Semester
Lesson Information
Class
lesson in a series of
Burnham, J. (2011, April 21). Cartoons for Misplaced Modifiers. Pelican Rapids High School. Retrieved
September 9, 2015, from http://www.pelicanrapids.k12.mn.us/education/components/album/default.php?
gaid=4267>ag=**&grid=2458
Sentences with misplaced modifiers found:
Snipes, E. (2011, July 8). Funny dangling and misplaced modifiers. EddieSnipes.com. Retrieved September 8,
2015, from http://www.eddiesnipes.com/2011/07/funny-dangling-and-misplaced-modifiers/
My lesson is similar to the lesson that Joyce Burnham posted on her schools website, but I took the lesson a
step further by asking my students to write a misplaced modifier sentence of their own.
4. Sheet of misplaced modifier sentences (for my own personal use as I create their
slips of paper)
Before we begin the activity, students will be shown two sentences on the board. One
will be correctly written, and one will contain a misplaced modifier. (The sentences will
contain different content so it is not too obvious). I will ask the class which sentence
they think is better written, and we will vote (heads down, hands up, anonymously). We
will discuss the better answer, which will lead us into our discussion about modifiers
(addressing the prior knowledge). After we complete the activity, I will write two
different sentences on the board, and see how easily the class is able to determine the
better-written sentence.
I will record the votes during the above ^ pre-test and post-test procedures.
The four test sentences and a show of hands
The paper containing the cartoons, the original + rewritten sentences
Linguistic, Visual-Spatial, Logical, Interpersonal
Will accommodate for all IEPS.
PASS
Objective
Number and
text
Standard 3.3b
Correct
dangling and
misplaced
modifiers.
Learning
Objective in
terms of what
students will do
(using Blooms
taxonomy verbs &
ABCD format)
Students will
correctly revise one
sentence to
demonstrate their
understanding of the
misplaced modifier.
Estima
ted
time
for each
activity
5
minutes
15
Formal and
Informal
Assessments
sentence is written in an
ambiguous/humorous way.
They will demonstrate this
understanding by rewriting the
sentence in a way that properly
places the modifier.
They will further demonstrate this
understanding by illustrating the
unintended meaning that the
misplaced modifier causes via a
cartoon drawing.
The students, in groups, will share
their sentences and the cartoons that
accompany them with the rest of the
group.
Students will informally demonstrate
their understanding of misplaced
modifiers by voting between two
sentences that I write on the board
(mirroring the pre-test assessment).
If over 75% of the class is correct, I
have reason to believe that they
grasped the lesson.
Students will further display their
understanding of the lesson by
writing their own sentence with a
misplaced modifier that will be given
to their partner.
Each partner will check that the
sentence they are given is
appropriate. If it is correctly
(incorrectly) written, in a way that it
is ambiguous and easily rearranged
(fixed), the student has
demonstrated that they have
successfully mastered the lesson.
Students will draw a second cartoon,
based off of their partners sentence,
for homework.
minutes
5
minutes
5
minutes
10
minutes
N/A
Closing Activity - Students must stand up and explain their cartoon to the rest of the class before they
may leave.
Data and reflection (Suggested for use after lesson plan is presented in a
classroom)
Data
Pre-test
Informal
assessments
Formal assessments
Post-test
Reflection
How I will change
the lesson
Results