spelling (by identifying these items or
-Check for Understanding questions
correcting)
Summative
-Final project: students will present orally, being required to speak grammatically
-Quizzes/Tests
correct during their presentation among other requirements. They will also be
-Final project/assessment
assessing their group and their peers presentations
-Students will use knowledge they have learned and recall this for analyzing and
defending an authors use of punctuation

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in
any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
Students will have some prior knowledge or experience with recognizing parts of speech, punctuation, spelling, and grammar overall. They have had experiences with
writing and spelling in previous grades, and learning to master those skills. This unit is designed to deepen their understanding of these parts of these English language (not
just their skills), understand the importance of adhering to grammar and spelling rules, and applying their knowledge and skills to various activities both in class and related
to real world experiences. Tying what they are learning to memorable and previous experiences they have had will fuel their enduring understanding of the content they can
carry with them throughout the year and in years to come. Once of the common concerns and issues with spelling and grammar is that it is taught in such a way so
disconnected from everyday life and what matters or interests students that they do may not often carry everything they have learned with them forward and continue to
build their knowledge. It should not be content that students need to review from scratch every year. Overall big idea and learning objectives will remain posted on the
classroom walls, and after each lesson we will include a summary of what we learned and add it to this wall. This will be a visual cue for students to see and track how
much progress they have made, and how their knowledge is building towards the overall learning objectives and big overall ideas.
In this unit, I expect students to struggle with consistent use of verb tenses, spelling, and following punctuation rules and applying appropriate comma use to their

writing and writings they examine. Using a clock buddies activity at the start of the unit, it is a nice icebreaker getting students to move around, get acquainted, and it also
provides me with information on all of the students in my classroom I want to incorporate into worksheets, examples, and lesson plans I have already made. Journal entries
will be used in part to collect feedback about what students enjoy and struggle with, as well as what kind of support and instruction I can give that will help them. I have
created the lessons in a flexible manner and with buffer room to have time to do classroom resets on content I see significant portions of the class struggle with. This also
allows me to move forward if students are grasping some concepts of the unit easily, as each lesson is a stepping-stone to the next one. I will also use the journal entries for
insight on what students anticipate struggling with, as well as seeing evidence of their improved grammar and spelling in practice when writing these entries. Within the
journal entries and other activities, I will anticipate and try to incorporate student interests in what I teach and in my delivery of instruction. I have many different activities
and ways of introducing and reviewing material so that students continually experience the information in new and meaningful ways. The learning environment will be
compromised of: effective /warm-strict classroom management allowing for a safe and comfortable learning space for all students, rearrangement of seating as needed to
aid with types of activities or assessments in class (seats rearranged for group work/formed in a U or circle for class discussions/seats line borders of classroom facing
walls for individual assessments and/or independent activities where students can when cued by teacher all turn the chair around to face each other and form a group). This
