Writing and reading lesson plans for BSE LA 40A are designed to be used concurrently. Classes are two
hours each (approximately one hour for reading and one hour for writing) with one hour of guided lab
either before or after classroom time.
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Abbreviation in Lesson
Plans
CATS D
PP
GAIN 2
FM
TG
DF1
WR
Morning LA 40A
Instructor: Trevi Hardy
Canyon County Campus
trevihardy@cwidaho.cc
Message number: 562-2087
Evening LA 40A
Instructor: Carol Christensen
Canyon County Campus
carolchristensen@cwidaho.cc
Message number: 562-2087
Basic Skills Education
Language Arts
LA 40A Spring Session 2014 (April 1May 22)
Course Description
This course focuses on improving literacy through increased quantity and variety of reading, as
well as development of the following grammar and composition skills: usage, sentence
structure, paragraph and essay development, capitalization, punctuation, and writing
conventions. Comprehension and critical thinking skills are taught through a variety of reading
strategies, and word recognition; spelling and vocabulary are taught by identification of word
function, multiple meanings, roots, and affixes. Test-taking strategies are introduced.
Course Schedule
Morning LA 40A
Thursday
9:00 a.m noon
Room 231
Eight-week Session
Course Focus
This course will help the student expand reading and writing skills in order to improve work
force and daily communication skills, as well as college preparation skills.
Course Objectives
Students will read and write at NRS level 4 standards, evidenced by GAIN-English scores in the
following areas:
Reading: develop reading skills in the areas of phonemic awareness, vocabulary,
fluency, and comprehension
Writing: develop skills of correct grammar usage, punctuation, capitalization, sentence
structure, and paragraph development
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Outcomes Assessment
Methods used to evaluate student performance include:
Individual and group daily class work & participation
Clicker activities
Daily homework and writing assignments
GAIN testing
Textbooks and Required Materials
Textbooks:
Supplies:
Methods of Delivery
Short teacher instruction/demonstration
Power Points & Clicker learning activities
Class discussion and small group discussion & activities
Lab
Course Expectations
4-6 hours homework/class preparation per week
Come to class prepared, meaning have tools needed for class (paper, pencil, etc.) and
completed homework, to be handed in on time.
Punctuality: be on time to class, and attend each sessionessential to your
progress! If late, quietly take a seat and do not interrupt. It is the students responsibility
during break or after class to find out what was missed.
1. If you will be late or absent, notify the teacher by email or message phone.
2. Consult your class calendar and complete the homework for the day missed.
Smoking only allowed outside the building.
Beverages and small snacks are allowed in class but not in the computer lab.
Cell phones, MP3 players & iPods need to be turned off and put away during class; no
texting.
Be respectful of others.
In case of class cancellation, students will be notified by phone and/or email alerts
Complete end of course evaluations: post-GAIN
Behavioral Expectations
Every student has the right to a respectful learning environment. In order to provide this right to
all students, students must take individual responsibility to conduct themselves in a mature and
appropriate manner and will be held accountable for their behavior. Students who disrupt the
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Academic Dishonesty
All work submitted by a student must represent his/her own ideas, concepts, and current
understanding. All material submitted must be correctly documented to avoid plagiarism.
Plagiarism is the unauthorized use or close imitation of the language and thoughts of another
author and the representation of them as one's own original work, by not crediting the author.
Cheating or plagiarism in any form is unacceptable and violations may result in disciplinary
action such as failure of the assignment. Repeated acts of academic dishonesty may have more
severe institutional ramifications.
Attendance Expectations and Drop Policy
If a student does not attend class at least once during a month, the student may be separated or
dropped from the class. Assessment results are considered accurate for six months; therefore,
if a student is separated from the program and returns, we will check the original date of the
students last assessment. If the test date is less than six months old, the results remain valid
and the students old registration can be re-opened. If the original test date is more than six
months old, the program must create a new registration and administer a new assessment for
the student.
