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COLLEGE OF WESTERN IDAHO BSE

Language Arts 40A


Writing Lesson Plans

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.

LA Writing 40A Materials


Title
Contemporarys Achieving TABE Success in Language Level D
Clicker and PowerPoint Presentations
GAIN Essentials: English Skills Book 2
Online instructor and student resources and hard copy of
post assessment:
http:/my.hrw.com/tabnam/controller.jsp?isbn=9780547587
738

Fact Matters: Science


Fact Matters: Teacher Guide
Discovering Fiction: A Reader of North American Short Stories,
Level One
Word Roots A1

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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

Evening LA 40ATuesday and


Monday and Wednesday
5:30-8:30 p.m.
Room 230
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:

1. CATS ReadingD Level (workbook & reader)


2. Discovering Fiction-A Reader of North American Short Stories Level 1
3. Word Roots
4. Fact Matters: Science
5. GAIN Essentials, English Skills, Book 2
6. CATS LanguageD Level workbook

Supplies:

Binder, paper, pencils/pens, spelling/vocabulary notebook, vocabulary ring cards

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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class or behave inappropriately or disrespectfully, as determined by the instructor, may be


asked to leave the classroom. Instructors or Student Services has the right to create a written
behavioral contract with students; if a student violates a behavioral contract, he or she may be
released from the course.

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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Adult Basic Education Lab Hours


2012-2013
Tuesday
Wednesday
10:00 a.m.
Closed
to
12:30 p.m.
2:00 p.m.
to
3:30 p.m.
Closed
Closed

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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LA 40A Writing Lesson Plan Day 1


Topic/Objective

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

GAIN Essentials Book 2


Guided Lab Suggestions

Discuss homework calendar and syllabus

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.

Simple subject of the sentence


Simple predicate of the sentence
Complete thoughts
Sentences or fragments beginning with subordinating conjunctions, prepositions, ing and ed
words
5. Strategy for fixing fragments:
a. adding a subject
b. adding a predicate
c. sentence combining
Practice and Assessment
Complete sentences and fragments
1. Clicker presentation: LA 40A Complete Sentences and Fragments
2. Problem sets from the clicker presentation may be used on the digital projector or on the
board.
Instruction
Use clicker presentation LA 40A Complex Sentences, CATS D 163 or NRP pages 24-25 to teach students
about complex sentences and commas in complex sentences.
1. Independent clauses
2. Dependent clauses
3. Subordinating conjunctions
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4. Order of clauses: commas in complex sentences


Practice
Commas in complex sentence
1. Clicker presentation: LA 40A Complex Sentences
2. Problem sets from the clicker presentation may be used on the digital projector or on the
board.
Games and Activities:
chomp.chomp.com (Grammar Bytes) exercises 1 and 2 on fragments. This may be done as a game with
or without clickers for polling.
To prepare students for the digital gallery writing assignment, you may want to find an appropriate story
on the following website: http://storycorps.org/listen/
Storycorp is an audio story project. The picture and digital recording for the writing assignment is
modelled after this project.
Notes:

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Audio Gallery Assignment


We want to know your story! Stories help us know ourselves, each other, and our community. Help us
turn our lab into an audio story gallery! Follow the instructions below to submit your story. For
examples, tour the lab (check out an ipod at the tutor desk) or go to this website:
http://storycorps.org/
Find or take a picture of yourself, someone in your family, or both. Convert the picture to digital
format. If you need help with this, talk to your instructor.
Text or email the picture to your instructor.
Write the story behind the picture. Tell about the people in the picture, why they are important you,
where the picture was taken, and how the picture relates to you at this point in your life. Write three or
four paragraphs. Have a classmate peer review your story then revise. Youre your instructor edit. Make
final revisions.
Read your story out loud. Practice your story until you feel comfortable reading out loud.
Call your instructors Google Voice and read your story.

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

Scan to hear my story!

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Problems sets from clicker presentation:


LA 40A Complete Sentences and Fragments:
Select the simple subject:
The old time fiddle contest is in June each year.

(contest)

The gold medal for figure skating went to the Russian.

(medal)

Select the simple predicate:


The old time fiddle contest is in June each year.

(is)

The gold medal for figure skating went to the Russian.

(went)

Complete or Incomplete Thought?


If I apply for the manager position.

(incomplete)

I stopped.

(complete)

Since class was cancelled yesterday.

(incomplete)

Around midnight last night.

(incomplete)

Before we begin the meeting.