participatory classroom culture will allow for reduced time needed for transitions, optimize available time within the period, and promote student risk taking within the
classroom.
How will you engage students at the beginning of the unit? (motivational set)
I will engage students at the beginning of the unit using a do now activity that will bring out students competitive sides. They will begin with an easy introductory activity
where they have to follow exact instructions and label as many words as they can (that qualify under certain parts of speech) in 1 minute. Normally a simple task, the
challenge will be the time constraint students will have and the large amount of words on the page (this will also double as a diagnostic assessment- I will collect the Do
Now sheets to see where students stood in what words they correctly identified as certain parts of speech). After the do now we will review the actual amount of nouns,
pronouns, verbs, and adjectives on the page- and ask students for examples of words they grouped in those categories. Other elements of the first day lesson that will engage
students will include students opinions/viewpoints on what grammar and proper spelling are, K-W-L charts of both, a clock buddies activity (which includes finding out
students interests), a video that demonstrates the real life value/benefits of mastery of proper grammar and spelling, and an exit ticket journal entry for students. This
allows me to tap students prior knowledge, engage them in some competition that also provides me with insight to what they know, and begin messaging to them how
valuable the skill of writing and speaking with proper grammar (as well as spelling) can really be. Students opinions concerning what grammar is and is not, as well as
spelling, will also encourage and engage them into a class discussion.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed
skills and knowledge?
#
Lesson Title
Lesson Activities
UDL &
Resources
1
Review Parts of
Focus: nouns, pronouns, adjectives, verbs
Do Now sheet,
Speech (part 1) & Do Now & Hook Parts of Speech Race! (Teacher has same do now sheet with total # of nouns, pronouns,
pen/pencil/colored
Why grammar?
adjectives, and verbs on that page) Students will be given a piece of paper face down with one: pen, pencil,
pencil/highlighter, Guided
colored pencil, and highlighter for each student. Students have one minute to identify all words that are a certain notes sheet, Grammar &
part of speech. When timer goes off, all students immediately must put down writing utensil on table and head
spelling KWL chart, Guided
up/eyes on teacher. Teacher will give specific instructions for how to ID each part of speech on the Do Now
notes/parts of speech review
paper.
sheet, Speakers/computer
(teacher asks for volunteer, explains what a noun is) 1 min to underline any nouns students see on the sheet
for Video (YouTube link),
(teacher asks for volunteer, explains what a pronoun is) 1 min to circle any pronouns students see on the sheet
Clock buddy sheet (revised
(teacher asks for volunteer, explains what an adjective is) 1 min to color any adjective students see on the sheet to include icebreaker qs,
with the colored pencil
Exit tickets,
(teacher asks for volunteer, explains what a verb is) 1 min to highlight any verbs students see on the sheet
Journals
-Teacher then instructs students to count and write down number of pronouns, nouns, adjectives, and verbs they
identified and write those numbers down.
Guided and independent
-Teacher then shares actual number of pronouns, nouns, adjectives, and verbs on sheet for students to compare
work, various forms of
their amount of each to, and see how close they came in finding correct amount of words.
activities and pre-Teacher calls for some student volunteers to give examples of parts of speech they labeled on Do Now sheet
assessments being used.
Handout Grammar & Spelling KWL CHART (What I know (students fill), What I want to know (students fill),
What I learned (leave blank))
Handout Guided notes sheet with review of four parts of speech use and definitions (noun, pronoun, adjective,