Special Accommodations
Students with disabilities who believe that they may qualify for accommodations in this class are
encouraged to contact the program coordinator and discuss possible accommodations. If you
have a diagnosed Learning Disability, please initiate this contact as soon as possible to ensure
that such accommodations are implemented in a timely fashion. Please contact Valerie Stacey
562-2087 in Nampa or Liz Otterness 562-2572 in Boise for assistance.
Information Resources
ClassJump: http://classjump.com/C/CWI%20ABE/?what=classes&class=199215
Monday
10:00 a.m.
to
2:00 p.m.
Closed
5:00 p.m.
to
8:00 p.m.
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5:00 p.m.
to
8:00 p.m.
Thursday
Closed
12:30 p.m.
to
3:30 p.m.
Closed
Emergency Procedures
In the event of an emergency, call 911 and Campus Security 562-3525.
If it is necessary to evacuate a building, an evacuation chart is located next to the door
for all rooms and labs. If the normal evacuation route is not accessible, use the
evacuation chart to determine and alternative route.
An Emergency Handbook is posted in each classroom. To review this information at
anytime, please visit:
http://www.cwidaho.cc /students-Current/downloads/
Emergency_Response_Protocol_Handbook.pdf
**Suggestions for Success**
Set meaningful and specific goals for class completion, then dedicate yourself to them
by continual evaluation and redirection if needed.
Achievement in this class will depend on your class attendance, participation in class
activities, and completion of homework.
Plan on at least three hours of homework/preparation per week.
No magic class or teacherthe more you read, write, practice, and study, the more you
will improve.
Post-testing will help measure progress toward your academic goals.
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CATS D
GAIN 2
Fragments
75-78
76-79
Complex Sentences
163-166
80-87
Resources
Clicker Presentation: LA 40A Complete Sentences and Fragments; LA 40A Complex Sentence Structure
Problem sets from clicker presentation available for ELMO or board work
Help students log onto ClassJump and teach how to use computer resources
Homework
Pages
Distance Learning
Total D.L. Hours
Hours
CATS D Language
78 and 166
GAIN 2
Lesson 15: 76-79,
1.0/1.0
Lesson 17: 84-87
2.0
Writing Assignment: Write two to four paragraphs telling a
story from your life. Find a picture that represents something
about that story. Bring both to next class.
Lesson Outline:
Instruction
Use clicker presentation LA 40A Complete Sentences and Fragments, GAIN Essentials Book 2 pages 7677, NRP pages 26-27, or CATS D page 75 to teach students about complete sentences and fragments.
1.
2.
3.
4.
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At this point, you will need to schedule time in the lab with an instructor. Together, you will prepare the
project for display in the lab.
Print the image.
Download the audio file from Google Voice to the computer you are working on. Rename the mp3
with your first name and save it in a document file.
Log on to a Chirbit account. http://www.chirbit.com/ Upload your mp3.
Copy the url of the audio file we just created on Chirbit.
. Go to: https://www.the-qrcode-generator.com/
Click on URL and paste the Chirbit file address in the enter URL field.
Save and print the QR code.
We will attach the QR code to your picture and hang them in our gallery!
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Sample
9|Page
(contest)
(medal)
(is)
(went)
(incomplete)
I stopped.
(complete)
(incomplete)
(incomplete)
(incomplete)
(incomplete)
(incomplete)
(complete sentence)
(fragment)
Sit down.
(complete sentence)
(fragment)
(fragment)
(complete sentence)
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What is the best way to fix these fragments? Add a subject, add a predicate, or combine with another
sentence?
The premier of the superhero movie. Was expected to make millions of dollars.
(combine)
(add predicate)
(add subject)
Singing in the shower. Edward thought he sounded like the next American Idol.
(combine)
dependent
independent
dependent
dependent
independent
yes
yes
yes
No
Yes
No
No
Marie began paying attention to her nutrition after she developed high blood pressure.
Yes
No
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Yes
She will continue to study chemistry until she passes the class.
Yes
No
Yes
12 | P a g e
CATS D
GAIN 2
Problem sets from clicker presentation available for ELMO or board work
Assist students with writing assignment. This project is for our digital gallery. Pictures will be displayed in the lab with
audio link to the students reading their paragraphs.