(incomplete)

Sleeping under the stars.

(incomplete)

Baked in the hot sun at the beach.

(incomplete)

Is this a fragment or a complete sentence?


Allie went on vacation to Mexico last month.

(complete sentence)

The hinge on the gate to the garden.

(fragment)

Sit down.

(complete sentence)

Skydiving for her birthday.

(fragment)

Had a very bad weekend.

(fragment)

While I did homework, my family went to a movie.

(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)

Yuna Kim, the South Korean figure skater in Sochi.

(add predicate)

Were practicing English in the ABE lab.

(add subject)

Singing in the shower. Edward thought he sounded like the next American Idol.

(combine)

LA 40A Complex Sentences


Is this a dependent or independent clause?
After the sun goes down.

dependent

Kiev is a city in Ukraine.

independent

While she prepared for the math quiz.

dependent

Before I decide what I want to major in.

dependent

The dog barked.

independent

Is this a simple sentence?


The tulips blossomed in the spring.

yes

Tulips and daffodils blossomed in the spring.

yes

Tulips, daffodils, and hyacinths blossomed and bloomed in the spring.

yes

Is this a complex sentence?


The credit union down the road is having its grand opening on Monday.

No

Before the concert began, the lights went down.

Yes

Is this sentence punctuated correctly?


When Marco drinks coffee late at night he has a hard time getting to sleep.

No

Corn and potatoes, are common crops grown in Idaho.

No

Marie began paying attention to her nutrition after she developed high blood pressure.

Yes

If you build it they will come.

No

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Although I do not like my picture, my husband posted it on Facebook.

Yes

She will continue to study chemistry until she passes the class.

Yes

Because I enjoy the water I often walk along the river.

No

I often walk along the river because I enjoy the water.

Yes

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LA 40A Writing Lesson Plan Day 2


Topic/Objective

CATS D

GAIN 2

Compound Sentence Structure


159-162
8-11
Run-on Sentences
79-82
Resources

Clicker Presentation: LA 40A Compound Sentences and LA 40A Run-on Sentences

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2

New Readers Press Writing for the GED Book 1


Guided Lab Suggestions

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.

Assist individual students with questions

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.

How to Fix a Run-on:


Find the two independent clauses.
Decide to CHOP or JOIN the clauses.
Chop = Use an end mark between the clauses.
Join= Use proper punctuation to make a
compound sentence.
a. comma + coordinating conjunction
b. semicolon
c. semicolon + conjunctive adverb + comma

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.

Games and Activities


chomp.chomp.com (Grammar Bytes) exercises on comma splices and fused sentences.
Notes:

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Problems sets from clicker presentation: LA 40A Compound Sentences


Is this sentence simple, compound, or complex?
My hometown is in Kenya; now I live in Boise.

compound

Although there was not much snow, the Sochi Winter Olympics were a success.

complex

Chamomile and lavender are helpful for relaxation and sleep.

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

Which compound sentence is punctuated correctly?


I have fear of heights but, I rock climb anyway.
I have a fear of heights, but I rock climb anyway.

I have already eaten too much so I will not order dessert.


I have already eaten too much, so I will not order dessert.

Brett does triathlons: he runs several miles each week.


Brett does triathlons; he runs several miles each week.

I need a new challenge; therefore, I am learning a foreign language.


I need a new challenge, therefore; I am learning a foreign language.
I paid the bill last week, my account does not show the payment.
I paid the bill last week, but my account does not show the payment.
I would like to spend the holiday in France; my mother insists I stay home.
I would like to spend the holiday in France my mother insists I stay home.

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*
*

LA 40A Writing Lesson Plan Day 3


Topic/Objective

CATS D

GAIN 2

Sentence Combining
83-94
Sentence Clarity
95-106
84-87
Resources

Clicker Presentation: LA 40A Sentence Combining; LA 40A Sentence Clarity

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2

New Readers Press Writing for the GED Book 1


Guided Lab Suggestions

Assist students with writing assignment from Discovering Fiction

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

Total D.L. 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

Practice and Assessment


Complete sentences and fragments
1. Clicker presentation: LA 40A Sentence Combining
2. Problem sets from the clicker presentation may be used on the digital projector or on the
board.
Instruction
Introduce misplaced and dangling modifiers, parallel structure, and verbosity and repetition. LA 40A
Sentence Clarity contains instruction and problem sets. CATS D chapter headings for sentence clarity
may also be used for instruction.
1. misplaced modifiers
2. dangling modifiers
3. parallel structure
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4. verbosity and repetition

Supplemental Activity
chomp.chomp.com (Grammar Bytes) exercises on modifiers.
Notes:

Problems sets from clicker presentation: LA 40A Sentence Combining


Correctly combine the following sentences.
(Compound Parts)
The mayor is ahead in the polls. He will probably win the election.
1. The mayor is ahead in the polls and will probably win the election.
2. The mayor is ahead in the polls and he will probably will the election.

