Lesson Plan Template: EDIS 4882

Context:
Course name: Language Arts Adv/Honors
Grade level: 7
Length of lesson: 75 minutes
Description of setting: Burley Middle School, students arranged in rows of 3 desks per row with
4 rows on each side of the classroom. Also a table and rug available for flexible seating.
Students: 21 students
Curriculum: Students have been working on their word walls and building up their vocabulary.
They have been working on this as a way to build their vocabulary. They are also working on
persuasive writing unit at the moment. This lesson will serve to help improve their vocabulary
which will be examined through their understanding of conceptual clues and brainstorming
definitions.

Strategy Requirement Satisfied:

(Note: Refer to the list in the syllabus or the document called “Lesson Plan Overview”)
Grammar Instruction/Technology Integration

Objectives (KUD format)

SWBAT:
Know:
Students will know how to use grammar checks to enhance their writing for surface grammar
mistakes. (K1)

Understand:
Students will understand that grammar check does not catch all writing errors. (U1)

Do:
Students will be able to determine when grammar check is an appropriate tool to use. (D1)
Students will be able to identify and address grammar errors in their writing. (D2)

SOL’s: [List with numbers portrayed in the SOL document]

7.8 The student will edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.

Methods of Assessment:
[How will you know if the intended learning occurred?] Describe all methods of assessment
used in this lesson or which are related to this lesson and come in a future lesson (use the
sentence stems provided). After each assessment, indicate in brackets the number(s) of the
related lesson objectives that the assessment is evaluating.

Diagnostic Formative Summative

 Title of assessment tool: Title of assessment tool: Title of assessment tool: Thoughts
Handwriting what Writing down errors from on Grammar Check
students did over spring grammar check.
break Students will ultimately be
Students will show their assessed (today or in a future
Students will progress toward lesson) on their understanding of
demonstrate what they understanding their when grammar check is an
already know about grammar mistakes by appropriate tool by completing an
grammar rules by using a grammar check to exit slip, that describes what they
writing about their spring test how accurate it is at have learned about grammar
break using their best catching mistakes. check, and when they have
grammar they can. learned that it is appropriate to
Criteria: Students will write use, and when they should be
Criteria: Students will down every error that the using a dictionary or another
write in full sentences grammar check picks up grammar tool instead.
with multiple paragraphs on and that it does not pick
to describe what they up on that they do. They Criteria: Students will an exit slip
did over spring break. will write and label what at the end of class, and will need
Students will also write the grammar check says it to list when they think it is
with standardized is when they write it down. appropriate to use grammar
grammar to the best of check, and what are the instances
their ability. How data will be used: where it would be better to use
This data will be used to some other form of grammar tool.
How data will be used: determine what students
This data will be used to are most commonly How data will be used: The data
measure students’ struggling with will used to see if the students are
ability to write with grammatically. able to determine when grammar
limited grammatical check is unable to proofread their
errors prior to How students will receive work, and it will be teaching them
proofreading or using feedback: Students will to go over their work in detail.
any other help such as receive feedback from the
grammar check. us, the teachers, on ways How students will receive
to recognize, fix, and feedback: Students will receive
How students will explain grammatical errors written feedback the next day from
receive feedback: so that they can be better us on what they have said.
Students will later at noticing their own errors
transcribe this first.
handwritten piece of
writing onto their
computer to use
grammar check to write
down errors that they
notice.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)
What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.
Student Readiness Interest
Name
Ilyas On grade Ilyas always actively
level (7th) participates in class and is
Adv/Honors excited to learn and share his
thoughts. Sometimes though
he needs further clarification
with activity instructions and
help understanding what he
needs to do in class during the
activities. He also often calls
out in class, and has a hard
time staying on task. For this
task, he often asks to use his
computer instead. So for the
handwriting portion, we will
make sure to let him know that
he can type what he wants to
say later.
Learning Environment
Flexible seating is available for
him. We will allow Ilyas to write
what he wants to at the
computer when the time
comes and make sure that he
knows that he will get to do
this during the lesson. We will
also provide the opportunity for
students to write on the board
and if he desire this will be a
chance for him to move
around.
 Neela On grade Neela typically does not I will be checking in on Neela.
level (7th) participate much in class. She She likes to work
Adv/Honors is very reserved, and has a independently so this activity
hard time speaking up for should fit with this desire. I will
herself, this also makes it also encourage her to continue
difficult to know if she to write and allow a choice in
understands directions. She topic if something interests her
also stops writing after a more than what she did over
sentence or two. If she does spring break.
not want to write about her
spring break, I will encourage
her to make up a story about
something of her choosing as
she prefers to creative write
instead of doing grammar
writing activities.