Help students log on to the computers and use the resources on ClassJump
Homework
Pages
Distance Learning
Total D.L. Hours
Hours
CATS D Language
82, 162
GAIN 2
Lesson 2: 8-11,
1.5/1.5
3.0
Lesson 3: 12-15
Writing Assignment: Work on story project from day one.
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Teach compound sentence structure. Clicker presentation LA 40A Compound Sentences contains
instruction and problem sets. NRP Writing for the GED page 22-23, CATS D page 159, and GAIN 2 pages
8-9 may also be used.
1. Briefly review independent and dependent clauses.
2. Explain compound sentence structure.
3. Explain three methods of punctuating a compound sentence. Students should have access
to notes on coordinating conjunctions, and conjunctive adverbs.
a. Comma + coordinating conjunction
b. Semicolon
c. Semicolon + conjunctive adverb + comma
Practice and Assessment
Complete sentences and fragments
1. Clicker presentation: LA 40A Compound Sentences
2. Problem sets from the clicker presentation may be used on the digital projector or on the
board.
Instruction
Explain run-on sentences, including commas splices and fused sentences. Give students a strategy for
locating and correcting run-on sentences. Clicker presentation LA 40A Run-on Sentences contains
instruction and problem sets. CATS D page 79-80, NRP Writing for the GED Book 1 pages 28-29, or GAIN
Book 2 pages 8-9 may also be used for explanation.
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1.
2.
3.
4.
A run-on contains at least two independent clauses that are not properly punctuated.
A comma splice is an attempt to join two independent clauses with only a comma.
A fused sentence contains no punctuation between two independent clauses.
Fixing a run-on sentence: strategy
1.
2.
3.
4.
Practice
Complete sentences and fragments
1. Clicker presentation: LA 40A Run-on Sentences
2. Problem sets from the clicker presentation may be used on the digital projector or on the
board.
14 | P a g e
compound
Although there was not much snow, the Sochi Winter Olympics were a success.
complex
simple
The frost came early this year; therefore, I harvested my grapes early.
compound
Seattle is where the company is located, and I may need to move there.
compound
15 | P a g e
*
*
CATS D
GAIN 2
Sentence Combining
83-94
Sentence Clarity
95-106
84-87
Resources
Problem sets from clicker presentation available for ELMO or board work
Due to excess DL hours needed to complete this long CATS unit, students may wish to use lab time to work on
homework. This would work as long as students did NOT clock in at the lab while doing the homework.
Homework
Pages
Distance Learning
Hours
CATS D Language
108-110
(Assessment)
GAIN 2
x
Writing Assignment: Find or create a graph and be prepared
to explain it to the class. (per reading assignment)
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Instruct students in the construction of effective sentences. Clicker presentation LA 40A Sentence
Combining contains instruction and problem sets.
1.
2.
3.
4.
5.
Combining subjects
Combining predicates
Combining other sentence parts
Subordination of ideas
Prepositional and infinitive phrases in sentences
Supplemental Activity
chomp.chomp.com (Grammar Bytes) exercises on modifiers.
Notes:
17 | P a g e
(Subordination)
Yuri fertilized the garden. He planted tomatoes.
1.Yuri fertilized the garden while he planted tomatoes.
2.Yuri fertilized the garden before he planted tomatoes.
Extra Practice
Nampa is a city in Idaho. Boise is a city in Idaho.
(compound parts)
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(compound parts)
*
(subordination)
*
(modifiers)
*
(modifiers)
1. We tried to buy tickets online, but the concert was sold out.
2. Buying tickets online, the concert was sold out.
*
*
*
*
1. The boring, monotonous grammar instructor, who was teaching the class, taught about verbs.
2. The boring grammar teacher taught about verbs.
*
1. I invited people I am related to and my friends as well.
2. I invited friends and family.
2. I am really excited and cant wait for the very thrilling chance
to see the new play that just opened this month.
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CATS D
GAIN 2
111-134; 136-138
(Assessment)
graphic organizer
Writing Paragraphs
Resources
Due to excess DL hours needed to complete this long CATS unit, students may wish to use lab time to work on
homework. This would work as long as students did NOT clock in at the lab while doing the homework.