My children stayed up late. My children watched a movie.


1. My children stayed up late they watched a movie.
2. My children stayed up late and watched a movie.

Tiffany loves sushi. John loves sushi.


1. Tiffany and John love sushi.
2. Tiffany and John loves sushi.

Australia is a continent. Asia is a continent.


1. Australia and Asia are continents.
2. Australia and Asia are a continent.

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Olivia is singing in the play. She is acting in the play.


1. Olivia is singing in the play and acting in the play.
2. Olivia is singing and acting in the play.

Victoria is sick today. Victoria will not be coming to class today.


1. Victoria is sick and will not be coming to class today.
2. Victoria is sick today, but will not be coming to class today.

(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.

The roads were icy. Everyone was late to class.


1. Because everyone was late to class the roads were icy.
2. Everyone was late to class because the roads were icy.

(Combining with Modifiers)


Norm replaced the timing belt. The belt was broken.
1. Norm replaced the broken timing belt.
2. Broken, Norm replaced the timing belt.

My son denied that he broke the DVR. He spoke convincingly.


1. My son convincingly denied that he broke the DVR.
2. My son denied that he broke the DVR convincingly.

Extra Practice
Nampa is a city in Idaho. Boise is a city in Idaho.

(compound parts)

1. Nampa is a city in Idaho and Boise is another city.


2. Nampa and Boise are cities in Idaho.
3. Nampa is a city in Idaho and Boise too.

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Seth invited Mario to watch the game. Mario had to work.


1. Seth invited Mario to watch the game and to work.
2. Seth invited Mario to watch the game but had to work.
3. Seth invited Mario to watch the game, but Mario had to work.
We couldnt get tickets for the concert. The tickets were sold out.
1. We couldnt get tickets for the concert because they were sold out.
2. Although we couldnt get tickets for the concert, it was sold out.
3. We couldn't get tickets they were sold out for the concert.

Monet was a painter. He was French. He was an impressionist.


1. Monet was French; he was an impressionist.
2. Monet was French because he was an impressionist.
3. Monet was a French impressionist painter.
A bird was in the tree. It sang cheerfully. The tree was a maple.
1. A bird was in the cheerfully maple tree and sang.
2. A cheerfully bird sang in the maple tree.
3. A bird sang cheerfully in the maple tree.

(compound parts)

*
(subordination)
*

(modifiers)

*
(modifiers)

Problems sets from clicker presentation: LA 40A Sentence Clarity


Which sentence is correct (misplaced modifiers)
1. Covered with hot melted cheese, we ate the pizza.
2. We ate the pizza covered with hot melted cheese.

1. Smashed beyond repair, Bert saw his iPhone in the gutter.


2. Bert saw his iPhone smashed beyond repair in the gutter.

1. Wearing a fedora, he went to the store.


2. He went to the store wearing a fedora.
1. I saw a rat taking out my garbage.
2. While taking out my garbage, I saw a rat.

Which sentence is correct? (Dangling modifiers)


1. While jogging in the park, my ankle was sprained.
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2. I sprained my ankle while jogging in the park.

1. Looking through a telescope Mars is beautiful.


2. Mars looked beautiful when I saw it through a telescope.

1. As we were lying on the beach mosquitoes attacked us.


2. Lying on the beach the mosquitoes attacked.

1. We tried to buy tickets online, but the concert was sold out.
2. Buying tickets online, the concert was sold out.

Which sentence is correct? (Parallel structure)


1. The recipe calls for melted butter, milk that is scalded, and beaten eggs.
2. The recipe calls for melted butter, scalded milk, and beaten eggs.
1. I believe in teaching children respect, kindness, and hard work.
2. I believe in teaching children respect, kindness and to work hard.
1. This weekend I watched a movie, ate a carton of ice cream, and was sleeping on the couch.
2. This weekend I watched a movie, ate a carton of ice cream, and slept on the couch.
1. I like to eat well and to exercise often.
2. I like eating well and to exercise often.