Will Gifted/Above Will does not always like writing
Grade Level or activities he already thinks he
knows everything about, so he
might not be entirely interested
in this activity. In order to fix
this, I will give him opportunities
to explain to the class what
certain grammar rules are, if he
knows what they are.
I will separate Will from some of
his friends if they begin to
distract each other to make
sure that he focuses on
developing his writing. I will also
provide multiple opportunities
for him to participate and share
his knowledge with the class.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Burley Middle School, students arranged in rows of 3 desks per row with 4 rows on each side of
the classroom. Also a table and rug available for flexible seating.

1. [1 mins.] Welcome/greeting/announcements
[Powerpoint slide that says welcome will be posted]
[Objectives will also be written on the board for students to see]
• The students will enter the room and I will greet each student by name and ask how their
previous class went if they had one or how their day has been so far. I will let them have some
time to themselves and then let them know when to be quiet for the morning announcements.
• Good morning y’all! I hope the morning has been good so far. I hope y’all had a good
afternoon yesterday. Alright now is the time for the morning announcements.

2. [5 mins.] Bridge to lesson: Grammar Check is it always correct?

So I know that y’all have been using grammar flip quite a bit this year, and that at times there
have been some pretty crazy mistakes in the prompts or answers. So, in light of this, today we
will be looking at grammar check, and whether or not it is always right.
What do y’all think? Have y’all ever encountered times when the grammar check was incorrect?
Or even changed something that was originally correct to something incorrect?
(Here the students will have the opportunity to share their experiences with grammar flip, and
grammar check.)
What is a grammar concept that y’all think you struggle with?
[Have students come up and write these on the board]

3. [25 mins.] Hand write about what they did over spring break.
Great, thanks for sharing y’all. So now we are going work on some writing and see if we can
write our best writing with minimal errors. Later we will transcribe this on the computer and see
what the grammar check catches or does not check so we can work on getting better and
honing in on our grammar skills. Ok so what I would like y’all to do now is that I am going to set
a timer for 25 minutes, and I would like y’all to handwrite as much as you can about y’all’s spring
break. It needs to be handwritten, so please take out a few sheets of paper and a pencil. Are
there any questions before we get started? Alright, let's get writing.
(Here I will be walking around offering support to anyone who needs it, and checking in on the
students who get off task easily or need extra support when doing writing exercises.)

4. [7 mins.] Transcribe what they wrote about over spring break with grammar check
off.
Alright, great job y’all, I saw so much great writing happening as I was walking around. Can y’all
now please take out your laptops and make sure that grammar check is turned OFF. I would like
y’all to spend the next 6 minutes transcribing your work. I do not want y’all to use grammar
check for this write up, because we will be using it later on. This is independent work, so there
should be no talking.
(Here I will be walking around and spending some time with some of the students that I have
noticed need a little bit more support when working on written assignments, especially typing
things up on their laptops.) (allow more time if it takes them longer to transcribe)

5. [10 mins.] Turn Grammar Check on and write down common errors that it picked
up on
Alright y’all great job - now I want y’all to turn ON your grammar and write down on a seperate
piece of paper all of the common errors that the grammar check picked up on. Make sure you
label what the grammar check said was wrong too, so for example if it says that you had
punctuation error, write that down. Same thing for a fragment or a phrase, make sure you write
down that as well next to the error. Take about 10 minutes on this activity. This is also
independent and then we will go ahead and share what y’all found as a whole class once
everyone is done.

6. [23 mins.] Review common errors that students notice

 Ok, lets go ahead and put our pencils down. Does anyone want to volunteer what they noticed?
We will tally the results of the most common errors and see if we can tackle some of these rules
together to help better our writing!
(Here students will be able to spend time sharing the common errors they noticed grammar
check picked up on, and the ones it did not. I will be writing down and tallying the most common
ones to go over as a class and with the class to see if we can fix any of the problems)
[I will have students volunteer to explain the grammar rule, and if they cannot then I will go over
the rule and give them some tips to help learn the rule]
Thanks y’all for your hard work. We are going to finish up with an Exit Slip, so don't pack up
quite yet.

7. [4 mins] Closure: Thoughts on Grammar Check - Exit Slip

Alright, for the exit slip, I want y’all to just go ahead and write y’all’s general thoughts on
grammar check and what we just did as a whole class. What did y’all think of the exercise?
When is grammar check appropriate to use, and when should we use something else? Don't
forget to put your names on it! Thanks y’all, have a great rest of your day!

Materials Needed (list):

Laptop
Loose Sheets of Paper
Pencil or Pen

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)

N/A