Fewer CATS lessons are assigned next week. Students should have extra time to catch up on this unit.
Homework
Pages
Distance Learning
Hours
CATS D Language
Assessment 136138
GAIN 2
x
Writing Assignment: Read The Bracelet in DF1 pages 31-35.
Use the accordion paragraph organizer to complete writing
assignment #4 on page 41.
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Students will do the CATS D paragraph unit as homework. If time allows, the teacher may use the units
chapter introductions as a brief preview of the homework. Classroom instruction will focus on paragraph
writing.
1.
2.
3.
4.
5.
Practice
Help students fill out an accordion organizer for the writing assignment from The Bracelet. Students
will use the accordion organizer to compose a paragraph for homework.
21 | P a g e
Notes:
22 | P a g e
Sentence 1: Topic Sentence (The point you are trying to make about your topic.)
Sentence 2: Support (Evidence, fact, example, or detail that supports your point.) Use
transition words.
Sentence 4: Support (Evidence, fact, example, or detail that supports your point.) Use
transition words.
Sentence 6: Support (Evidence, fact, example, or detail that supports your point.) Use
transition words.
Sentence 8: Conclusion (Informed opinion, restatement of topic with new words, or final conclusion)
Use closing words.
23 | P a g e
CATS D
GAIN 2
Problem sets from clicker presentation available for ELMO or board work
Assist students with writing assignment from Discovering Fiction. Make sure students are comfortable filling out the
accordion paragraph worksheet and writing a final draft.
Homework
Pages
Distance Learning
Hours
CATS D Language
19 and 194
GAIN 2
Writing Assignment: Complete writing assignment from The
Bracelet if you have not already done so.
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Briefly discuss common and proper nouns. (A separate capitalization lesson is contained within LA 40A.)
Instruct students on spelling of plural nouns and use of the apostrophe with possessive nouns.
1. Common and proper nouns
2. Spelling plural nouns (Spelling rules for plural nouns are taught in LA 30. If students did not
take LA 30 make sure they have notes. These are posted on Classjump.)
3. Possessive nouns
a. How to spot a possessive of the and belonging to
b. Singular possessives
c. Plural possessives
d. Plural irregular possessives
Rules for Possessive Nouns
1. If the noun is singular: add s
2. If the noun is plural and end in s: add
3. If the noun is plural and does not end in s: add s
25 | P a g e
Practice
Common and Proper Nouns
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Notes:
26 | P a g e
Proper
democracy
Common
Sheldon Cooper
Proper
brother
Common
language
Common
(Spelling plurals)
You can find the chocolate on aisles two and three.
You can find the chocolate on aisle two and three.
You can find the chocolate on aisles two and three.
How many feets are in a mile?
How many foots are in a mile?
How many feet are in a mile?
Dad made the lunches.
Dad made the lunchs
Dad made the lunchs.
A family of foxs came to camp.
A family of foxes came to camp.
A family of fox came to camp.
Two archs cover the entrance to the park.
Two arch cover the entrance to the park.
Two arches cover the entrance to the park.
Please help me hang the shelves.
Please help me hang the shelfs.
Please help me hang the shelfs.
Batman has multiple enemys.
Batman has multiple enemies.
Batman has multiple enemys.
27 | P a g e
*
*
*
*
(Possessive nouns)
The students prospects were bright.
The students prospects were bright.
The studentss prospects were bright.
28 | P a g e
*
*
29 | P a g e
CATS D
Pronouns
23-30
Pronoun Antecedents
31-34
Resources
Problem sets from clicker presentation available for ELMO or board work
Homework
Pages
Distance Learning
Hours
CATS D Language
26, 30, 34
GAIN 2
Lesson 12: 60-63
1.0
Check In 1: pages
44-51
Writing Assignment:
GAIN 2
60-64
1.0
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Instruct students on pronoun usage. Clicker presentation contains instruction and problem sets. Make
sure students have access to notes on pronouns posted on Classjump.
1.
2.
3.
4.
5.