*
*

*
*

Which sentence is clear and concise? (Verbosity and repetition)


1. If you want my opinion, I think that summer is better than winter.
2. I think summer is better than winter.

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.

1. I am excited to see the new play.

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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LA 40A Writing Lesson Plan Day 4


Topic/Objective

CATS D

Paragraph Structure and Effective Paragraphs

GAIN 2

111-134; 136-138
(Assessment)
graphic organizer

Writing Paragraphs
Resources

Clicker Presentation: No presentation

GAIN Essentials Book 2


Guided Lab Suggestions

Assist students with writing assignment from Discovering Fiction.

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

Total D.L. 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.

8 sentence accordion paragraph organizer


topic sentences
supporting sentences
explaining sentences
concluding sentences

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.

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Notes:

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8 Sentence Accordion Paragraph Organizer


Subject of the paragraph:

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 3: Explain (Explanation, interpretation, or inference developed from sentence


2.)

Sentence 4: Support (Evidence, fact, example, or detail that supports your point.) Use
transition words.

Sentence 5: Explain (Explanation, interpretation, or inference developed from sentence


4.)

Sentence 6: Support (Evidence, fact, example, or detail that supports your point.) Use
transition words.

Sentence 7: Explain (Explanation, interpretation, or inference developed from sentence


6.)

Sentence 8: Conclusion (Informed opinion, restatement of topic with new words, or final conclusion)
Use closing words.

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Transition Word Sets


From: Step Up to Writing by Maureen Auman

First - Second - Third


One - Another - Next
First of all - Also
First - Then
At first After
One example Another example
One - Equally important
The first - The second
One Another Last
A good A better The best
To begin Then Consequently
It started when As a result Then Therefore
At the beginning Then Following this Finally
One way Another way A final method
One One other Along with Last
In the first place After that Later on At last
One important Another important The most important
Initially Then After that
A bad - A worse The worst
As soon as At the same time Finally
First of all Besides In addition
To start furthermore Additionally Last
First Along with - Likewise
24 | P a g e

LA 40A Writing Lesson Plan Day 5


Topic/Objective

CATS D

GAIN 2

Nouns Common and Proper


19-22
Nouns Singular and Plural
19-22
Nouns - Possessives
191-194
Resources

Clicker Presentation: LA 40A Nouns

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

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

Total D.L. 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

Problems sets from clicker presentation: LA 40A Nouns


Is this noun common or proper?
New York City

Proper

democracy

Common

Sheldon Cooper

Proper

brother

Common

language

Common

Choose the correct sentence.

(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

*
*

*
*

The school gives two winter holidays.


The school gives two winter holidays.
The school gives two winter holidaies.

How many categorys did you enter?


How many categories did you enter?
How many categorys did you enter?

Humaira has three childs.


Humaira has three children.
Humaira has three childrens.

Woman have many opportunities for education.


Womans have many opportunities for education.
Women have many opportunities for education.

(Possessive nouns)
The students prospects were bright.
The students prospects were bright.
The studentss prospects were bright.

Citizens rights are protected.


Citizens rights are protected.
Citizens rights are protected.

The mens competition begins in shortly.


The mens competition begins shortly.
The mens competition begins shortly.

Where is the doctors office?


Where is the doctors office?
Where is the doctorss office?

The athletes preferences were seen to.


The athletes preferences were seen to.
The athletess preferences were seen to.

The childrens schedule includes naptime.


The childrens schedule includes naptime.
The childrens schedule includes naptime.
Mayas resume looks professional.
Mayas resume looks professional.
Mayas resume looks professional.

28 | P a g e

*
*

Overcoming peoples prejudices is difficult.


Overcoming peoples prejudices is difficult.
Overcoming peoples prejudices is difficult.

29 | P a g e

LA 40A Writing Lesson Plan Day 6


Topic/Objective

CATS D

Pronouns
23-30
Pronoun Antecedents
31-34
Resources

Clicker Presentation: LA 40A Pronouns and Pronoun Antecedents

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

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

Total D.L. Hours

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.

Subject and object pronouns


Possessive pronouns
Relative pronouns
Reflexive pronouns
Indefinite pronouns

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

30 | P a g e

1. Clicker presentation contains instruction and problem sets


2. Problem sets from the clicker presentation may be used on the ELMO or on board
Activity
Give students access to the following e.e. cummings poem. Divide students into groups. Have students
circle all the personal and indefinite pronouns in the poem. Have them discuss as a group how there are
two meanings for pronouns such as anyone and no one. Why is no one spelled noone? How is it
significant that anyone and no one are indefinite pronouns? Would the impact of the poem be as
powerful if proper names were used in place of indefinite pronouns? Is it also significant that these
indefinite pronouns are singular?

