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Dangling and Misplaced Modifiers Technology Lesson Plan By: April Olorunfemi Stage 1 Desired Results

GPS and Elements: ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student: c. Revises sentences by correcting misplaced and dangling modifiers. ELA8W3 The student uses research and technology to support writing. The student: b. Achieves an effective balance between researched information and original ideas. Enduring Understandings:
Students will understand that

Usage involves appropriate conventions and grammar. Dangling and misplaced modifiers may alter the meaning and context of a sentence.

Essential Questions: 1) How are modifiers used in a sentence? 2) What is the difference between a misplaced modifier and a dangling modifier? Skills:
Students will be able to

Knowledge:
Students will know Students will know three types of modifiers that can be used within a sentence. Students will knowthe meaning of a misplaced modifier. Students will knowthe meaning of a dangling modifier Students will knowhow to correct dangling and misplaced modifiers within a sentence. Students will knowhow to create a comic strip using web 2.0. technology

Students will be able to compare and contrast dangling and misplaced modifiers Students will be able tomodifiers successfully within a sentence Students will be able touse online sources support learning. Students will be able towrite grammatically appropriate sentences using the standard conventions of language.

Stage 2 Assessment Evidence


Performance Task(s) and Product(s): Students will work individually to create a comic strip that portrays a superhero saving a misplaced or dangling modifier.
Formal Assessment Format(s) and Grading:

Monitor group activity, allow students to lead discussion and review of process, allow students to lead an open forum on the topic

Stage 3 Learning Plan


Activating Strategies/Models: Answer Essential Question and create a word splash about the job of a modifier using Wordle.net Procedures/Sequence: 1) PPT introduction to class lesson 2) Complete first activating strategies to build topic interest, answer E.Q. 3) Define Modifier 4) Share Flocabulary presentation on My Favorite Modifier: Adjectives. 5) Complete second activating strategy, class brainstorm/word Splash, using Wordle.net 6) Identify problems with modifiers, misplaced and dangling. (Student Read Aloud) 7) Grammar bytes modifier presentation, Youtube (student independent reading) 8) Whole group Chunk and Check practice 9) Student technology implementation utilizing www.makebeliefscomix.com to demonstrate understanding of correct modifier placement. 10) Students share final products. Materials: Student computers with internet connection, LCD Projectors, paper, writing utensils. Differentiation: 1. Content (Readiness, Interest, or Learning Profile): Differentiation of content will be implemented to improve learning for multiple intelligences, special education, advanced learners and ESL learners in the following ways: *Allow students to use a range of media to understand and become familiar with research information. *Use tiered product assignments. * Provide visual, auditory, and kinesthetic product and learning options such as teacher lecture, YouTube videos, small group/whole class forums. 2. Process: (Readiness, Interest, or Learning Profile): Differentiation of process will be implemented to improve learning for multiple intelligences, special education, advanced learners and ESL learners in the following ways: *Teaching students how to use a wide range of product formats including print and online/web. *Provide an Internet sites at different levels of complexity for presentation purposes. 3. Product: (Readiness, Interest, or Learning Profile): Differentiation of process will be implemented to improve learning for multiple intelligences, special education, advanced learners and ESL learners in the following ways: * Allow students to use a range of media to express knowledge, understanding, and skill including digital, print or spoken/printed formats * Provide analytic, creative, and practical product options that enhance student topic

understanding. * Encourage students to work independently or with partner(s) on product development. *Ensure connections between product assignments and a range of student cultures/communities by demonstrating access through multiple sources of information based on student interest.

All of these efforts seek to expand and capture all student interest while allowing students with exceptional needs to grasp the material in a stimulating, safe, supportive, environment. Please see second attachments for graphic organizers that allow students to process the lesson of research and references.

Closure: LESSON: Students will answer the essential question as well as name and describe three types of modifiers and problems with modifier placement. Students will share relevant presentation products by printing or emailing them.