Practice
Pronouns
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Instruction
Instruct students on pronoun and antecedent agreement, with special emphasis on indefinite pronouns
as antecedents.
1.
2.
3.
4.
Agreement in number
Agreement in gender
Agreement in person
Agreement with indefinite pronouns
Practice
Pronoun and antecedent agreement
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31 | P a g e
32 | P a g e
Notes:
33 | P a g e
(Possessive pronouns)
What is your favorite movie?
What is youre favorite movie?
34 | P a g e
*
*
(Indefinite Pronouns)
Is this indefinite pronoun singular, plural, or both?
everyone
singular
anybody
singular
few
plural
all
both
none
both
35 | P a g e
CATS D
Verbs
35
Principal Parts of Verbs
36
Irregular Verbs
36-38
Resources
Problem sets from clicker presentation available for ELMO or board work
GAIN 2
64-75
Pages
CATS D Language
38
GAIN 2
Lesson 13: 64-69
Writing Assignment: Read Eleven on page 7 of Discovering
Fictions and answer questions on page 10 per reading
assignment.
Distance Learning
Hours
1.50
1.5
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Introduce students to vocabulary needed to discuss verbs. Clicker presentation contains instruction and
problem sets for verb vocabulary, principal parts, and irregular verbs.
1.
2.
3.
4.
5.
Action verbs
Linking verbs
Verb phrase
Main verb
Helping verb
Practice
Have students demonstrate an understanding of action and linking verbs, verb phrases, main and
helping verbs.
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Instruction
Explain principal parts of regular verbs and irregular verbs. Clicker presentation contains instruction and
problem sets for verb vocabulary, principal parts, and irregular verbs.
1.
2.
3.
4.
36 | P a g e
Present form
Past form
Past participle form
Irregular verbs
Practice
Have students demonstrate an understanding of present form, past, form, and past participle form for
regular verbs.
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Games and Activities
Divide students into teams. Give each team member the table of irregular verbs attached to this lesson,
a dictionary and/or access to an online dictionary. Give students a set amount of time to fill in the verb
chart. Have students use the dictionaries to fill in the principal parts of the irregular verbs. See which
team can complete the most of the chart before time is up. Have students share observations.
Notes:
37 | P a g e
avoid
disappeared
taken
manage
manage
flipping
control
ate
control
thrown
imagine
enjoyed
imagine
knocked
prove
listen
kneaded
kneaded
charge
studied
discussing
studied
dividing
sung
uploaded
uploaded
have served
had offered
replied
deposited
had offered
38 | P a g e
admire
has required
confirming
has required
regular
regular
irregular
irregular
regular
irregular
39 | P a g e
CATS D
GAIN 2
Clicker Presentation:
Problem sets from clicker presentation available for ELMO or board work
4-7
88-93
Homework
Pages
CATS D Language
GAIN 2
Distance Learning
Hours
1.25/1.0
2.25
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Explain simple tense. Clicker presentation contains instruction and practice sets. CATS D page 39 or NRP
Writing for the GED 1 page 42 may also be used.
1.
2.
3.
4.
Simple present
Simple past
Simple future
Key words and sequence of tense
Practice
Simple tenses
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Instruction
Explain perfect tenses. Clicker presentation contains instruction and practice sets. CATS D page 43 or
NRP Writing for the GED 1 pages 46-47 may also be used.
1.
2.
3.
4.
Present perfect
Past perfect
Future perfect
Key words and sequence of tense
Practice
Perfect tenses
1. Clicker presentation contains instruction and problem sets
40 | P a g e
2. Problem sets from the clicker presentation may be used on the digital projector or on board
Notes:
41 | P a g e
simple present
emphasized
simple past
will possess
simple future
divided
simple past
will accept
simple future
analyze
simple present
will begin
began
begun
will begin
Last year I _______ a job promotion.
expected
expected
will expect
expect
Next summer, we _______ to see family.
will travel
travel
will travel
travelled
Right now, the zumba class _____ on Wednesdays.
meets
met
will meet
meets
Identify the tense of the verb: present perfect, past perfect, or future perfect.