31 | P a g e

anyone lived in a pretty how town


by e. e. cummings
anyone lived in a pretty how town
(with up so floating many bells down)
spring summer autumn winter
he sang his didn't he danced his did
Women and men(both little and small)
cared for anyone not at all
they sowed their isn't they reaped their same
sun moon stars rain
children guessed(but only a few
and down they forgot as up they grew
autumn winter spring summer)
that noone loved him more by more
when by now and tree by leaf
she laughed his joy she cried his grief
bird by snow and stir by still
anyone's any was all to her
someones married their everyones
laughed their cryings and did their dance
(sleep wake hope and then)they
said their nevers they slept their dream
stars rain sun moon
(and only the snow can begin to explain
how children are apt to forget to remember
with up so floating many bells down)
one day anyone died i guess
(and noone stooped to kiss his face)
busy folk buried them side by side
little by little and was by was
all by all and deep by deep
and more by more they dream their sleep
noone and anyone earth by april
wish by spirit and if by yes.
Women and men(both dong and ding)
summer autumn winter spring
reaped their sowing and went their came
sun moon stars rain
- See more at: http://www.poets.org/viewmedia.php/prmMID/15403#sthash.4locD8lJ.dpuf

32 | P a g e

Notes:

33 | P a g e

Problems sets from clicker presentation: LA 40A Pronouns and Antecedents


Which sentence is correct?
(Subject and object pronouns)
Ethan and me rehearsed our parts.
Ethan and I rehearsed our parts.

He gave the responsibility to Caleb and I.


He gave the responsibility to Caleb and me.

Jake and him are business partners.


Jake and he are business partners.

(Possessive pronouns)
What is your favorite movie?
What is youre favorite movie?

The oak tree lost its leaves late in the season.


The oak tree lost its leaves late in the season.

Kelly and Steve moved out of their house.


Kelly and Steve moved out of theyre house.

My computer is older than hers.


My computer is older than hers.

(Relative and Reflexive Pronouns)


He is the politician to whom I wrote.
He is the politician to who I wrote.

He is the math teacher who taught me fractions.


He is the math teacher whom taught me fractions.

Beethoven is the composer which wrote Ode to Joy.


Beethoven is the composer who wrote Ode to Joy.
She is the woman whose story was told on the news.
She is the woman whos story was told on the news.
Marco learned the foreign language hisself.
Marco learned the foreign language by himself.

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

Which sentence is correct?


(Pronoun antecedent agreement)
Kristen is dissatisfied with his job.
Kristen is dissatisfied with her job.

Albert trained its dog to get the newspaper.


Albert trained his dog to get the newspaper.

Everyone left their coat in the hallway.


Everyone left his or her coat in the hallway.

Nobody wants to pay his or her taxes.


Nobody wants to pay their taxes.
Both girls want to donate her time.
Both girls want to donate their time.

35 | P a g e

LA 40A Writing Lesson Plan Day 7


Topic/Objective

CATS D

Verbs
35
Principal Parts of Verbs
36
Irregular Verbs
36-38
Resources

Clicker Presentation: LA 40A Verb Introduction

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2

NRP Writing for the GED book 2 pages 42-45

GAIN 2
64-75

Guided Lab Suggestions

Assist students with writing assignment from Discovering Fiction


Homework

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

Total D.L. 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

Problems sets from clicker presentation: LA 40A Verb Introduction


Identify the verb in the present form.
avoid
prepared
written

avoid

disappeared
taken
manage

manage

flipping
control
ate

control

thrown
imagine
enjoyed

imagine

Identify the verb in the past form.


knocked
extend
arrange

knocked

prove
listen
kneaded

kneaded

charge
studied
discussing

studied

dividing
sung
uploaded

uploaded

Identify the verb in the past participle form.


occur
intended
have served

have served

had offered
replied
deposited

had offered

38 | P a g e

admire
has required
confirming

has required

Analyze the following verbs: regular or irregular.


count, counted, has counted

regular

play, played, had played

regular

speak, spoke, have spoken

irregular

eat, ate, have eaten

irregular

wash, washed, had washed

regular

cut, cut, have cut

irregular

Select the correct forms of the following irregular verbs.


freeze, freezed, have freezed
freeze, froze, have frozen

freeze, froze, have frozen

buy, bought, have bought


buy, byed, have bought

buy, bought, have bought

cut, cut, has cut


cut, cutted, has cut

cut, cut, has cut

hide, hid, had hidden


hide, hid, had hid

hide, hid, had hidden

eat, ate, had ate


eat, ate, had eaten

eat, ate, had eaten

see, seen, had saw


see, saw, had seen

see, saw, had seen

Choose the correct sentence (be, do)


I been doing my homework.
I have done my homework.