Review parts of
speech (part 2) &
Why grammar?

Review parts of
speech (part 3) &

verb). Students observe examples of sentences on board written by teacher, students will walk up and ID parts of
speech of words in sentences and defend their answer. Students will create 4 sentences and label the parts of
speech in their sentences that are nouns/pronouns/adjectives/verbs. Teacher is giving oral step-by-step
instructions as students listen observe, and take notes.
Discussion Questions posed to class for discussion (students think silently and jot down ideas for 2-3 minutes):
What is grammar? Why is it important or why does it matter?
How important is spelling in what you write?
Teacher leads guided discussion with class, students raise hands to participate and offer opinions/perspectives.
Emphasizing no right or wrong answer, looking for explanations and your reasoning/defense of your opinion
Video students then watch a short video including real life scenarios where grammar or spelling were crucial
(i.e. at a job interview misspellings on resume, doctor holding files and incorrectly labels a prescription or file by
missing one letter, speaking to someone not using proper grammar (or writing without grammar that alters
meaning of what was intended by writer)
Big Idea/EQ visual on classroom wall: Unit name and Big ideas/EQs posted on wall.
-Grammar lays the groundwork for effective communication
-Improper grammar/spelling impacts the meaning and clarity of language
Each lesson one student will come up and add underneath this big idea/EQ words or a summary of what we have
learned at the end of class
Activity Clock buddies- each time on the clock includes 2 things students must fill in 1- another students name
and 2- an answer to whatever question is with that time. (Teacher collects at end of class to make own personal
copies- hands back to students next day and advise them to hold on for duration of unit).
12- how many siblings you have, if any, 11- what animal represents you best, 10- favorite TV show, 9- favorite
food, 8- school subject you struggle with the most, 7- school subject you enjoy the most, 6- where you were
born, 5- type of learner you are: visual (see it), auditory (hear it), reading/writing (write it), kinesthetic (do it), 4one place you have traveled to, 3- birthday, 2- favorite music artist, 1- favorite sport/athlete?
Exit Ticket part 1 (complete What I learned of KWL chart)
part 2 journal entry: name and define the four parts of speech you reviewed today
Choose 1 student to summarize what we have learned, and write this down. (Teacher will type up to post on wall
to be legible or student may if they feel their writing is difficult to read)
Focus: Verbs, Adverbs
Do Now Recall: What is a verb? Write down one word as an example. What is an adverb? Write down one word
as an example.
(Emphasizing recall so students are aware expectation is that they already know this, and if they do not recall
they are entirely capable of fast learning of this as they have been experiencing speaking and writing these
words since they first entered school!)
Hook Write down as many verbs that would describe things you do in the classroom. You have 2 minutes. Go!
Write down as many adverbs for the verbs list you just created. You have 2 minutes. Go!
INM review definitions, use and examples of verbs and adverbs accompanied by guided notes handout. Students
review with teacher sentences and walk up to the board and identify the verbs and adverbs in different sentences.
Increases in difficulty. Students then receive their own handout to practice identifying these parts of speech on
their own. This is then followed up by students creating their own sentences and labeling the verbs and adverbs
(I do/ We do/ You do). Spelling component is also included. As a class we brainstorm a list of good verbs and
adverbs we can use, we create a word list that will remain on the wall for student reference.
Exit Ticket Journal Entry: what did you learn today? Was this information you already knew, new information,
or a reminder of information you previously learned but forgot?
Describe one of the following parts of speech, and write one word as an example: nouns, pronouns, adjectives,
verbs
Focus: Prepositions, Conjunctions, Correlative Conjunctions, Interjections
Do Now Can you recall any examples of the parts of speech mentioned below? Define them and give a word as

Journals, Do Now/hook
sheet, guided notes handout,
handout of sentences
including parts of speech
students must ID
independently/section
students create their own
sentences.
Larger paper to post on wall
of word list students
composed.

Journal, do now sheets,

hook sheets, sentence

Why grammar?

Assessment:
Parts of Speech
Quiz

Verbs: Forming
tenses,
appropriate use,
and conveying
sequence

Review:
Verbs: Forming
tenses,
appropriate use,
and conveying
sequence

Assessment Quiz

Punctuation &

an example of them: Prepositions, Conjunctions, Correlative Conjunctions, and Interjections