had relieved
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past perfect
has relieved
have relieved
future perfect
has understood
present perfect
had exercised
past perfect
have been
present perfect
had debated
has taught
have eaten
eaten
have ate
have eaten
Tripta _______ an iPhone before the Windows phone came out.
had bought
buy
will buy
43 | P a g e
had bought
has accrued
had accrued
will have accrue
I ________ Mars through a telescope.
have seen
have seen
have saw
seen
Extra practice: What tense is the following verb?
had doubted
past perfect
imagined
simple past
have criticized
present perfect
future perfect
will thrive
simple future
has seen
present perfect
communicate
simple present
future perfect
mistook
simple past
have texted
present perfect
experienced
simple past
had descended
past perfect
44 | P a g e
CATS D
GAIN 2
Clicker Presentation: LA 40A 5.1 Subject Verb Agreement; LA 40A 5.1 Adverbs
Problem sets from clicker presentation available for ELMO or board work
Due to excess DL hours needed to complete this long CATS unit, students may wish to use lab time to work on
homework. This would work as long as students did NOT clock in at the lab while doing the homework.
Fewer CATS lessons are assigned next week. Students should have extra time to catch up on this unit.
Homework
Pages
Check-up pg. 50
Check-up pg. 58
Check-up pg. 62
Check-up pg. 70
Assessment: pg.
72-74
GAIN 2
Lesson 4: 16-21
Lesson 19: 52-55
Lesson 11: 56-59)
Writing Assignment: No assignment. Finish previous writing
assignments if they are still incomplete.
Distance Learning
Hours
CATS D Language
2.75
.75/1.0/1.0
Lesson Outline:
Instruction
Discuss agreement of subjects and verbs, including special cases. Clicker presentation contains
instruction and practice sets. CATS D page 47-49 or NRP Writing for the GED 1 pages 48-53 may also be
used.
1.
2.
3.
4.
5.
Practice
Subject and verb agreement
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Instruction
Discuss correct usage of adverbs. Clicker presentation includes instruction and problem sets. CATS D
chapter headings pages 59 and 63 may also be used. Instruction on adverbs in comparisons and adverbs
vs. adjectives was given in LA 30. Students may find this information on Classjump or in CATS D.
45 | P a g e
1.
2.
3.
4.
Adverbs
Interrogative Adverbs
Adverb clauses and phrases
Double Negatives
Practice
Adverbs
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may also be used on the digital projector or on
the board.
Activity
Give students access to the following paragraph from Steck-Vaughn GED Language Arts, Writing. Divide
students into groups. Have the groups edit the following paragraph for subject and verb agreement.
Write the following strategy on the board and have students use the strategy during editing. There are
nine errors in the paragraph.
Notes:
46 | P a g e
Dear Editor:
Neither the housing committee nor I believes that the land developers
simply forgot to build affordable housing. Everyone know it is required as part
of all large development projects. The town council are not allowed to grant
waivers to developers, and nothing hurt the city more than neglect of the law.
Our great workforce make this town a dream town for business. But great
workers wont stay without a place to live. Many needs affordable housing. The
whole community agree that ignoring regulations decreases the quality of life for
all of us. Our community are a desirable place to live because students, business
people, and service workers live here.
At the council meeting next week, someone have to insist the town council
choose between the community or the developers.
47 | P a g e
Dear Editor:
Neither the housing committee nor I believes that the land developers
simply forgot to build affordable housing. Everyone know it is required as part
of all large development projects. The town council are not allowed to grant
waivers to developers, and nothing hurt the city more than neglect of the law.
Our great workforce make this town a dream town for business. But great
workers wont stay without a place to live. Many needs affordable housing. The
whole community agree that ignoring regulations decreases the quality of life for
all of us. Our community are a desirable place to live because students, business
people, and service workers live here.
At the council meeting next week, someone have to insist the town council
choose between the community or the developers.
48 | P a g e
Problems sets from clicker presentation: LA 40A 5.1 Subject Verb Agreement
Do the following subjects and verbs agree in number?
The floral pattern on these dresses are very bold.