I have done my homework.

She been working.


She has been working.

She has been working.

39 | P a g e

LA 40A Writing Lesson Plan Day 8


Topic/Objective

CATS D

GAIN 2

Simple Tenses of Verbs


39-42
Perfect Tenses of Verbs
43-46
Resources

Clicker Presentation:

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2

NRP Writing for the GED 1 pages 42-47


Guided Lab Suggestions

Assist students with writing assignment from Discovering Fiction

4-7
88-93

Homework

Total D.L. Hours

Pages

CATS D Language
GAIN 2

38, 42, 46, 54


Lesson 1: 4-7,
Lesson 18: 88-93
Writing Assignment: After reading Eleven, use the accordion
paragraph outline to answer question #3 on page 15.

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

Problems sets from clicker presentation:


Identify the verb tense: simple past, simple present, or simple future.
laugh

simple present

emphasized

simple past

will possess

simple future

divided

simple past

will accept

simple future

analyze

simple present

Select the correct verb.


School counselors _____ setting appointments next week.

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

42 | P a g e

past perfect

has relieved

present perfect (singular)

have relieved

present perfect (plural)

will have relieved

future perfect

has understood

present perfect

had exercised

past perfect

have been

present perfect

Choose the correct verb.


By the time my mother-in-law arrives, I _______ for hours.

will have cleaned

will have cleaned


will cleaned
cleaned
Politicians _______ the bill before the vote took place.

had debated

will have debated


will debate
had debated
Rosario _______ English for five years.

has taught

will have taught


has taught
teaches
My kids ______ all the sushi.

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

She ________ sixty hours by the end of the math class.

will have accrued

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

will have discussed

future perfect

will thrive

simple future

has seen

present perfect

communicate

simple present

will have offered

future perfect

mistook

simple past

have texted

present perfect

experienced

simple past

had descended

past perfect

44 | P a g e

LA 40A Writing Lesson Plan Day 9


Topic/Objective

CATS D

GAIN 2

Subject Verb Agreement


47-50
Adverbs
59-70
Resources

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

GAIN Essentials Book 2


Guided Lab Suggestions

Assist students with writing assignment.

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

Total D.L. 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.

Subject and verb agreement with interrupting words and phrases


Subject and verb agreement with compound subjects and/or
Subject and verb inversion in questions
Subject and verb inversion in sentences beginning with here or there
Subject and verb agreement with collective nouns as the subject

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.

Janice Gold, Chair, Fair Housing Committee

Editing Strategy for Subject and Verb Agreement


1. Identify the subject.
2. Determine whether the subject is singular or plural.
3. Identify the verb.
4. Determine whether the verb is singular or plural.
5. If the subject and verb do not match, change the verb so it agrees with the subject.

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.

Janice Gold, Chair, Fair Housing Committee

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.

Instructions for uploading the video is online.

Sunglasses on a bright, sunny day are helpful.

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.

Here is your notebooks for your language and math classes.

Theres your cell phone.

Why was the cars on the freeway stopped for so long?

Wherere the prices for the coats that are on display?

Has Shawn and Gus solved the mystery yet?

My favorite band, Imagine Dragons, go on stage to perform after the opening act.

Problems sets from clicker presentation: LA 40A 5.1 Adverbs


Which sentence is correct? (Identifying adverbs)
Lara thought careful about the question
Lara thought carefully about the question.

Please dont speak so loudly.


Please dont speak so loud.

Select the correct interrogative adverb. (Identifying interrogative adverbs.)

is class cancelled today?


1.
2.
3.
4.

Since
Why
What
Where

49 | P a g e

Why

should we meet to go over our notes?


1.
2.
3.
4.

While
Whose
What
Where

Where

do I get to downtown from the freeway?


1.
2.
3.
4.

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.

I take an often nap during my lunch break.


I take a nap often during my lunch break.