(Emphasizing recall so students are aware expectation is that they already know this, and if they do not recall
they are entirely capable of fast learning of this as they have been experiencing speaking and writing these
words since they first entered school!)
Hook Explanation of the parts of speech with examples video- students jot down notes as they watch to share
out after video is finished.
INM review definitions and examples of each part of speech: Prepositions, Conjunctions, Correlative
Conjunctions, and Interjections. Students first word independently identifying these parts of speech in a sentence
worksheet provided by teacher. Then they are required to write 4 sentences of their own, each sentence must be
an example including the parts of speech they learned today. Next, they are given another more challenging
sheet (a 2 paragraph excerpt from a reading or short story) and are assigned to work with their 3:00 partner and
label the parts of speech learned today in this piece of reading.
Exit Ticket/Journal Entry What has been the most difficult part of speech for you to learn, give examples of,
and include in sentences you create? What has been the easiest part of speech for you to learn, give examples of,
and include in sentences you create?
Option 2: Exit Ticket/CFU Students are given a graphic organizer with definitions of all the parts of speech
learned and a parts of speech word bank. This is independent work and students must match words with
definitions as exit ticket for the day.
CFU of previous material via Kahoot! and created by instructor, includes definitions and examples of all
previous parts of speech students have learned in the unit up to this point! Teacher asks students to work with
their 1:00 partner as 2-person teams to play game. Teacher incorporates student answers they noticed from the
clock buddies activity and includes some of these interests/elements/facts in the problems created for students.
Quiz Summary of parts of speech learned
nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, correlative conjunctions, and
interjections
Part 1: Define each, provide multiple word examples, and create sentences for each part of speech-labeling it
within the sentences created by the student.
Part 2: Identify the parts of speech in an excerpt.
Do now journal entry
Students will be re-introduced to how to form proper verb tenses. As well as being aware of consistent use of
verb tenses (not shifting during their writing into inappropriate tenses). Students will examine a piece of writing,
recognize, and label inappropriate shifts in verb tenses in a reading. Students will also be supplied with word
banks displaying verbs that convey times and sequence, and observing this used in a short story.
Students will then use the word bank to write a 5-6 sentence paragraph of their daily routine from the moment
they wake up to when they g to bed. Students will also pay special attention to how they use verb tenses.
Exit ticket journal entry
Students will review material learned yesterday.
Do Now Students will watch a video of a scenario and document the events that took place and the order they
occurred in. They will work with their 6:00 partners and summarize the scenario they viewed using 1- correct
verb tenses and 2- verbs conveying sequence/timeline of the scenario. After a certain amount of allotted time
class will regroup, pairs will read their recollection of the events, and students will provide constructive
feedback on positives and negatives they heard.
Exit Ticket journal entry
Quiz
Part 1-Students will be given an open response writing prompt to write, using verbs that convey sequence and
time correctly.
Part 2- Students will have on the quiz a short reading that contains inconsistent use of verb tenses. Students will
need to identify the incorrect verb tenses and rewrite the correct verb tense above the word.
Students will understand with punctuation: how to separate items in a series using punctuation, how to use a

worksheet, paragraph
excerpt, partner work, exit
ticket sheet (option 1 or 2),
kahoot-technology uselaptops needed or ipads with
partners along with speakers
and projector

Quiz handout
Scrap paper for students
Independent assessment

Journal, piece of writing,

word bank

Speakers/projector/video,
partner work, class
discussion with reading out
loud and peer feedback,
journal
Quiz handout
Scrap paper for students
Independent assessment
Journal, do now sheet,

Comma use

comma, how to separate an introductory element from the rest of a sentence, how to set off the words yes and no
(i.e. Yes, thank you), how to set off a tag question from the rest of a sentence (i.e. Its true, isnt it?), and how to
indicate direct address (i.e. Is that you, Jay?).
Do Now 3 sentences provided. Students asked to write in commas where they find appropriate. Does meaning
change based on where you place a comma?
Whole class step-by-step review and definition of comma uses noted above. Guided notes sheet included.
Student practice independently, the in groups.
Audio track students listen to a song, and place commas where they find appropriate. Afterwards we discuss as
a class (viewing the lyrics projected on the board) where did people decide to put commas? Where those choices
correct? Why did the artist or songwriter choose to put commas in certain places? Do you see inappropriate use
of commas in the lyrics?
Students will also be introduced to underlining, using quotation works, and/or italics to indicate titles of work.
Students will work with their 2:00 partner on a worksheet labeling and correcting these items in sentences.
Exit ticket Write down one new thing you learned today.
Assessment Part 1: Independent Students work with their 7:00 partners to examine a reading, and
correct/include all necessary punctuation. There is no punctuation included, only text. It is up the pair of students
to discuss and decided where and what punctuation should be written.
At the end of class, students will show on projector where they have placed punctuation and explain why.

guided notes sheet, audio

track & speakers/computer,
copy of lyrics, projector,
partner work, worksheet for
punctuation corrections

Assessment:
Punctuation

Partner/Collaborative work
Scrap paper for students
Quiz handout (authors
written piece with
punctuation missing)
Group assessment/oral
presentation
Partner/Collaborative work
Scrap paper for students
Quiz handout from
yesterday
Authors original written
piece with punctuation.
Group assessment/oral
presentation
Student original work (with
corrections)
Student corrected workfinal draft with all
corrections included
Do Now sheet

10

Assessment:
Punctuation part 2

Assessment Part 2 Students will observe the same reading with the partner they worked with yesterday, but this
time they are comparing and contrasting the differences between the authors choices of punctuation versus their
own. They will write an essay noting the differences, similarities, and why they believe the author choose the
punctuation they choose. They will also include if they believe the authors use of punctuation is
correct/appropriate.