While studying for tests, Maddie and Emilee often listen to classical music.
Because one of them watched Netflix instead of studying, Maddie or Emilee are going to fail the exam.
Every summer, the dog or the kids wear a path in the backyard grass.
My favorite band, Imagine Dragons, go on stage to perform after the opening act.
Since
Why
What
Where
49 | P a g e
Why
While
Whose
What
Where
Where
Because
Whose
How
Where
How
Identify the sentence with the correctly placed adverb phrase or adverb clause. (Misplaced modifiers)
Eagerly waiting for the party, the clock was watched by the child.
The child watched the clock while eagerly waiting for the party.
CATS D
Capitalization
139-150
Resources
Problem sets from clicker presentation available for ELMO or board work
Homework
Pages
Distance Learning
Hours
CATS D Language
Assessment 152154
GAIN 2
Check In 2: pages
94-99
Writing Assignment:
No new assignment
GAIN 2
1.0
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Instruct students on rules of capitalization. Clicker presentation contains instruction and practice.
Chapter headings of CATS D capitalization unit may also be used.
1. Proper nouns and I
2. Proper adjectives
3. First words, titles and abbreviations
Practice
Capitalization
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Notes:
51 | P a g e
*
*
Kenya is in africa.
Kenya is in Africa.
52 | P a g e
53 | P a g e
CATS D
GAIN 2
Commas
Resources
Problem sets from clicker presentation available for ELMO or board work
Pages
CATS D Language
GAIN 2
Writing Assignment:
Distance Learning
Hours
1.5
1.5
Lesson Outline:
Instruction
Instruct students on basic rules for commas. Clicker presentation includes instruction and practice. CATS
D page
may also be used. NRP pages Instruction assumes students have a basic knowledge of
independent clauses, dependent clauses, and phrases from week 1 of class and from LA 30. If they need
a refresher, refer them to Classjump for notes, PowerPoints, and outside websites.
1.
2.
3.
4.
5.
6.
7.
8.
Practice
Commas
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Notes:
54 | P a g e
Women were not allowed to vote, when Susan B. Anthony was born.
Women were not allowed to vote when Susan B. Anthony was born.
A large ruby a red stone, hung from a chain around her neck.
A large ruby, a red stone, hung from a chain around her neck.
Beware of jellyfish and sharks and jagged coral when swimming in this area.
Beware of jelly fish, and sharks, and jagged coral when swimming in this area.
55 | P a g e
CATS D
GAIN 2
Semicolons
175-178
Colons
176-178
End Marks
155-158
Resources
Problem sets from clicker presentation available for ELMO or board work
Pages
Distance Learning
Hours
CATS D Language
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Instruct students on proper usage of semicolons, colons, and end marks. Clicker presentation contains
instruction and practice. Instructor may also use CATS A pages 155 and 175 or NRP page 68 (semicolons
only).
1.
2.
3.
4.
5.
Practice
Semicolons, Colons, and End Marks
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
56 | P a g e
Notes:
57 | P a g e
Problems sets from clicker presentation: LA 40A Semicolons, Colons, and End Marks
Identify the correct sentence.
(Semicolons)
Lila works for a temporary agency; she enjoys the variety of her assignments.
Lila works for a temporary agency she enjoys the variety of her assignments.
Saturday dawned bright and sunny therefore, the Scotts decided to go to the beach.
Saturday dawned bright and sunny; therefore, the Scotts decided to go to the beach.
The maids arrived at the home early they washed, dusted and vacuumed before noon.
The maids arrived at the home early; they washed, dusted, and vacuumed before noon.
The maids arrived at the home early they washed, dusted and vacuumed before noon.
The maids arrived at the home early; they washed, dusted, and vacuumed before noon.
Jeff grew red, green, and yellow peppers, yellow, green, and pole beans, and summer, spaghetti, and acorn squash.
Jeff grew red, green, and yellow peppers; yellow, green, and pole beans; and summer, spaghetti, and acorn squash.
(Colons)
I scheduled three students for the 930 make-up test Evan, Karina, and Dennis.