Hopping briskly through the garden, I saw a toad.


I saw a toad hopping briskly through the garden.

Identify the double negative. (Bonus: Name that band.)


We dont need no education.
We dont need any education.
I dont love anybody.
I dont love nobody.
I cant get no satisfaction.
I cant get any satisfaction.
There aint no rest for the wicked.
There isnt any rest for the wicked.
I wasnt looking for nobody when you looked my way.
I wasnt looking for anybody when you looked my way.
I havent got anything but love.
I aint got nothing but love.
50 | P a g e

LA 40A Writing Lesson Plan Day 10


Topic/Objective

CATS D

Capitalization
139-150
Resources

Clicker Presentation: LA 40A Capitalization

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

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

Total D.L. Hours

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

Problems sets from clicker presentation: LA 40A Capitalization

Identify the correctly capitalized sentence.


My favorite actress is emma thompson.
My favorite actress is Emma Thompson.
I heard Governor Kempthorne speak.
I heard governor Kempthorne speak.

*
*

Dmitry Medvedev is the prime minister of Russia.


Dmitry Medvedev is the Prime Minister of Russia.

There is never much free time during christmas.


There is never much free time during Christmas.

All forms required for graduation should be submitted by May.


All forms required for graduation should be submitted by may.

My neighbor is from nairobi, kenya.


My neighbor is from Nairobi, Kenya.

Kenya is in africa.
Kenya is in Africa.

The white house is on Pennsylvania avenue.


The White House is on Pennsylvania Avenue.

The barge headed north on the Nile River.


The barge headed North on the nile river.

The Southwest has a rich history.


The southwest has a rich history.

Next semester I am registered for French.


Next semester I am registered for french.

My dream is to work for the federal bureau of investigation.


My dream is to work for the Federal Bureau of Investigation.

Many boys enjoy being part of Boy Scouts Of America


Many boys enjoy being part of Boy Scouts of America.

Brazil is hosting the next World Cup.


Brazil is hosting the next world cup.

52 | P a g e

The romantic comedy ended happily in a Parisian Caf.


The romantic comedy ended happily in a Parisian caf.

Shakespeare wrote The Taming of the Shrew.


Shakespeare wrote The Taming Of The Shrew.

53 | P a g e

LA 40A Writing Lesson Plan Day 11


Topic/Objective

CATS D

GAIN 2

Commas
Resources

Clicker Presentation: LA 40A Commas

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

Assist students with writing assignment from Discovering Fiction


Homework

Pages

CATS D Language
GAIN 2
Writing Assignment:

170 and 174


Lesson 16: 80-83

Distance Learning
Hours
1.5

Total D.L. Hours

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.

Commas in compound sentences


Commas in complex sentences
Commas with nonessential clauses, phrases, and words
Commas with items in a series
Commas with direct address
Commas with yes and no
Commas in place names
Commas in dates

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:

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Problems sets from clicker presentation: LA 40A Commas


Analyze: Which sentence uses the comma correctly?
(Compound and Complex Sentences)
Azzam began as a clerk, and now he is a manager.
Azzam began as a clerk and now, he is a manager.

If you need to reach me, I will be at the beach.


If you need to reach me I will be at the beach.

Women were not allowed to vote, when Susan B. Anthony was born.
Women were not allowed to vote when Susan B. Anthony was born.

With several branches broken off the tree began to die.


With several branches broken off, the tree began to die.

Dennis, who is Pollys new boyfriend, seems nice.


Dennis who is Pollys new boyfriend seems nice.

The bank, as usual, was crowded with customers.


The bank as usual was crowded with customers.

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.

Sparrows, blue jays, and cardinals nibble on seeds and berries.


Sparrows, blue jays and cardinals nibble on seeds, and berries.

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.

Doctor McGrath, you have a call on line one.


Doctor McGrath you have a call, on line one.

Tell me, Martin, do you enjoy your job?


Tell me Martin, do you enjoy your job?

Yes, we have pumpkin ice cream.


Yes we have pumpkin ice cream.
November, 23 1968
November 23, 1988
Kevin lives in Phoenix, Arizona in a new condominium.
Kevin lives in Phoenix, Arizona, in a new condominium.