12

The next step:

Evaluating My
Work

Do Now Students will silently go to seats and will bring out their chosen piece of writing to work on. They will
also answer questions asking why they chose the piece of work they did. And two or three things they are
specifically looking to improve on what they will be rewriting. Class will share out Do Now responses.
Activity Students will begin correcting and rewriting a piece of work they previously wrote during the school
year. They will evaluate it for grammatical and spelling errors, and correct these. They will then rewrite this
work to be submitted with their original copy.

13

The next step:

Creating work
with your new
skillset

Do Now Students will have the opportunity to write about one of 4 chosen topics. If they even want to choose
another topic to write about, this is possible with consultation from the teacher and a clear idea and outline of
what they want to write.
Exit Ticket Journal Entry On a scale of 1-10 rate how confident you were when writing your chosen topic
today. Explain why you chose the number you did.

Writing prompt for students.

Lined paper for writing.
Journal.

14

Lets Talk About

Why

Student survey Why is grammar important? (Will be used in part of final project)
Students can write and present orally, or submit a written paper.
Items to include on paper: the impact of understanding words (parts of speech), punctuation (comma use, how
meaning in a sentence can change based on this), and spelling.
-What skills did you gain?
-What new things did you learn?
-How will leave this unit empowered to be a better writer?

Writing prompt for students.

Can be submitted only in
written form, or presented
verbally in class (verbal will
be basis of evaluation and
written would be submitted
as evidence of work done in

-How is correct grammar in what you write and how you speak beneficial for you both short and long term?
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Performance Task
Week (5 days)

-Present orally to their peers using proper English when speaking

Day 1: Teacher presents final project to class, reviews expectations, reviews 3 rubrics to be used, students
choose group members
Day 2: Students have full class period and guided sheet on what steps need to be fulfilled to create board game.
Students begin to tackle assignment in groups, instructor circulates to make sure students are on task, not getting
confused, follow the guided instructions, and assist students who need help-perhaps with developing challenging
question/solution cards. Students should be drafting game rules, game, and question cards. Students will also
choose a board
Day 3: Students have another full class period to continue working on final project. Students should be
proofreading game instructions and question/solution cards. Students should begin designing/coloring and
creating final drafts of their question/solution cards and game instructions (should include correct in grammar
and spelling by this stage as drafts and proofreading are done).
Day 4: Student complete board game project, finalizing all aspects and also do a test run of playing their game
to ensure it flows nicely. Student should also be reviewing their project and assessing it based on the rubric
provided.
Day 5: Group presentations and demo day (students play other students board games). Students complete Board
Game Oral Presentation Rubric and Participant Evaluation Rubric

Considerations

Assess and Reflect (Stage 4)

Conduct during school year
Comments

Required Areas of Study:

Is there alignment between outcomes, performance assessment and
learning experiences?
Adaptive Dimension (UDL / ZPD):
Have I made purposeful adjustments to the curriculum content (not
outcomes), instructional practices, and/or the learning environment
to meet the learning needs and diversities of all my students?

For struggling students:

For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher directed and student centered
instructional approaches?

preparation for oral

presentation)
*See GRASP of
Performance Task for items
supplied by teacher.
Students also have options
during process of creating
board game, and guided
instructions are provided to
help students navigate how
to complete project.
Examples/idea pool can also
be provided (at teacher
discretion- ideally you want
the students to formulate an
original idea, as they will be
that much more engaged
and in control of their
project)

Resource Based Learning:

Do the students have access to various resources on an ongoing
basis?
Content and Perspectives/Gender Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring each childs
identity?

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)