I scheduled three students for the 9:30 make-up test: Evan, Karina, and Dennis.
The caterers offered these dessert choices: peach tarts, apple strudel, and cherry cheesecakes.
The caterers offered these dessert choices peach tarts, apple strudel and cherry cheesecakes.
(End Marks)
How slowly the freeway traffic is moving today.
How slowly the freeway traffic is moving today!
Leave me alone!
Leave me alone.
58 | P a g e
CATS D
GAIN 2
Quotation Marks
183-186
Resources
Problem sets from clicker presentation available for ELMO or board work
Have students participate in peer editing of writing assignment from last class. For homework, students will make
corrections based on the editing.
Homework
Pages
Distance Learning
Hours
CATS D Language
1.0
2.0
Lesson Outline:
Go over questions on homework. Collect any writing assignments.
Instruction
Instruct students on proper usage of quotation marks. Clicker presentation includes instruction and
practice. CATS A pages 183 and 187 may also be used.
1.
2.
3.
4.
Indirect quotations
Direct quotations
Commas and end marks with quotations
Divided quotations
Practice
Quotation Marks
1. Clicker presentation contains instruction and problem sets.
2. Problem sets from the clicker presentation may be used on the digital projector or on board.
Notes:
59 | P a g e
My high school teacher said that success is a result of hard work and luck.
My high school teacher said, that success is result of hard work and luck.
*
*
What a relief it was to hear the pilot say, The weather is clearing up!
What a relief it was to hear the pilot say the weather is clearing up!
If the phone rings, asked Mrs. Graves, can you pick it up?
If the phone rings asked Mrs. Graves Can you pick it up?
60 | P a g e
CATS D
GAIN 2
Clicker Presentation: Problem sets from clicker presentation available for ELMO or board work
Homework
Pages
Distance Learning
Total D.L. Hours
Hours
CATS D
Posttest pg. 203211
GAIN 2
Writing Assignment: No writing assignment.
Lesson Outline:
Students will take the GAIN Essentials Online Post-test. After this post-test (and the CATS Post-test) help
students see where their strengths and needs are in preparation for the GAIN test.
Notes:
61 | P a g e
Unit Hours
12
Post-test
Lesson
DL Time
1
2
3
4
5
6
7
8
9
10
11
12
13
Assessment
1
2
3
4
5
6
Assessment
1
2
3
4
5
6
Assessment
1
2
3
Assessment
1
2
3
4
5
6 and
Assessment
1
2
3
4
.86
.86
.86
.86
.86
.86
.86
.86
.86
.86
.86
.86
.86
.86
.78
.78
.78
.78
.78
.78
.76
Week/Day
Assigned
3.1
3.2
3.2
3.2
4.1
4.2
4.2
5.1
4.2
5.1
5.1
5.1
5.1
5.1
1.1
1.2
2.1
2.1
2.1
2.1
2.1
4.0
2.2
.75
.75
.75
.75
1.0
1.0
1.0
1.0
1.0
5.2
5.2
5.2
5.2
6.2
1.2
1.1
6.5
6.5
1.0
6.2
.6
.6
.6
.6
.6
1.0
7.1
7.1
3.1
7.1
7.1
7.1
Assessment
Total hours
62 | P a g e
36 (includes post-test)
GAIN Essentials English Skills Book 2 Pacing Guide and DL Hours for LA 40A
English Skills Book 2
Lesson
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Check In 1
Check In 2
Check In 3
Average Time to
Complete Lesson
(DL Hours)
1.25
1.5
1.5
.75
1.0
1.0
.75
1.0
1.25
1.0
1.0
1.0
1.5
1.25
1.0
1.5
1.0
1.0
1.0
1.5
1.25
1.0
1.0
3.2
5.2
7.1
Total hours
X Not assigned in LA 40A
*Assigned in Reading portion of LA 40A
63 | P a g e
26.0
64 | P a g e
Spelling - phonemics
Vocabulary- synonyms and antonyms
Reader Assignments graphic information
Novel assignment intro (SQ3R)
Vocab from novel, context clues
Spelling phonemics
Reader Assignments summary, paraphrasing