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LA 40A Writing Lesson Plan Day 12


Topic/Objective

CATS D

GAIN 2

Semicolons
175-178
Colons
176-178
End Marks
155-158
Resources

Clicker Presentation: LA 40A Semicolons, Colons, and End Marks

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

Assist students with writing assignment from Discovering Fiction


Homework

Pages

Distance Learning
Hours

Total D.L. Hours

CATS D Language

Check-up pg. 158


Check-up pg. 178
Assessment pg.
179-182
GAIN 2
x
Writing Assignment: Make sure you have read The Blanket
in Discovering Fiction.
Option 1: Expand your answer of question #4 from page 27
from The Blanket. Write 2-3 paragraphs comparing fathers
gift to Granddad with a present that was given to you
because someone else felt guilty, or a present you gave to
someone because you felt guilty.
Option 2: Answer question #1 on page 27: Write a summary
of the story in two or three paragraphs. To help you organize
your summary, use your cause and effect Poetic Justice
chart from the previous class.

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.

Semicolons in compound sentences


Semicolons with items in a series that contains commas
Colons in time
Colons with a list
End Marks

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.

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Notes:

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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!

How are you today?


How are you today!

Exit to the left.


Exit to the left?

Leave me alone!
Leave me alone.

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LA 40A Writing Lesson Plan Day 13


Topic/Objective

CATS D

GAIN 2

Quotation Marks
183-186
Resources

Clicker Presentation: LA 40A 7.1 Quotation Marks

Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

Have students participate in peer editing of writing assignment from last class. For homework, students will make
corrections based on the editing.
Homework

Pages

Check-up pg. 186


Check-up pg. 190
Assessment pg.
199-202
GAIN 2
Check In 3: pages
122-128
Writing Assignment: Make corrections to the previous
writing assignment based on peer editing done in lab.

Distance Learning
Hours

Total D.L. 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:

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Problems sets from clicker presentation: LA 40A 7.1 Quotation Marks


Identify the correct sentence.
I enjoy almost all kinds of music, said Michelle.
I enjoy almost all kinds of music said Michelle.

Daniel asked Michelle if she liked jazz an rap.


Daniel asked Michelle if she liked jazz and rap.

This bus is too crowded! Complained Courtney.


This bus is too crowded! complained Courtney.

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.

The doctor said, Take two aspirins.


The doctor said take two aspirins.

I hope, Rachel exclaimed, that we arrive on time!


I hope Rachel exclaimed that we arrive on time!

Lets eat said Eddie. Im starved.


Lets eat, said Eddie. Im starved.
Before dinner, said Nathan, we played a little basketball.
Before dinner, said Nathan, We played a little basketball.
Did the clerk say, show your receipt to the guard at the door?
Did the clerk say, Show your receipt to the guard at the door?

*
*

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?

The mosquitoes are terrible tonight, complained Eduard. We should go inside.


The mosquitoes are terrible tonight. complained Eduard. We should go inside.

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LA 40A Writing Lesson Plan Day 14


Topic/Objective

CATS D

GAIN 2

Review GAIN Online


Resources

Clicker Presentation: Problem sets from clicker presentation available for ELMO or board work

GAIN Essentials Book 2


Guided Lab Suggestions

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:

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CATS Language Book D Pacing Guide and DL Hours for LA 40A


CATS Language Book D
Unit

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

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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

Week and Day


assigned in LA 30
4.2
1.2
1.2
5.1
*
*
*
*
*
5.1
5.1
3.2
4.1
x
1.1
6.1
1.1
4.2
x
x
*
x
x

26.0

Writing and Reading Topic Comparison by Week LA 40A

Language Topics LA 40A


Week 1
Fragments
Complex Sentences
Run-on Sentences
Compound Sentences
Week 2
Sentence Combining
Sentence Clarity
Paragraphs
Week 3
Nouns Common and Proper
Nouns Singular and Plural
Nouns Possessives
Pronouns
Pronouns and Antecedents
Week 4
Verbs
Principal Parts of Verbs
Irregular Verbs
Simple Tenses
Perfect Tenses
Week 5
Subject and Verb Agreement
Adverbs and Other Modifiers
Capitalization
Week 6
Commas
Semicolons
Colons
End Marks
Week 7
Quotation Marks
Review
Week 8
Review and Post-test

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Reading Topics LA 40A


Elements of Reading
Purpose of Reading
Spelling and Vocabulary
Reader Assignments

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

Discuss novel vocab


Spelling phonemics
Reading details, sequence

Discuss novel- vocab


Spelling phonemics
Reading main idea
Discuss novel vocab
Spelling phonemics
Reading cause and effect

Discuss novel vocab


Spelling phonemics
Reading drawing conclusions

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